Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

CHAFFEY COLLEGE CHINO CAMPUS MASTER PLAN 2004

Chino, California

Final Report, June 2004

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

Chino, California Developed by: The Chaffey College Governing Board The Chaffey College President’s Cabinet, Rancho Cucamonga Campus Dr. Marie Kane

President/Superintendent

Steve Menzel Vice President, Administration

Earl Davis Vice President, Business Affairs

With the Cooperation of: The State of California Department of General Services The City of Chino SunCal Development Company And the Assistance of: 3D/International The MAAS Companies MDA Johnson Favaro

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Chaffey College Chino Campus Plan This report summarizes the results of a year long planning effort for the new campus of Chaffey College to be built on a 100-acre property ceded to the College by the State of California in the southern reach of the Chaffey College District within an area of the City of Chino to be known as College Park. The first phase “Reconnaissance and Analysis” consisted of documentation of the physical existing conditions of the site and its immediate surroundings, familiarization with College Park Specific Plan which establishes the basic parameters for the overall setting of the new campus, and outreach with the City of Chino, the State and the College community in order to develop a shared understanding of the beginning parameters of the plan, the goals for the plan and those planning principles evolving out of such understanding that guided the plan’s development. In the second phase “Option Development” alternate layouts were considered for both the short term and long term development of the campus. Options focused on how best to accommodate 1) the education master plan for the new campus; 2) vehicular circulation and parking; 3) the configuration of the Village Center and the College’s relationship to it; and, 4) the interface between the College and Ayala Park. Design guidelines, technical guidelines and this summary report were produced in the last phase “Final Master Plan and Feasibility Report”. The report is arranged in four parts as follows: Introduction. This section describes the purposes of the master plan process and product and introduces the site, its context and the College Park Specific Plan as well as the preliminary College Park development plan all of which established the basic parameters of the campus plan. The Thirty Year Vision. This section begins with a Vision Statement created in collaboration with the College community and then describes the long term vision for the campus with diagrams, images and narrative. An illustrative plan introduces the basic features and parameters of the vision. In the materials that follow emphasis is given to: 1) vehicular circulation and parking; 2) landscape and open space; 3) building capacity and building character; and 4) the relationship of the College to the Village Center. The Phase I Plan. Two buildings, landscape and open space and parking lots for 7-800 are funded within the $43M Measure “L” Bond Measure, known as “Phase I”. The basic parameters and programmatic distribution within the two buildings, called the Main Instruction Building and the Community Center, are described in narrative and diagrams. Sketches and images indicate generally the aesthetic direction of their designs.

RC CAMPUS

CHINO CAMPUS

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

Implementation. This section begins with a synopsis of the accepted standards of building costs for academic buildings in Southern California and within the California Community College system, followed by an outline conceptual cost plan for Phase I. It concludes with a narrative description and diagram of the plan for expansion of the campus that will be, according to the Educational Master Plan produced by MAAS Companies, funded through applications to the State in three five year increments through the year 2020. Appendices. Four additional chapters are devoted to : 1) Design Guidelines, defining the aesthetic direction of campus buildings; 2) Technical Guidelines, establishing basic systems parameters; 3) a detailed Cost Plan for phase I; and, 4) a record of the analysis, option development and outreach that supported the creation of the plan throughout the year long effort.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

INTRODUCTION The Purposes of the Master Plan

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

The College Park Specific Plan

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

The College Park Development Plan

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

THE THIRTY YEAR VISION Vision Statement and Thirty Year Illustrative Plan

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

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

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

Thirty-Year Regulating Plan, Building Capacity and Building Character

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

The Village Center and Roundabout

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

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

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

Phase I Conceptual Building Program

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

Main Instructional Building and Community Center

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

IMPLEMENTATION The Costs of Things and How They Are Funded

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

Phase I Summary Cost Plan

.....................................................38

Campus Expansion 2010-20

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

APPENDICES Design Guidelines

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

Technical Guidelines

...............................................(II)

Supporting Analysis and Outreach

...............................................(III)

Detailed Phase I Cost Plan

...............................................(IV)* * (Under separate cover)

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Purposes of a Campus Master Plan In the fall of 2002, through the passage of a bond measure (Proposition “L”), approximately $43 M in funds became available to Chaffey College for the purposes of the establishment of a new campus in the southern area of the District within the City of Chino. The available funds were assigned for no purpose other than the planning, design and construction of facilities on the site as well as participation in the funding of infrastructure--roads and utilities--for those parts of the larger College Park development that will serve the College. The Chino Campus Plan was a year long effort that began in June of 2003 and whose purpose was to establish a 30-year vision and overall plan for the physical facilities of a campus that will eventually accommodate an enrollment of 15,000 students. The plan was to include building sites, athletic and recreation facilities, parking and other things that make a community college campus complete. A principal component of the master plan was to identify those projects to be constructed within the available Measure “L” funding (the $43M) as well as to determine a plan for the implementation of building projects within this “Phase I.” In addition plans were to be developed to describe and define growth in three five-year cycles beginning in 2010 with an eye toward the positioning of the College for adequate State funding for facility construction through the year 2020, thus ensuring its orderly expansion over the next fifteen years. The 30-year vision was to delineate building sites for design and construction beyond 2020. Relating the educational mission and the physical setting of the College. Chaffey Community College has committed to creating a unique and clearly defined purpose for the Chino campus. This purpose will create a shared identity among the new campus’ students, faculty and staff distinct from the other campuses and to be reflected in its physical makeup. The new campus is situated within a powerful and potentially beautiful physical setting at the southwest corner of the San Gabriel Valley, on gently sloping land at the base of the rolling, grassy and oak dotted Chino Hills to the south, with views of the commanding San Gabriel Mountains to the north. The area surrounding the new campus remains visibly rural and agricultural representing one of the last vestiges of the great agricultural heritage of the valley. The master plan was to capitalize on these strengths and, importantly, relate them by creating tangible relationships between the daily life of the college and its physical setting. This was not an abstract or formulaic exercise, but rather required creativity, FR-1

imagination and flexibility of thought manifested through the use of a variety of visual tools (drawings and models) to arrive at a shared vision. A sound foundation in reconnaissance and analysis as well as a healthy respect for the contingencies and circumstances of reality was crucial. It was acknowledged, however, that analysis and planning in the absence of a shared vision would lack direction and be destined at best to dissipate and at worst to create conflict. It was understood that the process of imagining, questioning and revising was the way to arrive at a shared vision with the right balance of the ambitious, the wonderful, the pragmatic and the achievable. Relating the short term to the long term. The master plan structures thought and provides a framework within which decisions can be made about intended infrastructure, building and landscape projects now, and as they arise in the future. In the initial stages it is an exercise in imagining an ideal: “What would we do if we could control everything and had all the resources we needed at our disposal today?” This is a useful method in broadening horizons, creating possibilities where they were thought not to exist and nurturing the will to do better than what near-term concerns might ordinarily suggest. It is never intended that a master plan be considered a blueprint for one giant static project unto itself whose value is diminished by virtue of it not taking place all at once or ever being realized in its entirety. It’s value lies in its ability to balance objectives and priorities from the long view and thus prevent short-term decisions from creating obstacles to the eventual completion of a coherent overall plan. A good master plan will allow for incremental execution of individual components as they arise while creating interim conditions which do not feel like incomplete fragments. The requirements of this plan are that it account for four stages in development over time. The first of these, Phase I, will be the plan that delineates the construction projects to be completed within the available Measure “L” funds; the second phase plan will delineate construction projects to be completed within three cycles concluding in 2010 (IIA), 2015 (IIB) and 2020 (IIC) respectively. The funding for the implementation of phases IIA, IIB and IIC will be made available primarily through the state of California and secured only upon successful applications within this statewide competitive funding program. The state has developed a clear hierarchy of priorities in identifying those projects it chooses to fund--mainly instructional space--and thus it will be an underlying strategy of the Phase I plan to build as many instructional support and non-instructional facilities--those that are low on the state’s priority list -- as possible in order to position the College well in the future.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

The balancing pressure in Phase I, however, will be to limit the amount of noninstructional space and maximize building efficiencies in the first buildings so as to be able to show desirable (low) cap/load ratios in the 2010, 2015 and 2020 funding cycles, maximizing the show of need in each of the state applications. The Task at Hand (1) (2) (3) (4)

(5) (6) (7) (8)

Identify, locate sites for and give definition to buildings within Phase I, Phases II A (2010), IIB (2015) and IIC (2020) as well as building sites within the thirty year vision. Create an outline program for the buildings and facilities within Phase I. Create design and technical guidelines for buildings and facilities within Phase I Identify, locate sites for and give definition to parking lots within Phase I, Phases II A , IIB and IIC as well as the thirty year vision. (Plans for parking are supported with documentation illustrating capacity, adequacy in relation to community college standard practice and suitably minimized walking distances between spaces and destinations)

Place, give definition to and create design guidelines for landscape and open space elements within Phase I, Phases II A, IIBand II C and the thirty year plan. Create a comprehensive circulation plan including vehicular access and circulation, bicycles and pedestrians. Create an outline Phase I implementation plan. Develop an outline capital investment plan and cost plan for Phase I construction, including buildings, landscape and open space, parking, recreation and athletic facilities and utilities. (The cost estimate shall include only those parts of Phase I to be fully funded by the College’s available Measure L Bond funds excluding those to funds to be assigned to the College Park shared development costs. The cost estimate shall include markups for design contingency, contractor’s overhead and profit, and cost escalation over time.)

Exclusions of the Campus Plan The campus plan does not: (1) (2) (3) (4)

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

(5) Prevent nor discourage intelligent incremental development of the campus over a thirty year period. (6) Preclude varying interpretations of the plan in the long term arising out of unforeseen events, influences or requirements of the future. Collaboration and Process. The discipline to abide by the framework of the campus plan process itself is the best way to avoid unnecessary conflict, the wasting of resources and the inefficient doubling of efforts. Within a college setting it is imperative that different user groups work together in the envisioning process and that one group understands the perspective of the other. More often than not a good plan will enhance the fortunes of all groups. Where before it may have seemed that interests were in conflict, a good plan will bring interests into alignment, such that the actions of one group will accrue benefits not just to itself but also to its neighbors. For the process to work best, it is critical to hear from as many constituents as possible as early as possible--that constituents voice their needs, desires and concerns in good faith, participate fully throughout the process with the goal to find solutions and in the process create the conditions for success. The following is a summary of the “ground rules” that all participants acknowledged and accepted in the orderly unfolding of the collaborative process: (1) Everyone recognized that the new campus is for everyone within the college district and therefore ultimately it will have to accommodate a wide variety of needs and desires. (2) Participants were obligated to participate in good faith from the beginning, throughout and to the conclusion of the process; this meant listening to others, understanding where others were coming from and an attitude of finding ways to say “yes”. (3) All participants were called upon to seek solutions. In making a demand or expressing a need participants were asked to simultaneously put forth solutions for such demands and expect to work with the needs of others in devising such solutions. (4) Participants were prepared for compromise. Not every detail of every need was by definition to be met in the campus plan. Participants were to work together to prioritize shared needs and devise common goals that the College as a whole was able to embrace. (5) Respect for the process was paramount. The organization of a process that was both structured and open-ended allowed for the orderly unfolding of events, maximum participation and creativity. FR-2

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The College Park Specific Plan Vision Statement

Basic Features of the College Park Land Use Plan

“To Create a walking-scale, mixed-use community with the character and ambience of a small college town generally in keeping with what has become known as “neo-traditional design” principles. The integrated mix of residential, shopping and services, parks, and a college campus establishes Chino College Park as a unique in-fill master planned community in which families can live, work, learn and play”.

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

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

Introduction The State of California Department of General Services (DGS) identified 710 acres of the California Institution for Men (CIM) facility as surplus property. DGS proposes to convey, sell and otherwise transfer the surplus property from state ownership to the three parties: the City of Chino, the Chaffey College District, and a private developer. The City and its Community Development Department, Chaffey Community College District, and the DGS signed a Memorandum of Understanding to carry forth the planning, entitlement, and development of the surplus property. SunCal Companies was selected as the developer for the 470acre parcel and the master developer for the preparation of a comprehensive Specific Plan to provide direction and continuity within the 710-acre project site. SunCal Companies worked in conjunction with the City the College District to provide an integrated mixed-use master planned community. The land use development of the surplus property would be controlled by this Specific Plan and other regulations, as adopted by the City. Location and Setting The Chino College Park Specific Plan is located in the southwestern corner of San Bernardino County, approximately 28 miles east of Downtown Los Angeles in the City of Chino, near the cities of Chino Hills, Yorba Linda, Pomona, Ontario, Norco and Corona within one of the most rapidly growing areas of the state. It is located in the Chino Valley, a shallow, broad basin that gently slopes southsouthwest and is generally covered by alluvial soils, which are derived from the surrounding mountains and hills. The Chino Valley is influenced by the Santa Ana River, which originates in the slopes of the San Bernardino Mountains, located to the northeast. The 710-acre College Park site is generally bounded by Central, Edison, and Euclid Avenues in the northern portion of the CIM. FR-3

The Concept of Chaffey College in the Specific Plan The College campus provides an integral component of the Village Center, creating vibrancy and liveliness at the center of the community. Its adjacency to residential neighborhoods and shared use of the community center and other Ayala Park facilities provide for a strong influence to the community’s character, creating a small college town atmosphere. In addition to the intent for electronic links to the College facilities from the community and participation in college activities and programs by the College Park community at-large, the College has a strong influence on the “energy” and pedestrian scale of the community. Sidewalks, trails and neighborhood streets connect the College campus to the surrounding neighborhoods. College architecture provides a strong visual image as one enters College Park on Oaks Avenue or travels along Eucalyptus Avenue. The Concept of the Village Center in the Specific Plan The Village Center has been designed as a place for community-level gatherings and social interaction, as a gateway to the community, and to provide services. The Village Center incorporates retail and office uses to serve local residents and the College with high density housing . The core feature in the Village Center is a series of open spaces of a size and scale to allow for social gatherings and events and linked together about the perimeter of a roundabout with central fountain. Its role is to be the unifying element for Ayala Park, Chaffey College and the adjacent mixed-use area. Strong pedestrian entries and visual links from the Village Center into the College campus, park and adjacent residential areas are important elements of the design.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

Retail Services in a Mixed Use Setting Community level retail uses within the mixed use area of the community front onto the Village Center. Short term curbside parking is provided in front of the shops, while long term parking is set to the rear of the shops. Direct pedestrian links are provided from the Village Center to the adjacent college campus and Ayala Park via enhanced pedestrian crossings. Connections are provided to the surrounding residential uses via enhanced pedestrian corridors. Communityscale office uses will be integrated with the retail establishments in order to serve the college, park and residential community. A combination of commercial and retail uses in the mixed-use areas will be provided and can support a variety of full service restaurant and fast-food uses, a coffee house, a neighborhood market and neighborhood scale commercial vendors. Shared Use Opportunities with the College Shared use opportunities will be available within the Village Center/Mixed Use area. Chaffey College will either provide child-care on site or refer students and faculty to local providers. A joint use arrangement with a child-care provider might benefit both the College and the local residents. Similarly, the school includes within its curriculum several programs that might lend themselves to some type of joint venture with a retailer, such as the programs in fashion design, photography, culinary arts and other courses. These mutually beneficial uses could provide an additional way in which local residents, business people and the College could collaborate, strengthening their sense of community. Village Center Residential High and Very-High-density residential neighborhoods, including townhomes, apartments and live/work residences, are integrated into the Village Center. As in all College Park residential neighborhoods, the homes in this mixed-use neighborhood have architecture that addresses “B” street and Eucalyptus Avenue Residential Neighborhoods Residential neighborhoods are designed to provide for neighborhood identity, encourage social interaction, and provide for recreational enjoyment. The Specific Plan identifies a total of 12 distinct residential neighborhoods plus three product types in the Village Center Overlay District. This creates a very well

integrated and diverse mix of housing throughout College Park. This refined neighborhood plan also allows for a varied appearance along the neighborhood streets and encourages diversity within the makeup of the residents in terms of life stage, economic status and life style. Community Recreation and Open Spaces Two active parks are incorporated into the Chino College Park Specific Plan, in addition to the previously described neighborhood parks and the active sports and recreation facilities planned for Ayala Park. A 5-acre park is located adjacent to the elementary school at the intersection of Mountain Avenue and “B” street. This park serves as a centrally located active recreation element for this portion of the community. It is within easy walking distance of the surrounding neighborhoods. In conjunction with the adjacent 10-acre elementary school site, the park is the central node to the surrounding neighborhoods and serves as an “anchor” to the end of “B” Street. Along the southern boundary of the community a series of greenbelt/open spaces are provided. These open spaces serve multiple purposes. Their primary purpose is to provide areas for detention basins or ponds. They also provide visual and spatial separation from the Correctional Institution for Men to the south. These areas will be heavily landscaped to the extent allowable in order to provide adequate visual buffer. Trails and Streets A variety of trails are incorporated into the plan to provide for equestrian, bicycle and pedestrian uses. Connectivity of community elements via sidewalks and multipurpose trails encourages less dependency on the automobile and increases the mobility of those who do not drive, whether youthful or elderly. Community streets of all levels are integrated into the community as positive multipurpose community elements, not merely traffic bearing through-corridors. Streets are laid out in a modified grid pattern to allow multiple routes to each destination, thereby preventing congestion on collector streets and traffic calming devices such as chokers are incorporated at key intersections and pedestrian street crossings to encourage slower speeds and increase pedestrian safety. Blocks are shortened to create a more walkable scale of neighborhoods. Parkways along all streets are planted with shade trees to enhance pedestrian comfort and encourage walking. FR-4

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

College Park

College Park and Its Environs. The 710-acre State of California surplus property is located at the southwest corner of the San Gabriel Valley within the City of Chino between the Pomona Freeway to the north and the 71 Freeway to the southwest. It is bounded by Edison Avenue on the north, Central on the west and Euclid on the east. FR-5

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

The College Park Specific Plan. The Chaffey College Chino campus occupies 100 acres at the heart of College Park . The expanded Ayala Park is at the northwest corner of the site, and twelve residential neighborhoods occupy the eastern half of the site. The Village Center lies at the point of intersection of the Park, College and mixed use retail development. FR-6

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

OAKS AVENUE

EDISON AVENUE

AYALA PARK

VILLAGE CENTER

HIGH-DENSITY RESIDENTIAL NEIGHBORHOOD

MIXED-USE

EU CA U LY PT US AV EN

HIGH-DENSITY RESIDENTIAL NEIGHBORHOOD

CENTRAL AVENUE

UE

CHAFFEY COLLEGE

“A” STREET

CALIFORNIA INSTITUTE FOR MEN (CIM)

HIGH-DENSITY RESIDENTIAL NEIGHBORHOOD

The College Park Development Plan. This plan includes more detailed information on the layout of the twelve residential neighborhoods on the eastern half of College Park as well as a layout for the basic components of the College campus. In addition the plan shows a more detailed layout of the expanded Ayala Park showing nine NCAA regulation soccer fields , one tournament soccer field as well as baseball fields, driving range, the YMCA recreational complex, etc FR-7

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INTRODUCTION Chino, California

EDISON AVENUE

PARK PARK

PARK

ELEMENTARY SCHOOL

RESIDENTIAL NEIGHBORHOOD

PARK

EUCLID AVENUE

PARK

LOW- DENSITY RESIDENTIAL NEIGHBORHOOD

PARK

MOUNTAIN AVENUE

RESIDENTIAL NEIGHBORHOOD

PARK

EUCALYPTUS AVENUE

PARK

RESIDENTIAL NEIGHBORHOOD

RESIDENTIAL NEIGHBORHOOD

PARK

RESIDENTIAL NEIGHBORHOOD

HIGH-DENSITY RESIDENTIAL NEIGHBORHOOD

The Village Center is key in the development of the plan and planned to maximize the relationship between the park and its community facilities, the mixed-use development and the College-- all converging at the intersection of Oaks, “A” Street and Eucalyptus. The roundabout anchors and gives visible expression to this relationship.The arrangement of parking for the College is shaped to maximize joint-use with the Ayala Park, and to minimize the impacts of vehicular traffic on the pedestrian oriented Village Center. FR-8

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Chaffey College Chino Campus: Vision Statement In thirty years the Chino Campus will be a fully functional multi-disciplinary community college serving an enrollment of 15,000 students who live and work in the southwest part of the San Gabriel Valley in communities such as Chino, Chino Hills, Yorba Linda, Pomona and Ontario. This campus will be complemented by the existing Chino IT Center near Chino City Hall and offer coursework in the full range of subjects available now within the Chaffey College District. Programs that will augment those currently offered at the Rancho Cucamonga campus include a complete culinary arts program including the full compliment of courses in hospitality, nutrition and food management; and a program in fashion design, merchandising and interior design. Other programs will emerge as the college sees the need. The College Park campus will be a model of responsible pedestrian oriented institutional planning in which the physical arrangement and life of the College have been integrated into that of the surrounding community--the residential neighborhoods, a retail/mixed-use Village Center and an active recreational, regional park--the 140-acre Ayala Park--in mutually beneficial and reinforcing ways. Students will drive to campus but arrive via arterials that are apart from the heart of the Village Center where the life of College Park is centered. In this way the visual and functional impacts of day to day traffic flows on the life of the residential neighborhoods, the park and the Village Center are minimized. The campus core, and its community life, is situated around the public spaces surrounding the roundabout at the heart of the Village Center. Here students faculty and staff cross paths with the patrons of the commercial establishments of the retail/mixed-use center across the street and those making use of the Chaffey/Ayala Park Community Center. The Village Center is that place where the full compliment of residents, merchants, teachers and children from a variety of backgrounds and walks of life come together in community every day, where experiences are shared, and the exhilarations of special events, festivals and fairs celebrated. It is the repository of the collective memory of the College Park community and that place with which the community identifies itself. Gardens lined with tall, wide canopy trees flank Oaks Avenue as it extends south from Edison Avenue to the Village Center and terminating at the roundabout upon which the principal facade of the College’s first building faces. Tall gold and green grasses punctuated with California native flowers sway in the breezes under blue sky bracketed by the San Gabriel Mountains to the north FR-9

and the Chino Hills to the south. The boulevard, flanking gardens and roundabout are like a great forecourt to the College and mark its presence at Edison such that there is no question for whom College Park has been named. It serves as a modest but powerful monument to the natural setting and agricultural heritage of this part of the valley and Chino’s part in its history; and it preserves a sense of physical and visual connection in the everyday experience of the College to the grandeur of the San Gabriel Valley and the mountains and hills that define it. The first two buildings built by Chaffey College upon the founding of its College Park campus, the Main Instruction Building and the Community Center, face onto the Village Center. The Main Instruction Building marks the end of the axis of Oaks Avenue as seen from Edison and forms the southern boundary of the Village Center in a dignified and gracious manner commensurate with its role in the community. This building is the principal face of the College. It mediates the interior life of the College with its neighbors. The Community Center forms the west boundary of the Village Center and is equally commanding in its physical presence. This building is alive with College and community activity throughout the day and evenings, seven days a week. Community events, conferences, cooking classes and weddings keep the place busy on the weekends and provide plenty of patrons for the commercial establishments that line the east side of the Village Center. Soccer tournaments in the park, community classes, swimming and tennis competitions on campus, farmers’ markets and festivals in the Village Center together create a bustling hum of life that infuses the College with a sense of place and meaningful participation in the life of the larger community. Through the forecourt and lobby of the Main Instruction Building, passing through to the south courtyard embraced by the building’s east and west wings the central campus Mall extends south and opens out onto the Chino Hills. Here, the bustling of the Village Center has quieted; and the more purposeful life of the College is given expression. This space is the heart of the campus, its living room and the focal point of the College community. Consistent with the tradition of the American college quadrangle, it is appointed with grass, trees and paths that crisscross it. The mall is literally the cross roads. Buildings line its east and west flanks, themselves arranged around secondary courts and gardens forming smaller communities within which students, faculty and staff with shared interests are able to thrive in environment of collegiality, mutual respect and support.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

The Chino Campus. Landscape and open space in dramatic relationship with the San Gabriel Valley and the mountains and hills that form it are the dominating organizing and character giving influence on the new campus. The buildings are modest and dignified in character, and given shape through contemporary interpretations of Southern California’s spanish colonial, mission and early California architectural traditions in evocation of the great agricultural and cultural heritage of the San Gabriel Valley. FR-10

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Thirty Year Vision

Buildings Facing onto the Village Center

The imperative of the master plan has been to focus attention on the intersection of the three streets Oaks, leading south from Edison, “A” Street coming in from Central in the west and Eucalyptus leading in from Euclid to the east. This intersection is considered the heart of the College Park development and is where the three components of College Park--the College itself, the retail/mixeduse center and Ayala Park --come together. The College is considered the anchor of this relationship and its disposition with regard to this point of convergence a critical influence on the direction of the campus plan. The effort to create a presence for the College on Edison Avenue (almost a 1/4 mile north of the north campus boundary), such that the College is marked and seen from this major east-west arterial of the southern part of the San Gabriel Valley has been another important influence on the formation of the plan. This together with the desire to maintain and emphasize a visible, enduring relationship with the natural setting of the San Gabriel Valley,--the San Gabriel Mountains to the north, and the Chino Hills to the south-- established the major organizing element of the plan: the continuous linear, tree-lined boulevard with flanking gardens extending south from Edison to the Village Center with its roundabout and monumental fountain, transforming as it passes onto the College campus and south of the Main Instruction Building into a tree lined mall extending south to the southern boundary of the campus. From any point along this axis on the northern part of it, the San Gabriel Mountains are visible; and on the southern part of it from any point within the mall on campus the Chino Hills are visible. The Oaks Avenue allees, gardens and the roundabout set up an extended forecourt for the College’s first building facing onto the Village Center, the heart of the ensemble .

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

The Village Center.

The main building of the new Chaffey College campus commands the south side of the Village Center and is the principal face of the College. It will be visible from Edison Avenue and serve as the nexus of the College community. Planned in a modified “H” shape the building presents a gracious, welcoming posture upon approach from the north and embraces a small courtyard on its south side functioning as a forecourt to the tree-lined mall extending south .This building will house the principal instructional, instructional support and non-instructional functions of the nascent College. It will include classrooms and labs of a variety of sizes as well as two sloped floor lecture theatres, conference rooms and faculty offices. Modest student services, learning resource and assistance facilities will be located at the ground floor around the north forecourt in order to establish a welcoming approachable first impression for students and visitors. The design of the building will emphasize transparency and porosity at the ground floor to fortify intimate, daily relationships with its Village Center neighbors.

The roundabout and its monumental fountain lie just to the north of the College’s north boundary, north of “A” street and west of Oaks; it is the heart of the Village Center and the point of convergence of the College Park community. Its dimensions are approximately 160’-0” in diameter. It’s perimeter is to be developed as a place for public gatherings, festivals and fairs as well as a place of congregation within the vitality and bustle of the retail/mixed-use center and apart from the tranquility and repose of the campus. Its design will include paved areas suitable for group settings and heavy pedestrian traffic as well as planted areas and trees for informal gatherings, reading in the shade, having lunch on a bench. Water elements in the form of fountains of variety in shape and size will lend a quality of serenity and cool the air. Dramatic views of the San Gabriel mountains are afforded across the great tree-lined forecourt of Oaks Avenue. FR-11

The northwest side of the Village Center is anchored by a multipurpose facility to be built and run by the College on the Ayala Park property, owned by the City of Chino. This facility will be operated as a joint-use venture serving both College instructional needs as well as community and recreational functions in close relationship with those of Ayala Park itself. The facility will consist of two parts separated by a courtyard. This courtyard links the town square to Ayala Park and functions as an entry vestibule to each of the two parts of the facility. The building to the south of the courtyard will accommodate a culinary arts program as well as banquet and conference facility; the building to the north will house the College’s visual and performing arts programs, including a small black box theater, studios for drawing, painting, sculpture, ceramics and graphics as well as music practice rooms and design labs. The southwest side of the Village Center is formed by the College’s library which will be built in the second phase of construction in or about the year 2010.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

Landscape and Open Space

Vehicular Circulation and Parking

The principal organizing element of the thirty-year landscape and open space plan on campus is the Oaks Avenue axis running north-south across the midsection of the campus. The Mall is anchored at its north end by the Main Instruction Building and terminated on the south by the south property line and the views of the Chino Hills beyond. This is the central space and “living room” of the College, the crossroads of the College community, the most meaningful, memorable part of the campus--that which consolidates the identity of the College in the minds of students, faculty and staff. It is that commonly held room that belongs to no one and yet to every one. Its length and breadth, its basic emptiness and open views to the south are to be preserved in perpetuity and are inviolable. The Mall will remain a permanent feature of the campus across its lifetime. Its design is simple in content--trees, grass and paths with benches and lighting--and it will evolve within the imperative to maintain simplicity of form in support of its dominant purpose within the overall campus organization.

