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CLARION UNIVERSITY
2013-2033 Facilities Master Plan Venango Campus
2013-2033 Clarion Univeristy Facilities Master Plan
Venango Campus
February 2015
ACKNOWLEDGEMENTS
Clarion University - President’s Executive Council Members
Dr. Karen M. Whitney, President
Dr. Ronald Nowaczyk, Provost and Academic VP
Venango College - Strategic Planning Steering Committee
Ms. Debra Altman
Ms. Emily Aubele
Mr. Latrobe Barnitz
Ms. Tammy Beach
Ms. Pia Bhatt
Ms. Renee Bloom
Dr. Ambreena Buckley
Ms. Cindy Busch
Dr. Joe Carrico
Ms. Nancy Clemente
Ms. Lynn Cochran
Mr. Mark Conrad
Dr. Jessica Crespo
Ms. Kay Ensle
Mr. Steve Evans
Dr. Sharon Falkenstern
Dr. Carie Forden
Dr. Ellen Foster
Ms. Elizabeth Griebel
Ms. Ashley Guthrie
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Dr. William Hallock
Ms. Nancie Hunter
Ms. Beth Jackson
Dr. Paul Klenowski
Dr. Terry Latour
Ms. Hope Lineman
Dr. David Lott
Ms. Linda Lusher
Ms. Deb Lutz
Mr. Keith Mohnkern
2013-2033 Clarion Univeristy Facilities Master Plan
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ACKNOWLEDGEMENTS
Consultant Team
Perkins Eastman
Alan Schlossberg, Principal
Christine Albright, Project Director
David Levo, Project Manager / Senior Planner
Richard Northway, Facility Assessor
Stewart Gohringer, Designer
Julianna Valle Vélez, Designer
Linhart Consulting, Educational Programming
HF Lenz Company, MEP Engineering
The Gateway Engineers, Civil Engineering
Mahan Rykiel Associates, Landscape Architecture
Trans Associates, Traffic and Parking
Urbanomics, Demographics
Crawford Consulting, Cost Estimating
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TABLE OF CONTENTS
1: INTRODUCTION & APPROACH
1.1 FMP INTRODUCTION
1.2 FMP APPROACH
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2: CAMPUS PROFILE
2.1 MISSION
2.11 Academic Mission
2.12 University Profile
2.13 Academic Vision
2.14 Venango Campus, Venango College and Clarion University
2.15 Academic Programs
2.2 HISTORY AND DEVELOPMENT
2.21 Academic History
2.22 Campus Development
2.3 REGIONAL RELATIONSHIPS
2.13 Northwest Pennsylvania
2.32 Venango County and Oil City
2.33 PASSHE System
2.4 CHARACTERISTICS
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3: CONDITIONS ASSESSMENT
3.1 LANDSCAPE ASSESSMENT SUMMARY
3.2 CIRCULATION AND PARKING ASSESSMENT
3.21 Campus Pedestrian Circulation
3.22 Campus Vehicular Circulation
3.23 Parking
3.3 INFRASTRUCTURE ASSESSMENT SUMMARY
3.31 Central Utility Systems
3.32 Water System
3.33 Sanitary System
3.34 Storm Sewer System
3.35 Natural Gas System
3.36 Electric/Telephone/Data System
3.4 BUILDING ASSESSMENT SUMMARY
3.41 Building Exteriors
3.42 Building Interiors
3.43 Climate Control Systems
3.44 Plumbing Systems
3.45 Electrical and Technology Systems
3.46 Life Safety and Fire Protection Systems
3.47 Accessibility
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4: TRENDS IN HIGHER EDUCATION
4.01 Disruptive Change
4.02 New Forms of Digital Delivery
4.03 Increased Tuition Cost Sensitivity
4.04 Demographic Change
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4.05 Asynchronous Learning
4.06 Synchronous Learning
4.07 Library Collections and Study Environments
4.08 The Changing Workplace
4.09 The Role of Greater Mobility
4.10 Variations in Work/Learn Styles and Place Design
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5: SPACE NEEDS ASSESSMENT
5.1 ENROLLMENT TRENDS AND PROJECTIONS
5.2 INSTRUCTIONAL DELIVERY
5.3 HUMAN AND LIBRARY RESOURCES
5.5 SPACE NEEDS SUMMARY
5.6 FACILITY STRENGTHS AND WEAKNESSES
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6: CAMPUS PLANNING GUIDELINES
6.1 GENERAL OBJECTIVES
6.11 Create Financially and Environmentally Sustainable Facilities
6.12 Create a Robust and Versatile Physical Plan
6.13 Facilities to meet Contemporary Requirements and Increased Online Courses
6.14 Incrementally Expand Student Services
6.15 Create Environmentally Sustainable Buildings
6.2 LANDSCAPE OBJECTIVES
6.21 Create a Compelling, Unique and Progressive Campus Environment
6.22 Create a Cohesive Campus Environment
6.23 Utilize and Highlight Native Species and Stewardship
6.24 Emphasize Seasonal Interest
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7: MASTER PLAN SUMMARY
7.1 MASTER PLAN SUMMARY
7.11 FMP Major Moves
7.2 APPROACH TO LANDSCAPE
7.3 ADA ACCESS
7.4 VEHICLE SERVICE ROUTES
7.5 MASTER PLAN PHASES
7.51 Master Plan at 2018 (PHASE A)
7.52 Master Plan at 2023 (PHASE B)
7.51 Master Plan at 2033 (PHASE C)
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8: MASTER PLAN – INITIATIVES
8.1 PHASE A INITIATIVES (2013-2018)
8.2 PHASE B INITIATIVES (2018-2023)
8.3 PHASE C INITIATIVES (2023-2033)
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9: IMPLEMENTATION & COSTING
9.1 MASTER PLAN COSTS AND PHASING
9.2 FMP INITIATIVES PROJECT PLAN
9.3 FMP CLOSE OUT
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VENANGO CAMPUS
INTRODUCTION & APPROACH
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INTRODUCTION & APPROACH
Graphic 1.01
West End Pond, Venango Campus
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INTRODUCTION & APPROACH
1.1 FMP INTRODUCTION
Clarion University is a public institution of higher education located in rural Northwest
Pennsylvania, and is a constituent member of the Pennsylvania State System of Higher
Education [PASSHE]. The University has two campus locations, both set within the beautiful,
rolling landscape of rural northwest Pennsylvania:
▪ Clarion Campus
Located within the modest Borough of Clarion, PA, the Clarion Campus is attended
by over 4,200 students.
▪ Venango Campus
The Venango Campus is much smaller and located on the periphery of Oil City.
Venango services approximately 1,000 students, including many part-time and
online students.
As a public institution, Clarion University is not only dedicated to the educational
advancement of its students, but to the advancement of its regional context, economy and
environment of its region.
In 2012, Clarion University engaged Perkins Eastman to conduct a Facilities Master Plan
[FMP] of the University’s two campuses and respective facilities. This process was initiated
in the Fall of 2012 and concluded in the Spring of 2014. The FMP establishes a thorough
understanding of the University’s existing and projected academic, facility, community
and cultural needs, and provides a flexible structure for improvements that align capital
capacities with Clarion University’s goals and needs.
The FMP process produced two plans, one for each of the University’s physical locations.
This report specifically addresses the needs and long-tern vision for the University’s
Venango campus in Oil City.
