Talking Stick - July/August 2015 - 27

naturally attract students, and those
are the spaces to acknowledge and
embellish.
As in most design undertakings,
the clarity of a landscape design comes
from creating a simple yet layered
and inviting space. Here are the top
recommendations to consider to
achieve that with your plan. (1) Avoid
creating dark spaces with low visibility.
Clear sight lines have a direct impact
on campus security, which is vitally
important. People want to feel safe,
and design can create or destroy that
sense of security. Maintaining clear
sight lines usually requires trimming
a tree canopy to around 6 to 7 feet
and developing a robust understory
of plantings no higher than 3 to 4
feet. Be selective in the placement of
plants in the mid-range of 3 to 6 feet.
(2) Design clear paths of circulation.
If you don't, students will make their
own. (3) Campus landscapes take
great amounts of use and abuse. Add
details that can withstand the abuse
yet provide beauty. (4) Maintenance
budgets for landscapes are often
tight; therefore, strive to make them as
maintenance-free as possible.
Layering is a critical design tool.
Layering considerations include the use
of architectural elements such as shade
structures and lighting, how trees
are grouped and spaced, how a path
moves through a space, and the use of
materials. Creatively combining these
elements can change the perception of
the space from one that is mundane to
one that is transformational.

Storm Water Management
Landscape architects today must plan
to integrate storm water management
systems that allow the water to filter
back into the ground. The goal is to
reduce runoff and improve water quality
as it makes its way into neighboring
rivers, lakes, and coastal bays and
recharges local aquifers.
For example, according to
Maryland's Department of Natural
Resources website, state regulations
require new developments to
integrate storm water systems "to
the maximum extent practicable"
(MEP) above ground, using microbioretention, green roofs, and other
low-impact development techniques.
Only after exhausting all options will
Maryland regulators approve placing
storm water systems below ground in
a cistern.

character of the university. Of course,
these amenities may not be special
or unique by themselves, but when
thoughtfully planned together, the
result is a campus setting that provides
the basic necessities of daily life -
which, for a college student, involves
the opportunity to study outdoors,
socialize, relax, and play.

Rutgers had the foresight to develop
a master plan for green infrastructure.
Following that plan, the landscape
architect, in collaboration with the
civil engineer, integrated a strategy
compatible with the overall master
plan and storm water management
master plan. The strategy uses microbioretention planters throughout the
site, placing storm water management
systems in highly visible locations
and creating environmental corridors
throughout the campus. The building
and landscape work cohesively to
capture and convey storm water into
nearby planting areas.
In the end, capital funds needed
for storm water management -
which are mandated in many states
- can now serve a dual purpose and
contribute to the landscape.

Planning committees that
recognize the key contribution that
site design makes to the campus's
aesthetic will include the landscape
architect in early planning efforts.
Consider what happened at the
University of Florida in Gainesville
when the landscape architect
helped plan a new student housing

At the University of Florida, the old oak
trees remain part of the new landscape.

Consider Washington Quad at
the University of Maryland in College
Park. After the university renovated
a group of old residence halls, the
central quad needed a transformation
too. The new landscape design
provided new pathways, a volleyball
court with synthetic turf, and two
pavilions with grill areas, all carried
out in a way that fits the red brick
PHOTO COURTESY OF UNIVERSITY OF FLORIDA

JULY + AUGUST 2015

27



Talking Stick - July/August 2015

Table of Contents for the Digital Edition of Talking Stick - July/August 2015

Talking Stick - July/August 2015
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Facilities
Special Focus
It Takes a Village
Finding a Common Language
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - July/August 2015 - Intro
Talking Stick - July/August 2015 - BB1
Talking Stick - July/August 2015 - BB2
Talking Stick - July/August 2015 - Talking Stick - July/August 2015
Talking Stick - July/August 2015 - Cover2
Talking Stick - July/August 2015 - 1
Talking Stick - July/August 2015 - 2
Talking Stick - July/August 2015 - 3
Talking Stick - July/August 2015 - Contents
Talking Stick - July/August 2015 - 5
Talking Stick - July/August 2015 - 6
Talking Stick - July/August 2015 - 7
Talking Stick - July/August 2015 - Vision
Talking Stick - July/August 2015 - 9
Talking Stick - July/August 2015 - Just In
Talking Stick - July/August 2015 - 11
Talking Stick - July/August 2015 - 12
Talking Stick - July/August 2015 - 13
Talking Stick - July/August 2015 - 14
Talking Stick - July/August 2015 - 15
Talking Stick - July/August 2015 - 16
Talking Stick - July/August 2015 - 17
Talking Stick - July/August 2015 - Calendar
Talking Stick - July/August 2015 - 19
Talking Stick - July/August 2015 - Your ACUHO-I
Talking Stick - July/August 2015 - Transitions
Talking Stick - July/August 2015 - Res Life
Talking Stick - July/August 2015 - 23
Talking Stick - July/August 2015 - 24
Talking Stick - July/August 2015 - 25
Talking Stick - July/August 2015 - Facilities
Talking Stick - July/August 2015 - 27
Talking Stick - July/August 2015 - 28
Talking Stick - July/August 2015 - 29
Talking Stick - July/August 2015 - Special Focus
Talking Stick - July/August 2015 - 31
Talking Stick - July/August 2015 - 32
Talking Stick - July/August 2015 - 33
Talking Stick - July/August 2015 - 34
Talking Stick - July/August 2015 - 35
Talking Stick - July/August 2015 - 36
Talking Stick - July/August 2015 - 37
Talking Stick - July/August 2015 - 38
Talking Stick - July/August 2015 - 39
Talking Stick - July/August 2015 - 40
Talking Stick - July/August 2015 - 41
Talking Stick - July/August 2015 - It Takes a Village
Talking Stick - July/August 2015 - 43
Talking Stick - July/August 2015 - 44
Talking Stick - July/August 2015 - 45
Talking Stick - July/August 2015 - 46
Talking Stick - July/August 2015 - 47
Talking Stick - July/August 2015 - 48
Talking Stick - July/August 2015 - 49
Talking Stick - July/August 2015 - Finding a Common Language
Talking Stick - July/August 2015 - 51
Talking Stick - July/August 2015 - 52
Talking Stick - July/August 2015 - 53
Talking Stick - July/August 2015 - 54
Talking Stick - July/August 2015 - 55
Talking Stick - July/August 2015 - 56
Talking Stick - July/August 2015 - 57
Talking Stick - July/August 2015 - Conversations
Talking Stick - July/August 2015 - 59
Talking Stick - July/August 2015 - 60
Talking Stick - July/August 2015 - 61
Talking Stick - July/August 2015 - First Takes
Talking Stick - July/August 2015 - Around Student Affairs
Talking Stick - July/August 2015 - 64
Talking Stick - July/August 2015 - 65
Talking Stick - July/August 2015 - 66
Talking Stick - July/August 2015 - New Members
Talking Stick - July/August 2015 - Snapshot
Talking Stick - July/August 2015 - Cover3
Talking Stick - July/August 2015 - Cover4
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