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

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

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

Relationships with Ayala Park are an important component of the landscape and open space plan and are two fold: 1) the northwest corner of campus will accommodate recreational and athletic facilities thus capitalizing on the adjacency of the park in a mutually beneficial manor; these shall include a PE facility , aquatic center, an eight-court tennis facility and competition quality soccer field; and 2) a series of open spaces connecting the Village Center to Ayala Park through the Community Center-- its courtyard and autocourt-- and an informally arranged grassy meadow appointed with paths and trees. In this way pedestrian friendly linkages between Ayala Park, the Village Center and Chaffey College are forged so as to create mutually beneficial long term and pragmatic relationships. A hierarchy of secondary and tertiary open spaces in the form of courtyards and gardens will be developed on the sites identified as building sites as the long term plan is developed.

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

Building Sites The heart of campus is arranged around the Mall where most of the building sites are located. An additional building site is arranged to create a continuous frontage along the diagonal leg of Eucalyptus thus creating a friendly, dignified relationship with the residential neighborhoods across the street. Together these five building sites comprise the bulk of the thirty year campus capacity at an area of approximately 350,000 SF or roughly eight (8) acres. At an FAR in the range of 1.0 to 1.37 (as recommended by the United States Green Building Council) these sites accommodate between 350,000 GSF and 500,000 GSF of building capacity over the life of the College--excluding the approximately 65,000 GSF Phase I Main Instruction Building the 28,000 SF Phase I Community Center, the 30,000 SF future visual and performing arts expansion of the Community Center, the 25,000 SF Library, the 60,000 SF Physical Education Building and potential future facilities in the southern panhandle of campus south of the loop road. FR-12

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Thirty Year Vision

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

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

FR-13

1.

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

2.

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

3.

The Village Center and the roundabout are the heart of College Park with mixed use commercial and residential uses converging on the roundabout in close proximity to the College and Ayala Park.

4.

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

5.

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

6.

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

7.

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

8.

The South Loop Road connects the southeast and southwest quadrants of campus.

9.

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

10.

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

11.

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

12.

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

13.

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

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

2 11 12 13 AYALA PARK

COLLEGE PARK

3

10 1

4

1 4

7 5

4

7 6 8

CALIFORNIA INSTITUTE FOR MEN

9 1

The Thirty Year Plan. At the heart of campus is the Mall extending to the south and around which are arranged the principal campus building sites. Parking lots are arranged to maximize joint-use with Ayala Park and to minimize traffic impacts on the Village Center. FR-14

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Thirty Year Vehicular Circulation and Parking Plan

Subregional College Park Arterial Access

Vehicular Circulation and Parking in Context The priority of the Chino campus vehicular circulation and parking plan is to provide for easy entry and exit onto campus without detrimentally affecting the integrity of the Village Center environment and the residential neighborhoods. The plan is organized to coordinate with the arterial street system that serves College Park, including the major north-south arterials, Central, Mountain and Euclid-- all three of which connect to the Pomona Freeway (60), the principal east-west arterial through the southern stretch of the San Gabriel Valley. Central and Euclid eventually connect to the 71 Freeway the principal north-south arterial leading into and out of Orange County and the San Gabriel Valley. FR-15

1.

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

2.

The Central Lot serves the heart of campus. A formal vehicular entrance accessed from“A” street leads to the autocourt adjacent to the Main Instruction Building.

3.

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

4.

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

5.

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

6.

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

7.

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

8.

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

9.

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

10.

Vehicular circulation along the west and south side of the stadium terminates before reaching “C” street and the residential neighborhoods it serves.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

EDISON AVENUE

OAKS AVENUE

5 NORTH

3

4 1

AYALA PARK

COLLEGE PARK

2

UE EN AV US PT LY CA EU

T EE TR ”S “B

CENTRAL AVENUE

CENTRAL

“A” STREET

8 CALIFORNIA INSTITUTE FOR MEN

SOUTHEAST

7

H UT SO

6

SOUTHWEST

P O LO AD RO

9 SOUTH

The Thirty Year Parking Lots •

Central

463

•

North

835

•

Southeast 1085

•

Southwest 1223

•

South

Spaces

10

701

Total: 4,307

Spaces

Thirty Year Vehicular Circulation and Parking Plan. Vehicular access and parking are arranged to: 1)minimize traffic impacts on the village center, 2) minimize visual and physical impacts on the surrounding residential streets and neighborhoods and 3)maximize joint-use opportunities with Ayala Park. FR-16

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

e g a m i e c a l rep

California Native, Drought Tolerant Landscape

American Campus with Grass and Trees

Gardens and Courts

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

FR-17

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

5

1 6

AYALA PARK

ROUNDABOUT

COLLEGE PARK

4

7

2 OVAL

PROMENADE

3

MALL

4

SOUTH

CALIFORNIA INSTITUTE FOR MEN

DETENTION POND

The Thirty Year Landscape and Open Space Plan. The Mall forms the principal north-south organizational axis of campus and the Promenade the principal east-west axis. The Mall and Promenade are articulated in the traditional style of the American campus quadrangle--grass and trees. More developed gardens and courts give character and life to the spaces between and within buildings. Native, drought tolerant meadows with oaks, sycamores and olives lie on the outer reaches of campus. FR-18

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

Priorities of Landscape and Open Space The priorities of the landscape and open space plan have been to create coherent, meaningful open spaces that organize the campus environment while both providing a sense of collegiality within the College community and remaining open and welcoming to the surrounding neighborhoods. It is imperative that the campus be seen as an extension of the overall College Park landscape and open space network providing places to stroll, play and relax-- not just for students, faculty and staff, but for the community of College Park and the City of Chino as a whole. The Thirty Year Landscape and Open Space Plan

(Refer to plan on page 18)

1.

Oaks Avenue is the principal entry to College Park and will be lined with allees of large canopy shade trees terminating in the monumental fountain and gardens of the roundabout.

2.

The Mall runs north-south, south from the Main Instruction Building terminating at the detention ponds at the southernmost boundary of the campus.

3.

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

4.

Shaded courts and gardens form outdoor living rooms within and between buildings.

5.

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

6.

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

7.

OVAL

SOUTH MALL

DETENTION POND

Tree lined allees and a large autocourt punctuated with specimen shade and flowering trees flanking its perimeter form the primary and honorific entry to main campus. Native, Drought Tolerant Landscape. At the outer reaches of campus are meadows of California grasses, flowers and trees anchoring the campus to the natural environment of the San Gabriel Valley while conserving water resources in places where greenery and shade are less acutely needed. The Oval at the west termination of the Promenade provides an expanse of natural landscape providing a pleasing foreground for the College as one approaches from “A” Street and visual relief from within the College upon approach from the east.

FR-19

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

COMMUNITY CENTER AUTOCOURT

MAIN INSTRUCTION BUILDING FRONT YARD

MAIN INSTRUCTION BUILDING AUTOCOURT

MAIN INSTRUCTION BUILDING COURTYARD

PROMENADE

MALL

ACADEMIC BUILDING COURTYARDS & GARDENS

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

Gardens and Courts. The outdoor spaces within and between buildings are critical opportunities in the creation of an environment at once humanely scaled, in tune with the public spaces within the buildings and varied in character. Water features, flowers, paths and parterres, sculpted hedges, palms and shade trees are all put to play to create pleasant and useful outdoor living rooms. FR-20

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

Building Sites and Their Capacity Sites to accommodate instructional and non-instructional facilities in fulfillment of the thirty year plan are arranged in well defined rectangular (or nearly rectilinear) areas flanking the Mall. Four of the sites are congregated on the north and south side of the Promenade and another is situated along the frontage of the diagonal leg of Eucalyptus Avenue facing the residential neighborhoods to the east. The construction of new buildings will emanate from the origin of campus at the Village Center established by the Main Instruction Building and the Community Center both of which will be completed in phase I. Construction will migrate southward from the Main Instruction Building along the Mall and Eucalyptus as the campus expands. In addition sites are identified in four outlying locations: 1) adjacent to the Main Instruction Building flanking “A” street and facing the roundabout is a site reserved for the College Library (Learning Resource Center) the first of the buildings to be constructed subsequent to the completion of Phase I; 2) on the Ayala Park property north of the Community Center a future Visual and Performing Arts Center will complete this multipurpose, community oriented complex; 3) at the northeast quadrant of campus a site is identified for a future two level three-court Physical Education facility anchoring the athletics and recreation precinct; and, 4) at the southern panhandle of the campus property sites are identified to accommodate an events arena and combined football, track and field stadium as well as practice fields. The five areas at the heart of campus constitute approximately 8 acres or 350,000 SF in area. A building-floor-area-to-site area (FAR) ratio of 1.0 allows for two story buildings covering half of the eight acres and open space in the form of courts and gardens to cover the other half. The United States Green Building Council (USGBC) recommends as part of its nationally recognized sustainable development guidelines maintaining an FAR of 60,000 per acre or approximately 1.37 which would require either less open space or three story buildings in some areas of campus. At an FAR of between 1.0 and 1.37 the five sites at the heart of campus will accommodate between 350,000 and 500,000 GSF of building area across the life of the College. In total the long term building capacity of the plan includes the heart of campus (at 350-500,000 GSF) in addition to the three outlying sites: Ayala Park, northeast recreation/athletic quadrant and the south panhandle and thus more than accommodates the needs of the campus as it develops into full enrollment and beyond. FR-21

1

2

3

4

5

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

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

3 5

1

4

2

The Thirty Year Plan Building Sites Capacity. Most campus expansion is accommodated on five parcels at the heart of campus constituting approximately 8 acres or 350,000 SF in overall area. At an FAR of between 1.0 and 1.37 (as recommended by the USGBC) these five parcels support between 350,000 and 500,000 GSF of overall gross building area in two and three story buildings separated by open space in the form of courts and gardens of a variety sizes and shapes comprising approximately half of the overall available acreage. FR-22

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

Building Character The character of buildings on campus will be developed within contemporary interpretations of the traditions of the Spanish colonial, mission and early California architectural heritage of the San Gabriel Valley and its agricultural past. The creation of a believable architectural expression within the context of the standard construction technologies and practices of today is dependent upon capturing the fundamentals of these traditions as expressed in the array of visual effects, details and materials that most graphically and symbolically characterize them as recognizable traditions. These essential expressive techniques include:

more closely experienced-- in particular those at eye height and those which will be touched by human hands. At the buildings’ outer edges, corners and profiles an array of details will give clarity to the overall composition and a level of finish commensurate with the institutional prestige of these buildings. With a more detailed level of articulation these surrounds and profiles serve to mediate the substantial scale of the building with the more intimate experience of the day- today use of the building. Smooth and Rough

Solidity and Mass. The massing of the buildings will be formed to create a sense of solidity and substance in order to command the length and breadth of open space upon which they face and to create presence within the dramatic setting of the San Gabriel Valley and the Chino Hills. This solidity will be achieved with the expression of simple geometric shapes with strong profiles and broad opaque surfaces upon which shade and shadow are cast to give definition and depth to the building envelope. Examples of models within the traditions are farm buildings such as barns, sheds and silos, villas, missions, campaniles and towers as well as agricultural outbuildings with sloped and gabled roofs.

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

Opacity and Aperture.

Materials and Color

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

The palette of materials will include cement plaster, concrete and stone in a variety of possible forms, shapes and textures as well as terra cotta barrel tiles, terra cotta pavers and tiles and ceramic tiles. The material expression of the buildings will communicate both a modesty and dignity as well as a sense of permanence through all the seasons. The weight and mass of materials will not only contribute to the aesthetic presence of the buildings but create real thermal mass in order to maintain naturally cool interiors in protection against the forces of the hot San Gabriel Valley sun. Colors will harmonize with the untouched parts of the natural setting and the perennial blue sky--earth tones, white, browns, greys and deep reds; primary and/or bright colors will be avoided; and artificial materials such as plastic, rubber, metal panel are prohibited.

Simplicity and Detail Building envelopes will be articulated in a way which balances simplicity and detail through the manipulation of surface profile, shade and shadow. Surrounds at windows and doors will reinforce the expression of solidity of the building volume and the depth of aperture while providing an intimacy of scale in areas FR-23

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

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

FR-24

THE THIRTY YEAR VISION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Village Center The purpose of the Village Center is to create one focal point that brings together all facets of College Park--a place the marks the spot that is College Park-symbolically and functionally identified with the entire community. It is important that it is regular in shape and fully constituted as a unified whole. The scale of the Village Square’s open spaces must be carefully calibrated so as to control the dimensional separation of the buildings facing ontothe roundabout in order that visual and functional relationships are made across its length and breadth. It is equally important that the streets surrounding the roundabout are modest both in scale and vehicular use in keeping with the goals of the College Park Specific Plan which calls for a pedestrian friendly “walkable” Village Center. Chaffey’s Relationship with the Village Center 1.

The roundabout is the heart of the Village Center; a monumental fountain will mark its center and together with surrounding gardens create the foreground for the Main InstructionBuilding upon approach along Oaks Avenue from the north.

2.

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

3.

Visual and pedestrian connections are direct into and out of the center of campus forming tangible relationship with surrounding streets and neighborhoods.

4.

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

5.

A string of spaces-- art gallery, lobby and courtyard-- creates a pedestrian sequence connecting the Village Center with Ayala Park. The courtyard is a critical component of the Community Center functioning as entry vestibule from the west, banquet overflow and pre- and postfunction space.

6.

A shaded autocourt with a fountain, a linear garden and allees of trees together create a gracious pedestrian promenade that completes the connection between the Village Center and Ayala Park through the Community Center.

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

The Fountain in the Roundabout. Dramatic in scale and design the fountain at the center of the roundabout will be the focal point of the Village Center. FR-25

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 THE THIRTY YEAR VISION Chino, California

HIGH DENSITY RESIDENTIAL

5 6 VISUAL & PERFORMING ARTS

1

COMMUNITY CENTER

MIXED-USE CENTER ROUNDABOUT

HIGH DENSITY RESIDENTIAL

2

LIBRARY

4

AUTOCOURT

MAIN INSTRUCTION BUILDING

3

MIXED-USE CENTER

The Village Center. Flanked on three sides by the College’s Main Instruction Building , the Community Center, the Library and the storefronts of the retail/ mixed-use center the Village Center is the heart of College Park. FR-26

PHASE I PLAN

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

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

6

4 2 5 AYALA PARK

COLLEGE PARK

8

The Scope of Phase I 1.

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

2.

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

3.

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

4.

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

5.

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

6.

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

7.

The Central Lot will serve the heart of campus.

8.

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

1

7 3

CALIFORNIA INSTITUTE FOR MEN

Phase I Illustrative Plan.

FR-27

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 PHASE I PLAN Chino, California

6

4

AYALA PARK

2

4

5

COLLEGE PARK

NORTH(A)

COLLEGE PARK

AYALA PARK

5 CENTRAL

1

7

3

3

CALIFORNIA INSTITUTE FOR MEN

CALIFORNIA INSTITUTE FOR MEN

The Phase I Parking Lots •

Central

•

North (A) Total:

Phase I Landscape and Open Space Plan.

463 Spaces 315 778 Spaces

Phase I Vehicular Circulation and Parking Plan.

FR-28

PHASE I PLAN

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

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

STUDENT SERVICES

7,070 ASF

FACULTY OFFICES

3,930 ASF

MISCELLANEOUS INSTRUCTIONAL & INSTRUCTIONAL SUPPORT

5,600 ASF

1) Laboratories. Rooms include space for art, science, computers, foreign languages and culinary arts and range in size from 1000 SF to 1800 SF. 2) Lecture Rooms. The program includes eight classrooms at 800 SF, capable of seating 40 each and seven classrooms at 700 SF, accommodating 35 each. 3) Additional Instructional Space. This category includes a variety of spaces to fill out the needs of a new campus wanting to offer a broad range of course work. Rooms include several success centers including math, computers, writing and reading; others identified are a dance studio, fitness studio and two lecture halls with sloped seating. 4) Miscellaneous Instructional Support Space This includes an art gallery, a small library resource center, AV/TV studio and culinary office space. It also includes 2000 SF for Food Services and 1600 SF for a Bookstore which will not be built in Phase I. The College has opted to work with the mixed-use center across the street to provide these services. 5) Student Services. Approximately 7,000 SF to be provided in Phase I for a limited student services facility that will upon expansion of the College expand into renovated space within the Main Instruction Building. 6) Faculty Offices. Approximately 4,000 SF will be set aside for faculty offices and related support functions. FR-29

FR-30

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 PHASE I PLAN Chino, California

LABORATORY

10,800 ASF

CLASSROOM

8,500 ASF

ADDITIONAL INSTRUCTIONAL SPACE

17,700 ASF FR-30

PHASE I PLAN

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Main Instruction Building Arranged in a two-story modified “H” configuration the Main Instruction Building is shaped to give maximum presence of the College within the Village Center. Its north side consists of a shallow forecourt that looks onto the roundabout and provides a gracious welcoming space for those entering from the Village Center. On its south side a generously scaled courtyard opens out onto the Mall and the Chino Hills beyond. This courtyard is the main common area of the building and the focal point of the campus community in its beginning years. A lobby at the ground floor connects the north forecourt to a double height open air atrium which connects to the south courtyard. From the lobby covered open air hallways extend laterally left and right to reach the restrooms , elevators and stairs. Student services are arranged around the north forecourt. On the upper floor around the north forecourt are instructional support administrative functions, faculty offices, work spaces and conference rooms. The south courtyard is surrounded by instructional space on three sides at both floors. A sloped floor lecture theater anchors each terminus of the east and west wings. Covered outdoor walkways link the classrooms and line the courtyard to enhance the sense of community in the experience of the building by students faculty and staff.

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

Main Instruction Building Program

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

5,400 ASF

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

8,500

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

10,100

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

1,500

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

7,070

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

3,930

Total: 36,500 ASF The Main Instruction Building. The 65,000 GSF main building will be built on College property on the south side of the roundabout and the north side of the Mall. FR-31

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 PHASE I PLAN Chino, California

Ground Floor

Second Floor

Main Building Conceptual Floor Plans. Student Services, Learning Resource, Success Centers and Administrative functions are grouped around the north forecourt at the front of the building facing the Village Center. Instructional support, faculty offices and workspaces are on the second floor at the front of the building. Lecture halls, classrooms and labs at both the first and second floors surround the couryard on the south side of the building. FR-32

PHASE I PLAN

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

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

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

The Community Center Building Program (College owned) Laboratory............................................................................................. Lecture Rooms....................................................................................

5,400 ASF 0

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

7,600

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

4,100

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

0

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

0

Subtotal:

17,100 ASF

The Community Center Building Program (City owned) Classrooms..........................................................................................

Total:

FR-33

1,400 18,500 ASF

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

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 PHASE I PLAN Chino, California

COURTYARD

COURTYARD BELOW

AR

TG

AL

LE

RY

2,500 SF

Ground Floor

Second Floor

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

FR-34

IMPLEMENTATION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

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

Phase I Facilities Budget and Program

The $43M available for Phase I construction of the Chino campus defines what will be built in Phase I. The financial limitations of the available funding will be balanced with the pressures of program accommodation--the inclusion of those programs and services necessary for a fully functioning campus on open day serving 2500 students.

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

Beyond instruction, instruction support and non-instruction facilities the College must invest in parking facilities, utilities infrastructure and landscape and open space without which the College will not be fully functioning and appear incomplete. It is anticipated at this time that surface parking lots providing approximately 750-800 spaces on approximately 6 1/2 acres will suffice for the first five years of operation. In addition approximately 7 acres will be developed with hardscape, landscape and trees in order to create not only a workable but a dignified and gracious campus environment. Underground utilities including storm water, domestic water, waste and gray water as well as dry utilities (electrical, information technology) will serve the three new buildings totaling approximately 90,000 GSF, the parking lots, landscape and open space.

ASF/GSF

The Land Area of Phase I At two stories the buildings will occupy just over one acre. In combination with the 6 1/2 acres of parking and the 7 acres of landscape and open space the Phase I build-out will occupy close to 15 acres. Since about 1/3 of the parking, landscape and open space and building area will be located within Ayala Park, it is worth noting that Phase I construction will occupy less than 10 acres, or less than 10% of the 100-acre site. Shared Development Costs. In addition to its Phase I build-out the College is obligated to participate in shared development costs attributed to infrastructure needs of College Park, including roads and utilities necessary to service the College. This obligation must also be fulfilled within the $43M bond funding; although the College’s total commitment will be amortized across the thirty year period in which it will expand to full student enrollment at 15,000.

FR-35

In order to avoid false expectations and misspent energies in the programming of Phase I build-out it was imperative to acknowledge these limitations, and further to understand the relationship between gross floor area (GSF) and assignable floor area (ASF). Assignable floor area is that space which is defined as strictly “assigned” to a particular use, such as a classroom or faculty office. Unassignable areas are lobbies, building envelope, structural columns, partitions etc. They are considered not strictly usable areas and therefore are counted as “gross” floor area. The ratio of ASF to GSF is expressed as a percentage and defines the building efficiency. The State of California has surveyed Community College buildings and as late as 2002 published guidelines that establish normative building efficiencies by program type. The guidelines show that on average buildings exhibit an efficiency of 65%, although depending on the program some efficiencies are as high as 70% (engineering, theater arts, warehouses, exhibition areas) and some as low as 60% (health, music, psychology, science, faculty offices). In practice, 65% efficiencies are difficult to achieve and based on an antiquated model of post WWII building practices in California in which public spaces serving classrooms and offices were minimized if not entirely eliminated . In this model the community enhancing functions of un-assignable interior public and semipublic spaces in the form of double loaded corridors, gracious stair halls and welcoming lobbies were sacrificed in the name of building economy. Fifty years of experience with these buildings have taught us that this is no longer an acceptable model. Further the California Building Code, Americans with Disabilities Act (ADA) and advancements in information and multimedia technologies within the education system have conspired to increase a building’s nonassignable space needs not currently recognized in the State’s efficiency guidelines.

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 IMPLEMENTATION Chino, California

COLLEGE PARK COMMUNITY CENTER & RELATED SITE WORK

Phase I Area Calculations. This diagram and the area calculations based on it are the foundation upon which the conceptual cost plan of Phase I is developed. Unit costs based on current and projected standards of the construction industry in Southern California are applied to arrived at an overall picture of projected costs broken down by project component. FR-36

IMPLEMENTATION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

Conceptual Cost Estimating.

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

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

Buildings

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

Landscape/Open Space

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

Surface Parking

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

Structured Parking

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

Utilities

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

How Project Costs Are Calculated .....................................................................................$X.00 +

Contractor’s Mark-Ups (1) .......................................................................12% x ($X.00) + Design Contigency (2)

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

Escalation (3)

........................................7.9% x (10% x (@25% x $X.00)) = Total Project Costs (4)

(1) Contractor’s Mark-Ups : General Condition and Profit (2) Design Contigency reduces throughout design process from 10% at Schematic Design to 2.5% at 100% CD. (3) Escalation to construction mid-point @ 3% per annum. (4) Note that Cost Summary excludes: Construction Contingency, Design Fees, Testing, Permits, Construction Management Fees, Insurance, F,F & E, etc.

FR-37

Liberal Arts Student Union Multi-Purpose Education/Technology Campus Surge Engineering Business Academic Instruction Humanities Building

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

Average Building Cost Per SF : $213.67/SF

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

Base Construction “Hard Cost” Assumptions

Construction Hard Costs.

Santa Monica College Cal State Northridge Los Angeles Trade Technical College Cal Lutheran University Univ. Cal. Riverside Univ. Cal. Riverside Cal State Pomona Cal State San Marcos Cal State San Marcos

Art Business Administration Engineering Language Arts Music Science Theater Arts Administration Faculty Offices Library Physical Education Audio Visual Arts Exhibition Cafeteria Computer Labs Health Care

.......................................................................................$171.00 .......................................................................................$171.00 .......................................................................................$219.00 .......................................................................................$191.00 .......................................................................................$194.00 .......................................................................................$246.00 .......................................................................................$215.00 .......................................................................................$169.00 .......................................................................................$165.00 .......................................................................................$140.00 .......................................................................................$151.00 .......................................................................................$276.00 .......................................................................................$198.00 .......................................................................................$158.00 .......................................................................................$172.00 .......................................................................................$196.00

Average Building Cost Per SF : $189.50/SF

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 IMPLEMENTATION Chino, California

LF

Preliminary Summary Cost Estimate. Note that total costs include contractor fees and overhead as well as a 10% design contingency and cost escalation through the start date of construction anticipated to be February 2006; but do not include project management and design fees, permit, test and inspection fees, land survey, geotechnical studies or F,F & E. FR-38

IMPLEMENTATION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

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

FR-39

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 IMPLEMENTATION Chino, California

2 NORTH(B)

3 NORTH(A)

4 1 AYALA PARK

5 11

CENTRAL

6 COLLEGE PARK

7

SOUTH WEST (A)

6 8

SOUTH EAST (A)

9 CALIFORNIA INSTITUTE FOR MEN

10

The Phase IIC Parking Lots 463 Spaces

•

Central

•

North (A)

315

•

North (B)

520

•

Southwest (A)

462

•

Southeast (A)

697

Total: 2457 Spaces

The Chino Campus in the Year 2020. Campus buildings and parking lots grow outward from the origin established in Phase I with the Main Instruction Building and the Community Center. The Library is the next building to come on line (Phase IIA, 2010). It completes the gateway to Ayala Park arriving from the Village Center. FR-40

IMPLEMENTATION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

The Scope of Phase II (See also Illustrative Plan on page 40) 1.

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

2 NORTH B

2.

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

3.

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

4.

The autocourt serving the Main Instruction Building will serve two additional buildings at the completion of Phase II, including the Library and an additional instruction building.

5.

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

6.

7.

8.

9.

An additional 45,000 GSF of general purpose instruction, support and administration space is planned for the year 2015 distributed on two sites facing onto the Mall. In 2020 the Education Master Plan stipulates that 56,000 GSF of instruction and instruction support space will be developed. The campus plan places this on a critical site along Eucalyptus southeast of the Main Instruction Building With the construction of the Phase IIB (2015) facilities the first phase of the Promenade is established connecting the east side of the Mall with the west side and the Southwest parking lot. In Phase IIC (2020) the Promenade is extended to “B” Street at Eucalyptus. The first phase of the Southwest Lot (A) is constructed in the year 2015. The west segment of the South Loop Road connects this lot to “A” Street thus opening a new vehicular entrance to campus.

10. The first phase of the Southeast Lot (A) is constructed in the year 2020 when the student population is projected to reach almost 9,000. A new vehicular entrance to campus is thus established at Eucalyptus. 11.