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INTRODUCTION & APPROACH
1.2 FMP APPROACH
The FMP report is organized into nine sections, each of which corresponds to specific
phases in the overall facilities master plan process, as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction & Approach
Campus Profile
Existing Conditions Assessment
Trends in Higher Education
Space Needs Assessment
Campus Planning Guidelines
Master Plan
Master Plan Initiatives
Implementation & Costing
The following summary outlines the scope of each section, the process used to gather and
generate information, and the relevance of each chapter’s findings to the overall Facilities
Master Plan.
1. Introduction & Approach
This portion of the document defines the purpose and scope of the Facilities Master Plan and
describes the role of the FMP in guiding Clarion’s future strategic and physical planning.
2. Campus Profile
In order to establish a comprehensive institutional profile, the FMP’s initial discovery
phases examine the institution’s history, existing enrollment and demographics, as well as
institutional goals and objectives. This collection of data, and the discussions that result
from it, create a portrait of Clarion’s ambitions and identify areas of opportunity.
3. Existing Conditions Assessment
This part of the FMP’s initial discovery process includes the assessment and cataloging of
Clarion’s existing physical inventory and infrastructure.
4. Trends in Higher Education
This section defines the various elements of “disruptive change” occurring across the
higher education landscape and describes the increasingly competitive marketplace in
which Clarion must compete. This includes topics of pedagogy and delivery, technology,
socialization and workflow.
5. Space Needs Assessment
This portion of the FMP process considers Clarion’s existing physical space inventory
along with existing and projected enrollment and personnel figures. This data is combined
with the FMP design team’s knowledge of appropriate space standards that best match
Clarion’s mission. This analysis provides realistic space targets that correspond to the
University’s projected enrollment, staffing and pedagogy.
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INTRODUCTION & APPROACH
6. Campus Planning Policies
The FMP’s guidelines pull together all of the previous discovery sections into a comprehensive
policy brief that set the objectives for Clarion’s physical assets including buildings and
grounds.
7. Master Plan
This is the summary of the FMP’s comprehensive and campus-wide moves, irrespective of
the particulars of implementation. This allows for a complete view of major projects and
of the landscape master plan, which is implemented over the course of multiple initiatives.
The last portions of this section define how the overall plan is organized into three phases
– 2018, 2023 and 2033, representing five, ten and twenty year horizons.
8. Master Plan Initiatives
The initiatives sections is organized by phase and details all of the FMP’s specific building,
landscape and infrastructure initiatives; including basic programming goals, conceptual
design and massing, architectural goals, and construction considerations. Each initiative
description can serve as a project “cut sheet” for inclusion in the University’s RFP process.
9. Implementation & Costing
This final material covers the logistics, schedules and costs associated with implementing
the FMP.
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VENANGO CAMPUS
CAMPUS PROFILE
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CAMPUS PROFILE
2.1 MISSION
2.11 Academic Mission
It is the mission of Clarion University to provide “transformative, lifelong learning
opportunities through innovative, nationally recognized programs delivered in inclusive,
student-centered environments.” Central to this mission is the University’s commitment to
deliver an exceptional educational experience that looks toward the future while remaining
affordable to all students.
2.12 University Profile
In today’s urbanized world, Clarion University’s rural setting defines the institution
demographically, strategically and physically. As such, the University is inextricably linked to
its regional context and how northwest Pennsylvania tackles issues as diverse as improving
rural healthcare, retaining local human capital and responding to the effects of renewed
regional energy exploration. As one of the largest employers in its area, the University is also
directly tied to the success of the two communities in which it is situated—Clarion and Oil
City. The population in both communities have stabilized. There are new paths to renewal
after decades of demographic decline. While the University’s annual economic activity
certainly impacts regional success, its primary role in addressing regional development is
producing an educated workforce and citizenry.
To accomplish this task, the University seeks “diverse, motivated undergraduate and
graduate students who want to learn and grow in a safe, small and supportive environment
that promotes exploration and discovery.” The University sets itself apart through strong
faculty, a commitment to individual attention, undergraduate research opportunities,
hands-on learning experiences, and a focus on career preparedness. Additionally, the
University seeks a campus atmosphere that feels more like home and less like a large
and anonymous state institution. Surprisingly, for an institution of its size, Clarion offers
more accredited degrees than any of its peers in the Pennsylvania State System of Higher
Education [PASSHE]. The University also offers multiple distance learning options that are
convenient for its rural population and those beyond.
2.13 Academic Vision
If a university’s mission represents its core beliefs, then a university’s vision represents the
institution’s highest goals and aspirations. At Clarion University, that vision is centered
on leading “high-impact educational practices that benefit students, employers, and
community partners.” This means charting an academic and institutional strategy based on
measured results that directly tie in with local business partners and regional employment
market needs. The University also highlights educational practices such as active learning,
clinical experiences, collaborative assignments, undergraduate research and capstone
projects. Clarion University offers associate, bachelor, and master’s degree programs
across three academic colleges:
▪ College of Arts, Education & Sciences
▪ College of Business
▪ Venango College
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2.14 Venango Campus, Venango College and Clarion University
The Venango campus serves as the region’s community college and is therefore where the
University’s academic mission and vision is closest and most responsive to the workforce
it seeks to impact. The Venango campus also has a uniquely close relationship to Oil City
since the campus and most of its major capital funding has come directly from the local
community, instead of the State.
In 2010, Venango College was created as a separate administrative and academic entity,
distinct from the Venango campus. Venango College is responsible for providing a wide
range of degrees across the University, including numerous allied health and technical
programs that range from Associate to Doctorate degree programs. This includes faceto-face instructional delivery at the Clarion and Venango campus, as well as a significant
amount of online instruction.
2.15 Academic Programs
Each of the University’s nationally accredited degrees conforms to strict academic standards
and undergoes regular examination by both local and external entities. The University’s
academic programs place particular emphasis on hands-on academic training that
prepares students for real-life employment situations and careers. In 2013, the University’s
top five areas of bachelor degrees, representing almost 70% of all degrees, were:
▪
▪
▪
▪
▪
Business and Marketing
Education
Health Professions (and related programs)
Liberal Arts / General Studies
Communication / Journalism
19%
16%
15%
10%
8%
Programs delivered at the Venango campus utilize a practice-based approach and include
a range of the University’s popular allied health programs, as well as criminal justice,
applied science and applied technology. The Venango campus also hosts a number of
certificate and continuing education courses, many of which are in conjunction with private
sector business partners.
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Graphic 2.01
Venango Campus
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2.2 HISTORY AND DEVELOPMENT
Though Clarion University has a history reaching back nearly 150 years to its origins as
Methodist seminary, the Venango campus is a relative newcomer, with its first class offering
in 1961. Still, the Venango campus is one of Pennsylvania’s first community colleges—if
not the first—and the story of its creation closely ties it to the community it serves and
reveals Venango College’s enduring entrepreneurial spirit.
2.21 Academic History
By the 1950s, Oil City and Venango County were seeing significant demographic declines
as local and regional industry (driven by the energy and manufacturing sectors) began
to leave en mass for other parts of the country or overseas. Oil City, still a location with
relatively significant financial resources (it was once the headquarters of Standard Oil and
Quaker State) identified the lack of a local provider of higher education as a significant
long-term economic risk.
By the end of that decade, local Oil City leaders led a successful drive to partner with
Clarion University (then known as Clarion State College, with a single location in the
Borough of Clarion) to create Pennsylvania’s first community college. Despite significant
headwinds, including a lack of State-level commitment or financial support of community
college-level education, the College welcomed its first class of 131 students in the Fall of
1961.