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

FR-41

1

AYALA PARK

COLLEGE PARK

11

5 4

CALIFORNIA INSTITUTE FOR MEN

The Phase IIC Parking Lots

463 Spaces

•

Central

•

North (A)

315

•

North (B)

520

Total: 1298 Spaces

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

Final Report - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 IMPLEMENTATION Chino, California

AYALA PARK

COLLEGE PARK

AYALA PARK

7

6

6

8

11 8

COLLEGE PARK

SOUTH WEST (A)

9

SOUTHEAST (A)

CALIFORNIA INSTITUTE FOR MEN CALIFORNIA INSTITUTE FOR MEN

The Phase IIB Parking Lots

The Phase IIC Parking Lots 463 Spaces

463 Spaces

•

Central

North (A)

315

•

North (A)

315

•

North (B)

520

•

North (B)

520

•

Southwest (A)

462

•

Southwest (A)

462

•

Southeast (A)

697

•

Central

•

10

Total: 1760 Spaces Total: 2457 Spaces Phase IIB, Year 2015. Additional instruction and support space is built in two locations at the heart of campus. The first phases of the Southwest lot, the South Loop Road and the Promenade are constructed.

Phase IIC, Year 2020. Instructional space is built southeast of the Main Instruction Building allowing Student Services to expand in situ. The first phase of the Southeast lot is built. FR-42

ACKNOWLEDGMENTS IMPLEMENTATION CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Final Report Chino, California

Chaffey College Governing Board

State of California

Lee Mcdougal, President Gary L. George, Vice President Katie Roberts, Clerk Paul Gomez, Member Kathleen R. Brugger, Immediate Past President

Robert McKinnon, Senior Real Estate Officer, State of California Donald Brackenbush, Goodell Brackenbush James Goodell, Goodell Brackenbush City of Chino

Chaffey College Administration Dr. Marie Kane, Superintendent/President Steve Menzel, VP for Administration Earl Davis, VP for Business Affairs Mark Robbins, Purchasing Director

Pat Griffith, Assistant City Manager Sylvia Scharf, Urban Planning Consultant Chuck Coe, Director of Community Development Tina Sray, Director of Community Services Earl Nelson, Director of Redevelopment Pat McArdle, Community Services Manager Joe Indrawan, Civil Engineering Manager Jose Alire, Transportation Manager

Chaffey College President’s Cabinet Ardon Alger, Faculty Senate President Robert (B0b) Bell, Vice President, Student Services Don Berz, Associate Superintendent & VP of Instruction Dr. Larry Buckley, Dean, Visual & Performing Arts Ben Bull, Past President, Classified Senate Natalie Chipman, President, Classified Senate Elizabeth Cipres, Dean, Counseling & Matriculation Jenny Dannelley, Dean, Student Support Services Laura Hope, Interim Dean, Learning Advcmt & Language Arts Wayne Hubert, Dean Learning Advancement& Language Arts Dean Jennings, President of CSEA Bargaining Unit Craig Justice, Dean Special Programs and Services Bob Olivera, Associate Dean, PE/Athletics Bret McMurran, President, Chaffey Faculty Association Paul Parnell, Dean, School of Social and Behavioral Sciences Inge Pelzer, Executive Assistant to Superintendent/President Frank Pinkerton, Associate Dean, Library/Learning Resources Chris Willis, Dean, School of business & Applied Technology Muriel Zimmermann, Dean, Physical/Life/Health Sciences Chaffey Counsel

SunCal Companies Larry Lazar, Vice President, SunCal Companies Kelly Buffa, Planning Design Solutions Michael Madden, Michael Madden Associates Craig Thibault, The Collaborative West Mark Lenning, The Collaborative West Paul Wilkerson, Linscott, Law & Greenspan John Leonard, RBF Civil Engineers 3D/International John Morrill Project Manager David Wollenberg, Senior Design Manager Mary Trisler, Executive Assistant The MAAS Companies Dan Rosenberg Joyce M. Black Ken Cereghino

Stephen P. Deitsch MDA Johnson Favaro Jim Favaro, Principal Steve Johnson, Principal Gregory Stackel, Architect Noel Toro, Designer

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

CHAFFEY COLLEGE CHINO CAMPUS MASTER PLAN 2004

Chino, California

Appendix I : Design Guidelines June 2004

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

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

Chino, California Developed by: The Chaffey College Governing Board The Chaffey College President’s Cabinet, Rancho Cucamonga Campus Dr. Marie Kane

President/Superintendent

Steve Menzel Vice President, Administration

Earl Davis Vice President, Business Affairs

With the Cooperation of: The State of California Department of General Services The City of Chino SunCal Development Company And the Assistance of: 3D/International The MAAS Companies MDA Johnson Favaro

CHAFFEY COLLEGE CHINO CAMPUS PLAN

- Appendix I Design Guidelines

Chino, CA

Chaffey College Chino Campus Design Guidelines This document lays the groundwork for the establishment of a consistent aesthetic direction for the Chino campus, guidelines on how to achieve this aesthetic and a process with which to review and approve the development of architectural projects for the life of the campus. The report is divided into three sections as follows: Introduction This section introduces the purposes and benefits of design guidelines and establishes the context within which they are developed. The importance of the campus’ interface with the Village Center as stipulated within the College Park Specific Plan is underlined as the starting point for not only how the campus is laid out, but how buildings are configured and given character in the vicinity of this nexus within College Park. The institutional tradition of the American college campus is introduced and discussed in two ways: 1) the interface of the campus with surrounding urban fabric (“town and gown”); and 2) the role of open space in the form of quadrangles and courtyards as the key organizing force of the campus proper. Guiding Principles. This section begins with a general discussion of what constitutes institutional presence and why it is important in the educational setting; issues of identity and image are introduced as well as the role of building signs in contributing to and yet not exclusively determining such identity. This is followed by a review of key organizing principles in the configuration of buildings: 1) notions of flexibility, adaptability and economy in the layout of building footprints and floor plans 2) basic organizational concepts of outward and inward orientation, including principles of separation and connection, passage and sequence ; 3) the role of courtyards and gardens within buildings; and, 4) conceptual approaches to the design of circulation between and within buildings. A comprehensive discussion of building character follows beginning with a general discussion of tradition and innovation , how in contemporary practice consistency with tradition is realistically achieved and effective strategies with which to create character within a specific tradition and within the economies, technologies and tastes of today. It concludes with a more in depth review of principles guiding the designs of building envelope, doors and windows, materials and details.

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

Phase I Buildings and Design Review The principles laid out in the previous section are applied to the first two buildings to be built on the new campus as illustrations of how design guidelines manifest in specific designs. The Main Instruction Building and Community Center will establish the tone and character of campus without dictating specific designs of subsequent buildings. With these guidelines, two standing examples and a formalized process of design review and approval, conformity with an overall aesthetic direction is in the future more likely.

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

INTRODUCTION The Purposes of Design Guidelines

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

Town and Gown: The Village Center and the College Campus

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

Establishing Place: The Institutional Outpost

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

First Impressions: Oaks Avenue and the College Park Entrance

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

GUIDING PRINCIPLES Institutional Presence

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

Identity, Symbol and Image

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

Rules of Configuration: Flexibility, Adaptability & Economy

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

Outward Orientation & Inward Orientation

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

Quadrangle, Courtyard and Garden

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

Circulation

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

The Necessary Evolution of Traditions

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

The Achievement of Character in Contemporary Practice

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

Opaque Materials

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

Solid and Void, Doors and Windows

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

Transparent, Translucent & Diaphonous Materials

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

PHASE I BUILDINGS The Main Instruction Building

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

The Community Building

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

DESIGN REVIEW Review and Approvals Process

................................................41

INTRODUCTION CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

The Purposes of Design Guidelines The master plan for Chaffey College Chino Campus outlines a comprehensive strategy for the construction of new buildings and grounds at College Park . The Design Guidelines build upon the framework of the master plan and articulate specific building design goals and parameters which are to be applied to specific projects as they are implemented. Expert design is a necessary element of the successful implementation of the plan. Policy and administration alone are not enough to reach a desired outcome. Without specific guidelines that reflect the consensus judgement of the College community in place, even the most rational process will end with disappointing results. These guidelines are not results in and of themselves but are a path to successful results. They are intended as a guide for present and future College staff and the design professionals who will implement projects in fulfillment of the plan. They are intended to give the process structure while at the same time allowing for creative solutions to individual conditions and specific contexts not contemplated within the more generalized scope of the master plan. A picture is worth a thousand words and this document presents many images. It would be easy but misguided to interpret the images as prescriptions of a style. They should be seen as aids to understanding fundamental principles that are hard to write or read about in the absence of images. To prescribe a style in this document would violate a fundamental principle: context is everything, both in terms of time and place. However, specific guidance is provided with regard to materials and details as they relate to enclosure and expression that cut across time boundaries and will be supportive of the vision of College Park and the Chaffey College campus. College Identity Community colleges today exist as any enterprise in an environment of intense and increasing competition. All colleges face the challenge of recognition within and beyond their service area. The community college in particular competes for traditional and nontraditional students, providing convenience and access on the one hand and an identity that projects success, opportunity, seriousness of purpose and a commitment to innovation. The purpose of these guidelines is to make evident the important role of physical place in establishing an identity that enhances the academic mission of Chaffey College. As in advertising, one must in a concise way deliver a message that is comprehensive, accurate, memorable and compelling. From the big picture to the details, every App I -1

element must be supportive of the message and encourage one to investigate the subject further. Unlike advertising, where ideas and trends may have the lifespan of a grasshopper, buildings and certainly colleges must remain vital for decades. Also unlike advertising which relies on images and graphics for message and impact, the Chaffey College “brand” must rely on architecture and landscape. In fact if new Chaffey College Park structures depend on site signage, graphics and logos for identification then the guidelines have failed in their principal mission. The guidelines insist on accomplishment of fundamental building and open space planning principles from which a true and memorable identity can be established. If endurance and vitality is a goal, tradition and precedent are as important as innovation and originality. It is foolish to ignore the precedent of the traditional college campus from its inception through its later development-in particular in the West and in California - and its role in establishing and maintaining a valuable brand. Colleges are embedded in our memory and our aspirations as something distinct from their surroundings and the character of the college campus and its demarcation from its surroundings is critical. New students of every generation and every type know this and depend on this added sense of purpose communicated through the physical characteristics of a place. Policies, Principles, and Guidelines Policies, principles, and guidelines are an integral part of the Chaffey College campus plan. Without them the plan can go awry; with them the plan can be developed, changed, or remade. Policy: The Governing Board has determined that a new center extending the prestige and opportunity of Chaffey College be created in Chino. This new center shall be a catalyst for the development of a new community that reaches beyond its campus and is in turn deeply imbedded in the cultural life of this community. Principle: The above policy will be fulfilled by a campus with a distinct identity, designed and arranged to form a community of buildings that define a common public realm and have a character that relates to the place. Guideline: This principle will be accomplished through the form, dimensions, and alignment of buildings, landscape, and civic space as specified in the campus plan and in this appendix, the Design Guidelines.

Appendix I Design Guidelines - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

INTRODUCTION

Chino, CA

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

Town. Before WWII towns across America were defined by coherent pedestrian oriented centers with public squares and parks surrounded by commercial, residential and institutional uses in dynamic relationship. App I -2

INTRODUCTION

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Town and Gown: The Village Center and the College Campus The Village Center has been designed as a place for community level gatherings and social interaction, as a gateway to the College Park, and to provide community level services. The core feature in the Village Center is a “Town Square.” While the origins of this mixed use area are widespread from Europe to Central and South America, its most recent descendant is seen in mid-century small town America. All serve the same function and hold the same symbolic value. The memorable examples depend on similar physical attributes wherever they are found- continuity of street or square building frontage, a bias towards pedestrian activity, and a mixture of uses that enlivens the physical ensemble. The contribution of mid-western or southern American towns was to add the central park and bandstand- the town green -which fit well with the traditions and practices of small close-knit communities during warm summer months. The campus anchors the Village Center. On the campus side of the street, the individual expression of the independent retailer gives way to the singular coherent expression of a civic landmark. The open green college campus is a counterpoint to the courts and plazas associated with the Village Center. Strong pedestrian entries and visual links from the Village Center into the College campus will be important elements of the design.

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

App I -3

The College plays an important role in establishing a restrained dignified foil to the more textured and variegated mixed use commercial/residential environment. In the language of the Midwestern small town , the College’s presence is similar to that of the courthouse or library - the solid, enduring institution- that is the focus of community’s aspirations and pride. To articulate the College vision--endurance and stature combined with a modesty that connects the campus to its community-- the architects and landscape architects must consider scale, attributes of quality materials and strategies for selective usage, articulation of surface for maximum impact in the brilliant California sun, and the precedents that exist for integrating building structures in the natural and cultivated environment. The goal is to produce distinctly Californian buildings that are formal in disposition but rooted in this State’s agrarian and architectural past.

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

The Village Center. Two story building fabric with enough continuity to promote a sense of place and variety to encourage vitality and flexibility over time. App I -4

INTRODUCTION

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Establishing Place: The Institutional Outpost Establishing a new campus and indeed a new community where none exists is perhaps the greatest challenge facing this project. The new structures built on this blank site must in phases reflect the full authority and identity of Chaffey College in part and in whole. It would be a failure of the master plan if full implementation of the thirty year plan is required to make the buildings feel like a College. Therefore in some ways the first phase buildings should be seen as carrying genetic material of the fully formed campus to come - microcosms of a total learning community. There are examples from history of similar kinds of institutions-- serial outposts of a larger organization-- created with the intention of extending the benefits of the specific community beyond its initial borders. Each are condensed microcosms of a larger coherent system and each share physical characteristics that foster the development of community. Three of these examples include 1) the European abbey from the years 800-1200 AD the 2) Junipero Serra missions from the 17th and 18th centuries found along the coast of California; and 3) the Mediterranean palazzo, a well known building type that emerged during the Renaissance and endured throughout the 19th century in such reincarnations as libraries, train stations, museums and school buildings across America. These models are helpful in enabling Chaffey College Chino Campus to better visualize ways to achieve a sense of place, a more appropriate and readily recognizable identity that associates the college with the higher purposes of learning and yet does so in a condensed form that reflects initial Phase 1 implementation. The characteristics shared by all of these models are instructive: 1) The primacy of the courtyard as the principle shared focal point of the community; 2) the secondary role of the loggia or colonnade as the circulatory spaces that create everyday community and link inside with outside; and, 3) the centrifugal and centripetal hierarchy of spaces of a variety of size, configuration and intensity of use ( ranging from a sanctuary to a grain storage room) distributed about open spaces of a variety of size and function in the form of captured courtyards, gardens and quadrangles.

The European Abbey. Complete living and working environments these institutions were centered on the courtyard--or “cloister”-- and the sanctuary. They were focal points of the mainly agrarian/ feudal societies of medieval Europe. App I -5

Appendix I Design Guidelines - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

INTRODUCTION

Chino, CA

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

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

App I -6

INTRODUCTION

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

First Impressions: Oaks Avenue and the College Park Entrance Oaks Avenue is one of the primary entrances to College Park. While it is not intended as the primary day to day vehicular entrance to the College it is certainly the symbolic entrance. The approach into College Park via Oaks Avenue from Edison Avenue is marked by flanking meadows surrounded by border tree planting. The design of these meadows blends the characteristics of a cultivated landscape with that of indigenous grasses - a transitional landscape - perhaps as simple and powerful as rows of lavender bordered by a double row of ornamental pears. Flanking pavilions on either side of the road at the southern end of the entrance fields are the first structures signalling entrance to College Park. These pavilions straddle the walks on either side of the street and are sized to form a vehicular gate framing the roadway. Oaks Avenue leads to the roundabout with its fountain and landscape. Anchoring the roundabout and terminating the axis of Oaks Avenue is Chaffey’s Main Instruction Building. This powerful axis and the symbolic entrance to the College and College Park require simplicity and formality in the massing and detail of the north facade of the Main Instruction Building. According to the campus plan, the visual axis of Oaks Avenue is continued into a forecourt in front of the Main Instructional Building as the first in a sequence of spaces on the College campus that lead to the mall at the heart of the campus with its dramatic views of the Chino Hills to the south. The Roundabout A primary function of the building facades of the Main Instruction Building and the Community Center is to spatially reinforce the roundabout. This traffic circle is more than a vehicular intersection and all details-- from curb, through landscape to building front-- should support the purpose of this space as the arrival point and center of the Village Center. It is important that the space formed around the circle is regular in shape and fully constituted as a unified whole. The massing of the Community Center and the (Phase II) Library on the western side of the roundabout form a symmetrical portal to “A” street. The building lines indicated in the campus plan describing the Main Instruction Building, Community Center and the Phase II Library are not merely “build-to” or setback lines. They are the lines of the building facades and are set to visually connect all sides across the dimension of the roundabout roadway, in order to reinforce this space as the heart of College Park.

App I - 7

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

Appendix I Design Guidelines - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

INTRODUCTION

Chino, CA

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

App I -8

GUIDING PRINCIPLES

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Institutional Presence Key Principles

Colleges and universities are memorable because the campus that is formed is a refuge from its surroundings whether situated in an urban or suburban context. The contrast between the noisy and busy city boulevard and the parklike character of the college campus is the first visual clue of the transition to the academic environment. In terms of planning, generosity of open space on the college campus is the primary characteristic that distinguishes the American tradition from that of its European predecessor. The ideal of grand buildings situated at great distance within a setting of grass and trees has been a powerful inspiration since the founding of the nation. In fact, even schools established in American towns and cities where land is scarce, have gone to considerable expense to simulate a rural environment, most characteristically manifested in the great lawns and quads of our best known and best loved colleges. Thus it is open space that somewhat counter intuitively, but nevertheless definitively establishes the institutional presence we most often associate with the institution of higher learning. Building scale and mass should likewise distinguish the College building from its surroundings. This may be accomplished by simplicity of profile and material when compared with the visually active and complex surrounding commercial environment. Materials should be restrained in color and texture. Addition of texture and surface articulation should be considered a foil to highlight smooth economical surfaces. This balance will create a dramatic impact not dependent on complex form. Articulation of surface through the use of stone or patterned concrete or plaster may give weight to the building and may functionally provide more durable surfacing at the building’s base. Judicious use of substantial material or surface articulation contrasted with light smooth surfaces satisfy the eye for detail without overwhelming. The combination of materials that mediate between the color and texture of the ground at the building’s base and strong simple profiles against the sky will result in buildings that express longevity and permanence. Exposing means of construction or structure for its own sake suggest expediency and impermanence. Use of materials associated with industrial buildings have counter productive results and sends mixed messages: the school is a warehouse and the students are workers.

App I -9

• Strong, simple bold building massing. Use simplicity rather than complexity to convey permanence and stability. • Balance of surface articulation and surface smoothness to introduce interest. The balance should be weighted to greater amounts of smooth surfaces to articulated or textured surfaces. • Use smaller amounts of quality durable materials rather than large amounts of inexpen sive less durable materials. Overextending in this area with inadequate or innappropriate residential or industrial materials counters the message of permanence, seriousness and stability. • Detail should be focused on building entrances. This is the area that welcomes the community and the future student. Expenditures here will be most dramatically expe rienced to the benefit of all. • Openings should be generous as opposed to meager. This is a public building that should encourage entrance and access. Solid walls should be used as a foil to make entrances and openings more dramatic.

Shackitecture. Fragmented forms, expendable building materials, frivolous details and residential scales of articulation are innappropriate in an institutional setting.

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

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

App I -10

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Identity, Symbol and Image The community college historically developed in response to needs that were specific and of a different nature than universities or four year colleges: 1) The community college serves a relatively small regional area. 2) The community college appeals to specific local needs and interests. 3) Community colleges introduced the concept of economically providing education and training by allowing the student to live at home. 4) A community college offers a wide range of “adult education” courses to local residents. In this way it functions as community centers, and often becomes the scene of local activities and organizations. First and foremost, the physical expression of the campus and its open spaces are what will best convey the image of Chaffey College as a civic landmark. No logo, signage or graphics can take the place or do the job of the architecture of the campus. The building facade and street edge condition are critical in establishing a memorable identity. Street tree planting, sidewalks of a generous dimension with provisions for seating and lighting, and distinctive paving at entrances and forecourts extend the internal landscape of the campus out to the street front and thus telegraph the College identity to the community.

Occidental College, Eagle Rock, CA

To differentiate the Chaffey College buildings from the surrounding Village Center landscape the profile at the roof edge offers the best opportunity. Integrating rooftop design elements with the body of the building will provide an identifiable College landmark.These kinds of features should be lit at night; and building identification signage or the College logo can be integrated into their designs. Major signage and graphics should integrate with the architecture of the buildings and be developed as substantial forms that distinguish College graphics from that of the surrounding commercial and retail establishments. University of California, Berkeley, CA, The Campanile. The freestanding bell tower or campanile is the traditional American college campus landmark. Its role is to provide orientation and visibility for campuses typically vast in extent and complex in form. They serve additionally to telegraph the presence of the College as an institution apart from the surrounding community. App I -11

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

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

App I -12

GUIDING PRINCIPLES

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Rules of Configuration: Flexibility , Adaptability, & Economy A certainty in the planning of community college buildings is change over time. Programs come and go, methods of instruction change, and technology evolves. Idiosyncracy in building configuration is antithetical to the principal of flexibility. Elaborately complex buildings often fit the program like a glove on day one, but restrict the possibility of change from that point on. The starting point must be the classroom . It is the fundamental building block of the College building. Structural grids, floor plate size and relationship of circulation must be carefully coordinated with the size and shape of the classroom. Simply stated, classrooms are to be rectangular and fall within the size range given by teaching methods, ergonomics, the scale of the human body, furniture and the limits of technology. Flexibility and adaptability are most easily achieved from the starting point of simplicity in building configuration and their related structural systems. Structural systems should be as simple and economical as possible so that College resources can be devoted to quality-oflife items such as finishes, lighting and technology. The simplest structural system that starts from reasonable spans that accommodate the basic classroom and office unit with minimum obstruction of columns and brace frames will result in lower quantities of material and therefore lower costs. Hidden structure not readily perceived should be minimized to allow expenditures in areas that you can see, feel, and touch. Complex geometries will necessarily result in inefficient use of space and therefore increase costs relative to usable space. Building design is to be guided by the imperative that infrastructure and systems costs be minimized, in deference to the investment of resources in the identity and life quality enhancing architectural techniques discussed in these guidelines. App I -13

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

Appendix I Design Guidelines - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

GUIDING PRINCIPLES

Chino, CA

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

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

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

Traditional means and methods that typified buildings of a generation ago can be reinterpreted. The best course is to choose modest amounts of substantial quality material and use it in a sensible way to articulate a simple structure. This is the best way to meet today’s building budgets and also acknowledge limitations in construction quality, and advances in construction technology. App I -14

GUIDING PRINCIPLES

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

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

Outward Orientation: Facade, Wall and Gate The visibility of the academic life of the College is an important factor in lending vitality to the Village Center. Conversely, large amounts of glass that expose all conditions of an open office administrative area sends inappropriate messages to visitors of College Park. Visible backsides of file cabinets, office furniture, waste baskets and a disorderly arrangement of “back-of-the-house” office support space is undesirable at best. In its presentation to the community The College should take care to select program areas that highlight student activity and the opportunities afforded by education at Chaffey College. Care should also be taken to balance window and wall area to frame these views to greatest benefit, maximizing view from inside-out and vice-versa. Windows should be generous in scale, particularly on the north face of the building facing the Village Center and the mountains to the north. The rooms placed along this important north facade will have the greatest opportunity for visibility App I -15

from the Village Center sidewalks, plazas, courts and the roadway itself, particularly in the evening when the sky is dark and activities on the interior of the building are most visible. These rooms should be considered integral to the presentation of the College upon entering College Park and their functions, internal arrangements and outward posture should therefore be carefully considered. Walls and gates may seem antithetical to a welcoming college campus; however, they do serve a symbolic and functional purpose. Functionally, they screen vehicular noise and define safe pedestrian areas separate of automobile traffic. Symbolically, they establish a precinct of focused purpose. To accomplish the symbolic function and remain welcoming requires a nuanced understanding and skill in balancing enclosure and accessibility.

Appendix I Design Guidelines - CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

GUIDING PRINCIPLES

Chino, CA

Womens’ Gymnasium, University of California, Berkeley

Inward Orientation: Forecourt , Passage and Courtyard The entrance forecourt is a powerful way to connect the College to its neighborhood as the public foyer to campus. This forecourt should face the Village Center roundabout and project a welcoming place, humanely scaled mediating passage from the busy precinct of the roundabout to the interior life of the campus. As a partially enclosed courtyard it should open to the street-- the form itself, one of “open arms” that welcomes entrance. Some degree of closure is necessary to create an environment that defines a place apart from the bustle of the neighborhood and yet also functions for special community or College events. A courtyard has many interpretations but posits one simple requirement: some degree of enclosure must be in place. Courtyards or forecourts surprise and delight because they create an environment other than the street or the parking lot they adjoin. Planted areas, the sound of water, distinctive paving should be a dramatic in contrast to striped asphalt , streetfront curbs and traffic noise.

To be effective, the passage from one to the other must be marked by a boundary of some kind. Enclosure can come in the form of screen plantings that take the place of walls, or a screen of columns, or a limited and precise amount of wall to contain a space- “shoulders” if you will - that imply the edges or beginning of a wall that would otherwise be there. Changes in paving at the ground plane will also be effective in implying this partially “invisible” fourth wall. Without these the courtyard has no definition - it is merely a space between buildings, a qualitatively different matter. An aperture in a wall, a peek through a gate, scaled properly can signal invitation, but also frame a composed scene and heighten the experience of passage. The gates that punctuate the walls of Harvard Yard are rarely if ever locked much less closed. They are however important symbols of passage into a precinct of shared and special purpose. They divide but more importantly connect visually and physically the College and the community. App I -16

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Quadrangle, Courtyard and Garden The campus plan envisions completion of the College campus landscape through individual landscape projects that are connected to building projects. Understanding the landscape typologies and characteristics of those typologies is a helpful strategic tool for realizing these projects in a way that when completed, they form together a more coherent integrated campus. This approach which breaks the campus into fundamental landscape structures best ensures that while providing variety of experience and scale, the total memorable image of the campus is greater than the sum of its parts. The building block typologies are the quadrangle, the court, and the garden. The Quad The quadrangle or “quad” is one of the most common and flexible campus open space types. A green lawn framed by campus buildings or pathways creates places that can be used for formal events, informal gatherings, recreation or as an outdoor classroom. Trees planted in or around the quadrangle provide shade and can assist in defining pathways. Tree locations must maintain the flexible use of the space. As this space is the “heart of the campus” it should be furnished with seating. The Courtyard Courtyards are smaller in scale and are more variegated in character with more refined detailed attention paid to paved surfaces, plant texture, color, and composition. As such they become memorable landmarks on a large campus--named and intimately connected to the buildings they adjoin. They are rooms and if effective are extensions of the rooms that adjoin them. They become therefore particularly useful for post and pre-function events for the community and the College. Special attention is required in attending to the ground surface so as to allow for many people gathering for an evening event, without creating a sea of paved surface. A combination of paved surface and a permeable material such as decomposed granite or gravel allows for both the function of gathering and the appearance of a garden refuge. The Garden Less typologically constrained and more intimate in nature gardens give life to interstitial spaces on campus where more articulate environments are desirable. App I -17

Quadrangle. The Jeffersonian model of the campus quadrangle has defined the American college campus experience for over two hundred years.

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

Quadrangle

Courtyard

Garden

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

App I -18

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Circulation Not possible in all parts of the country the ability to blur the boundary between indoor and outdoor environments in Southern California is a remarkable opportunity. This boundary between inside and outside will be the territory that students and staff will spend much of their time. Our benign climate enables this outdoor area to take the place of enclosed corridors. This is the area where informal meetings between classes and events take place and where the “community” in community college manifests most readily. Opportunities for shade and seating in shade should be provided with generosity. Seating areas and site furniture should be integrated with garden surfaces or building architecture. Various materials should be considered for surfaces underfoot to maximize visual interest but also to allow for the possibility of increasing the amount of permeable surface in the place of concrete. As a result storm water will be more efficiently drained and in a manner that is sensitive to regional environmental goals. Materials and surfaces should be durable and simple to minimize maintenance concerns. The biasing of building circulation toward the perimeter ob buildings affords opportunities for more articulate architecture and the ability to connect interior spaces to the surrounding landscape. Care is to be taken in the configuration and design of these spaces to ensure such integration and the accommodation of places in which the informal socialization that is so critical a component of the total educational experience is able to thrive.

App I -19

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

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

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

App I -20

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

The Necessary Evolution of Traditions The College and its design professionals will inevitably and necessarily rely upon precedents and images from architectural precedents to convey design intent. Precedents may emerge from the full chronology of architectural traditions--ancient to contemporary-- but they must embody the principles outlined in these guidelines. A style is not dictated or prescribed. Words such as “Spanish colonial” or “mission” are used as emblems or categories of specific qualities that are desirable. Precedents are employed to foster the communication of desired attributes in a manner that is understandable to most people. Extreme care must be taken with use of contemporary materials and construction technology in the evocation of precedents. EIFS is not adobe and molded styrofoam cornices and window surrounds cannot take the place of stone. A drawing or model may convey a beloved style, but satisfactory results are dependent on correct material selection and detail execution. Dignity and substance may therefore come in the form of simple geometries and bold profiles. Simpler profiles allow for greater attention to quality of materials and the performance and appearance of details. This is truly the area where experimentation and advancement influence the evolution of traditions. Updating a tradition is not simply dropping the ornament or the details. The method is not necessarily one of stripping down. In fact, intensification of detail in certain areas may and should occur. For example the eye is naturally drawn to the intersection of a building and the sky. Articulation in that area is particularly effective. Similarly placing detail close to the human eye in traffic areas is also productive. Investigation is encouraged into new technologies that use computer directed cutting tools for producing carved or complex shapes in a variety of materials. This is a case where technology has brought back the possibility of craft, filling a noticeable void in the capabilities of contemporary construction practices.

App I -21

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

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

App I -22

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines GUIDING PRINCIPLES Chino, CA

The Achievment of Character in Contemporary Practice The creation of a believable architectural expression within the context of the standard construction technologies and practices of today is dependent upon the successful capturing of the fundamentals of traditions as expressed in the array of visual effects, details and materials that most graphically and symbolically characterize them as recognizable traditions. The economies of contemporary construction, its methodologies, limitations and advanced technologies are necessarily different from those practices that gave us the traditions which are our point of reference. The examples illustrated here are aimed at demonstrating the wide range of techniques available to us today in realizing the essential characteristics of the referent traditions without resorting to forced (in pragmatic or economic terms) or overtly artificial means. The articulation of roof profile so lovingly admired in the humble evocations of the Spanish baroque in the colonial settlements and missions of California and the southwest can be achieved through volumetric articulation (within the limits of the efficient box described earlier in this appendix) not dependent on the labor intensive, craft based practices of the 16th and 17th centuries. Powerful expression in building mass is given through the simple means of the contrast of deep apertures set within disciplined taut vertical surfaces. These surfaces are given definition through the controlled employment of shadow, and the embroidery of contrasting materials at edge conditions in ways which are achievable today. The grandeur and the integration of inside-out that we appreciate in the colonnades and arcades of Mediterranean architecture are easily achieved with current construction capabilities and yet not constrained by the limitations of the spanning capabilities of stone and brick. With steel and concrete other possibilities emerge--hopefully with the result of improving upon what was possible in the past. Expanses of glass, not possible before the invention of steel frame construction and curtain wall technologies are not necessarily incompatible with our referent traditions; and yet discretion in the application of transparent and translucent surfaces is critical in maintaining the integrity of the tradition upon which the buildings’ architectural vocabularies are based. Finally, all traditions share the appreciation of materials, their inherent natural qualities, and their expressive potentials manifested in how they are arranged, contrasted, detailed and finished. Contemporary practice is no different offering a myriad of variations on the game of composition in which contrasts of color, texture and weight are put to play in the creation of meaning and character in architectural expression.

App I -23

Articulated Profile

Depth of Aperture

The Evolution of Tradition. Adherence to tradition is by no means an automatic or thoughtless endeavor. On the contrary, with the evolution of economies and technologies of construction, not to mention tastes, the evolution of tradition while unavoidable is inherent in an authentically engaged design ethic.

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

Colonnade

Loggia

Transparent Surface

GUIDING PRINCIPLES GUIDING PRINCIPLES

Textured Surface

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

App I -24

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Opaque Materials Plaster surfaces should be smooth. Control or drift joint patterns should be minimal and unobtrusive. Joints and the patterns of joints should be related to building elements where possible. Grand compositional schemes or elaborate patterns for joints should be avoided. In general joints should disappear, be minimal in dimension and not of a contrasting color. Consideration should be given to edge vulnerable areas of plaster surfaces (base and ledge conditions and in some cases corner conditions) with stone detailing. Plaster at the base of a building wears badly and the color and type of stone should consider the effects of wear and the limitations of maintenance.

Plaster

•

smooth

•

paint finish, not integral color (grafitti protection)

•

minimal expression of joints

•

border with finer material at important areas

Dimensional stone or stone tile is an effective way to introduce contrast in surface texture. In particular a stone base course of some kind gives substance to the building and is a good transition material between the wall and the ground plan. Stone detailing also adds emphasis to important entrances or windows. Brick if used should be more horizontal in shape than traditional brick similar to a Roman brick. The color should be golden and not in the red or brown ranges. Those colors tend to work better in East Coast and Midwestern climates. The golden color works well with the more brilliant sky and the light of Southern California. This material wears well and can be used as a thin tile rather than a full dimensional brick if detailed properly. Metal panels may be used as detail canopies or soffits or as wall panels. The panels should be smooth, flat with crisp square finished edges. Panels should be generous in proportion with minimal number of Joints to eliminate fussiness. Joints should also be minimal in size and joint filler material not of a contrasting color to the panel. Metal panels may be a factory painted product in an approved color, bronze, or silver (aluminum mil finish). Corrugated metal panels, exposed panel fasteners or other materials typically associated with industrial buildings or warehouses are prohibited as finish materials. Exposed structure is discouraged and if unavoidable shall be clad with either bronze anodized aluminum finish or aluminum mil or a paint finish that matches. All surfaces within 7’-0 above grade shall have anti-graffiti treatment such as a transparent coating or paint or a transparent sacrificial surface.

App I -25

Brick

•

slim, horizontal profile

•

golden color, not brown or red

•

contrast with smooth simple surfaces

Metal Panels

•

smooth and taut

•

aluminum or bronze finish; no color

•

to articulate a roof canopy or an entrance surround

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

Plaster

Stone

Brick

Metal Panel App I -26

GUIDING PRINCIPLES

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Solid and Void Window placement and their sizes are not simply an automatic result of program requirement and functional considerations within the building. Placement and scale are a result of choice given force and guidance through the tools of composition. The issues are straightforward and easy to understand: 1) Generous scale for light and ventilation 2) Outward orientation giving visual access to the college and its operations 3) Orderly and dignified street presence. The variations are almost infinite and alternatives must be developed and evaluated carefully before selecting the best balance of function, conformance with the floor plan and aesthetic direction. Doors and Windows The placement, size and character of doors and windows is perhaps the most critical design decision in the formation of a new building. The choice has a profound effect on function and quality of life for building occupants. Doors and windows on a street facade establish the expression of the building as an outward looking and welcoming institution more than any other design element. Composition is at the heart of the process of locating windows in a room and on a wall. Windows arranged on a wall surface should be generous in size and be balanced in consideration with reciprocal solid wall area for maximum effect. Windows with many divided lites should be avoided as these are more closely associated with residential architecture. Depth of window surround plays a greater role than the window itself in projecting an image of substance. Window sills in deep window walls should be surfaced with a material that will not easily show evidence of dirt and pollution. Stone or precast sills are the best choice if the window is set back a great depth. Where possible windows should be operable and the location of the operable portion of the window should be considered relative to optimal view area. When maximum clarity and visibility is desired, orientation and lighting are critical in addition to a quality glazing system.

App I -27

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

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

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

Ungenerous Proportions. Size and shape of building windows should provide ample light and view to building occupants. Generous scale of openings should override graphic compositional strategies and reflect the importance of the street or courtyard frontages.

Insufficient Depth. In addition to the shape of the window, the depth of the profile or window surround is an important attribute in reinforcing the mass and substantial character of the building.

App I -28

GUIDING PRINCIPLES CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Transparent, Translucent and Diaphanous Materials Definitively not a part of the referent traditions chosen for the Chaffey College Chino campus, expansive surfaces of transparent, translucent or diaphanous materials such as curtain walls and metal screens were for the most part not possible before the turn of the 20th Century. This of course does not mean there are not traditions of screens in most if not all of the world’s traditions as most characteristically expressed in North Africa , the Mediterranean and Southwest Asia--all interestingly sharing climates not dissimilar to the San Gabriel Valley in Southern California. The indiscriminate use of glass walls or screens without thought to the spaces upon which they face is counter productive in an open semi-rural environment in which the definition of place is particularly precarious. The disorienting effects of monolithic buildings sheathed in glass are familiar to anyone who has experienced the typical Southern Californian suburban corporate office park. Nevertheless, while glass curtain walls may not be acceptable as the total exterior skin of a building, but their limited use in particular areas of the building, with sensitivity to solar orientation may emphasize program areas where high visibility is desired. Windows and curtain wall window frames should be either bronze anodized finish or aluminum mil finish. The only paint acceptable is a factory applied color that matches a bronze anodized or aluminum mil finish. Glass should be as clear as possible with no distinct color and no mirror reflectivity. Mirrored glass curtain walls are never acceptable.

App I -29

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

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

Transparent, Translucent and Diaphanous Surfaces. Glass, metal and other materials in applications not possible before the 20th century offer a variety of opportunities for innovation provided care is taken to harmonize with the referent traditions upon which the architecture of the Chino campus is to be based. App I -30

PHASE I BUILDINGS

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

The Main Instruction Building Interpretation of the Building Design Guidelines might vary depending on location of projects within the campus site. There will be slight differences possible within a generally consistent language for Phase 1 buildings located around the Village Center as compared to later Phase buildings facing the mall at the south end of the campus. However, architectural consistency is the goal across the campus and the illustrations of design intent for the Main Instruction Building and the Community Building represent an application or interpretation consistent with the guidelines. The Main Instruction building contains 36,500 ASF on two floors within 60,000 GSF. An open air passageway and lobby connects the north forecourt to a double height open air atrium which in turn connects to the south courtyard. Student Service functions are centered around the north forecourt and the open air atrium. Classrooms and lecture halls are arranged around the south courtyard.Sloped floor lecture halls terminate the east and west wings as they face the mall. Covered outdoor walkways or loggias surround the south courtyard and link the classroom instructional space.

The Main Instruction Building North Elevation

The following are illustrations of applications of the principles of the design guidelines outlined in this appendix. The elevations are rendered within the limits of the referent traditions and yet are easily achieved within current construction technologies. A uniform pattern of discrete openings, with substantial depth is articulated through edge details, the contrast of materials and special articulation at key locations such as entrances, passages and in front of important interior spaces. A stone base articulates the building’s relationship with the earth, while an articulate eave, rendered in dark metal panel and terra cotta barrel tile mediates the building’s relationship with the sky. Iconoic importance is given to the main entrances with decorative flourishes and sculptural appointments, expressive of the educational and civic purposes of the building.

The Main Instruction Building Footprint.

App I -31

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

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

Primary Entrance @ North Forecourt. App I -32

PHASE I BUILDINGS CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

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

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

App I -33

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

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

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

App I -34

PHASE I BUILDINGS CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

East Elevation - Alternative A

East Elevation - Alternative B

Bay Detail - Entrance Passage - Alternate A

Typical Bay Detail - Alternate B

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

App I -35

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

View of Exterior Entrance Passage - Alternate A

View of Typical Bay - Alternate B

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

App I -36

PHASE I BUILDINGS

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

The Community Center

The 25,000 GSF Community Center is located on the northwest side of the Village Center roundabout. It’s principal facade follows the curve of the roundabout and terminates the Eucalyptus Avenue visual axis. The curved portion of the Phase 2 Library facade on the campus side is intended to mirror the Community Center facade and the two together form a symmetrical gateway flanking “A” Street, the entrance from Village Center to Ayala Park. The building geometry reflects two important functions of the Community Center. As an instructional building, a simple, economical rectangular nine-square bay structure is developed to contain flexible classrooms, laboratories, culinary arts kitchen and the banquet facility dining rooms. As an instrument in the urban design scheme, a curvilinear section adjoins this rectangular form and contains entrance and prefunction programs that address the geometry and the symbolic focus of the Village Center Roundabout. All sides of this building must be carefully considered as it is the interface between Ayala Park to the west and the Village Center to the East. A prominent entrance on both the east and west face of the courtyard flanking the building will encourage pedestrians to pass through on their way to and from Ayala Park. The loading dock and the service entrance on the west facade facing the park must be carefully designed and screened to reflect the dual-faced nature of the building. The courtyard on the north side of the building adjoins the banquet facility dining and pre-function rooms. This courtyard can function as an entrance and pre-function area as well as overflow seating for large events. A loggia surrounds a lushly planted garden at the center of the courtyard. The loggia is of sufficient depth to allow for additional eight seat banquet tables that will ring the courtyard garden. The courtyard will eventually connect the Community Center to a Visual and Performing Arts Building of similar massing to the north. Multiple entrances to the building will allow for the flexible use of the two tenants and banquet/conference patrons in the building. Banquet and conference facilities will be accessed primarily from the courtyard and Village Center roundabout facade entrances. Two entrances along the the south facade allow independent access to dedicated City of Chino classroom/studios and to Chaffey College instructional areas. The courtyard and Banquet/Pre-function entrance should be weighted as the primary visual entrance to the building. The two south facade entrances should be of equal visual weight to each other and defer in detail to the primary entrance. App I -37

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

College Park site plan illustrating scope of Phase 1 projects and the location of the Community Center..

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

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

App I -38

PHASE I BUILDINGS

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

South Elevation

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

App I -39

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

North Elevation

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

App I -40

DESIGN REVIEW

CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines DESIGN REVIEW Chino, CA

The Design Review Process

Submittal No. 1: Schematic Design Review The following drawings are required for a Schematic Design Review:

To ensure that each new project and each phase of work for that project complies with the Master Plan Design Guidelines Chaffey College Chino Campus has adopted a Design Review Process. The purpose of this process is to facilitate clear communication between project design professionals and the College with the goal of implementing successful projects in fulfillment of the Master Plan. The Design Review Committee A Design Review Committee representing a cross section of College Administration, Staff and Students will be formed to guide the Design Review process and interpret the guidelines as they apply to specific projects. This committee will be composed of a minimum of four persons and a maximum of 6. Committee members will be expected to be familiar with the scope and intent of the Design Guidelines and the Facilities Master Plan. Committee members will be expected to review project documents and submittals at milestones in the development of a project prior to Design Review Meetings and be prepared to discuss approval, rejection or revision of projects or project components. Professional Oversight The College may choose to retain Design Consultants as professional advisors to the process. Introductory Project Orientation Meeting Prior to starting design work for each project, the assigned Project Design Architect will meet with the Vice President of Administrative Services and the Project Manager to review the intent of the Design Guidelines. The meeting agenda will include review of the building and/or project design program and schedule, budget requirements and clarification of any questions related to the Design Review Process.

· · · · · ·

Review Process When the Vice President of Administrative Services and the Project Manager have determined that all requirements for Submittal No. 1 have been met, the Design Review Committee must either approve or disapprove with comments within 45 calendar days. Submittal No. 2: Design Development After review and input provided during the Schematic Design Review the Project Design Architect shall prepare selected Design Development Documents for review by the Design Review Committee. The following drawings/documents are required for a Design Development Review: · ·

App I -41

Site plan showing building footprint and relevant contiguous site improvements including the pertinent systems and elements enumerated in the Design Guidelines. Floor plans of each floor illustrating building program elements Building Elevations illustrating massing, material designations and dimension of building elements. Building Sections illustrating existing and proposed grading, finish floor elevations, relationship to existing or proposed adjacent buildings and/or improvements Landscape Plan illustrating planting areas, character and size of trees, pedestrian walkways, drives, courtyard plans and water features Building Perspective Views, 3-D computer Models and/or Schematic Design Project Models

All drawings required for the Schematic Design Review with additional Design Development detail and progress illustrated. Exterior material palette and color selection boards

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

Review Process When the Vice President of Administrative Services and the Project Manager have determined that all requirements for Submittal No. 2 have been met, the Design Review Committee must either approve or disapprove with comments within 45 calendar days. Submittal No. 3: Construction Documents After review and input provided during the Design Development Review the Project Design Architect shall prepare selected Construction Documents for review by the Design Review Committee. The following drawings/documents are required for a Construction Document Review: ·

All drawings required for the Design Development Review with additional Construction Document detail and progress illustrated.

·

Exterior material palette and color selection boards

Review Process When the Vice President of Administrative Services and the Project Manager have determined that all requirements for Submittal No. 3 have been met, the Design Review Committee must either approve or disapprove with comments within 45 calendar days.

App I -42

ACKNOWLEDGEMENTS CHAFFEY COLLEGE CHINO CAMPUS PLAN - Appendix I Design Guidelines Chino, CA

Chaffey College Dr. Marie Kane, Superintendent/President Steve Menzel, VP for Administration Chaffey College President’s Cabinet State of California Robert McKinnon, Senior Real Estate Officer Donald Brackenbush, Goodell Brackenbush James Goodell, Goodell Brackenbush City of Chino Sylvia Scharf, Urban Planning Consultant Chuck Coe, Director of Community Development Tina Sray, Director of Community Services SunCal Companies Larry Lazar, Vice President, SunCal Companies Kelly Buffa, Planning Design Solutions Michael Madden, Michael Madden Associates Craig Thibault, The Collaborative West Mark Lenning, The Collaborative West MDA Johnson Favaro Jim Favaro Steve Johnson

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

CHAFFEY COLLEGE CHINO CAMPUS MASTER PLAN 2004

Chino, California

Appendix II : Technical Guidelines June 2004

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

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

Chino, California Appendix II Technical Guidelines Developed by: The Chaffey College Governing Board The Chaffey College President’s Cabinet, Rancho Cucamonga Campus Dr. Marie Kane

President/Superintendent

Steve Menzel Vice President, Administration

Earl Davis Vice President, Business Affairs

With the Cooperation of: The State of California Department of General Services The City of Chino SunCal Development Company And the Assistance of: 3D/International The MAAS Companies MDA Johnson Favaro

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Campus Utilities and Infrastructure This appendix describes the utilities infrastructure component of the campus master plan, including Phase I, Phase II, and the 30-year vision. The disciplines included are civil utilities infrastructure with narratives and diagrams that describe the storm drain, domestic water, reclaimed water, and sanitary sewer systems; mechanical, electrical, plumbing (MEP) infrastructure and telecommunications systems with narratives and diagrams that describe heating and air conditioning systems, electrical, plumbing, and telephone/voice/data campus infrastructure and Phase I building systems The existing site is currently an open field with no infrastructure or buildings. The City of Chino and the developer of College Park (SunCal) have produced a report called the Specific Plan that describes the development of the entire College Park site, including the site utilities in the public right-of-way. The Specific Plan does not address utilities within the site of the campus or points of connection for utilities. This information is contained in this document. A system of trenches will have been designed throughout the campus in each of the phases to distribute utilities from the street to the central plant and from there on to the buildings. A cross section of this trench appears in a preliminary conceptual diagram within this report. The central plant will produce chilled and hot water for the heating and cooling systems in each building. It is located in the western portion of the campus so as not to impact the campus growth but still be in a centralized location. The central plant building will be built out in Phase I to accommodate the utilities needs for both Phase I and Phase II. Utilities for the 30-year vision will require expansion of the central plant. This provides the campus with the necessary infrastructure for the first twenty years without incurring additional front end cost for later phases. The main electrical service will be located in the area of the central plant. Exact points of connection will need to be finalized during the planning, design and construction of Phase I. This report is currently submitted in DRAFT form. The planning team is awaiting information requested from the City of Chino and SunCal, the College Park developer. Some of the analysis and documentation within this report can not be completed until final information is received.

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

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

EMERGENCY AND SERVICE VEHICLE ACCESS College Park Street Infrastructure

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

Campus Service Vehicle Access

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

Campus Emergency Vehicle Access

...................................................4

Thirty Year Conceptual Building Occupancy Type and Separation Analysis

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

CIVIL UTILITIES INFRASTUCTURE College Park Storm, Sewer and Water Supply Infrastructure

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

Campus Storm Drain and Sanitary Sewer Infrastructure

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

Campus Domestic, Recycled and Fire Water Infrastructure

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

MECHANICAL, ELECTRICAL, PLUMBING (MEP) & TELECOMMUNICATIONS SYSTEMS Campus Heating, Cooling and Plumbing Systems

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

Campus Electrical Service and Distribution Systems

.....................................................18

Telecommunications Systems

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

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

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

The Central Plant

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

PHASE I BUILDINGS Control Quantities and Building Efficiencies

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

Code Analysis and Exiting Diagrams

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

Structural Systems

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

ACKNOWLEDGEMENTS

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

EMERGENCY AND SERVICE VEHICLE ACCESS

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

College Park Arterial Access College Park is located approximately two miles south of the Pomona Freeway (State Route 60) and approximately two miles east of the Chino Valley Freeway (State Route 71). Central Avenue bounds the project site to the west, Edison Avenue to the north, Eucalyptus Avenue to the south and Euclid Avenue to the east. The property is bounded on the south by the State of California Correctional Institute for Men property. Eucalyptus Avenue is currently used by service vehicles to access the correctional facility from Euclid Avenue. With development of College Park, Eucalyptus Avenue will provide direct access to the residential neighborhoods, Chaffey College, and the Village Center. The service road providing access to the correctional facility will be relocated south of the College Park’s southern project boundary and will join Euclid Avenue at a new intersection. Along the northern boundary of the project site, several streets intersect with and terminate at Edison Avenue, including Twelfth, Benson, Oaks, Magnolia, Mountain, and Cypress Avenues. The extensions of Oaks Avenue and Mountain Avenue will provide north-south access to College Park. Additional north-south access to College Park will be provided by San Antonio Avenue and Fern Avenue, north of Eucalyptus Avenue.

College Park Perimeter Street Classifications. City of Chino General Plan Circulation Element (February l992

Arterial and Street Access to Campus The three arterials and one street within College Park serving the Chaffey College campus are: Street

Description

Oaks Avenue

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

Eucalyptus Condition 1A

85’-0” ROW, 2-lane, 18’-0” median.

Eucalyptus Condition 1B

95’-0” ROW, 2-lane, 18’-0” median.

Eucalyptus Condition 2

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

Mountain Avenue

88’-0” ROW, 2-lane, 14’-0” median.

“A” Street

87’-0” ROW, 4-lane, 14’-0” median.

“B” Street

76’-0” ROW, 2-lane, College Park Interior Street Classifications. College Park Specific Plan, February 12, 2004

App II -1

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

EMERGENCY AND SERVICE VEHICLE ACCESS

Chino, CA

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

App II -2

EMERGENCY AND SERVICE VEHICLE ACCESS

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Service Vehicle Access Service vehicle access into campus is generally from “A”-Street, “B” Street and ultimately the South Loop Road.. Phase I buildings will be served by medium size trucks to small refuse and storage facilities incorporated into the buildings to accommodate supplies delivery and refuse pickup . With the construction of the Phase II facilities the College will have to consider the initiation of a central receiving and disposal area to serve the entirety of the campus. The master plan has identified the site of the Central Plant and future Physical Education Building as the most appropriate for this facility due to its centralized location and easy service access. All buildings on campus are accessible by materials management vehicles and will include disposal depots at each site. The Community Center concept plan includes a generously scaled service yard adjacent to the kitchen/banquet facility. This yard and vehicle access to it are capable of accommodating 55’-0” eighteen-wheel trailer trucks typical of some food service providers.

Service Vehicle Access App II -3

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

EMERGENCY AND SERVICE VEHICLE ACCESS

Chino, CA

Emergency Vehicle Access The Chino Valley Independent Fire District is the responding agency and regulates fire department access, hydrant locations, and fire protection water pressure within the City of Chino. Typically Fire Departments in Southern California stipulate the following: • All portions of the ground floor of each building shall be within 150’-0” of a public way or fire lane. • Fire lanes shall be 20’-0” wide for buildings less than 28’-0” in height (from grade to top of parapet) and 28’-0” wide for buildings greater than 28’-0” in height. • Final fire hydrant location will be determined after consultation with the Fire Department during each phase. The Emergency Vehicle Access Diagram shows the locations of the fire lanes in the Thirty-year Campus Plan.

Emergency Vehicle Access App II -4

EMERGENCY AND SERVICE VEHICLE ACCESS CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Thirty-Year Building Occupancy Type And Separation Analysis The California Building Code (CBC) regulates building sizes according to their Occupancy Classification, Construction Type, and relationship to the property lines and adjacent buildings. When more than one building is placed on a single piece of property, the CBC stipulates that an assumed property line will be placed between the buildings to calculate building allowable sizes and wall and opening ratings. These diagrams show the allowable building sizes for the Campus Plan based on assume occupancies and the recommended Construction Type II-1-hour. See pages 35-38 of this report for a more in depth code analysis of the Phase I buildings, the Main Instruction Building and the Community Center.

Key Map App II -5

The Events Arena and Stadium.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

EMERGENCY AND SERVICE VEHICLE ACCESS

Chino, CA

Campus Wide Conceptual Code Analysis by Building Type. This diagram relates building construction type, size and distribution to account for basic fire and life safety requirements of the plan. App II -6

CIVIL UTILITIES INFRASTRUCTURE

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

College Park Storm Water Drainage Infrastructure

MAGNOLIA CHANNEL

College Park lies within portions of the County’s Eastern District, also known as the Cypress Channel District, and Western District. Cypress Channel District runs from Euclid Avenue westerly to the extension of Mountain Avenue, while the Western District extends westerly from Mountain to Central Avenue. The drainage area tributary to the proposed college Park Specific Plan totals approximately 918 acres, of which 348 acres lie north of Edison Avenue, while the remaining 570 acres are located within the College Park specific Plan boundaries. The remaining 139-acre area is located within the future expanded Ayala Park, which will continue to drain to Central Avenue. An existing pipe along Magnolia Avenue carries runoff from the 348 acres north of Edison Avenue. This pipe terminates in an unimproved earthen open-channel just south of Edison Avenue. The open channel continues south to Chino Creek. Drainage System Concept. The drainage system for College Park is designed not to exceed outflows under a predevelopment condition. Storm flows within neighborhoods will sheet flow within local streets to a network of storm drains ranging in size from 30 inches to 72 inches to detention/water quality basins located adjacent to the southern property boundary, ultimately draining into the existing Magnolia and Cypress channels. To the west of Magnolia channel, storm water will sheet flow from the north to south to the intersection with “B” Street and “F” Street where it will be conveyed through a 30-inch storm drain to a 48-foot storm drain, then flow south within a 54-inch storm drain to a detention/water quality basin. This basin will ultimately convey flows through a 42-inch pipeline to Magnolia Channel.

COLLEGE TO DRAIN TO POND AT SOUTH END OF ITS SITE FOR DETENTION PRIOR TO RELEASE INTO MAGNOLIA CHANNEL

Magnolia Channel Magnolia Channel currently conveys a 348-acre area north of Edison Avenue. This drainage enters the existing channel by way of a 72-inch storm drain that terminates at the beginning of the channel just south of Edison Road. Magnolia channel will be improved to a 30-foot by 10-foot soft bottom channel within the project boundaries. The College Park Plan area’s tributary to this channel will provide drainage onsite by using a combination of sheet flow and storm drain facilities so that the storm water runoff will enter a series of detention/water quality basins before outletting into the channel at the southern boundary. Use of water detention/water quality basins will reduce the amount of runoff from the project through the exiting channel to points south. App II -7

College Park Storm Drain Infrastructure

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

CIVIL UTILITIES INFRASTRUCTURE

College Park Sanitary Sewer Infrastructure

MAGNOLIA CHANNEL

MAGNOLIA CHANNEL

Chino, CA

College Park Water Supply Infrastructure

App II -8

CIVIL UTILITIES INFRASTRUCTURE

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Civil Utilities Infrastructure

Chaffey College Chino Campus Storm Drain

Under the College Park Specific Plan referred here as the “Specific Plan”, the City of Chino and the College Park developer, SunCal, will be designing infrastructure to accommodate the utility demands that exit the Chaffey College Chino campus site. Infrastructure to be provided shall include storm drain, sanitary sewer, domestic water, recycled water, telephone, gas, communication, and power. RBF Consulting, the Civil Engineer for SunCal has prepared the master plan for this work.