Graphic 2.02
Aerial View of Venango College
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CLARION UNIVERSITY / VENANGO COLLEGE TIMELINE
1867-2014
1867: Clarion Seminary Founded
1929:
Clarion State Normal School
Clarion Becomes PA Owned
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Demolished
Pre-1900
1900-1950
1950-2000
2000 and Beyond
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Graphic 2.03
Construction / Renovation Dates
Venango Campus
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CLARION PRESIDENTS:
1915:
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1867:
Clarion State
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1982:
Clarion State College
VENANGO CAMPUS OPENS WITH 131 STUDENTS
1969:
Clarion Foundation is Formed
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1961:
Clarion University & PASSHE
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1960:
e Teachers College
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2.22 Campus Development
Once the partnership between the University and the Oil City community was forged,
Clarion’s then-President, Dr. James Gemmell, marshaled tremendous local support,
despite no State funds, to raise over $350,000 to purchase land and build the Venango
campus on the southwest periphery of Oil City. Over time, the campus has grown from
its original Frame Hall to include a collection of classroom, student life and even housing
facilities.
Graphic 2.04
Clarion University l Venango
Campus Timeline
Today, the Venango campus includes University-owned land that spans First Street and
much of the adjacent hillside to the east, as well as Foundation-owned land that is located
between First Street and the Oil City water and waste water treatment facility to the west.
The Venango Campus also features a number of architecturally significant structures.
Frame Hall, the campus’s original building, is noteworthy for its Modernist style. Along
with Suhr Library and the Rhoades Center, the three buildings form a tight and intimate
cluster between the Allegheny River and the adjacent hillside. This cluster is accompanied
by Montgomery Hall (the former private-housing, turned-public dorm, turned-academic
building), as well as several Foundation-owned wood frame apartment buildings along
First Street.
Venango’s buildings range from brand new to over 50 years of age. Overall, the campus
has a fairly homogenous aesthetic that is dominated by beige brick and boxy Modernist
forms.
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Graphic 2.05
Suhr Library
Graphic 2.06
Venango
Apartment
Housing
Graphic 2.07
Montgomery Hall
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Modernist Brick Academic Centers
Venango’s core academic buildings are similar in scale,
massing and exterior features. All have beige brick cladding,
minimal fenestration, and boxy, low-slung massing.
Examples: Frame, Rhoades, Suhr Library
Vernacular Residential
In recent years, Venango has added wood-framed
apartment housing along First Street. These buildings are of
a simple vernacular design and not aesthetically distinctive.
Examples: New Housing #1 through #5
Other
Montgomery Hall, originally built as private housing, is a
brick-clad, double-loaded dorm-style building. It is of no
particular style and not aesthetically distinctive.
Examples: Montgomery
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Graphic 2.08
Frame Hall Shortly
After Construction
Graphic 2.09
Frame Hall Shortly
After Construction
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Graphic 2.10
Open Space
Venango Campus
Graphic 2.11
Venango Campus Landscape
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Open Space Development
Set in the hills of rural northwest Pennsylvania, rolling slopes, undeveloped forests and an
abundance of open space are prominent characteristics of the 65 acres which comprise
the Venango campus.
The Venango campus can be walked from end-to-end in about five minutes, but the hilly
topography, the main parking area and First Street break the campus into three distinct
and isolated zones:
▪ The main academic cluster
▪ Montgomery Hall
▪ The down-slope housing along First Street
The space between these zones features Venango’s best open space, which is a wooded
slope along First Street. The remaining portions of the campus are generally dominated
by parking areas, service roads and First Street. These vehicle-dominated areas do not
have clear pedestrian and vehicular separation, are generally of varying widths and lack
defined edges.
Beyond these three activity zones, significant open spaces on the Venango campus include
the recently reconstructed Pond and the forested hillside to the East. The improvements
to the Pond have created walking and resting areas and provided a pleasing campus
entrance, which presents a positive public face for the campus.
Currently, buildings or parking lots cover nearly all of the Venango campus’s developable
land; most of the campus’s remaining land is severely sloped and covered by trees.
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Graphic 2.13
Clarion River Valley
Graphic 2.14
Marcellus Shale Field
New Drilling Site (2011)
New Drilling Permit (2011)
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2.3 REGIONAL RELATIONSHIPS
The University has the important role of creating an educated workforce—as well as
being a large provider of employment itself—for the surrounding area. Therefore, the
institution is inextricably tied to its regional context, including any initiatives towards its
overall improvement.
2.31 Northwest Pennsylvania
With a population of about 1 million residents, northwest Pennsylvania is dotted with small
rural towns and villages; the largest city in the area, Erie, has a population of 100,000.
While the region has a rich past, including a history of original Native American settlements,
Underground Railroad activity, and the nation’s first oil boom, the stagnant population and
economic growth continue to present challenges to future planning and job creation.
The landscape of northwest Pennsylvania is defined by forests, hills and the Marcellus
Shale Field. The Allegheny National Forest covers over 500,000 acres of land, offers
year-round outdoor recreation opportunities, and includes the largest area of old-growth
trees in Pennsylvania. The Marcellus Shale Field stretches along the western side of the
Appalachian Mountains. The recent expansion of natural gas drilling (hydraulic-fracturing
or “fracking”) across the U.S. has renewed interest in the energy resources of northwest
Pennsylvania, although the economic and environmental opportunities and consequences
are uncertain.
Graphic 2.15
Population Change since 1960
+72% United States
+11% Pennsylvania
+6% Clarion County
-12% Clarion Borough
-16% Venango County
-40% Oil City
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Graphic 2.16
Campus Locations
Graphic 2.17
Oil City, 1896
Graphic 2.18
Oil City, 2011
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2.32 Venango County and Oil City
The University’s Venango campus sits just within the boundaries of Oil City (10,500
residents), the largest city of Venango County (55,000 residents). Venango County was the
center of the nation’s first oil boom in the mid-1800s. Oil City was founded in 1860 and
served as the oil capital of the nation, at one time holding the headquarters of Pennzoil,
Quaker State, Wolf’s Head, and Standard Oil. As Pennsylvania’s oil was depleted,
companies began relocating outside the region. Oil City’s population peaked at 22,075
in 1930; today, the city’s population is less than half that. Like many older industrial
centers, Venango County is challenged by declining economic and demographic figures.
Recently, Oil City has made efforts to revitalize its downtown and celebrate its oil history
and Victorian Architecture.
Venango County Employment Sectors
Graphic 2.19
Venango County Employment Sectors
2011
Education / Sci. & Tech Services
Wholesale / Retail
Manufacturing
Mining, Construction, Transport
Health Care & Soc. Assistance
Public Admin & Other
Tourism and Food Services
Info., Finance, Real Estate
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Graphic 2.20
PASSHE Universities
Graphic 2.21
Regions of Student Origin, 2011
Northwest
Clarion County
Venango County
Southwest
Allegheny County
Southeast
Southcentral
Central
Southern Alleghenies
Northeast
Northern Tier
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2.33 PASSHE System
The Pennsylvania State System of Higher Education [PASSHE] is a network of 14 stateowned public universities and is the tenth-largest university system in the United States.
PASSHE schools are separate from state-related institutions, which receive public funds but
are not under the control of the State system (this latter group also includes the University
of Pittsburgh, as well as Lincoln University, Penn State University and Temple University in
Philadelphia).