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

Information Upon Which This Narrative is Based. The following is a list of information that has been received from the developers Civil Engineer, RBF, and has been used as a basis for the master plan: 1.

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

2.

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

The following is a list of information that has been requested from the Specfic Plan’s developer. This information is needed to complete the Chaffey College Chino Campus Civil utilities infrastructure master plan: 1.

Maximum storage depth of a stormwater detention pond.

2.

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

3.

Wasterwater generation factors from the City of Chino 1993 Sewer Master Plan

4.

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

App II -9

Community Center Parcel For the Community Center parcel, which is the 10 Acres to the north of ‘A’ Street, drainage will be accomplished through a pipe flowing to the south and then connecting to a new City storm drain pipe. It is assumed that the City pipe will be directed through ‘A’ Street to the west and connect to an existing box culvert in Central Avenue. The Community Center storm drain pipe that connects to this City main shall be constructed in phase I, and shall be sized to accommodate the 30-year plan. Campus Detention Pond A detention pond will be used to limit the additional run-off being added to the Magnolia Channel (Refer to the Specific Plan Preliminary Hydrology Report for further details). The detention pond will be sized to allow a peak flowrate of 15.3 cubic feet per second to be released from the campus to Magnolia Channel. The rainfall intensity used to determine the detention will be calculated base on a 100year storm event. The detention pond shall be sized to meet the released peak flowrate for each phase of the Chaffey Master plan. The chart below shows an estimated size. The actual size should be determined early during the Phase 1 final design. The depth of the pond is based on the Specific Plan, but requires confirmation from the City.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

CIVIL UTILITIES INFRASTRUCTURE

Chino, CA

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

Phased Construction of the Detention Pond

Phase

Pond Volume (Ac- ft)

Pond Depth (Feet)

Pond Area (Acres)

1

9.5

4.75

2.0

2

11.2

4.75

2.4

30

19.7

4.75

4.2

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

Phased Growth of Sanitary Sewer Water Flows

Phase Students

Avg Daily Flow (Gallons Per Day)

Peak Flow (Gallons Per Minute)

1

2,500

50,000

12 1

2

8,900

178,000

432

30

15,000

300,000

728

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

Sanitary Sewer Infrastructure Under the Specific Plan, the City will construct new 12” sanitary sewer lines in the streets east of the campus and an 8” line in ‘A’ Street. The City system flows southward and is designed to accommodate flow from the Chaffey campus. The Community Center shall connect to the 8” City line in ‘A’ Street. The remainder of the Chaffey campus shall connect to the 12” line east of the site. For phase I, the Chaffey sewer shall consist of only service laterals from the new buildings connected to the City mainexcept for the central plant. given the location of the central plant and its distance to the nearest street sewer main, the most economical solution is to provide a septic tank during Phase I. For phase II, an 8” shared line will serve all the newly constructed buildings and make a connection to the City main. The central plant will tie into this sewer line in this phase. For the 30-year plan, additional 8” shared sewer lines and individual building laterals shall be constructed and connected to the City main east of the site. During the construction of the City main line, the City shall construct 8” laterals to the property line where connections are shown. Also 6” laterals should be constructed every 100 feet where future buildings will be adjacent to the street. App II -10

CIVIL UTILITIES INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Campus Storm Drain and Sanitary Sewer Infrastructure

Ninety of the Chino campus’ one hundred acres will flow into detention ponds at the southern most area of the site whereupon upon release storm water will drain into the Magnolia Channel to points further south. In the thirty year plan a 48” trunk line will take storm water runoff to the detention pond. Given the costs of such infrastructure and the limited storm water runoff created in Phase I this trunk line will not be built until subsequent phases of campus build-out. During phase I, a bio-swale shall be constructed along the southeast property line. The bio-swale shall be sized to accommodate runoff for phase I only. During Phase II a stormdrain pipe shall be constructed to replace the bio-swale and capture the runoff from Phase I. Stormdrain pipes that are constructed in the first two phases shall be sized to accommodate the future flowrates up to the 30-year plan. When it is possible, parking lots, plazas, and landscape areas shall be sheet drained to a collection point, such as a catch basin. Roof drains shall connect directly to the subsurface stormdrain system. Note the growth of the detention pond with each successive stage of development of the campus. All storm water runoff created by Chaffey College facilities north of “A” Street within Ayala Park will be conducted to a storm drain trunkline located within “A” Street carrying water to Central Avenue in the east.

Phase I Campus Storm Drain & Sanitary Sewer Infrastructure. A bio-swale brings storm water from campus to the detention pond before discharging into Magnolia Channel App II -11

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

CIVIL UTILITIES INFRASTRUCTURE

Chino, CA

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

Thirty Year Campus Storm Drain and Sanitary Sewer Infrastructure. By full build out the detention pond has increased in overall area to nearly 4 acres (at a depth of five feet). App II -12

CIVIL UTILITIES INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Domestic Water Under the Specific Plan, the City will construct 16” water lines in streets east of the campus and in ‘A’ Street. The Community Center will connect a water service line to the main in ‘A’ Street. The remainder of Phase I, which includes the Central Plant and the Main Instruction Building, will also connect to the main in ‘A’ Street. The line from the Central Plant will be sized to accommodate the future phases, and the 30-year plan. This line is estimated to be 10”, but should be determined when pressure and flow data have been obtained on the City main. Water meters will be placed in the public right-of-way at each connection to the City main. During Phase II and the 30-year plan, interior routing of the water will be constructed to service the additional buildings to the south. The water lines for the campus will be placed in a joint utility trench. (See pp 27-28) Recycled Water Recycled water will be used for irrigation purposes on the Chaffey campus. Under the Specific Plan, the City will construct 8” recycled water lines in the streets adjacent to the campus. The connection will be made from ‘A’ Street for both the main campus and the Community Center. Recycled water lines will be routed in a joint utility trench and will branch off as needed to provide irrigation. Fire Water As noted in the water section above, new City 16” water lines are adjacent to the campus to the north and to the east. In phase I, the fire water lines will make a separate connection to the City main in ‘A’ Street. For all phases, the fire water pipe will be routed through the campus in a joint utility trench, similar to the domestic water line (See pp 27-28). Also, the Community Center will make it’s own fire water connection to the same 16” main in ‘A’ Street. To keep the pressure of the fire water above minimum requirements as outlined in the Uniform Fire Code, the fire water system will be looped. A second connection shall be made during phase II to the 16” main east of the campus. Because the of long length of the campus going north and south, during the 30-year plan, a 3rd connection will be made to the 16” main east of the site and looped into the fire system. Again, during the 30-year plan, the fire water pipe will be routed to buildings through a joint utility trench. Fire hydrants, fire department connections, backflow prevention devices, and other appurtenances, will be provided where needed throughout the campus. The Fire Department will review and approve the location of these structures. App II -13

Phase I Domestic, Fire Protection and Recycled Water

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

CIVIL UTILITIES INFRASTRUCTURE

Chino, CA

Phase II Domestic, Fire Protection and Recycled Water

Thirty Year Domestic, Fire Protection and Recycled Water

App II -14

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Campus Heating and Cooling Systems A single central plant consolidating the cooling and heating systems in one location, enables the use of more efficient equipment and simplifies maintenance. Considering the campus layout, the west side of the campus adjacent to the future physical education building is central to campus and yet adequately remote from buildings housing acoustically sensitive usages such as classrooms. The building housing the chiller, boilers, and associated distribution pumps will be sized accordingly with space for the addition of new equipment to accommodate future building loads. Distribution cooling and heating water piping will be buried underground in a joint utility trench (See pp 27-28). The trench will be a grid arrangement to facilitate future phases. The suggested routing of the trench considered future construction, access to parking and establishment of a “service” side for the buildings. Distributed piping will be sized with regard to diversity. This allows for smaller piping and equipment to be installed by considering that each building on campus will not experience a peak load at the same time.

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

Modern controllers on chillers allow the application of variable flow design. Variable primary flow can be applied to single, parallel or series plants. A parallel configuration would be recommended for this campus. The variable speed primary chilled water pump circulates water through the chiller as well as through the building. The benefit of this system compared to a more conventional primary/variable secondary system is that all the chilled water being pumped is used for cooling. In the primary/variable secondary system, any hilled water flow pumped through the decoupler consumes pump power but offers no cooling to the campus. Also, the primary variable flow system typically experiences a lower first cost than a primary variable secondary system, and is more efficient. App II -15

Variable frequency drive chillers can achieve part load efficiencies down to 0.39 kW/ton and design efficiencies under 0.6 kW/ton. In order to achieve higher overall plant efficiency, cooling and heating water distribution pumps and the cooling tower fans will also have variable frequency drives. A new DDC control system will be provided to schedule and control chillers and boilers based upon campus wide demand. The distribution pumps will be controlled to accommodate the most demanding building. The control system will also monitor each building for chilled water tonnage and heating hot water MBH utilization. Therefore, if any of the buildings are leased to tenants (bookstore, food service, etc.), the usage of the chilled water and heating hot water for air conditioning can be isolated and billed. Space for an exterior equipment enclosure adjacent to the boiler room will be allocated to house a future cogeneration system. A consistent heat sink is require to effectively utilize cogeneration. Since the campus will not be a 24 hour facility, the necessary heat sink will not be available until the aquatic center is constructed. At that time cogeneration should be considered for the primary method to heat the pool while offsetting a portion of the campus electrical usage. Typically an 800 kw system is appropriate for this size campus. Finally, the central plant building and heating/cooling system will be designed for expandability. The chilled water and heating hot water piping grid provides flexibility for the anticipated expansion of the campus. Phase I Heating and Cooling Systems This phase will provide 90,.000 square feet in two buildings on the campus, the Main Instruction Building and Community Center. The campus projected peak cooling load is approximately 220 tons while the heating load is approximately 2,700 MBH. The Main Instruction Building in this phase will house classrooms in addition to office space. The projected cooling load is 150 tons while the projected heating load 1,200 MBH. Two 30,000 cfm variable volume air handlers will provide cooling and ventilation for the building. These units will be located in a penthouse on the roof. Heating will be provided via reheat coils at the terminal boxes. Distribution ductwork will be routed in the second floor ceiling space and via shafts to the first floor ceiling space. A plenum return will be utilized to the extent possible. Each classroom and lab will be provided with individual zone control. Administrative and faculty areas will be zoned by exposure and usage with no more than three offices per zone. A total of 40 zones is projected for this building. Chilled and heating hot water will be provided from the central plant. Chilled water piping will be routed through the building to the roof mounted air handlers. Heating hot water piping will be routed adjacent to the supply ductwork at each floor for service to the terminal box reheat coils.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004 MEP & TELECOMMUNICATIONS INFRASTRUCTURE Chino, CA

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

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

The central plant will be initiated in this phase. The plant will provide chilled and heating hot water to the campus via underground distribution piping. A building and equipment layout that can expand with the campus will be provided. The building is projected to ultimately be 5,000 square feet with an adjacent 3,000 square foot cooling tower enclosure. An additional 500 square foot enclosure will be planned for a future cogeneration system. This enclosure should be located adjacent to the boiler plant but as far from the cooling tower enclosure as possible.

This phase will add 170,000 square feet in four building to the campus. The new buildings will house instructional space and the library. Upon completion of the phase the campus will consist of six building totaling 260,000 square feet. The campus projected diversified peak cooling load is approximately 600 tons while the heating load is approximately 7,000 MBH. The central cooling and heating plants will be expanded in order to accommodate the additional cooling load. This phase will provide one 500 tons centrifugal chiller with variable frequency drive. One primary chilled water pump will be provided with variable speed drive. This pump will be sized for 600 gpm at 100 feet of head, allowing for the future campus expansion. One cell will be added to the cooling tower in this phase. Provisions will be made for the addition of one more cell in a future phase. One condenser water pump will be provided. A the completion of the phase the cooling plant capacity will be 1,000 tons. Standby pumps will be maintained for the chilled and condenser water systems. This phase will provide four 1,800 MBH input high efficiency boilers. Each boiler will have a dedicated inline primary pump. At the completion of the phase the heating plant capacity will be 10,800 MBH(inpu). One standby boiler will be maintained. Distribution piping will be provided form the stubs provided in Phase I to two instruction buildings, the Library and the east instruction building. Stubs with valves will be provided for the following future buildings on the main serving the east instruction building sites: 1) Thirty year branch to southeast buildings; and, 2) T h i r t y - Ye a r branch to eastern most instructional building (fronting Eucalyptus street)

The chilled water plant will be a variable flow primary system with a 20 degree Fahrenheit design temperature difference. This phase will provide on dual compressor centrifugal chiller with variable frequency drives. Each compressor will be sized for 250 tons. This configuration provides redundancy without increasing the equipment space requirements and allows for operation at low loads. Two primary chilled water pumps will be provided with variable speed drives. One pump will be standby. Each pump will be sized for 600 gpm at 100 feet of head, allowing for the future campus expansion. Condenser water will be provided by an induced draft cooling tower. One cell will be provided in this phase. Provisions will be made for the addition of two more cells in future phases. Two condenser water pumps will be provided with one pump being standby. The heating plant will be a primary-secondary system with a 60 degree Farenheit design temperature difference. This phase will provide three 1,800 MBH input high efficiency boilers with one being standby. Each boiler will have a dedicated

Distribution piping will be provided from the central plant to the Main Instruction Building and Community Center. Stubs with valves will be provided for the following future buildings: 1. 2. 3. 4. 5. 6. 7.

Gymnasium and Aquatic Center Phase 2 branch to east buildings Thirty Year branch to southwest buildings Phase 2 Instructional building (south) Phase 2 Instructional building (north) Phase 2 Library Thirty Year Community Building

Phase II Heating and Cooling Systems

App II -16

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Thirty Year Heating and Cooling Systems This phase will add 190,000 square feet in an estimated twelve buildings to the campus. Seven new buildings will house instructional space. One building will be shared with the community. The remaining buildings will house athletic facilities. Upon completion of the phase the campus will consist of approximately eighteen buildings totaling 450,000 square feet. The campus projected diversified peak cooling load is approximately 1,100 tons while the heating load is approximately 13,500 MBH. The central cooling and heating plants will be expanded in order to accommodate the additional cooling load. This phase will provide a 500 ton centrifugal chiller with variable frequency drive. One primary chilled water pump will be provided with variable speed drive. This pump will be sized for 600 gpm at 100 feet of head. One cell will be 1,500 tons. Standby pumps will be maintained for the chilled and condenser water systems. This phase will provide four 1,800 MBH input high efficiency boilers. Each boiler will have a dedicated inline primary pump. At the completion of the phase the heating plant capacity will be 15,900 MBH (input). One standby boiler will be maintained. Distribution piping will be provided from the stubs provided in Phase I and II to the remaining Instructional and athletic buildings. A cogeneration system for pool heating and on site electrical generation will be evaluated in this phase. An enclosure adjacent to the boiler room will be provided for the required turbine(s) and heat exchanger(s).

Campus Plumbing Systems Domestic Water Domestic cold water will be provided from the nearest site water main through a back flow preventer assembly. Domestic hot water will be generated by means of a natural gas fired, storage type water heater in each building. Water temperature within the hot water distribution system will be maintained by means of a hot water supply and return piping connections at the water heater. Groups of fixtures will be provided with isolation valves for ease of maintenance. Each plumbing fixture will be provided with isolation valves for maintenance purposes as well. Natural Gas Natural gas will be provided from the nearest site gas main. A central regulator will be provided to meet the pressure requirement of the connected building equipment and seismic shut-off valves provided at all entries into the building. Waste and Vent The building waste system will be connected to the nearest site sewer main Waste piping will be provided for each plumbing fixture. Indirect waste receptors will be provided for condensate discharge and kitchen fixtures, as required by code. A grease interceptor will be provided as required. The interceptor will be located below grade outside the building footprint in an accessible location. The vent system will terminate through the roof. Vent piping will be provided from each fixture or trap. Laboratory buildings will be provided with a neutralizer pit located below grade outside the building footprint in an accessible location. The estimated size neutralizer for a single building is 250 gallons. Waste piping in laboratory buildings will be polypropylene. Elevator pits will be provided with a manually activated waste water transfer system in accordance with current code. A suction line will be provided from the pit to a transfer pump located adjacent to the pit. The pump will transfer waster water to a 50 gallon drum(s) for disposal. Roof Drainage Roof drains will be connected to the nearest site storm water main (See pp 11-12). Overflow drains will terminate at a visible location.

App II -17

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

Phase I Plumbing Systems

Campus Electrical Service and Distribution System

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

The electrical distribution system at the proposed Chino Campus will comprise of 5kV distribution system that will combine the benefits of not only providing a reliable service to the campus but also provide capability of scheduling maintenance on medium voltage equipment without interrupting power to the campus. Considering the total demand of the campus in future and based on an ultimate build out of approximately 500,000 SF, the following options of distributing power to the campus were evaluated. Both these options provide the campus with the ease of isolating faults with in the campus distribution system and minimize power interruptions to the buildings.

The 25,000 SF Community Center will house culinary arts instruction space, a dance studio, fitness lab, art lab and gallery, AV/TV studios and a banquet hall. A domestic water meter will be provided on the “service” side of the building. Domestic cold water will be provided to all fixtures and the domestic hot water system. The building will require a 100 gallon storage type water heater. Domestic cold water will be provided to all fixtures and the domestic hot water system. Domestic hot water will be provided to all sinks and lavatories. A hot water return line will be provided to maintain the system temperature and reduce wasted water. A natural gas meter will be provided on the “service” side of the building. Natural gas will be provided to the kitchen equipment and domestic water heater. A regulator will be provided at each piece of gas fired equipment. All fixtures will discharge to the building waste system. The main building waste line will be connected to the site sewer system via a 1500 gallon interceptor. The interceptor will be located in an accessible area of the service yard. Each fixture and trap will be connected to the building vent system. The vent system will terminate through the roof. The elevator pit will be provided with a manually activated waste water transfer system in accordance with current code. A suction line will be provided from the pit to a transfer pump located adjacent to the pit. The pump will transfer waste water to a 50 gallon drum(s) for disposal. The building sprinkler system will be connected to the campus fire main It is anticipated that the fire system pressure will be sufficientand a fire pump not necessary. Two interconnected wet standpipes will be provided. Sprinklers will be fed from one standpipe via a detector check assembly.

• Primary loop system with isolating switches at each building. • Primary selective system with isolating switches at each building. Primary Loop System A primary closed loop system with isolating switches at each building offers improved system reliability and service continuity. In this system, power is supplied continuously from two sources at the ends of the loop. A properly designed loop quickly recovers from a single cable fault with no continuous loss of power to utilization equipment. A second important feature of the loop system is that a section of the cable may be isolated from the loop for repair or maintenance while other parts of the system are still functioning. Primary Selective System The primary selective system is comprised of two separate feeders that originate from the main switchgear and serve an isolating switch located at each building, thereby providing a source of normal and alternate source of power. Upon failure of the normal source, the building is switched to the alternate source. Switching can be either automatic or manual, but there will be an interruption until load is transferred to the alternate source. Cost is higher for these systems as compared to a loop system because of the duplication of the primary cable and switchgear. An evaluation of both the above systems revealed that the primary loop system would be more economical and will provide the campus with a reliable service as well as the ability to isolate faults easily without interrupting power to the entire campus. App II -18

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

In light of the above, a 5kV primary closed loop electric distribution system with 15kV isolating switches will be utilized to serve each building on campus. A new 5kV main switchgear with pull section, utility meter module, relay modules, main 1200A, vacuum interrupting circuit breaker and two 600A 5kV feeder breakers will be provided on the south west side of the campus near the proposed Central Plant. An enclosure will be provided to house this main switchgear. The utility company will provide the 5kV incoming service to this switchgear through a utility provided meter. Dedicated pathways will be provided for the utility service. The point of connection to the utility company is being coordinated with the developer’s consultant at this time and the same will be shown once the location has been provided to us. Two 5kV feeders originating from the 600A feeder breakers will form a loop system around the campus and will serve each building on campus via isolating switches. The isolating switches will be utilized to provide capability of isolating faults on lateral feeders serving each building as well as faults that would occur in the loop. The 5kV feeders will comprise of 5kV, 133% 500kcMil screened EPR cables and will be routed throughout the campus in (2) 5” concrete encased duct bank. The lateral feeders from each isolating switch will be sized based on the connected load of the building. Our proposed single line diagram for the campus is included at the end of the section. Emergency power provisions at the campus will be limited to the Main Telecom distribution facility and the Campus Police Facility. This will be achieved by providing Diesel fueled emergency generator close to the facility to meet their emergency power demands. Phase I Electrical Service

former and a 1200A main distribution board (MSB) with 1200A main breaker and feeder breakers and located in the electrical room will serve the proposed Instructional Building. Both the 5kV air switches will derive their power from the 5kV electrical loop distribution system through a 15kV isolating switch. For the Community Center, a 225kVA 480-120/208V dry type transformer served from the main distribution board (MSB) will be provided which in turn will serve a 1200A 208/120V distribution board/225A branch circuit panel boards that will meet the power requirements of the building. HVAC and lighting loads will be served from the 480V main distribution board and 225A 480/277V branch circuit panel boards respectively. For the Main Instruction Building a 500kVA 480-120/ 208 V dry type transformer served from the main distribution b board (MSB) will be provided which in turn will serve a 1200 A 208/120V distribution board/225A branch circuit panel boards that will meet the power requirements of the building. HVAC and lighting loads will be served from the 480 V main distribution board and 225A 480277V branch circuit panel boards respectively. Proposed Distribution Voltages.

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

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

A total of approximately 90,000 SF are being added under phase I of the project. the 65,000 Main Instruction Building and the 25,000 Community Center. An evaluation of the total square footage and demand of these buildings revealed that the Community Center will require a 500kVA 5kV-480/277V service and the Main Instruction Building will require a 1000kVA, 5kV-280/277V service. A medium voltage substation comprising of a 5kV air switch, a 500kVA, 5kV-480/ 277V medium voltage VPI (Vacuum pressure impregnated) transformer and a 600A main distribution board (MSB) with 600A main breaker and feeder breakers and located in the electrical room will serve the proposed Community Center Building. A medium voltage substation comprising of a 5kV air switch, a 1000kVA, 5kV-480/277V medium voltage VPI (Vacuum pressure impregnated) trans

App II -19

Duct banks will be provided from the Main switchgear to Community Center and Instructional Buildings. Stub ups will be provided to following future buildings:

• • • • • • •

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

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004 MEP & TELECOMMUNICATIONS INFRASTRUCTURE Chino, CA

Lighting

Fire Alarm System

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

A new manual, addressable fire alarm system conforming to current California Building, Fire and NFPA 72 Codes will be installed in the building. Initiating devices comprising of manual pull stations, smoke detectors and duct detectors will be installed per current codes. Indicating devices will consist of horns and strobes and will be distributed and installed through out the building per current codes. The new fire alarm system will be of ‘Notifier’ make consistent with campus standards and will be connected to the central network to annunciate at the Local Campus Police facility. Grounding

AREA Instructional Space Offices Fitness Lab Dance Studio Art Lab and Gallery Banquet Hall Electrical Rooms Telecom Room Corridor

AVERAGE FOOT CANDLES 50 FC on desk 50 50 50 50

FC on desk FC minimum FC minimum FC minimum

A new grounding system will be provided for the new switchgear. A central grounding system will be provided from the building service substation to panels, metallic conduit and raceways. A separate ground conductor will be provided for all circuits. Phase II Electrical Service

50 FC minimum 30 FC at floor 60 FC at floor 15 FC at floor

Lighting Control System Bi-level Switching will be provided in all spaces that exceed 100 SF and 0.8 watts/ SF and single level switches will be provided in service areas and utility rooms. Automatic shut off for the building will be accomplished through low voltage lighting control panel and override switches in compliance with current California Energy Code. Corridor lighting will be controlled with lighting control panel and override switches in compliance with CEC code. Occupancy sensors and bilevel switches will be provided in classrooms offices. Lighting and controls shall comply with Utility Energy Savings program. Outdoor lighting will be controlled by a photocell that interfaces with the lighting control panel. Emergency lighting will be provided in egress pathways and public access areas and illumination will meet the minimum one-foot candle level during loss of normal power as set forth in the current CBC standard. Emergency lighting will be provided through battery back up systems installed in the light fixture.

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

Duct bank Duct bank will be provided from the stubs provided in Phase I to two Instructional Buildings, the Library and the East Instructional Building. Stub ups will be provided to following future buildings in this phase: 1)Thirty year branch to southwest buildings; 2) Thirty year branch to eastern most instruction building. Lighting, power and fire alarm systems will be provided in each of these buildings as described in Phase I above. App II -20

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Thirty Year Electrical Service Approximately 190,000 SF in seven buildings are added to campus past the year 2020. They will comprise of instructional buildings, a performing and visual arts facility and athletic/recreational facilities. The primary 5kV loop system will be extended to these buildings and substations comprising of 5kV air switch, medium voltage 5kV-480/277V transformer and a low voltage 600V distribution section will be provided in the electrical room of each of these buildings to meet the power demands of the building. The 5kV air switches in each building will derive their power from the 5kV loop system through 15kV isolating switches. Duct bank Duct banks will be provided from the stubs provided in Phase I and II to these proposed buildings under this phase. Lighting, power and fire alarm systems will be provided in each of these buildings as described in Phase I above. Site Lighting System The proposed site lighting system will be designed with an effort to standardize fixtures and lamps at the proposed campus. The site lighting system will basically consist of two types of exterior light fixtures. One fixture type will be used in parking lots and roadways and the other fixture type will be used for the walkways internal to the campus. The following is a description of the type of light fixtures that will be utilized in these areas:

Community Center Electrical Room Layout

Roadway/Parking Lots The lighting system for the roadways/parking lots will consist of 25’ high pole mount exterior light fixtures equipped with cut off optics and 250W high-pressure sodium vapor lamps. These poles will be spaced to achieve an average footcandle levels of 1.5-2fc. Walkways A fixture with 12’ high pole and equipped with 70-100W high pressure sodium vapor lamp will be utilized to illuminate the walkways leading to and from the buildings. These poles again will be spaced to achieve an average footcandle of 1.5-2fc. Main Instruction Building Electrical Room Layout App II -21

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

Thirty Year Campus Wide Electrical Single Line Diagram App II -22

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Telecommunications Systems The implementation and phasing plan provides for three project phases. Each of the phases is describe below. Phase I - Construct Telecommunications Pathway & Media Systems for the Main Instruction Building, Community Center, & Central Plant Buildings; Establish an Interface with Verizon Communications. 1) Construct an underground conduit system connecting the Main Instruction Building with the other new buildings; 2) Construct an underground conduit system connecting the Main Instruction Building and the Community Building with the Verizon underground conduit system; 3) Construct a temporary Main Distribution Frame in the main telecommunications room of the Main Instruction Building. The room will be a permanent telecommunications room to serve the Main Instruction Building; 4) Establish a demarcation in the Main Instruction Building with Verizon for long distance service.; 5) Install centralized switching equipment in the Main Instruciton Building for the campus voice, data, and video systems; 6)Install interbuilding copper cable and air blow fiber cable systems from the Main Instruction Building to other Phase I buildings; 7) Construct telecommunications rooms in each building and the supporting pathway and media infrastructures to support voice, data and video communications; 8) Install electronic equipment to support the voice, data, and video systems. Phase II - Relocate the Main Distribution Frame (MDF) to a Permanent Location in the Library & Expand the Pathway& Media Systems for the Phase II Buildings. 1) Expand the underground conduit system to all Phase II buildings; 2)Relocate the MDF and all centralized switching equipment from the Main Instruction Building to the Library; 3)Relocate the demarcation with Verizon from the Main Instruction Building to the Library; 4)Establish video service with the local cable television provider; 5)Expand the copper cable and air blown fiber cable systems from the Library to all Phase II buildings; 6)Transfer the copper cable and fiber cable systems serving the Phase I buildings to the new MDF in the Library; 7)Construct telecommunications rooms in Phase II buildings and the supporting pathway and media infrastructures to support voice, data, and video communications; and 8) Install electronic equipment to support the voice, data, and video systems.