In 1857, the Commonwealth of Pennsylvania created 12 normal school districts across
the state, and the Clarion State Normal School was recognized as one of these schools in
1887. Subsequent acts required the State to purchase its normal schools, transform them
into teacher’s colleges, and eventually into state colleges. Act 182 of 1982 established the
PASSHE system and converted its member colleges into universities. Today, each PASSHE
school competes in NCAA Division II athletics and is a member of the Pennsylvania State
Athletic Conference. Members include:
▪
▪
▪
▪
▪
Bloomsburg University
California University
Cheyney University
Clarion University
East Stroudsburg
University
▪
▪
▪
▪
▪
▪
Edinboro University
Indiana University
Kutztown University
Lock Haven University
Mansfield University
Millersville University
▪ Shippensburg University
▪ West Chester University
Regions of Student Origin
Graphic 2.21
Regions of Student Origin, 2011
Northwest
Clarion County
Venango County
Southwest
Allegheny County
Southeast
Southcentral
Central
Southern Alleghenies
Northeast
Northern Tier
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Graphic 2.22
Student Housing at Venango
Campus
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2.4 CHARACTERISTICS
With a total enrollment of 6,991 students in 2011, Clarion University’s student body had
increased by 11% from 2001; however, enrollment has since dropped by 17% from its
2010 peak and is now at a similar level to the early 2000s, prior to the 2007-08 financial
crisis. The majority of growth was among graduate students, which accounted for 16% of
the student body in 2011. At Venango, the on-campus population has doubled over the
last ten years to a headcount of over 1,000 students.
The student profile at the Venango campus differs significantly from that of the Clarion
campus. While both campuses are generally commuter campuses, the Clarion campus
is decidedly more residential in character. Venango students are overwhelmingly from
Venango County and therefore generally reflect its demographic composition.
Graphic 2.23
Total University Enrolment,
2011-2011
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VENANGO CAMPUS
CONDITIONS ASSESSMENT
3
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CONDITIONS ASSESSMENT
Graphic 3.01
Clarion Campus
Landscape Typology
Undefined
Park
Traditional Open Lawn
Traditional Treed Lawn
Natural Landscape
Utilitarian
Graphic 3.02
Stepped Landscape
Graphic 3.03
Treed Lawns
Graphic 3.04
Park Landscape
Graphic 3.05
“No Man’s Land”
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CONDITIONS ASSESSMENT
3.1 LANDSCAPE ASSESSMENT SUMMARY
Landscape is a critical component of the campus environment. While often viewed as an
afterthought or “luxury,” the landscape is one of several important elements that define a
great campus environment. A successful landscape works in conjunction with buildings,
topography and circulation to create memorable places and knit together disparate
campus elements into a cohesive and curated experience.
The University’s Venango campus comprises the following two primary landscape zones:
▪ A cultivated landscape, which is more diverse and includes a variety of spaces
that have been influenced over time by campus growth, topography and function
▪ A natural woodlands landscape, which encompasses close to 80% of the property
and is characterized primarily by forested slopes
While the Venango campus offers a solid foundation upon which to build, the fragmented
state of its landscape tends to detract from the campus’s image as a whole. Significant
observations and recommendations from the landscape analysis are described below:
▪ The Venango campus has a very different identity from the Clarion campus in
terms of architectural style, campus layout and site elements.
▪ The landscape elements around the Pond convey a very different character
(traditional) than the rest of the campus (contemporary). Interviews indicated that
the Pond is considered to be more connected to the community than the campus,
and the different character of the Pond (as well as the topographical difference)
tends to reinforce this.
▪ The topography associated with the campus presents both challenges and
opportunities for a better functioning campus environment. The landscape can
be used to accentuate the positive qualities of the topography and mitigate the
negative qualities.
▪ As the campus evolves, there should be more investment in tree canopy coverage
and less on planting and maintaining shrub beds. Consideration, however, should
be given to using large shrub masses to address particularly challenging slopes
(such as the slope between Rhoades and Frame).
▪ There should be focus on introducing more plants with seasonal interest and
increasing the variety of plant species. The woodland backdrop provides an
effective unifying element that allows for the planting of more plant varieties.
▪ The University should apply a standard family of materials and furnishings
throughout the campus, except for very unique circumstances where a different
standard is warranted. Currently, the materials and furnishings used on the
Venango campus lack a consistent language. Lighting and furnishings around the
Pond, however, have received a significant investment.
▪ Physical and visual connections to the surrounding natural areas are of great
importance. As such, it is critical to incorporate natural areas—physically and
symbolically—into the campus landscape. The existing natural areas are a
highlight of the Venango campus, and further work should enhance important
vistas and direct views.
▪ Outdoor spaces and significant landscapes should be named to elevate their
importance.
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CONDITIONS ASSESSMENT
Graphic 3.06
Campus Locations
Graphic 3.07
Venango Campus Access
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CONDITIONS ASSESSMENT
3.2 CIRCULATION AND PARKING ASSESSMENT
Interstates 79 and 80, as well as a network of rural highways, keep the region and the
University connected to other communities via car, but few other modes of transit connect
Oil City or Clarion Borough with surrounding cities. Without a personal motor vehicle,
travel beyond campus boundaries can be challenging; even with a car, the Clarion and
Venango campuses are approximately 40 minutes apart.
3.21 Campus Pedestrian Circulation
The Venango campus is nearly inaccessible without a car. An hourly public bus route
connects the campus to downtown Oil City, but the Venango campus’s remote location at
the edge of city limits isolates the campus from commercial activity.
Balancing the need for convenient vehicular access and the desire for a pedestrian-friendly
environment is a constant challenge for many college and university campuses. Within
the boundaries of the Venango campus, steep terrain, loosely defined paths, inclement
weather, and large parking lots can make walking a burden to be avoided rather than
a natural first choice. In addition, the absence of sidewalks may further deter pedestrian
circulation. A specific challenge is the poor connection between the housing located at the
lower elevation on the west side of First Street and the remainder of the campus.
An exception to the campus’s lack of pedestrian infrastructure is the long, switchback ramp
that travels downhill from the backside of Rhoades to the recently reconstructed Pond. On
the eastern end of the Pond, the path leads to a gazebo; to the west, the path ends at an
ornamental clock tower and park bench. The clock is easily seen by the passing traffic and
is a well-regarded signpost for the Venango campus.
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CONDITIONS ASSESSMENT
Graphic 3.08
Venango Campus Parking
Visitor Lot
Commuter Lot
Residential Lot
Employee Lot
Automobile Access
Graphic 3.09
Residential Parking
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CONDITIONS ASSESSMENT
3.22 Campus Vehicular Circulation
Extending south from the center of Oil City, First Street both connects and divides the
Venango campus. With the addition of student housing, First Street now separates the
residential side of campus (to the west) from the academic side of campus (to the east).
High-speed traffic and the absence of traffic lights, crosswalks and sidewalks make the
pedestrian crossings feel dangerous. The automotive connectivity between the residential
and academic sides is no more convenient because residential parking entrances are not
aligned with the primary academic parking entrance.
A steep driveway travels uphill to connect First Street to the tiered academic parking lots
above. The steep hill of the academic campus forces parking to follow the terrain in long,
thin lots. Although there are only four academic buildings at Venango, Montgomery Hall
is separated by almost 1/8 of a mile from Frame, Suhr and Rhoades. The long stretches
of parking that lie between have become the default pedestrian route across the campus.
3.23 Parking
Clarion’s Venango campus’s parking consists of surface lots reserved for specific users such
as employees, visitors, commuter students and residents. Lots have been inventoried by the
number of spaces per lot, and users in November 2012 and February 2013. Assignments
across the campus’ six lots are as follows:
▪
▪
▪
▪
▪
Commuter Students
Faculty & Staff
Residents
Visitors
Handicap
Total
183 spaces
36 spaces
85 spaces
8 spaces
15 spaces
327 spaces
The majority of campus parking (205 spaces) is contained in two lots with spaces delineated
90 degrees and a one-way traffic flow, which is meant to minimize conflicts due to the
grade and sight distance of the driveways serving these lots. A small, dead-end parking
lot is provided for visitors and staff in front of Frame Hall; some of the spaces in this lot
are as narrow as eight feet. In addition, trucks unload at the end of this lot, which disrupts
vehicular access to these spaces as well as pedestrian circulation. A small lot for employees
is located adjacent to the lower level of Montgomery Hall, but due to its size and angled
parking, it is difficult for larger vehicles to exit these spaces. During peak attendance events
on campus, such as commencement, the nearby electric utility company (Penelec / First
Energy) allows campus visitors to park at their lot across First Street.
Although faculty and student parking areas are marked with signage, the restrictions do
not appear to be strictly enforced. A number of parked vehicles were observed along First
Street, despite the presence several “No Parking” signs. The campus may benefit from
better-defined limits and enforcement of parking restrictions.
For the 2012-13 school year, the University charges $50 per semester and $100 per year
for commuter student parking permits. Parking is included in the charges for on-campus
Graphic 3.10
Venango Campus
Parking Spaces by Lot Type, 2013
Visitor & Handicap Space
Commuter Parking Space
Employee Parking Space
Resident Parking Space
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residents, and employees receive a no-cost sticker to park on campus. One security officer
currently enforces permit violators from 1:30 PM to 9:30 PM, Monday through Friday.
Parking Demand Study
Data was collected on a typical peak day to determine the usage of spaces by type and
location for the Venango campus. Parking accumulation counts were conducted on
Monday, February 18, 2013 from 10am to 7pm. As shown on Graphic 3.11, the maximum
occupancy of all spaces on campus occurred between 5pm and 6pm, when 208 parked
cars were counted or 64% of all spaces. Maximum usage by type (student, faculty, etc.)
determined that faculty spaces were nearly full at 92%, with student spaces at 64% and
handicap spaces at just 13%. The lower faculty/student lot (the parking bay that runs
fromfrom Frame Hall to Montgomery Hall was observed at or near capacity during the
day. The the parking aby above never exceeded 50% of capacity. In addition, five vehicles
were observed parked along West First Street, adjacent to the campus.
Based upon this observation, it appears that the Venango campus has more than sufficient
on-site parking for today’s needs, and that there is significant capacity to accommodate
additional on-campus population growth.
Graphic 3.11
Venango Campus
Peak Parking Usage
(Monday, February 18, 2013)
Visitor & Handicap Space
Commuter Parking Space
Employee Parking Space
Resident Parking Space
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Graphic 3.12
Parking near Entrance to
Venango College
Graphic 3.13
Parking Lots form Terraces
Stepping up the Hillside
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Graphic 3.14
Venango Campus Infrastructure
Water Tower
Fiber Optic Node
Stormwater Drain
Stormwater Runoff
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3.3 INFRASTRUCTURE ASSESSMENT SUMMARY
3.31 Central Utility Systems
There are no centralized systems at the Venango campus. All buildings have independent
mechanical systems.
3.32 Water System
The Venango campus is serviced by a water tower located in the wooded area, upslope of
the campus. Some of the campus is also serviced via water service lines that are located
along First Street.
3.33 Sanitary System
Sanitary sewer service is provided throughout the campus and flows into a main service
line located along First Street. This main line flows into the Oil City water and waste water
treatment plant located off of Osborne Street. This treatment plant is located northwest of
the Venango campus’s housing buildings on First Street.
3.34 Storm Sewer System
Stormwater runoff is divided into three drainage areas for the Venango campus.
▪ The first drainage area encompasses the majority of the campus, with the
exception of the Pole Barn and Montgomery Hall. This drainage area, as well as
upslope areas behind the parking lot, flows overland or into storm sewers to the
existing stormwater management pond located at the intersection of First Street
and Osborne Street.
▪ The second drainage area consists of the Pole Barn and Montgomery Hall. This
area flows overland or into storm sewers and discharges into storm sewers located
along First Street.
▪ The third area includes the housing located on the west side of First Street. The
runoff in this area is directed into storm sewers and discharges to a tributary of
the Allegheny River.
3.35 Natural Gas System
The Venango campus is serviced by natural gas lines which originate from a main
distribution line along First Street.
3.36 Electric/Telephone/Data System
The Venango campus is serviced by electric, telephone and data main lines that are located
along First Street.
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CONDITIONS ASSESSMENT
3.4 BUILDING ASSESSMENT SUMMARY
Physical condition assessments were performed for ten University buildings at the Venango
campus. Buildings constructed or renovated within the past five years, as well as those
scheduled for renovation or demolition, were not included in the condition assessment.
“Protected Building” Determination
At the outset of conditions assessments, building were evaluated for their landmark/
heritage status and/or value of their cultural contribution. Clarion’s FMP planning process
endeavors to preserve and restore buildings deemed “protected” because they are either:
▪ Legally bound to protect and preserve the building
▪ Though not legally protected, the building none the less provides a significant and
positive cultural and aesthetic contribution regarding:
- History of campus development, or
- A seminal moment in campus and/or community history, or
- Is of significant importance to alumni
Buildings deemed “protected” are not to be removed from the campus’ inventory
regardless of condition, adaptability or utilization assessment unless they pose a significant
and serious threat to life safety that cannot be mitigated.
There are no buildings on the Venango campus deemed “protected.”
Conditions Assessment Approach
The conditions assessment was conducted in November and December of 2012. The
assessment methodology consisted of the visual inspection of each building and discussions
with facilities personnel regarding building maintenance and operation. Twenty individual
building systems were analyzed and graded on a four-point scale:
▪
▪
▪
▪
1.0-1.4 =Poor
1.5-2.4 =Fair
2.5-3.4 =Good
3.5-4.0 =Excellent
The principal assessment finding is that most of the University building inventory is currently
in good condition. However, it is projected that significant capital improvements will be
required within the next five to ten years to replace major building components in as many
as one half of the buildings surveyed. These components include heating, ventilating,
cooling, electrical and plumbing systems. Window and roof replacement within some of
the University buildings should also be anticipated. The underlying reason for the need of
building systems to be replaced is age; many of these building systems have reached, or are
nearing, the ends of their useful service lives. Increasingly, these systems will become less
reliable, more inefficient in their performance, and more costly to operate and maintain.