App II -23

Thirty Year - Expand Telecommunications Infrastructure Pathway and Media Systems. 1) Expand the underground conduit system to all Thirty Year buildings; 2) Expand the copper cable and air blown fiber cable systems from the Library to all Phase III buildings; 3)Transfer the copper cable and fiber cable systems serving the Phase I buildings to the new MDF in the Library; 4) Construct telecommunications rooms in Phase III buildings and the supporting pathway and media infrastructures to support voice, data, and video communications; 5)Install electronic equipment to support the voice, data, and video systems. Telecommunications Systems. The Chino campus will require state-of-the-art telecommunications services in order to meet the needs of students, faculty and administrators. The assumptions listed here were developed from interviews with students, faculty, and administrators at the Chaffey College campus and should also apply for the new Chino campus: 1)Every student will have access to a computer. This requirement will continue to stimulate usage on the voice and data systems both on campus and off campus; 2) Each faculty member will have a personal work station in his or her office requiring a multimedia equipped computer with access to voice, data, and video networks. This will enhance the capability of faculty members in research activities and aid in the development of classroom materials; and, 3) Instructors will have multimedia communications available in the classrooms including the use of full motion video with overhead projection. This will require easy access to the campus systems that are capable of operating at continual higher speeds and bandwidths; 5) Each student using laboratories will have access to a computer for completing experiments and conducting research by connecting them with other research sources and campus-wide computer systems; 6) Communication system usage will continue to increase both on and off campus as the new campus develops. This will require a new infrastructure that will be capable of operating at high service levels and easily upgraded to meet changes in technology. Major Systems. Voice, data, and video systems will be the major telecommunications systems for the campus. Each of these systems will be implemented during Phase I to meet the initial requirements and augmented during phase II and the Thirty Year plan to meet the increasing demands. A summary for reach of the major telecommunications systems is described below.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

Voice System. The campus will require a voice telephone system to serve the occupants of the new buildings. The consultants recommend the purchase and installation of a Private Branch Exchange (PBX) switch that is compatible with the PBX that serves the main Chaffey college campus. Currently, the Chaffey campus utilities a Nortel PBX switching system that is connected to Verizon Communications with T-1 trunk lines for long distance services. The new switch should be capable of being expanded during Phase II and the Thirty Year Plan to meet the increasing voice service requirements. Our recommendation is to initially house the PBX in the main telecommunications room of the Main Instruction Building to serve all the Phase I buildings. The initial installation would require the demarcation, or Minimum Point of Entry (MPOE), with the Verizon in this same room. During Phase II of the campus expansion, a new Main Distribution Frame (MDF) room with the approximate size of 800 to 1,000 SF would be included in the new Library. This room would serve as the permanent centralized MDF facility for housing the electronic equipment and cable termination equipment for the voice, data and video networks. After this room is completed, the centralized MDF, voice switch data electronics, and associated equipment would be relocated from the Main Instruction Building. The MPOE will also require relocation to the new MDF room at the same time of the voice switch relocation. The initial switch installation will have capacity to take care of the requirements for the buildings constructed during Phase I. The new switch will also be equipped with new features and functions including a five digit numbering plan for completing calls to the main Chaffey campus and ultimately to all the district sites. The switching equipment will be augmented with additional modules during Phases II and the Thirty Year Plan to accommodate growth requirements resulting from new service demands in the existing buildings and the construction of future buildings. Usage on the voice system will continue to increase as new voice mail and automated attendant applications are implemented. The system will allow the college to provide efficient communications in meeting the needs of campus clients in areas of registration, admissions, class schedules, general announcements, etc. The usage on the telephone system will also continue to increase due to people off campus obtaining access through a computer with a connection to the telephone system using a modem. A connection through Verizon, the local carrier, or another access provider, will be required for those persons accessing the campus system from locations that are not in the local calling area of the campus.

Voice Over Internet Protocol (VolP) Voice over IP is an alternative methodology for delivering telephone services using a digital internet protocol. This method of delivering voice services was considered as an option during the development of the Chaffey campus master plan. This methodology was not adopted. We recommend the same type of switching architecture for this campus as the one being implemented and upgraded on the main Chaffey campus. Services to the Community Building This building will be a joint-use building with the campus and the City of Chino requiring connections to the campus voice telephone system and also direct connections with Verizon and the local cable television provider. Initially there will be copper and fiber cable connections to the campus networks and additional conduits from the public street into the building for direct cable connections with the other utilities. Special Voice Systems The campus will require centralized monitoring capability of the elevator telephones, emergency telephones, and alarm circuits on the campus. This will be provided over the copper cable system from each building to the MDF and a tie cable from the MDF to a designated centralized monitoring. Data System The new campus will require a universal data network that interconnects all campus buildings and is connected to a centralized data center. Each building will require new data electronics to meet current requirements and capable of being upgraded to meet new technology applications and to expand the system to provide and maintain high service levels. The campus data system will be accessible both from the buildings on campus as well as from remote locations. Technology trends are moving in the direction of Ethernet based systems that will be implemented with a fiber cable system in a star topology originating from a hub site in the Instructional Building. During phase two, the main data switches will be relocated to the new MDF facility in the Library along with the relocation of the voice switch. The new MDF will serve as the centralized hub for all campus voice, data, and video systems. The future App II -24

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

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

educational programming on the same system. Typically, the premium and/or pay per view programming channels are deleted from the local CATV service provider’s broadband signal and educational programming is inserted. Our recommendation is for the College to implement a hybrid type of system.

At the time the campus will be ready for operations, we anticipate the data network will be operating at a rate of 100 megabits per second for the backbone and 10 base-T Ethernet from the electronics in the telecom rooms to the desktop. Some applications in limited locations on campus will be operating at one gigabit per second. The new fiber cable system will be capable of operating universally at ten gigabits per second in the backbone and one gigabits to the desktop after the data electronics are upgraded to the standard.

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

Wireless Data Applications There will be requirements for students’ faculty and administrators to be able to access the campus data networks from lecture halls and other joint use locations on campus. This will require small antennas installed in locations that are accessible with laptop computers instead of standard computers cabled to a telecommunications room. The antennas will be connected with category 6 copper cables and fiber optic cables to the campus data network. The wireless connections will eliminate the need to provide separate cable connections to each workstaion in a lecture hall or other large gathering area. Video System There will be need in most classrooms on campus to have video capability to facilitate the instructors’ requirements. The first stage in video services may include video service over the data network. As video requirements and applications continue to develop there will be additional demands for a new infrastructure to provide video services throughout the campus. Some of these applications are indicated below: Broadband System - This application can provide entertainment programming, educational programming, or a combination of the two. This type of system is similar to CATV systems found in the surrounding cities. The entertainment option would provide for the distribution of programming from the local CATV service provider to the general areas on campus where students congregate or wait in lines. The education option would exclusively distribute local and/or remote generated educational programming to the classrooms and staff areas for in-house training programs. A hybrid solution provides both entertainment and App II -25

Video conferencing - The College may want to develop one or more video conferencing meeting rooms on campus with dedicated facilities Video Conferencing may be delivered to any location on campus using different types of cables and equipment depending upon the quality of service. We anticipate that the College will have an interface with Verizon to transport the signal using either an Integrated Services Digital Network (ISDN) service over the copper cable network or a T-1 service over the fiber cable network.Video conferencing may also be provided using computers connected to the data network using small cameras to project the images. This application will require compatible data electronics. Another application may include classroom presentations from an instructor on campus to students at remote training centers, home, and other educational institutions. Campus sites set up for video conferencing will be utilized for group classes or meetings and video connections over a computer will be available for smaller applications. The off-site applications will continue to increase requirements for additional T1 lines to the campus from Verizon or another access provider. Special Systems Fire Alarm System - There are different types of copper and fiber cable networks that may used to monitor the fire alarm network for all campus buildings from the Fire Alarm Control Panels in the buildings to a centralized monitoring location. We recommend a separate air blown fiber bundle from the MDF to all campus buildings in the campus tube cable system and a fiber tie cable to the centralized monitoring location. See Electrical Systems for additional details on the fire alarm system.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

Energy Management Control System (EMCS) - We recommend a fiber based network from the Central Plant building to the mechanical system interface in each building for monitoring and controlling the campus mechanical systems. There may also be requirements for additional tie cables to establish additional monitoring locations on campus. The system will utilize the campus data network over a fiber cable system or operate over a separate dedicated fiber bundle in the air blown tube cable system. See Mechanical Systems for additional details on the EMCS. Telecommunications Infrastructure The telecommunications infrastructure consists of the interbuilding pathways and media that interconnect each building with the College’s centralized facility. It also includes intrabuilding spaces, pathways, and media inside each building. A summary of each of these components is listed below and the impact for each project phase. Main Distribution Frame (MDF) The telecommunications room in the Main Instruction Building will serve as a temporary campus Main Distribution Frame (MDF) facility until a permanent MDF is constructed in the new Library building during phase II. The permanent MDF will be approximately 800 to 1000 square feet in size and dedicated for the termination of telecommunications cable and centralized equipment for the voice, data, and video systems that serve all campus buildings. All new buildings will be connected to the MDF facility with an underground conduit system for routing new copper cables and air blown fiber tube cables. During phase one, a new conduit system will be constructed from the Main Instruction Building to the Community Center and the Central Plant. This conduit system will also include additional conduits to interconnect with the local cable television provider in the same roadway. The conduit system will be of sufficient size and vaults strategically located to accommodate the future relocation of the MDF to the new Library Building during phase II. A separate conduit system will be required from the Main Instruction Building to the public roadway right-of-way. This will be for interconnecting the campus conduit system with a new conduit extension provided by Verizon Communications from the existing conduit system serving the adjacent College Park subdivision. The campus provided conduit system will accommodate for the relocation of the Verizon demarcation from the Main Instruction building to the Library during

phase II. There will also be a requirement for the campus conduit system serving the Community Center to interconnect at the public roadway with a new conduit extension provided by Verizon Communications. The points of connection to Verizon Communications and the local cable television provider are being coordinated with the developer’s consultant at this time, and they will be shown once the locations are available. During phases II and III, the conduit system will be expanded to interconnect with new buildings and provide ultimate pathways to the Library MDF facility. Interbuilding Copper Cable System A copper cable system will provide transport for voice services from all buildings to the campus PBX. The new cables will be terminated on a Main Distribution Frame (MDF) in the Main Instruction Building during phase I. The MDF will be relocated to a permanent location in the Library during phase II. The copper cable system will be expanded during phases II and III to provide voice services to the new buildings. The voice services will include switched telephone services from the campus PBX, elevator phones, emergency telephones, alarms, and other nonswitched services from Verizon or an alternate access provider. Interbuilding Air Blown Fiber System An air blown fiber cable system will provide transport for voice/video services from all campus buildings to the data center. During phase one, the campus data equipment will reside in the telecom room of the Main Instruction Building. During phase two, the fiber cable network and the data electronics will be relocated in the new MDF room of the Library. The fiber cable system will be expanded during phase II to provide data and video services to the new buildings. The data system may include both academic and nonacademic data networks, fire alarm network, energy management network, and various video networks and applications. Minimum Point of Entry (MPOE) The College will require a connection with Verizon or another access provider to obtain long distance telephone service. In accordance with the Public Utilities Commission tariffs, the College will be required to provide a pathway system from the campus property line nearest the local access provider’s network in the public roadway to the demarcation point for the campus. This demark will be initially located in the Main Bldg and relocated to the new MDF during phase two. The local access provider will install the cable networks at a cost to the College. We anticipate connections with both Verizon and a local cable television provider. App II -26

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

The Utility Trench The utility trench contains all of the principal wet and dry utilities with the exception of the storm drain and sanitary sewer. To the extent possible the utility trench will be located beneath vehicular drives. The principal north-south trunkline of the trench will run along the north-south vehicular spine at the west side of the Central and North parking lots, the first segment of which will be installed in Phase I. Subsequent installations will extend this trunkline south until it meets up with the South Loop Road eventually reaching the events arena and track and field and football stadium in the south panhandle. The principal east-west trunkline will run along the Promenade connecting the Central Plant at its far west end, to the buildings at its far east end along Eucalyptus, and finally turning diagonally down along the Southeast parking lot toward “B” Street. Branch lines extending north and south will serve the buildings on the east side of the Mall.

Utility Trench Typical Cross Section

App II -27

Phase I Utility Trench

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

Phase II Utility Trench

Thirty Year Utility Trench

App II -28

MEP & TELECOMMUNICATIONS INFRASTRUCTURE CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Chilled Water Plant and Distribution System The implementation and phasing plan provides for three project phases. Each of the phases is described below. Phase 1 - Construct New Central Plant and Distribution System to Main Instruction Building and Community Center 1. 2. 3. 4.

5.

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

Phase 2 - Expansion of Central Plant Equipment and Campus Distribution Piping 1. 2. 3.

4..

Install chiller, cooling tower, three boilers and their associated pumps. Install controls for new equipment and expand sequence of operation Install chilled and heating hot water distribution piping from the isolation valves provided in Phase I to the Phase II buildings. Isolation valves will be provided in the piping system to facilitate future construction of the campus while serving the Phase I and II buildings. Perform start, test and commissioning of the equipment and control systems provided under this phase.

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

1. 2. 3. 4.

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

App II -29

Central Plan Conceptual Roof Framing Plan

Central Plant Structural Design Criteria The Central Plant is a one-story structure. The exterior wall consists of concrete masonry units. The building is categorized as Type V construction.The onestory structure shall consist of 8” thick reinforced concrete masonry perimeter walls. The wall shall be grouted solid in all cells. The masonry walls are the loadbearing wall supporting the roof loads and the shear wall resisting the lateral forces (wind and seismic). The roof construction shall consist of metal decking supported by steel beams. Refer to diagram abovefor the conceptual roof framing plan.

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

MEP & TELECOMMUNICATIONS INFRASTRUCTURE

Chino, CA

FACILITIES & SECURITY OFFICES ON SECOND FLOOR MEZZANINE

Chino Campus Central Plant Layout App II -30

PHASE I BUILDINGS

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

The Main Instruction Building Control Quantities and Building Efficiency The Main Instruction Building is an approximately 65,000 GSF, two story building in a modified “H” plan configuration with steel-frame structure with concrete slab floor plate. The roof is essentially flat with built-up roofing system for weather enclosure and an attached sloped roof section with terra cotta tile at the eave condition around most of the building perimeter. A two story open-air atrium pierces the cross-bar of the “H”. The building enclosure will be rendered in a combination of hard plaster, applied brick and stone veneer. Technically gross floor area is calculated by counting interior floor area at 100% value, while exterior covered floor area is counted at 50% value. Gross Floor Area (GSF) Calculations Enclosed Area (x 100%).......................................................................................................................... Exterior Covered Area (x 50%).......................................................................................................

53,893 GSF 5,427

Total Gross Floor Area: 59,320 GSF

Control Quantities Number of Stories (x 1,000) Gross Area Enclosed Area Covered Area Footprint Area Volume Gross Wall Area Finished Wall Area Windows or Glazing Area Roof Area - Flat Roof Area - Sloping Roof Area - Total Interior Partition Length Finished Area Elevators ( x 10,000) Plumbing Fixtures ( x 1,000) HVAC Electrical Load

App II -31

Ratio to Gross Area

.....................................................................2 EA 0.034 ............................................................59,320 SF 1.000 ............................................................53,893 SF 0.909 ............................................................10,853 SF 0.183 ............................................................27,370 SF 0.461 ..........................................................917,028 CF 15.459 ............................................................55,630 SF 0.938 ............................................................55,630 SF 0.938 ............................................................16,689 SF 0.281 ............................................................25,439 SF 0.429 ............................................................15,600 SF 0.263 ............................................................41,039 SF 0.692 ..............................................................2,088 LF 0.035 ............................................................53,893 SF 0.909 .....................................................................2 EA 0.337 ...................................................................52 EA 0.877 ............................................................60,000 CFM 1.011 .................................................................750 KVA 12.643

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

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

ENCLOSED UNASSIGNED: 8,195 SF

ENCLOSED UNASSIGNED: 9,575 SF

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

App II -32

PHASE I BUILDINGS CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

The Community Center Control Quantities & Building Efficiency The Community Center is a two story building in a roughly square footprint configuration with a curved wing attachment at its east side. Its structural system is steel frame with eccentrically braced seismic strengthening frames and metal pan concrete floor diaphragms. A 4,400 SF double height banquet facility occupies its northwest corner. The roof is essentially flat with built-up roofing system for weather enclosure and an attached sloped roof section with terra cotta tile at the eave condition around most of the building perimeter. The building enclosure will be rendered in a combination of hard plaster, applied brick and stone veneer.

Gross Floor Area (GSF) Calculations Enclosed Area (x 100%)..........................................................................................................................

25,985 GSF

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

0

Total Gross Floor Area: 25,985 GSF The Community Center. The building is a two story, steel frame, modified box shape, with an open-air courtyard on the north side and a curved wing on the east side.

Control Quantities Number of Stories (x 1,000) Gross Area Enclosed Area Footprint Area Volume Gross Wall Area Finished Wall Area Windows or Glazing Area Roof Area - Flat Roof Area - Sloping Roof Area - Total Interior Partition Length Finished Area Elevators ( x 10,000) Plumbing Fixtures ( x 1,000) HVAC Electrical Load

Ratio to Gross Area

.....................................................................2 EA 0.077 ............................................................25,985 SF 1.000 ............................................................25,985 SF 1.000 ............................................................15,128 SF 0.582 ...........................................................446,016 CF 17.164 ............................................................19,240 SF 0.740 ............................................................19,240 SF 0.740 .............................................................5,772 SF 0.222 ............................................................12,528 SF 0.482 ............................................................5,200 SF 0.200 ............................................................17,728 SF 0.682 ............................................................1,594 LF 0.061 .............................................................25,985 SF 1.000 .....................................................................1 EA 0.385 ...................................................................52 EA 2.001 ............................................................28,000 CFM 1.078 .................................................................500 KVA 19.242 The Banquet Facility and Kitchen. The relationship of these two key components of the building influences the buiding’s configuration.

App II -33

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

ENCLOSED UNASSIGNED: 3,815 SF

ENCLOSED UNASSIGNED: 3,416 SF

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

App II -34

PHASE I BUILDINGS CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Phase I Preliminary Code Analysis

Possible Construction Types

A preliminary analysis for the Phase 1 buildings was performed for the Campus Plan. This analysis will provide recommendations for the Construction Type based on Occupancy and general building criteria, verify that the Instructional Building and Community Building conform to code, and provides general fire resistance design criteria for major elements.

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

Main Instruction Building Occupancy types: B

Offices and office spaces Classrooms, up to 980sf (1 - 49 occupants)

A-3

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

Labs

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

Building Height: 50’-0” Number of Stories: 2 Floor Area The Building Code defines floor area as all area within surrounding walls excluding courts and including all areas under overhangs. (note: cost estimates differ from the Building Code. Cost estimates include areas under overhangs – covered area – but count this area at 1/2 value)

1st floor 36,000 sf 2nd floor 33,300 sf Total 69,300 sf Floor area is a combination of Occupancy Type B and A-3. Approximate ratios are: Type B Type A-3

47,000 sf +/17,500 sf +/-

Type V-1-hour Allowable Height Base 50’ height limit 50% increase for separation on 2 sides Double for sprinklers Double for multistory less than 31,500 sf)

SF:

Stories

10,500

2 stories max

15,750 31,500 63,000*

(* = each floor must be

Type III 1-hour and Type II 1-hour Allowable Height Base 65’ height limit 50% increase for separation on 2 sides Double for sprinklers Double for multistory than 40,500 sf) Depending on ratio of A-3/B, sprinklers used as Fire Resistive Substitution.

SF:

Stories

13,500

2 stories max

20,250 40,500 81,000* (* = each floor must be less may not be required and could be

Type II fire rated Allowable Height Base 160’ height limit 50% increase for separation on all sides Double for sprinklers Double for multistory less than 89,700 sf)

SF:

Stories

29,900

12 stories max

44,850 89,700 179,400* (* = each floor must be

The Design Team recommends Type II – 1-hour. This construction type will provide the most durable building at the most reasonable cost. App II -35

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

FIRST FLOOR

SECOND FLOOR

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

App II -36

PHASE I BUILDINGS

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Community Building

Possible Construction Types

Occupancy types:

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

A2.1 A-3

Banquet spaces with greater than or equal to 300 occupants (more than 4,485 sf) Banquet spaces with less than or equal to 299 occupants (less than 4,485 sf)

B

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

A-3

Art Gallery greater than 980sf

Art Lab

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

Allowable SF: Stories Height Base 10,500 2 stories max 50’ height limit 50% increase for separation on 2 sides 15,750 Double for multistory 31,500* (* = each floor must be less than 15,750 sf) Sprinklers are not required and could be used as Fire Resistive Substitution in this case.

Type III 1-hour and Type II 1-hour

Building Height: 50’ Number of Stories: 2 Floor Area The Building Code defines floor area as all area within surrounding walls excluding courts and including all areas under overhangs. (Note: cost estimates differ from the Building Code. Cost estimates include areas under overhangs – covered area – but count this area at 1/2 value) 1st floor 15,400 sf 2nd floor 10,800 sf Total 26,200 sf Floor area is a combination of Occupany Type B and A-3. Approximate ratios are: Type B

47,000 sf +/-

Type A-3

17,500 sf +/-

App II -37

Type V-1-hour

Allowable SF: Stories Height Base 13,500 2 stories max 65’ height limit 50% increase for separation on 2 sides 20,250 Double for multistory 40,500* (* = each floor must be less than 20,250 sf) Sprinklers are not required and could be used as Fire Resistive Substitution in this case.

Type II fire rated Allowable Height Base 160’ height limit Double for multistory than 59,800 sf) Sprinklers would not be required

SF:

Stories

29,900

12 stories max

59,800* (* = each floor must be less

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

Code Requirements for Type II – 1 HourBuildngs: CBC TABLE 5-A EXTERIOR WALL AND OPENING PROTECTION BASED ON LOCATION ON PROPERTY FOR ALL CONSTRUCTION TYPES

Type II One-hour Buildings with A-3, B Occupancies Bearing Walls: restrictive)

Two-hour N/C less than 5 feet (A-3 more One-hour N/C elsewhere

SECOND FLOOR

Non-Bearing Walls:

Same as bearing except NR, N/C 40 feet or greater

Openings in Walls:

Not permitted less than 5 feet Protected less than 10 feet

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

Type II – 1-Hour Buildings Element 1. Bearing walls, exterior 2. Bearing walls, interior 3. Nonbearing walls, exterior 4. Structural frame 5. Partitions, permanent 6. Shaft enclosures 7. Floors and floor-ceilings 8. Roofs and roof-ceilings

Rating: 1 hour 1 hour Per Table 5-A 1 hour 1 hour 1 hour 1 hour 1-hour Noncombustible, roofs >25’ above floor may be N/R, N/C. 9. Exterior doors and windows Per Table 5-A and CBC 503.2 10. Stairway construction Non-combustible construction

FIRST FLOOR

Community Center Exiting Analysis. Based on occupancies, the number and widths of exit doors, corridors and stairs are determined App II -38

PHASE I BUILDINGS

CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Phase I Stuctural Systems Design Criteria The objective of this preliminary structural design criteria development phase is to prepare the structural design criteria for the proposed campus of Chaffey Community College in Chino, California. As part of the design criteria development, preliminary structural framing systems will be developed for the Main Instruction building, the Community Center and the Central Plant. Scope of Work The structural engineering scope of the preliminary structural design criteria phase is briefly described as follows: 1. Review of the preliminary geotechnical investigation report prepared by Kleinfelder, dated October 4, 2002. 2. Preparation of the preliminary structural design criteria (for both gravity and seismic forces) for the buildings. 3. Preparation of the preliminary structural framing plans. 4. Preparation of the preliminary layout of the seismic bracing system. 5. Preparation of a preliminary structural narrative for the project. 6. Preparation of the outline specifications. Governing Building Code The governing building code shall be the California Building Code (CBC), latest edition, and all other applicable governing building codes and design standards. Design Criteria The site specific design criteria as related to the soil conditions and seismicity shall follow the recommendations in the preliminary geotechnical investigation report prepared by Kleinfelder, dated October 4, 2002. Should it be deemed necessary to have additional geotechnical design information or recommendations, the structural design consultant shall make such requests accordingly.

Typical “Eccentric Braced” Frame Elevation The seismic strengthening system for both Phase I buildings entails eccentrically braced steel frames. Soil Profile Factor Na Nv Ca Cd Seismic Zone Fault Type

SB 1.3 1.6 0.57 1.02 Zone 4 B

Design Live Loads Public areas Classrooms Offices Fitness, Dance Studios Roof Mechanical (roof)

100 psf (non-reducible) 50 psf*(reducible) 50 psf*(reducible) 100 psf (non-reducible) 20 psf (reducible) 50 psf (or equipment weight whichever is greater)

Wind Wind exposure Wind speed App II -39

B 70 mph

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

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

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

App II -40

PHASE I BUILDINGS CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Main Instruction Building Structural Systems The foundation and first floor construction shall consist of conventional shallow concrete footings with reinforced concrete slab-on-grade on natural grade or compacted fill. Refer to the geotechnical report prepared by Kleinfelder for details. Refer to Figure (A) for the conceptual First Floor Plan of the Main Instruction building. The second floor construction shall consist of concrete on metal decking supported by structural steel beams, girders, and columns. The floor deck shall conform to the one-hour fire resistive requirement. A recommended floor deck system is 3 1/2” normal weight concrete over 3” deep composite metal decking. Prior to reaching a decision on the floor deck assembly, it is recommended that a floor vibration/acoustical evaluation of the floor-and-beam system be undertaken to determine the satisfactory performance of the proposed floor system. Refer to Figure (B) for the conceptual Second Floor framing plan. The roof shall consist of lightweight roofing materials over light gage metal decking supported by steel beams, girders and columns. The light gage roof metal decking shall be a minimum of 22. Refer to Figure (C) for the conceptual Roof framing plan. Along the perimeter of the building roof, the tile mansards shall be framed with light gage metal stud framing. The seismic bracing system of the two-story structure shall consist of steel eccentrically braced frames (EBF). The EBF shall be braced against laterally in accordance with the requirements of the governing building code. Refer to Figure 8 for the conceptual EBF configuration. The conceptual floor and roof plans suggest the locations and number of EBF frames for the building. The exact number of EBF frames required for the building shall be determined by the structural engineer upon evaluation of the demands of the floor and roof diaphragms and the redundancy requirement of the building.