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CONDITIONS ASSESSMENT
1.9
1.4
OVERALL SCORE
Frame Hall
Montgomery Hall
OVERALL SCORE
Rhoades Center
OVERALL SCORE
Suhr Library
OVERALL SCORE
Barnes Hall (Housing)*
Black Hall (Housing)*
Hughes Hall (Housing)*
Leadership Hall (Housing)*
Peters Hall (Housing)*
OVERALL SCORE
OVERALL SCORE
2.2
1.5
Graphic 3.15
Building Assessment Table
Venango - Student Housing
Pole Barn (Venango)
1.8
V - Auxiliary
2.7
Building 3.1
Site
2.0
2.0
2.5
3.0
2.8
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
1.9
4.0
2.8
Building Structure
3.5
3.0
3.0
3.0
3.0
3.0
3.0
2.0
3.0
3.0
4.0
4.0
4.0
4.0
4.0
2.7
4.0
2.7
Building Exterior: Enclosure
3.1
2.5
2.5
2.5
3.0
2.8
3.0
2.3
2.0
2.5
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.6
Building Exterior: Roof
3.5
2.5
2.5
2.5
2.0
2.3
2.5
2.4
2.5
2.5
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.4
Building Exterior: Windows
3.4
-
-
3.0
2.5
2.8
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.6
BUILDING
2.7
4.0 SUPERSTRUCTURE
2.6
4.0
3.3
2.5
2.0
2.5
2.0
2.2
2.9
2.1
2.5
2.72.4
2.7
4.0
2.3
4.0
2.0
4.0
1.2
4.0
1.7
4.0
2.0
4.0
2.3
OVERALL SCORE
1.8
V-E&G
OVERALL SCORE
V - Service
2.2 2.72.2 2.72.2 2.72.1
Plumbing Systems
2.9
2.5
2.5
3.0
3.0
3.0
2.5
1.5
-
2.0
4.0
4.0
4.0
4.0
4.0
2.1
4.0
2.2Heating, Cooling and Ventilation Systems
2.8
2.5
2.5
2.0
2.0
2.0
3.0
1.5
-
2.3
4.0
4.0
4.0
4.0
4.0
2.3
4.0
3.5
Fire Protection System
3.3
-
-
-
-
-
-
--
-
4.0
4.0
4.0
4.0
4.0
1.0
4.0
2.7
Fire Alarm System
3.5
-
-
2.0
2.0
2.0
2.0
2.0
-
2.0
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.5
Telecommunications and Security
3.4
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
3.0
4.0
2.4
Electrical System: Lighting
3.0
1.0
1.0
3.0
3.0
3.0
3.0
2.5
-
2.8
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.3
Electrical System: Power
3.1
2.5
2.5
3.0
2.0
2.5
3.0
1.0
-
2.0
4.0
4.0
4.0
4.0
4.0
1.6
4.0
BUILDING
2.3
4.0 MEP
3.1
2.1
3.0
2.1-
- 2.7
- 2.5
- 2.6
2.8
-
1.9
-
2.32.4
1.8
4.0
2.0
4.0
2.3
4.0
1.0
4.0
2.2
4.0
1.9
4.0
2.4
2.2
4.0
-
3.0
2.5
2.6
2.9
1.5
2.7
2.9
2.8
2.8
2.
2.0
2.6
1.9
2.9
1.8
1.5
1.7
3.1
3.6
2.
Building Enclosure: Doors/Door Hardware
2.6
3.3
2.5
2.5
3.0
2.0
2.5
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.7
Interior Finishes: Partitions
3.4
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.1
4.0
2.8
Interior Finishes: Ceilings
3.5
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.2
4.0
2.6
Interior Finishes: Floors
3.3
2.0
2.0
2.5
3.0
2.8
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.3
4.0
Interior Finishes: Door and Door Hardware
2.8
3.4
2.0
2.0
3.0
2.5
2.8
3.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
1.9
4.0
2.6
Interior Finishes: Toilet Rooms
3.1
2.0
2.0
3.0
2.5
2.8
2.5
3.0
-
2.8
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.9
Interior Finishes: Built-In Furniture
3.7
-
-
-
3.0
3.0
3.0
--
3.0
4.0
4.0
4.0
4.0
4.0
3.0
4.0
1.7
Accessibility (2010 ADA Standards)
2.5
-
-
2.5
2.5
2.5
2.5
1.5
-
2.0
4.0
4.0
4.0
4.0
4.0
1.0
4.0
BUILDING
FINISHES
2.3 INTERIOR
4.0
2.6AND4.0
3.2
2.1
2.0
2.1
2.0
2.0 2.92.0 2.72.0 2.81.3
2.0
2.9 1.9
2.6
2.82.4
2.6
4.0
2.0
4.0
1.8
4.0
1.1
4.0
1.8
4.0
2.0
4.0
2.7
2.7
2.7
2.9
1.8
2.4
2.2
3.1
2.9
2.
OVERALL
2.5
4.0SCORE
3.2
2.2
2.3
2.2
2.0
2.1 2.72.1 2.62.1 2.71.7
2.1
2.8 2.1
2.4
2.62.4
2.3
4.0
2.1
4.0
2.0
4.0
1.1
4.0
1.9
4.0
2.0
4.0
2.6
2.6
2.4
2.9
1.7
2.2
2.3
3.0
3.1
2.
2.0
1.7
2.3
2.5
1.9
1.6
2.0
2.5
2.4
4.0
LEGEND
Condition
Numerical Range
Color
Graphic 3.16
Building Condition Assessment
Venango Campus
Excellent: 4
Good: 3
Fair: 2
Poor: 1
Not Assessed
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Cost of Deferred Maintenance
As part of the above assessment, near-term repair and replacement needs were also
estimated for systems that are currently in fair condition. These needs are grouped into
three categories:
▪ 2013-2014
▪ 2015-2022
▪ 2023+
Immediate needs
Intermediate needs
Long-term needs
Systems and major pieces of equipment that are in good and excellent condition and
would not need significant repair or replacement over the next 20 years are not included
in the above categories. The cost of deferred maintenance at the Venango campus is (in
unescalated, 2013 hard costs):
▪ 2013-2014
▪ 2015-2022
▪ 2023+
$0.3M
$3.4M
$4.5M
Repair v Replacement
In the case of some buildings, the cost to repair an existing building approaches or exceeds
the cost of replacement. When a building’s repair costs near or exceed 75% of replacement
costs, a building must seriously be considered for removal from the University’s inventory.
Buildings on the Venango campus where the repair value approaches or exceeds
replacement value include:
Building
Suhr Library
Repair
$1.9M
Replacement
$2.0M
Repair as % Replace
95%
Generally, of all facilities, Suhr Library has the greatest deferred needs in all catagories on
the Venango campus.
The FMP’s approach to managing deferred maintenance costs can be found in Section 9,
as well as Appendix G.
Buildings Recommended for Removal
In addition to repair versus replacement value, buildings were also examined for:
▪ Adaptability – The ability for a facility to be easily repurposed for a new use/
function
▪ Utilization – Amount of building occupied and regularly used
Buildings are to be removed from the campus facilities inventory when they are found to
have all of the following:
▪ High repair v replacement costs and
▪ To be inflexible and
▪ To have low utilization
Based on these criteria, no buildings on the Venango campus are recommended for
removal/demolition.
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Graphic 3.17
Suhr Library
Graphic 3.18
Suhr Library
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CONDITIONS ASSESSMENT
3.41 Building Exteriors
Building envelop conditions are generally in fair to good condition across the Venango
campus, with roofs needing the most attention over the next ten years.
3.42 Building Interiors
Interior conditions vary across the campus, but are generally in good condition with the
(manageable) exception of the Pole Barn.
3.43 Climate Control Systems
Building cooling is provided through a variety of chiller types and direct expansion
equipment on a stand-alone building basis. When a new building is being designed (or
a cooling system replacement is needed for an existing building) consideration should
be given to equipment sizing that would allow for servicing of nearby buildings from a
common chilled water plant. Doing so would help reduce the quantity of equipment to be
maintained. A central utility plant, however, is not appropriate for the Venango campus.
Electric chillers are recommended for new / replacement chillers unless calculations based
on current energy costs can justify the use of steam absorption chillers. Remote monitoring
and alarming capability should be added to all buildings and accessible via the University’s
network and the Internet.
3.44 Plumbing Systems
The plumbing systems and conditions on campus vary. The lavatories, water closets
and urinals, in most instances, are vitreous china but the condition typically matches the
overall condition of each building. In some instances the faucets and restrooms have been
upgraded with sensor flush valves and faucets. The buildings that do not have backflow
prevention on them should have them installed as early as possible.