(A) Main Instruction Building First Floor Framing Plan

App II -41

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

(B) Main Instruction Building Second Floor Framing Plan

(C) Main Instruction Building Roof Framing Plan

App II -42

PHASE I BUILDINGS CHAFFEY COLLEGE FACILITIES MASTER PLAN

- Appendix II Technical Guidelines

Chino, CA

Community Center Building Structural Systems The foundation and first floor construction shall consist of conventional shallow concrete footings with reinforced concrete slab-on-grade or compacted fill. Refer to geotechnical engineering report prepared by kleinfelder for details. Refer to Figure 4 for the conceptual First Floor Plan. The second floor construction shall consist of concrete on metal decking supported by structural steel beams, girders, and columns. The floor deck shall conform to the one-hour fire resistive requirement. A recommended floor deck system is 3 1/2” normal weight concrete over 3” deep composite metal decking. Prior to reaching a decision on the floor deck assembly, it is recommended that a floor vibration/acoustical evaluation of the floor-and-beam system be undertaken to determine the satisfactory performance of the proposed floor system. Refer to Figure (D) for the conceptual Second Floor framing plan. The roof shall consist of lightweight roofing materials over light gage metal decking supported by steel beams, girders and columns. The light gage roof metal decking shall be a minimum of 22. Refer to Figure (E) for the conceptual Roof framing plan. Along the perimeter of the building roof, the tiled mansards shall be framed with light gage metal stud framing. The seismic bracing system of the two-story structure shall consist of steel eccentrically braced frames (EBF). The EBF shall be braced against laterally in accordance with the requirements of the governing building code. Refer to Figure (F) for the conceptual EBF configuration. The conceptual floor and roof plans suggest the locations and number of EBF frames for the building. The exact number of EBF frames required for the building shall be determined by the structural engineer upon evaluation on the demands of the floor and roof diaphragms and the redundancy requirement of the building .

(D) Community Center First Floor Framing Plan

App II -43

Appendix II Technical Guidelines - CHAFFEY COLLEGE FACILITIES MASTER PLAN 2004

PHASE I BUILDINGS

Chino, CA

(E) Community Center Second Floor Framing Plan

(F) Community Center Roof Framing Plan

App II -44

ACKNOWLEDGEMENTS CHAFFEY COLLEGE FACILITIES MASTER PLAN Chino, CA

Consultant Team MDA Johnson Favaro 5898 Blackwelder Street, Ground Floor Culver City, CA 90232 (T) (310) 559-5720; (F) (310) 559-8220 Contact: Jim Favaro KPFF Engineers 6080 Center Drive, Suite #300 Los Angeles, CA 90045 (T) (310) 665-1536; (F) (310) 665-9075 Contact: Todd Engle Mechanical, Plumbing, Electrical, Information Technology Engineers P2S 5000 East Spring Street Long Beach, CA 90815 (T) (562) 497-2999; (F) (562) 497-2990 Contact: Aravind Batra Structural Engineers Englekirk & Sabol 2116 Arlington Avenue Los Angeles, CA 90018-1398 (T)323-733-2640; (F)323-733-8682 Contact: Lawrence Ho

App II -45

- Appendix II Technical Guidelines

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 Chino, California

CHAFFEY COLLEGE CHINO CAMPUS MASTER PLAN 2004

Chino, California

Appendix III: Supporting Analysis and Outreach

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 Chino, California

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

Chino, California Developed by: The Chaffey College Governing Board The Chaffey College President’s Cabinet, Rancho Cucamonga Campus Dr. Marie Kane

President// Superintendent

Steve Menzel Vice President, Administration

Earl Davis Vice President, Business Affairs

With the Cooperation of: The State of California Department of General Services The City of Chino SunCal Development Company And the Assistance of: 3D/International The MAAS Companies MDA Johnson Favaro

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Supporting Analysis and Outreach This appendix records in summary form the effort undertaken in the development of the master plan including preliminary and ongoing analysis, the many alternatives considered in the development of the plan and the outreach that took place in the development of the plan. It was imperative from the beginning that analysis materials generated by the consultant took their cue from the College community and made transparent the initial parameters and variables at play in the creation of the plan. In this way the College understood and took part in the incremental decisions that led to the final plan. A foundation of common ground was built, upon which now stands full ownership on the part of the Chaffey College community. The appendix is divided into three sections as follows: Initial Parameters This section memorializes in a coherent format those observations, goals and principles that set the stage for and guided the development of the plan. They are the combined result of visual analysis and rigorous outreach with the Chaffey College community, the City of Chino, the State of California and its consultants and SunCal Companies, the private sector developer of College Park. Without the documentation of these fundamental initial parameters the development of the master plan could not have proceeded. Included are sections devoted to 1) opportunities and constraints, 2) goals of the master plan; and 3) those principles or planning techniques that gave guidance to the development of the plan in the fulfillment of the goals and in the context of the opportunities and constraints. Supporting Analysis and Option Development This section demonstrates the broad array of alternatives that were considered in the creation of the plan that worked best for the College, the City and the residential neighbors of the future College Park. Preliminary analysis diagrams set the stage by revealing such key parameters as the size of the site and the components of the plan to be accommodated on the site, the gross distribution of buildings, parking and athletic/recreation facilities, key site characteristics such as where views are, priorities of relationship with the surrounding neighborhood, etc. The many alternatives generated in the development of the plan included especially a variety of ways to deal with the College’s relationship to the key intersection of Oaks, Eucalyptus and “A” Streets and the Village Center.

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

Other development drawings shown here include alternatives for how to relate to the roundabout, alternative configurations of the South Loop Road and for the Main Instruction Building. Outreach. Of the many meetings and workshops held with the College, the City of Chino, the State of California and its consultants, SunCal Companies and its consultants as well as a number of stakeholders and interest groups (such as the California Correctional Institute) the President’s Cabinet workshops were most critical in the development of the plan. This section records the content and findings of the three workshops that took place in the summer and fall of 2003.

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 Chino, California

INITIAL PARAMETERS Opportunities and Constraints

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

Goals of the Master Plan

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

Guiding Principles of the Plan

..................................................4

SUPPORTING ANALYSIS AND OPTION DEVELOPMENT

Preliminary Analysis of the Site

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

The President’s Cabinet Preferred Alternative

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

The Town Square Option

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

Alternate Building Configurations at the Roundabout

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

Early Schemes

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

Alternate South Loop Road Configurations

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

Alternate Main Instruction Building Configurations

...................................................18

OUTREACH Notes from the First Cabinet Workshop

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

Notes from the Second Cabinet Workshop

....................................................22

The Presentation at the Third Cabinet Workshop

.................................................26

INITIAL PARAMETERS

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Opportunities and Constraints

B.

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

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

Opportunities

C.

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

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

Neighbors

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

1. The southwest area of the San Gabriel Valley and the Chaffey College District is one of the fastest growing in the state. Major new residential track developments are underway in the area especially to the east and south of the new Chino campus site. 2 Adjacent to the campus to the east will be a new retail, mixed-use and residential development; adjacent to the west and north will be the expanded City of Chino owned Ayala Park with which the college is to share recreational and athletic facilities on and off campus. The college is obligated to work with both of these parties in the planning of its campus and adjacent areas. 3. The College Park Specific Plan stipulates the concentration of college building fabric at the confluence of the three roads Oaks, Eucalyptus and “A” where a Village Center will be located. The college is obligated to concentrate buildings in areas of campus adjacent to this Village Center App III - 1

The Site

2. The new campus site consists of approximately 100 acres, slightly sloping (north-south) vacant land with wide-open views of the San Gabriel mountains to the north and the Chino Hills to the south. 3. As described in the College Park Specific Plan the site is bounded on the west and north by “A” street, and the north and east by Eucalyptus and “C” streets. Circulation

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

D.

Program

1. The College has $43 M to invest in the first phase development which must include shared College Park development costs (roads, utilities, etc), buildings, landscape and parking. 2. The College would like to establish enough instructional and support space to accommodate an AA/transfer program for a minimum of 2500 students on opening day. This should be supported by adequate surface parking. 3. The College will invest in a Community Building on the Ayala Park property which will house a starter Culinary Arts program; and the college will construct a competition quality soccer field on its campus in the vicinity of Ayala park

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 INITIAL PARAMETERS Chino, California

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

A.

Neighbors

1. The City of Chino has limited resources to invest in its expanded park and the Community Center. It will depend on the college’s ability to leverage its bond funds to provide joint-use facilities shared between the college and the park. 2 Specific plans for the retail/mixed-use development in the Village Center will remain undefined until the parcel is sold by its current owner, SunCal development, retail tenants identified and architectural plans completed. 3. Immediately adjacent to the campus property to the south is the State of California Correctional Institute for Men. Its structures and yards are visible from the property. B.

The Site

C.

Circulation and Parking

1. The College park specific plan discourages daily vehicular entry to the campus via Edison and Oaks and requires that most of its traffic be concentrated on entry/exit via “A” Street to the west and “C” and Eucalyptus to the west. 2. The College Park Specific Plan stipulates that the college must provide its parking in an area adjacent to Ayala Park for shared use. Students will be prohibited from using parking in the commercial development across the street, except as patrons of the commercial establishments 3. Ayala Park uses will generate heavy traffic especially on weekends along “A” street and Oaks Avenue. D.

Program

1. In the context of its obligations and infrastructure needs (parking, landscape and utilities) the College has enough of its Phase I $43M bond funding to invest in approximately 90,000 GSF area of building. 2. The Culinary Arts facility must accommodate the ability to provide banquet functions for 300 people including events such as wedding receptions and business and/or community conferences. 3. The new buildings must accommodate a wide variety of instructional programs and change over time as the campus expands student enrollment and as offerings and teaching formats evolve over time.

1 The College has agreed as part of its obligations within the College Park Specific plan that the most southerly portion of the southern panhandle of the property will be dedicated to native owl habitat and never developed. 2. Portions of the site are remote, as much as ½ mile or more, from the Village Center adjacent areas of the site, particularly the eastern and southern extremities. 3. The views north toward Edison Avenue and the San Gabriel mountains beyond are obscured by the presence of large, regional serving power lines and vertical structures supporting those lines. App III - 2

INITIAL PARAMETERS CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Goals of the Master Plan The following are goals shared by College administration, faculty and staff for the development of the new Chaffey College Chino campus plan in the context of understanding the physical and functional parameters influencing its development in both the short and long term. The College Park Concept The daily life of the College shall be integrated with its neighbors, Ayala Park and the retail/mixed use center across the street and surrounding residential neighborhoods within a consolidated, pedestrian oriented “Village Center” as stipulated within the College Park specific plan, adopted by the City of Chino. Sense of Place Through Landscape and Open Space.

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

Through the incorporation of legible meaningful and generous landscape and open space the campus shall be distinguished by its sense of place in intimate relationship with the larger setting of the San Gabriel Valley and both is natural attributes and rich agricultural heritage.

Accessibility and Walkability

The campus shall feel complete at each stage of its development such that it never feels like a fragment of some unrealized whole. The buildings and open space shall convey a sense of solidity, durability and permanence. The quality of construction and design shall be commensurate with the dignity and purpose of an institution of higher learning.

Parking shall be convenient, accessible and within walking distance of all destinations on campus; it shall also be generally out of sight from the prime exposures of the campus as it interfaces with Ayala Park, the Village Center and the residential neighborhoods. Parking lots shall be arranged so as to promote the porosity and walkability of the campus allowing for secondary and tertiary networks of paths, trails and bike lanes across, within and about campus to promote connections and relationships with the entirety of College Park.

Community and Identity

Flexibility and Change

Buildings and open space on campus shall create a sense of collegiality among students, faculty and staff such that an educational community is created in which all participate, learn from each other and feel a sense of identity in relationship to the college. Programs and departments shall be developed to reflect a special sense of purpose and identity for this campus in addition to its general education obligations.

The architecture of the campus plan, the buildings and the infrastructure shall position the College to remain flexible and changeable over time as programs and departments, evolve and contract, new technologies and teaching formats emerge and pedagogic and curricular purposes transform. The composition of the plan, the buildings and the open space shall create a stable framework within which unforeseen demands of the future are given opportunity to flourish without compromising the sense of permanence and dignity of the overall campus.

Permanence and Durability

App III - 3

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

INITIAL PARAMETERS

Chino, California

Planning Principles The following are planning principles in support of the goals of the Chaffey College Chino Campus plan as articulated by College administration, faculty and staff in the context of understanding the physical and functional parameters influencing its development in both the short and long term. Building Frontages The College will concentrate building frontages at two of its main interfaces with College Park: Eucalyptus street on its northeast flank, facing residential neighborhoods; and “A” street along its north flank facing the Village Center. These frontages shall be as permeable as possible at their ground floors to promote accessibility to and from campus across the streets shared by the college and its neighbors.

Buildings shall be composed so as to maximize neutrality with respect to the functions housed in order to promote flexibility and the ability to accept a variety of uses over time. Phasing Strategy The arrangement of the plan shall be based on the establishment of buildings first at the periphery of the Village Center as the principal anchors to the Village Center. Growth over time shall unfold from this starting point southward along each side of the main quad and southeast along the Eucalyptus frontage. Buildings shall be planned to reinforce the legibility and primacy of open space as the dominant organizing force of the campus.

Arrangement of Open Space

Building Character

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

The character of the architecture shall fall within the family of Early California, Mission, Spanish, Craftsman traditions found within the rich heritage of Southern California in general and the agricultural past of the San Gabriel Valley in particular. No matter the choice(s) the architecture shall be rendered in a believable, contemporary manner at home with the modern day technologies, contemporary building practices and the economies of construction today, while maintaining a sense of durability and permanence in the composition of vertical surfaces and apertures, the selection of materials and building systems.

Vehicular Circulation and Parking Parking shall be in the form of surface lots and adjacent to both Ayala Park and the buildings on campus that they serve. Parking shall be minimally visible from both “A” street and Eucalyptus, and vehicular entry/exit focused at the far eastern and western corners of the campus site. Building Configuration and Character Buildings shall be to the maximum extent possible regular in shape, two stories (with occasional one and three story exceptions) and arranged to promote relationship across well defined open spaces. The massing of buildings shall be configured to support the legibility of open spaces and the campus as a whole and arranged in order to minimize dependency on graphic way-finding systems and other means.

App III - 4

ANALYSIS & OPTION DEVELOPMENT CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Preliminary Analysis Diagrams Three diagrams documented critical physical facts about the site, the components of the future College campus to be accommodated on the site and the relationship between the two. Much surprise was expressed by the College community, the City of Chino and SunCal Companies, the developer of College Park about some of the basic revelations of these diagrams. Most were surprised to understand the scale of the site relative to the components of buildings, parking and athletic/recreation fields to be placed there, and the dimensions of the site relative to the distances pedestrians are comfortably able to cover. These basic observations led to the conceptualizing of the concept land use diagram that formed the foundation for the master plan.

PE /REC ACADEMIC CAMPUS

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

PARKING

Site Characteristics. This diagram summarizes the key influencing factors on the direction taken by the master plan. Of importance are the understanding of the critical role of the Village Center in shaping the campus plan, the imperative of the Eucalyptus Street frontage, relationships to the overall geographic setting and other factors such as the relationship of pedestrians and vehicles to the geometry of the site and to each other.

PARKING

The Sizes of Things PE /REC

This diagram relates the size of the future campus site with those components to be accommodated there. The buildings of the core academic campus and related open space constitute about 5-10% of the overall campus area. Surface parking lots and athletic/recreation fields consume the most of the available land. Land Use Plan. This diagram blocks out major uses of the site: building sites, PE/Athletics/ Recreation, vehicular circulation and parking. Building sites are focused on the upper part of campus, and that PE/Athletics/Recreation is divided into two areas. Walking distances are maintained at under 1/4 mile..

App III - 5

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

Site Characteristics. This diagram summarizes the characteristics and principles influencing the development of the 100-acre property which was to become the College’s new campus. Priorities included maintaining frontages, views, controlling vehicular circulation, etc.

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

App III - 6

ANALYSIS & OPTION DEVELOPMENT CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

The President’s Cabinet Preferred Alternative This plan differs from the adopted plan principally in the relationship of the campus to the intersection of Oaks, Eucalyptus and “A” Streets and the Village Center that was to embrace this intersection. The principal topics of discussion in the conversation with the City of Chino and SunCal Companies, the developer of College Park focused on three issues: 1) the nature of the intersection of the three streets at the Village Center; 2) the configuration, scale and character of the public space within the Village Center; and, 3)the “posture” of the Colleges’ main frontage on the Village Center, Oaks Avenue and the larger geographic setting. The College preferred the simpler orthogonal intersection of the three streets, avoiding the complex traffic engineering, extensive site development costs and safety mitigation measures made necessary by the adoption of the roundabout institutionalized in the College Park Specific Plan. The success of this intersection hinged on the limiting of traffic through the Village Center in compliance with the “walkability” principle highlighted in the College Park Specific Plan. The College’s plan was able to achieve two lane roads within the Village Center by directing College and residential generated vehicular traffic to areas away fro the Village Center.The South Loop Road was the critical component in making this strategy work. Further, the College recommended the consolidation of public space within the Village Center into a single regularized, coherently configured “town square” where all segments of the College Park community were to come together, on ground common to all and yet appropriated by none. The roundabout adopted by the College Park Specific Plan places emphasis on the space contained within the traffic circle, a symbolic place at best, given its inaccessibility by pedestrians and essentially decorative function. In the roundabout plan, functional public space is fragmented into three parts each “owned” by the individual parties of the Village Center: the College, the commercial center and the community center. Finally, rather than facing the Main Instruction Building onto an eight lane vehicular arterial the College preferred the more dignified setting of the town square and north mall with commanding views of the San Gabriel Mountains acting as the College’s forecourt. This would have more successfully integrated the College with Ayala Park and the community center and anchored the new campus in a more natural way with the dramatic geographic setting of the San Gabriel Valley. Instead of facing onto an elaborate vehicular intersection the principal facade of the new campus would have faced onto an elongated meadow to the north and the green mall to the south framing dramatic views of the San Gabriel Mountains and Chino Hills respectively. App III - 7

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

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

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

The Preferred Alternative Vehicular Circulation and Parking Plan. The preferred alternative achieves a simpler orthogonal intersection of the three streets converging on the Village Center. Traffic was minimized at this intersection by directing College and residential generated traffic to outlying areas. The South Loop Road is critical in focusing incoming and outgoing College traffic to the southern area of campus away from the Village Center. App III - 8

ANALYSIS & OPTION DEVELOPMENT

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

The Town Square in the Preferred Alternative The purpose of the town square in the preferred alternative was to create one focal point that would have brought together all facets of College Park--a place the marks the spot that is College Park-- symbolically and functionally identified with the entire community. It’s regularity in shape and constitution as a unified whole was critical. The scale of the town square was calibrated so as to control the dimensional separation of the buildings facing onto it in order that real relationships were made across its length and breadth. It was equally important that the streets surrounding it were modest in scale and vehicular use in keeping with the goals of the College Park Specific Plan which calls for a pedestrian friendly “walkable” Village Center. Models and prototypes were studied and shared with the College and its partners in order to establish the foundation upon which the town square would be envisioned and planned. These models were helpful in understanding scales and configurations that work in achieving the sense of place and modesty of scale consistent with the goals of the Specific Plan. Precedents studied included the town square in Sonoma, CA which was created at the time of the original Spanish colonial settlement and the founding of the mission there. This square is about 350 feet on a side and surrounded by two lane roads with on-street parking, flanked with one and two story commercial buildings. Another precedent studied was the plaza at the heart of Orange, CA which includes a modestly scaled traffic circle with a circular garden within. The shape of this plaza is given, however, not by the traffic circle but by the building frontages which create a square approximately 240 feet on a side. The College Park town square was to have been approximately 200’-0” wide (in the east west direction) and 300’-0” long (in the north south direction) for a total area of approximately 60,000 SF or 1.37 acres. It was surrounded on three sides by two lane roadways with on-street parking, and on three sides by buildings: the College’s main building on the south side, the Chaffey/Ayala Park community building on the east side and commercial frontages of the retail/mixed-use center on the west side. To the north would lie the tree lined north mall extending to Edison Avenue terminated by views of the San Gabriel Mountains at the north rim of the San Gabriel Valley. A series of courts, gardens and paths lead through the Chaffey/Ayala Park community building westward into Ayala Park. The town square was to have been appointed with trees, grass, flower gardens and water elements in combination with paved areas to accommodate the full variety of uses appropriate to a fully functioning heart of the community. App III - 9

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

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

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

The College Park town square is modest in scale.

The town square in Sonoma, CA is the city’s main park and surrounded on four sides by two lane streets.

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

The plaza in Orange, CA is square even though the street intersection is handled with a traffic circle. App III - 10

ANALYSIS & OPTION DEVELOPMENT CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Options Generated Based on the Roundabout. With the decision by the City of Chino that the roundabout be instituted in the College Park Specific Plan as the centerpiece of the Village Center the College generated several alternatives for how to adjust its preferred alternative. Schemes generated sought to maintain as many of the principles of the preferred alternative. All of them preserved the principal north-south axis of the south mall. Of the six options considered, three centered this axis on that of Oaks Avenue and the centerline of the roundabout and three maintained the alignment of the preferred alternative in which the mall is shifted westward of the Oaks Avenue axis. All options placed the Community Center as close as possible to the Village Center at the southeast corner of Ayala Park as mandated by the Specific Plan. Alternatives A1-3: North South Axis Aligned on Oaks Avenue These three options are alike in the placement of the Main Instruction Building on axis with Oaks Avenue. This building then defines the geometry of the South Mall which in turn organizes the campus as a whole. In these schemes the library forms a symmetrical pairing with the Community Center. as a gateway to Ayala Park from the Village Center. Alternatives within this class of options differ in how the east-west cross axis and the arrangement of open space and vehicular circulation are handled in the area between the east-west axis and “A” Street. Scheme A-3 introduces a major east-west mall centered on the “A” Street axis of equal size and stature to that of the south mall.

Roundabout Based Alternative A1

Alternatives B1-3: North-South Axis Shifted West of Oaks Avenue These options maintain the location of the north-south axis proposed in the preferred alternative. In these schemes the terminus of the Oaks Avenue axis is formed not with a building anchoring the South Mall but with the northern most building of the east flank of the mall.The roundabout is thus diagonally related to the south mall rather than axially related. The north terminus of the south mall turns out to be the library (in the Jeffersonian tradition) which in turn makes relationship with the Community Center in the formation of a symmetrical gateway to Ayala Park from the Village Center. Like alternatives A1-3 these schemes differ in how they handle the east-west axis. All of the options shown here were discussed with the City of Chino staff in a meeting at City Hall on December 18, 2003 in which Alternative A1 was accepted as the plan most preferred by the City. The College revised its master plan accordingly. App III - 11

Roundabout Based Alternative B1

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

Roundabout Based Alternative A2

Roundabout Based Alternative A3

Roundabout Based Alternative B2

Roundabout Based Alternative B3 App III - 12

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Alternatives Developed on Behalf of the City of Chino It became apparent in the fall of 2003 that the City of Chino had four main objections to the President’s Cabinet preferred plan. They were: 1. The Location of the Community Center. The City had a clear preference that the Community Center be placed closer to the intersection of Oaks/Eucalyptus and “A” Streets thus more in the heart of the Village Center and more in proximity with the commercial mixed-use component across Oaks. 2.Amount of Parking in Ayala Park. The City expressed two conflicting concerns: a) that there was too much parking in Ayala Park and b) that there be sufficient parking in Ayala Park to share with the soccer field uses within the park. 3.Relationship of Community Center to Ayala Park. The City expressed concern that the Community Center was cut off from Ayala Park by the autocourt and parking lots in the President’s Cabinet preferred plan. 4) College Presence at the Terminus of the Oaks Avenue Axis. The City had intended in the College Park Specific Plan that Chaffey College terminate the Oaks Avenue axis upon approach south from Edison Avenue. The President’s Cabinet preferred plan had biased the Phase I buildings to the west of this axis. In response to these concerns the Chaffey design team developed four alternatives. The first two of these left the Community Center within Ayala Park but shifted it to the northwest corner of the intersection of “A” Street and Oaks/ Eucalyptus. These two schemes also rotated the parking lot within Ayala Park 90 degrees placing the autocourt on the north side of the Community Center thus opening Ayala Park clear to Oaks Avenue. The third and fourth schemes moved the Community Center south of “A” Street onto the Chaffey campus, thus evacuating Ayala Park altogether of College related buildings and parking lots. Subsequent to the generation of these alternatives the City expressed concerns with the orthogonal intersection of Oaks/Eucalyptus and “A” Streets, preferring the roundabout and radial intersection of the three streets as originally proposed by SunCal Development in April of 2003.

App III - 13

October 2003, Alternative A

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 Chino, California

October 2003, Alternative B

October 2003, Alternative C

October 2003, Alternative D

App III - 14

ANALYSIS & OPTION DEVELOPMENT CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

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

App III - 15

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

Early Village Center and Town Square Alternates. More detailed studies of options for the configuration of the town square and Village Center were completed early in the process. Scale and proportion were considered paramount in creating public spaces that promoted walkability and community. App III - 16

ANALYSIS & OPTION DEVELOPMENT CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

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

App III - 17

Appendix III - Supporting Analysis & Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004

ANALYSIS & OPTION DEVELOPMENT

Chino, California

Main Building Configuration Alternates These diagarams represented a few of an infinite variety of possibilities for how to configure the main building facing onto the town square. Priority was given to the sensible and comfortable accommodation of the program in balance with harmonious relationships with the surrounding site.. App III - 18

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

The First President’s Cabinet Workshop June 19, 2003 Long Term Considerations • ON CAMPUS PARKING Provision for on-campus parking must account for both the desired “walkability” of the campus (and the nearby village center) and the imperative that parking be convenient and available in recognition of the reality of the commuting patterns and “vehicular dependency” of most students. Remarks: While everyone generally recognized the problem of surrounding the campus with parking and thus cutting it off from its neighbors, there was also the real concern that parking be available and located such that students would not be discouraged from coming to campus. The issue of distance from parked car to on-campus destination is crucial and should not be overlooked. One-quarter mile from parking space to destination seems reasonable as an outer limit, but security at those outer limits needed to be thought through and there was some trepidation about going out any further than 1/4 mile. Others hypothesized that if we made a campus that was engaging and a place that a student wanted to be ink, the student might tolerate moderately more inconvenient parking. Some wondered if student might not be tempted to park in the village center rather than on campus (particularly if it was closer to their classroom destination) and if and/or how parking would be controlled in the village center. It was also recognized that the College has already committed to parking in the vicinity of Ayala Park and that it would build parking in this area of campus with the understanding that the park and the college would share it. • THE QUALITY OF THE CAMPUS ENVIRONMENT Students should want to be on campus not just to park, to and leave classes, but also to hang out, socialize, communicate informally with each other and with faculty and staff. There should be, as part of an overall strategy to create the conditions for this sense of community, a nested hierarchy of open spaces--a major quad (or quads), secondary quads, courtyards and garden areas--that serve to give focus to the college community as a whole, and to the smaller communities within as represented by departments, programs and service groups. Trees, shade and variety of spatial experiences are important in the quality of the overall campus environment.

App III - 19

Remarks: While many conceded that it was appropriate to have the bookstore in the village center, rather than on campus, there were concerns expressed about the nature of the relationship. ( And a few outright rejected the notion of putting the bookstore and food service off campus) The importance of a good quality long term contract was underlined. The idea of cafes, restaurants and coffee shops was attractive to many--and some raised the issue of franchises and fast food chains, noting the efficacy with which these businesses negatively impact the environment. Some wondered if it would not be too tempting for the developer to put these there; and if the College ought to assert itself in prohibiting or discouraging them. Some suggested that if food service were focused over in the Village Center, then this might be complemented by smaller food stations or carts distributed across campus. Others worried that maybe there would be intrusion of village center users/inhabitants onto the campus and that might not be such a good thing. And, conversely, they thought the whole village center concept might be a bit idealized having a university model in mind rather than the more down to earth reality of the community college, which is heavily auto dependent (no in-residence students). Also, the income level of community college students is lower than your typical university student. Still others thought there might be possibilities for renting spaces on an ad-hoc basis as needed in commercial buildings within the village center, and that this might be a real asset for the college. • THE SENSE OF COMPLETENESS ON CAMPUS While the college will be completed over a twenty to thirty year time period it is important that it look complete at each stage of development. Remarks: It was noted that the master plan must account for the sense of completeness on campus at all stages of development including the first phase. Building sites should be planned out and then planted or designed in some manner so as to cohere with the overall campus environment before buildings are built on them. This is why the three master plans (Opening Day, 5-year and 30-year) are important both individually and as a collective whole--they related to each other. Especially the Opening Day and 5-year plans must work together as specific project funding will have been shortly and/or is already identified. MDA Johnson Favaro noted that the most effective way to insure a sense of completeness over time is to focus on the open spaces as those permanent, immutable features of the campus that belong to no one and yet belong to everyone. These are the parts of the campus that everyone will remember and

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

with which everyone will identify. The limits of the “customizing” of buildings should be recognized. Programs and curricula change all the time, and we cannot predict the future. Therefore, the buildings must be flexible and simple in configuration and respect their secondary role in the creation of a coherent overall campus (the open spaces assuming the primary role); and buildings must be able to change on the interior, accommodating a wide variety of programs and departments in unpredictable ways and ways that do not ultimately compromise the quality of permanence of the exterior campus environment. • DISCIPLINE EMPHASIS The Chino campus should select, focus on, and be known for just a few disciplines and rely on the other campuses to round out its offerings. Liberal Arts and Business are two examples of possible areas of emphasis. The Chino Campus should capitalize on the fact that its IT Center is located nearby. Information Services seems like a natural discipline of emphasis, but it wouldn’t necessarily have to be based at the new campus if the new campus had a strong relationship with the IT Center. Remarks: Related to this topic were discussions of relying on new information technology systems and networks in order to not only conduct distance learning, web-based learning but also use the systems and networks to tap into preexisting resources (such as admissions and records) at either main campus (RC) or others. One ought not to limit oneself, in other words, to a line of thinking that would require replicating every single program the college offers at the Chino campus. There was also the suggestion that perhaps a program in primary education teacher training might be coordinated with the new elementary school that will be built in College Park. Short Term • INSTRUCTIONAL PROGRAMS ON OPENING DAY The array of instructional programs available on opening day must be sufficient to allow an incoming student to achieve an AA degree, and/or transfer credits. Thus, programs offered in the beginning years will be general education courses. Also, there should be a cluster of basic skills or foundation course offerings. Remarks: Since for the most part the courses will be general-ed in nature, the classrooms will be neutral and flexible and capable of being shared by a number

of departments and programs. It was acknowledged that with advances in technology, transformations in subject matter and teaching methodologies the distinctions between “labs” (with the exception of wet labs) and classrooms was fading away. And while there was some disagreement on classroom size it was generally agreed that a target of 40 seats was reasonable, with perhaps some capable of supporting as many as 50 and one or two possibly as little as 30. One or two 120-seat theatre style lecture halls might be useful too. Additional possibilities were suggested, some of which might leverage the colleges resources in the beginning years by tying into existing programs elsewhere within the college system, such as the Chino IT Center. One might be able to increase the offerings of the Chino campus in the beginning years by linking up (technologically or otherwise )with programs in existence on the other campuses. • NON- INSTRUCTIONAL PROGRAMS ON OPENING DAY Student Services must be near or at the front door of the new campus and will have to include a microcosm of the basic services it normally offers: Admissions and Records, Matriculation and Counseling, Financial Aid and Assessment. The master plan should account for advancement in technologies that will reduce space and staff requirements as well as the need for specialized staff within Student Services. The bookstore could be located in the town square provided the College controls the contractual agreement to assure a proper level of service. Food services could be located in the town square provided they are of high quality. Minimal athletic and recreation facilities should be located at the NW corner of campus nearest Ayala Park. Remarks: It was noted that the lobby or reception area of Student Services will be the first point of contact for most students and that it will most likely therefore be the lobby for the entire campus. As such its design should be a accommodating, gracious and commensurate with its stature in the overall campus environment. It should be a front door to the campus and have some sort of relationship, if possible, with the village center. It was noted that the City of Chino would probably prefer that the bookstore and the food services be located off campus, in town as then the City is able to capitalize on sales tax. MDA Johnson Favaro noted that since College Park is located within a redevelopment zone such taxes will be reinvested in College Park. There should be a minimal library resource on Opening Day--perhaps linked into the Rancho Cucamonga library,. Recreational and Athletic facilities should certainly rely on the joint use arrangement with Ayala Park and the YMCA in the short term; and the development of facilities should be focused on that part of campus nearest the park. App III - 20

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

• ALLOCATION OF FIRST PHASE RESOURCES

• COLLEGIALITY ON THE NEW CAMPUS

While a minimum supply of instructional facilities is inexpendable in establishing a critical mass of educational activity on opening day the College should recognize the source of the funding at hand--Measure L Bond funds--and respect that there are parts of a fully established college campus, such as landscape, parking, community, athletic and recreational facilities and utilities infrastructure that can only be funded through this and other special sources.

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

Remarks: The State of California funds only strictly defined instructional and non-instructional service buildings. Thus by investing too much of the bond resources into instructional space and not enough into the critical infrastructure needs that make a campus work the college may be putting the financial feasibility of its future development in jeopardy. It is important to reserve some of the available Measure L funding for such things as parking, landscape and open space, athletic and recreational facilities, and utility infrastructure in order to provide for future expansion; it is equally important to be disciplined in minimizing instructional and non-instructional space needs to what is absolutely necessary to educate 2,500 students in general education programs for the first five years in order to be able to show the State as little instructional/non-instructional capacity as possible when it applies for succeeding buildings toward the full build out over the five and twenty year periods. An example was offered visa-vis the envisioned community center on Ayala Park which was seen as a joinuse facility between the College and the City. Perhaps the College could invest more into this facility than it had originally thought if the facility were designed as community assembly space that could also double as instructional space, but which would not be identified as such in future applications to the State. A fullon performance hall kind of facility was suggested as a way to leverage available funding into something good for the City and useful for the College and still not technically classified as classroom space. Child Care services could be provided through the YMCA in Ayala Park. The chino Airport was mentioned as an additional resource for the Aeronautics program, for example, and also possibly the Receiving warehouse and maybe facilities maintenance and operations . These and other create strategies should be employed to maximally leverage the available funding.

App III - 21

Remarks: The arrangement of faculty offices, some seem to say, can detract from the feeling that the faculty is a community--if there have to be perimeter offices they should open onto common areas with shared amenities such that faculty has opportunity to meet each other on a daily, frequent basis. Some went so far as to say that there ought to be centralized faculty offices, without division into departments, so that there is cross pollination and a wider sense of shared purpose across the college faculty. The sense of collegiality among the faculty would then emanate into the student community and beyond. • TAP INTO COLLEGE-WIDE AND COLLEGE PARK TECHNOLOGY SYSTEMS The new campus could utilize pre-existing services through digital communications--such as copying and document imaging service, Human Resources functions, video conferencing etc. Remarks: Among other things the new campus could share the services of the RC purchasing agency. This and other services linked into other campuses would reduce the pressures of space needs on the new campus and allow the college to invest more into the crucial place-making (in addition to service providing) first moves in the planning, design and construction of the new campus.

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

The 2nd President’s Cabinet Workshop, August 12, 2003

1.

2.

3. 4.

5.

6.

Dr. Kane began the workshop with an update on the discussions and negotiations that have just begun with SunCal the private developer on the 400 acre parcel next door to the new Chino campus and the City of Chino; conversations will include how to share infrastructure costs and service costs such as the traffic studies, etc. Dr. Kane explained that the master plan will include a phase I plan that will conceptualize and describe facilities to be built with the Measure L bond funds and that will accommodate 2500 students on opening day, growing into as many as 5000 students within five years in those same facilities. An important part of the planning of phase I includes strategies about what gets built and what gets put in the first buildings in the context of how best to position the college for state funding in the subsequent two five year funding cycles (2010, 2015). This entails a close look at efficient WSCH generation, wise scheduling practices, efficient classroom and building layouts etc. Dr. Kane noted that the EIR has been published and is available for review. The property deal with the State should be closed with the College taking clear title sometime at the beginning of December. Dr. Kane introduced Jim Favaro who began with an explanation of the days program—that it would be divided into two parts the first part being a discussion of the macroscopic issues of the master plan, including conversations with the City, the State and the developer on such issues as the village center, the vehicular circulation plan, relationships with Ayala park; and the second part being at the microscopic level focusing on the buildings that would be planned for phase I, including an introduction to the programming process which is to unfold over the next 6-8 weeks. Jim Favaro presented part I, beginning with a review of what was covered at the first workshop and ending with an overall picture of the 30-year master plan, focusing on four main aspects of the plan: 1)the Village Center vehicular circulation and parking 3)landscape and open space and 4) building sites and overall campus building capacity. Jim Favaro explained the current thinking behind the village center and how with the involvement of the State and its consultants, the City and the developer the planning of it had evolved from what had been illustrated in the draft specific plan to a more workable plan in which the college the park, community center and the retail center would together anchor a coherent town square. Jim explained that dimension and scale were critical toward making the ensemble work and to promote the principle of walkability; given that we would be

7.

8.

9.

dealing with two story buildings there was a limit to their dimensional separation in order for the town square to actually work. Critical in this was the control of the widths and traffic volumes of the roadways passing through the village center. Jim explained that he had presented an idea on behalf of Chaffey to the City, State and developer which essentially split Eucalyptus , now shown as a four lane roadway (with turn lane, transit lane ,bike lanes, etc) into three two lane roads—one continuing to pass through the village center, one around the “back” side (east, northeast) of the retail center, and one bypassing the college on its south side. In this way through traffic College Park would be diverted to streets around the perimeter of the village center thus limited traffic within village center to those who are using it. Jim demonstrated the fundamentals of town squares with a series of diagrams illustrating proven precedents for how this might work and explained that the new plan had been enthusiastically embraced by all the parties. Jim Favaro continued by explaining how the vehicular circulation and parking would then work for the college, with large lots in the thirty year plan placed at the southwest and southeast corners of the upper part of the property, and the south loop road connecting them across from Eucalyptus in the east to “A” street in the west. Phase I parking lots (numbering around 700 spaces) would be congregated up near the first two buildings of phase I at “A” street. The thirty year plan includes lots planned to accommodate well over 3,000 spaces or more than 1-to-5 ratio of parking space to student (@ 15,000 students) (the RC campus is around 3,400-to17,000 or about 1-to-5—other campuses have similar capacities). Jim Favaro continued with a brief overview of the landscape and open space infrastructure as drawn to date, explaining the importance of the big swaths reaching north and south in order to maintain a visual connection with the mountains to the north and the hills to the south. The rest of the landscape plan fell into place based on this overriding concept. Finally, Jim Favaro explained the building capacity of the thirty year plan illustrating how after subtracting for parking and roadways, landscape and open space, and recreation/athletics the land that was left beyond the phase I building sites accounted for about 10 ½ acres which at an FAR of 1.0 could accommodate 450,000 GSF; which if arranged in two story formats would leave half of that 10.5 acres as open space. Together with phase I and the PE building shown so far this would mean the campus plan accommodated about 600,000 GSF of building capacity. App III - 22

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

10. Discussion after the part I presentation included questions about the south loop road introduced as a way to narrow the roads through the village center and whether there would be enough land north of this road to accommodate all of the campus’ facility needs. Jim Favaro explained that there was shown in the plan more than enough building site capacity north of the road for the life of the campus; all parking would be north of the road and thus the road would in no way disturb the pedestrian life of the campus. He reiterated the importance of it as a way to relieve traffic traveling from College Park on the east side west to reach Central Ave and points east—in order to avoid a four lane highway through the heart of the village center. He also showed an alternate layout for the road, transitioning it further south leaving more room north of the road for either building sites and or more parking and explained that the design team would be looking at the costs/benefits of this move. 11. The question was asked what would go on the land south of this new road; Jim responded that the college has an obligation to provide a minimum of 4.5 acres for native owl habitat; he also suggested that this would be an ideal location for a football/track and field stadium and/or expansion of athletic/recreation facilities if necessary. 12. It was asked exactly how the south loop road worked in the overall College Park traffic plan; Jim explained that there was only one way in the previous plan for those across Eucalyptus (on the east side) in the residential development to exit College Park westward—through the Village Center; and the one exit out to Edison in the eastern part of the residential neighborhoods was already a sensitive issue with the City as it is a road that gets backed up by traffic waiting to get onto the 60 FWY. Thus the south loop road offers an alternate way to exit the site toward the west, allowing passage onto Central and onward to points west, north and south from there. In this way the road through the village center could be kept to two lanes (with a central left hand turn lane) because its through traffic load would be cut in half. 13. Another question was asked about the parking lots that separate the main academic part of campus in the plan from the recreation facilities (the gym building, the aquatics stadium, the soccer field) in the triangle up next to Ayala park—would there be ways to walk across this parking lot from main campus to the recreation facilities? Answer: yes, when the time came to design these lots provisions would be made for pedestrian paths connecting the recreation/ athletic campus to the main campus. This requirement would be built into the language and graphics of the master plan. 14. Another question was posed about the arrangement of parking—particularly regarding those lots on the north of “A” street and how these would be monitored/controlled. Dr. Kane responded that these issues had been noted App III - 23

15.

16.

17.

18.

19.

but had not been addressed and would be in the future. There would be several options on how to set it up including permits, an hours-of-use plan, meters etc—and that it should be seen as a revenue generating feature of the new plan. It was asked whether the big field shown to the north of the town square between the town square and Edison would be a permanent fixture and how would building on it be prevented. Answer: the master plan would be an officially adopted document by everyone involved with College Park and hence would guarantee that the field would remain as such in perpetuity. The vision for this field is one of native grasses and flowers, just slightly cultivated, but mainly wild such that it would change with the seasons and remain in a pristine natural state. One participant noted that Edison is a highly traveled road and that exerting the college’s presence on this frontage would be an important advantage for the new campus—its heightened visibility on this road would aid in capturing enrollment in this critical fast growing area of the district—hence the importance of the field extending up to the road and markers that would assert the college’s identity there. Jim concluded part I of the workshop with a summary of those issues which the design team considered open and to be resolved over the next few weeks: 1)the community center 2)a service access plan 3)arrangement of athletics and recreation facilities 4)location of the south loop road 5)programs with special space needs (such as performing arts, auto-tech, etc.) and 6) the five-year (2010) plan Part II began with Jim reviewing the obligations of the college to be fulfilled within the $43M budget and that today would concentrate on the first buildings to be built which the design team had hypothesized to be somewhere around 90,000 GSF. He wanted to discuss these buildings from three points of view: 1)distribution 2)configuration and 3) program. He began with the idea that there would be two main buildings about 25K GSF across the street in the form of the “community building “ and about 65K GSF on the college property in the form of a “main building.” Dr. Kane explained that the college was considering the idea that this community center would be designed and built by the college as a way to keep the arrangement with the city simple (it would be built on city land) and in such a way that it could double as an instructional facility for the college (with a culinary arts program) and a banquet facility possibly— maybe a small conference center, maybe community meeting rooms that would double as classrooms, etc. It was by no means an arrangement that had been finalized.

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

20. Jim Favaro introduced some basic concepts of the community center, the 25K GSF building to be built by the college across the street; he explained that if it were to work as a banquet facility/culinary arts program certain dimensional requirements fall into place that influence the shaping and massing of the building. Given also that this building would essentially “face” three ways— the town square, the park and “A” street—it is a tricky one to work out in terms of orientation, service issues etc. He explained that the design team had been working with the culinary/hospitality staff to begin to understand more about what this facility might be. 21. Jim Favaro went onto discuss the “main” building –the 65K GSF one on the college property—and laid out some of the parameters that would be involved in understanding how this building would be configured (building costs, efficiencies, quality of the place, etc) what it would contain (programming) and how all of these would eventually come together to shape the building. He illustrated a variety of possibilities for the building configuration which would respect the “macroscopic” framework laid out by the overall plan discussed in part I and chose one (the “H” scheme) to illustrate how structural systems, vertical circulation, room types and a mock program might fit within. Jim explained that this was intended merely as window on what the following 6-8 weeks would entail on the part of the college in furthering the planning and design of phase I. 22. Jim’s presentation was followed with a presentation by Ken Cereghino and Joyce Black from MAAS the educational master planners on the fundamentals of programming phase I with an eye toward the state guidelines imbedded in Title V and other guidelines and positioning the college vis-à-vis capacity load ratios that will become important when the college goes for state funding for subsequent projects. The immediate task is to create a test program for the first buildings to be funded within the bond program. 23. The test program will be a blend of the following groups of information: The Needs Assessment Existing Programs at Ontario, Chino IT Center Instructional Divisions at Rancho Cucamonga campus 24. The objective of the program is to provide facilities for the following programs: Associates Degree, General Education Transfer Program Basic Skills Some Vocational/Occupational Programs

25. It is important in assembling the program that it be supportable by the State in the following three areas: Capacity Load Ratios WSCH Generation Building Efficiency as a calculation of the ratio ASF/GSF 26. A priority in understanding what to build in phase I will be to not build facilities that are a high priority for the State such that when it comes time to build new facilities those facility types the college wants to build will be those types which the State wants to fund at the time that the college applies for funding. 27. The Program of Instruction is the critical component of the building program, and Joyce Black joined Ken to explain –with an illustrative handout—how the program document will begin to take shape in the context of understanding what the program of instruction will be on opening day. Joyce reviewed the elements shown in the illustrative program such as number of classrooms and labs, demonstration space, instructional support, etc. explaining how each of these relates to WSCH generation, cap-load ratios and how they are “recognized” in the State guidelines. A key strategy will be to maximize useful instructional space while minimizing the categorization of such space as instructional in the eyes of the state. 28. Joyce pointed out that the program would not simply replicate the Needs Assessment and reiterated the stated mission: to accommodate 2500 students on opening day and 5000 over the subsequent 3-5 years. She also noted that to accomplish this the campus on opening day would need somewhere between 55-59,000 Assignable Square Feet (ASF). 29. Joyce explained that the handout program was organized by TOP code in order to relate number of sections offered to WSCH generation to ASF—all in an effort to justify space allocation according to WSCH generation. 30. She introduced the concept that general ed courses at Chino could be organized on the principle that introductory courses prepare students for transfer to the Rancho Cucamonga campus, meaning that there may be as many as 3,000 students enrolled at Chino but moving between campuses within the system. 31. Joyce pointed out the great difference in state recognized space allocation between classroom space and lab space—classrooms are only recognized at 700 ASF while labs can go as high as 1600 ASF. MAAS has included so far one biology wet lab. They introduced a computer lab as a place for an introductory instructional program feeding into the Chino IT center. 32. MAAS encourages whatever PE facilities the college can manage because courses such as aerobics, dance etc. are big generators of community enrollments (WSCH). This is also space that can be in the 1000’s (ASF) without adversely affecting the instructional space inventory in the eyes of the state App III - 24

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

33. The question was asked as to how WSCH was associated with each of the programs and sections shown on the handout. Response: it came from the statistical combination of a variety of sources outlined by Ken—existing instruction on the RC campus, the various centers etc. It was observed that the WSCH shown was pretty conservative—that in reality the same number of sections could generate a fair amount more WSCH than shown. 34. Others commented that it would be difficult at this point to predict the WSCH or enrollment at the Chino campus and that it was more likely to reflect the pattern at the Fontana Center rather than the Chino IT Center. 35. Joyce advised that while ASL is a new program for Chaffey they could tap students from Mount Sac fairly easily. 36. Child Development is a good program because it tends to be a conduit to the college for more students. 37. Joyce noted that both Statistics and Psychology were big WSCH producers on the RC campus. 38. Joyce observed that the proximity of the CIM to the south suggests that Correctional Science and Admin of Justice would be included on the new campus. 39. The MAAS plan now is to meet with each of the division deans to review and adjust the list as necessary. 40. Joyce reiterated the problem with class sizes and lab sizes relative to the state guidelines underscoring the realization that classes at 700 SF for 40 as recognized by the state are extremely tight, while labs are very generous. 41. The question was posed about the AA general ed assumptions underlying the handout—what programs? Response: Liberal Arts/Business General Education. Joyce added that the program needs to balance traditional education and vocational education. 42. It was pointed out that scheduling and class utilization is a critical issue in relating program offerings and student enrollment to facility size; the college will not be able to afford planning for classrooms for 40 and then filling them with 25 students. When it comes time to apply for state funding for more facilities, the college needs to be using every SF to its capacity in order to not show high cap-load ratios in the space inventory that is the basis for the funding application to the state. 43. It was stated that everyone must recognize that no instructional space will “belong” to any single program or department. Also it was asked whether MAAS’ efficiency measures were District wide, assuming center status or campus status for Chino. Response: Chino must be considered a center in order for it to not count against main campus and this is how MAAS will

App III - 25

44.

45.

46.

47.

48.

order for it to not count against main campus and this is how MAAS will proceed. Joyce added that areas such as Reading, ESL, Basic Skills and Writing Centers can be combined into multiple use facilities. Questions were asked about the relationship of the new campus to the existing Chino IT Center. It was noted that the IT Center would be seen as an extension of the new campus; some wondered out loud if this meant the ASF of the IT Center would count against the new campus. From the WSCH derived program MAAS has generated a building program (ASF/GSF) and has noted that everyone needs to be aware that the relationship of ASF to GSF expressed as a percentage is restricted by the state guidelines which on average recognize 65%, an efficiency that in reality is difficult to achieve. Ken Cereghino helped the group to understand the big picture by pointing out that facilities to support 5000 should have about 30,000 ASF in instructional space; so far MAAS has reduced this to 22,000 (or 2/3 of 5000 or 3500 students) upon which is added 23 to 27,000 to account for instructional support and noninstructional programs (such as student services) Ken pointed out that in the positioning the college for the qualifications process with the state the college needs to aggressively generate WSCH. If, for example, facilities support 5,000 students the state wants to see that there are actually 6,000 students being served. The handout program included 12,000 SF of instructional area that would be categorized under other TOP code categories, such as Child Development, Demonstration—which is a category under which as much as 4,000 ASF could be included, say, for the culinary banquet facility; another example would be attaching a bathroom to all of our lounges—because in this arrangement the state does not count lounges in the space inventory; PE was already mentioned as another example of providing facilities that produce WSCH but which do not “count” as instructional ASF. The key will be to get as much instructional ASF out of the 100 and 200 categorizations in the TOP code for purposes of minimizing the cap/ load ratio in the eyes of the state.. Jim Favaro concluded the workshop by asking that everyone stay involved and attentive in this next critical phase when the programming of the phase I buildings would be underway. The goal was, perhaps, to have a draft program in place well before the third cabinet workshop, which might be scheduled for the beginning of October.

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

October 28, 2003 Presentation Outline Part I

The Third President’s Cabinet Workshop, October 28, 2003 In the third and final workshop with the President’s Cabinet issues and principles were introduced related to the development of Design and Technical Guidelines for both the Thirty Year Vision and Phase I of the Chino Campus Plan. The presentation was organized into two parts as follows:

C) Design Guidelines 1) Generalized Notions of Building Character: Southern California Vernacular Traditions 2) Gothic vs. Classic: The Ivy League and the Jeffersonian Tradition

October 28, 2003 Presentation Outline Part I

3) Exterior Building Envelope I. Update on the Thirty Year Plan: What We Have Been Up to

• Roof • Walls

A) Basic Parameters of the Plan

•

B) Programs with Special Needs (Space/Service) •

Doors and Windows

• Ground Plane and Roof Profile

Community/Culinary Building

4) Functional Parameters

• Visual & Performing Arts

• Structural & Mechanical Systems

• PE, Athletics and Recreation

• Program •

Sustainable Design & Durability

• Constructability & Cost

C) External Issues: Traffic & Roads/ Ayala Park/City of Chino

5) Qualitative Parameters

II. Update on Phase I Plan

• Massive-Attenuated • Deep-Flat

A) Preliminary Building Program

• Thick-Thin • Academic Master Plan

• Articulate-Plain, Smooth Rough

• Main Building

• Smooth Rough

•

• Dark-Light

Community Building

B) Technical Guidelines •

Technical Disciplines and Variables at Play

• Central Plant •

Conceptual Cost Estimate

III. Next Steps A) Refinement of Thirty Year Plan B) Phase IIA (2010) and IIB (2015) Plans B) Development of Phase I Guidelines and Cost Estimates App III - 26

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(1)

(4)

(7)

t p i r c s t n i o p r e w o p p o h s k r o w e g e l l o c 3rd (2)

(3)

(5)

(6)

(8)

(9)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 27

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(10)

(13)

(16)

t p i r c s t n i o p r e w o p p o h s k r o w e g e l l o c 3rd (11)

(12)

(14)

(15)

(17)

(18) Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 28

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(19)

(20)

(21)

(22)

(23)

(24)

(25)

(26)

(27)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 29

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(28)

(29)

(30)

(31)

(32)

(33)

(34)

(35)

(36) Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 30

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(37)

(38)

(39)

(40)

(41)

(42)

(43)

(44)

(45)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 31

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(46)

(47)

(48)

(49)

(50)

(51)

(52) Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 32

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(55)

(53)

(54)

(56)

(57)

(58)

(59)

(60)

(61)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 33

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(62)

(63)

(64)

(65)

(66)

(67)

(68)

(69)

(70)

Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 34

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(71)

(72)

(73)

(74)

(75)

(76)

(77)

(78)

(79)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 35

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(80)

(81)

(82)

(83)

(84)

(85)

(86)

(87)

(88)

Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 36

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(89)

(90)

(91)

(92)

(93)

(94)

(95)

(96)

(97)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 37

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

(98)

(99)

(100)

(101)

(102)

(103)

(104)

(105)

(106)

Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 38

OUTREACH CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

(107)

(108)

(109)

(110)

(111)

(112)

(113)

(114)

(115)

Third President’s Cabinet Workshop Presentation, October 28, 2003

App III - 39

Appendix III - Supporting Analysis and Outreach

CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 OUTREACH Chino, California

t p i r c s t n i o p r e w o p p o h s k r o w e g e l l o c d 3r

(116)

(117)

(118)

(119)

(120)

(121)

(7)

(122)

Third President’s Cabinet Workshop Presentation, October 28, 2003, Continued

App III - 40

ACKNOWLEDGMENTS CHAFFEY COLLEGE CHINO CAMPUS PLAN 2004 - Appendix III Supporting Analysis and Outreach Chino, California

Chaffey College Governing Board Lee Mcdougal, President Gary L. George, Vice President Katie Roberts, Clerk Paul Gomez, Member Kathleen R. Brugger, Immediate Past President Chaffey College Administration Dr. Marie Kane, Superintendent/President Steve Menzel, VP for Administration Earl Davis, VP for Business Affairs Mark Robbins, Purchasing Director Chaffey College President’s Cabinet Ardon Alger, Faculty Senate President Robert (B0b) Bell, Vice President, Student Services Don Berz, Associate Superintendent & VP of Instruction Dr. Larry Buckley, Dean, Visual & Performing Arts Ben Bull, Past President, Classified Senate Natalie Chipman, President, Classified Senate Elizabeth Cipres, Dean, Counseling & Matriculation Jenny Dannelley, Dean, Student Support Services Laura Hope, Interim Dean, Learning Advcmt & Language Arts Wayne Hubert, Dean Learning Advancement& Language Arts Dean Jennings, President of CSEA Bargaining Unit Craig Justice, Dean Special Programs and Services Bob Olivera, Associate Dean, PE/Athletics Bret McMurran, President, Chaffey Faculty Association Paul Parnell, Dean, School of Social and Behavioral Sciences Inge Pelzer, Executive Assistant to Superintendent/President Frank Pinkerton, Associate Dean, Library/Learning Resources Chris Willis, Dean, School of business & Applied Technology Muriel Zimmermann, Dean, Physical/Life/Health Sciences 3D/International John Morrill Project Manager David Wollenberg, Senior Design Manager Mary Trisler, Executive Assistant MDA Johnson Favaro Jim Favaro, Principal Steve Johnson, Principal Gregory Stackel, Architect Noel Toro, Designer

App III - 41