3.45 Electrical and Technology Systems
The electrical systems within the buildings vary. The lighting fixtures have been retrofitted to
energy-saving T-8 lamped fixtures throughout the campus and this update should pay for
itself in energy costs if it hasn’t already done so. In general, the electrical systems condition
matches the overall condition of each building. In some cases, the electrical system has
received some updates, but for most buildings, when renovations occur, the electrical
system should be upgraded as well.
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CONDITIONS ASSESSMENT
3.46 Life Safety and Fire Protection Systems
The fire alarm systems in the majority of the buildings have been updated with Johnson
Controls Metasys systems. This standardization makes it convenient when gathering data
from the remote buildings and reporting to the police station. Only one or two buildings
have absolutely no fire alarm or sprinkler system installed, but when the buildings are
renovated the code will dictate if a manual or automatic fire alarm system is required to be
installed; regardless, it is preferable to have a central fire alarm system installed in each
building.
Future consideration should be given to the installation of a campus-wide warning system
that alerts students and employees of a threat on the campus, either weather-related or
manmade in nature, and to advise on appropriate action. This could be done through a
voice system or mobile phone text message notification.
The majority of the buildings had emergency lighting systems provided either via battery
pack fixtures or through the emergency generator. There does appear to be periodic
maintenance performed on the generators, but based on the age of some of the battery
packs, it is unlikely that they would be able to provide the 90 minutes of operation that is
required.
3.47 Accessibility
Accessbility on the Venango campus is complicated by its sloping terrain and that existing
buidlings generally don’t provide interior elevators that allow people to move up and down
slopes in addition to moving between floors. This means that there are no accessible routes
across the Venango campus, particularly from the housing below First Street.
Additonally, during each building assessment, buildings were scored for 20 different
conditions criteria, including accessibility (ADA 2010 Standards). Several of the University’s
buildings at Venango scored low on their ability to provide handicap accessibility. The
underlying reason for this result is that the design and construction of many of these buildings
predates current accessibility standards. This non-compliance is largely acceptable by law;
compliance to present-day standards is typically required only when significant building
renovations take place. However, the purpose of incorporating accessibility into a building
assessment is not to determine the legality of the conditions, but to measure the capacity of
the building to provide handicapped access, as currently defined, to building users.
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TRENDS IN HIGHER EDUCATION
4
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TRENDS IN HIGHER EDUCATION
Graphic 4.01
Traditional Lecture Format
Graphic 4.02
Smaller Scale Classroom
utlizing Modern Technology
within a more Active Learning
Environment
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TRENDS IN HIGHER EDUCATION
As highlighted by Clarion’s senior leadership, higher education in the United States and
globally is experiencing a period of disruptive change that offers significant opportunities
for both of Clarion University’s campuses. This section identifies the drivers of “disruptive
change,” including new technologies, economics, evolving student demographics, and
new instructional delivery methods.
4.01 Disruptive Change
The impact of technology on many industries is well documented, but higher education has
yet to undergo the changes seen in industries such as music, journalism, telecommunications,
travel, and publishing. In each of these industries, technology (particularly when combined
with mobility) has dramatically altered consumer patterns and their relationships with service
and content providers. In some markets, for-profit online institutions have displaced their
not-for-profit brick and mortar counterparts (in the same way Amazon.com and iTunes
have displaced book and music stores, respectively). In the last few years, the quality of
their higher education counterparts have come under increased scrutiny and enrollment
has suffered as a consequence. However, this is likely a temporary situation that will resolve
itself as institutions retool and consolidate gains. Higher education has thus far avoided
such cataclysmic shifts, but that is likely to change in the future.
4.02 New Forms of Digital Delivery
Yet another front of competition comes from educational publishing companies, such as
Pearson, as they become more digital and replace lost textbook income with consulting
and digital application services (apps). In the future, it is likely that such applications will
serve as surrogate instructors, and firms like Pearson will receive volumes of performance
data from the apps. These firms have a long tradition of—or are acquiring—exciting
and effective graphic interface capabilities, and are also able to apply (video) gaming
approaches to the design of their interfaces. Once these programs receive the necessary
credentials (some already are licensed), they will become formidable partners or
challengers to traditional institutions of higher education. In 2012 alone, according to the
Economist magazine, over $1.1 billion was invested by venture capitalists into educational
technologies, a figure that was almost as high in nominal terms as the
dot-com peak.
At the same time, the quality of exclusively online course offerings, both synchronous and
asynchronous, has vastly improved over the past few years. This is partially market-driven,
but it is also a result of new technologies being continuously developed by a greater
variety of firms, such as Amplify, to assist universities in developing and running online
programs. The public’s wariness of online education is gradually being overturned as this
method of course delivery becomes more commonplace and less stigmatized. According
to the US News & World Report, the number of colleges offering degree programs that
are administered solely online has almost doubled in the past decade. As of 2012,
approximately 62% of postsecondary education institutions offered fully online programs. It
is likely that institutions leading this sector will increasingly resemble technology companies
in terms of their business model, branding and digital sophistication.
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TRENDS IN HIGHER EDUCATION
With respect to facilities planning, the impact of online delivery is most directly felt on the
need for traditional face-to-face instructional environments. Increasingly, classrooms and
lecture halls will not be used as frequently for traditional face-to-face instruction. In some
cases, the demand for class labs will also be reduced, especially for fixed, computerbased rooms. The need for experiential class lab environments, particularly those related
to “hand memory” (learning though kinetic action) is anticipated to remain stable.
4.03 Increased Tuition Cost Sensitivity
From the consumer’s side, the recent recession has left many students and their families
less able and less willing to pay for college. Many families no longer view a university
education as a rite of passage into adulthood, but rather as a strategic investment that must
be approached with prudence. Like much of American consumer spending over the past
two decades, higher education has been increasingly financed by debt. This is exacerbated
by cost escalation that exceed inflation. With national student debt now exceeding national
credit card debt, the financial relationship between universities and students must change.
The return-on-investment of a college degree is now one of the top considerations for
many students, and it is of vital importance that the experience translates into a wellpaying job in a desired field of work. With the consumer market moving in a downward
pricing direction, institutions that fail to respond may risk their continued viability.
4.04 Demographic Change
Another transformation in the landscape of higher education is evident in the demographics
of today’s student population, which is not only more diverse ethnically and economically,
but also in terms of life experience and age. The international student population in the U.S.
continues to rise, as does the percentage of non-white students enrolled in post-secondary
degree-granting institutions. But perhaps the most notable shift in the demographics of
higher education is in the average age of students pursuing post-secondary studies. A
large part of the increase in adult learners can be attributed to the economic recession,
which spurred many people to seek new skills or pursue a higher degree. According to
the National Center for Education Statistics, approximately 23% of college students in the
U.S. were between the ages of 25 and 34—and nearly 18% were 35+ years of age—as
of 2010. The enrollment of students 35+ years of age increased 32% between 1996 and
2010 and is projected to increase 25% between 2010 and 2021.
In order to remain competitive in today’s market, institutions of higher education must
adjust to meet the needs of a more mature student demographic. Non-traditional students
often work full- or part-time and may have family or other obligations to attend to in
addition to their coursework. Unlike traditional students who are younger and attend
school full-time, adult students may require more flexibility in class location (such as online
learning options) and schedule (evening and weekend courses).
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TRENDS IN HIGHER EDUCATION
4.05 Asynchronous Learning
Asynchronous learning, which allows students to work at their own speed, has helped meet
the growing demand for instructional flexibility. This type of learning may be especially
appealing to non-traditional students who have the advantage of practical, real-world
experience and the maturity to self-manage. As opposed to a traditional lecture environment
in which the instructor delivers information at a set pace, online instruction supports selfpaced learning and often allows students to skip or move quickly through content that they
have already mastered. With course materials available at any time online, students may
select particular areas on which to focus their energies.
Another variation of asynchronous learning is the “flipped” course. Flipping courses
involves lecture materials, whether textbook-based, online, or both, to be read outside of
class, and “homework” completed during class time with the guidance of an instructor or
through small group assignments. This instructional strategy changes not only the role of
the faculty member but also the type of facilities needed.
Asynchronous learning also calls on the institution to make learning resources such as
specialized labs, simulation environments and librarian services widely available.
One asynchronous method that has received a great deal of attention in the past several
years is the massive online open course [MOOC]. Since 2008, MOOCs have exploded in
popularity, gaining traction and legitimacy from a number of top-ranking universities. In
the United States, esteemed institutions such as Harvard, Stanford, MIT, Yale, UC Berkeley,
and UCLA have launched a variety of free online course offerings available to students
around the globe. While the benefits of MOOCs are debaatable, it is undeniable that
they have and will continue to change the way that higher education is delivered and
consumed. Just as importantly, MOOCs have also become powerful marketing tools,
helping to publicize super-star faculty and promote an institution as a center of excellence
for a specific field of study.
4.06 Synchronous Learning
The approach to synchronous teaching and learning (face-to-face and online) has
also undergone a paradigm shift, moving away from traditional methods of “passive”
instruction to more effective and student-focused “active learning” tactics. Following this
trend, student expectations for their higher education experience are changing. Today’s
student demands a more personalized, face-to-face [F2F] educational experience,
including frequent interaction with instructors and a high level of engagement within a
collaborative environment. This is generally met through the concept of student-centered
learning, which emphasizes the active participation of the student as a key component
of effectively learning and processing course material. Active learning methods can be
applied to online or distance-learning classes as well as in-person instructional settings. A
wide variety of virtual tools exist to support long-distance collaboration, allowing students in
multiple locations to interact with each other and the instructor through webconferencing,
document sharing, instant messaging and more.
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Graphic 4.03
Suhr Library, Venango College
Graphic 4.04
Suhr Library, Venango College
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Because active learning is a newer form of instructional delivery, traditional classroom
environments may need to be adapted for optimal support. For example, flexible seating
(movable tables and chairs) allows students to work individually or in groups of various
sizes; in a tiered lecture hall, the depth of the tiers may be extended to accommodate two
desks per tier, allowing students to turn their seats and work in pairs. Another instructional
strategy is the use of breakout spaces where large group sessions are complemented with
small group work in breakout rooms or informal study areas. Best practices for campusbased programs in disciplines such as English writing and reading, mathematics, and
accounting now favor more specialized learning environments such as SCALE-UP (student
centered active learning environments with upside down pedagogies) rooms. These rooms
typically feature clusters of student computer stations to allow collaborative work, and are
sometimes supported by small recitation studios for targeted instruction.
Along with active learning environments, there is a high demand for experientially-based
learning environments. These learning environments simulate actual workplaces – a pre-K
classroom, a business boardroom, a hospital room, a speech clinic – and allow students
to learn and practice where they can be mentored by faculty and peers before entering an
actual work site. Importantly, such facilities are not necessarily scheduled for fixed times as
traditional classrooms, but are made available for open use.
4.07 Library Collections and Study Environments
Libraries are being transformed from mere repositories for reading materials to places for
study and assistance in knowledge wayfinding. Desired library study spaces are no longer
furnished with individual carrels or open worktables, but are fitted with study rooms to
accommodate groups of various sizes. Furnishings should support a variety of work/learn
modes, with seating options such as rocking chairs, soft chairs, task chairs and ottomans.
It is important to note that the demand for study environments extends beyond the library
proper; formal and informal study spaces are incorporated throughout the campus, with
electronic information services available to students and faculty at multiple convenient
locations.
In terms of the library’s operations, reserve materials are now often provided in electronic
format, requiring different preparation activities on the part of library staff. Traditional
distinctions of reference, circulation and periodicals are fading, with a greater emphasis
on professional information services.
4.08 The Changing Workplace
In addition to changes in higher education’s academic spaces, the workplace is
undergoing a change of its own. Over the past few decades, office environments have
become increasingly collaborative, with less time spent on “heads-down,” solitary work.
In situations where team members are located in different geographic locations, and even
different time zones, workplace interaction may occur in person, via conference calls,
through e-mail, instant messaging, or through voicemail and text.
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Technology has given workers the ability to connect anywhere, anytime, using smaller
and more portable devices. Often, employees could perform the majority of their work
outside of a formal office setting, but they continue to commute to a physical office in
order to interact with their colleagues. They want to remain “in the loop” and to be part
of an environment where there is a social “buzz.” Of course, much work requires solitary
focus, but workers typically do not want to be too isolated from their colleagues. Many
workplace designers and managers have realized that the physical office setting must now
be designed to attract and hold the attention of employees.
The shift towards collaboration has impacted workstation and office sizes. Over the past
few decades, there has been a gradual shift away from the “space by rank” method of
assignment (where the size of the individual workspace is related to the organizational
hierarchy) toward a new set of workplace standards, where there is one size office and
one size workstation, or even one size workstation with no enclosed offices. Because the
technology has gotten smaller (or has become obsolete, such as personal printers), the
standard size of workstations has also decreased.
When workers have the freedom to choose where, when, and how they work, the
work that is performed within an office setting is usually more collaborative. Since they
spend more time on-site in meetings (formal or impromptu), assigned workstations are
typically underutilized and the demand for variously sized meeting spaces is unmet.
Some organizations have addressed this mismatch by asking employees to use space
on an as-needed basis, as opposed to “owning” a dedicated workspace (workers with
dedicated workspaces are called “resident workers”). Often, these arrangements involve
the assignment of employees to an office “neighborhood,” where a team owns a set of
workspaces (fully enclosed and more open) that accommodate different types of work.
The underlying principle is that most workers—not only those who would traditionally be
assigned to a private office—perform some tasks that require an enclosed room, and most
would also benefit from the knowledge sharing that occurs in a more open setting.
4.09 THE ROLE OF GREATER MOBILITY
One change that affects most workers is the increasing prevalence of distance collaboration.
It has become commonplace for managers to oversee teams that are geographically
dispersed; workplaces can support such distance collaboration through better and more
widely distributed video and audio conferencing technology.
The transition to greater workplace mobility has not only been motivated by improved
technologies, but by an improved understanding in employee health and performance.
There is growing focus on wellness and sustainability in the workplace, and an increasing
recognition that long commutes are not the healthy choice either for people or for the
planet. Offering employees the option of working from or close to home, rather than
commuting to the office every day of the week, is becoming more common. Likewise, the
realization that sitting for extended periods of time at a desk or in conference rooms is not
a healthy choice has led more organizations to provide opportunities for standing during
meetings or while working on a computer. It has also become popular to incorporate
opportunities for short walks during the workday, usually between different workplace
settings and on-site amenities. In general, there is more internal mobility (on-site) and
external mobility (off-site).
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4.10 Variations in Work/Learn Styles Mean Variations in Work/Learn
Place Design
It has become clear over the last decade that variations in work style are not simply the
result of job function. A person’s work style is largely affected by individual personality.
Many employees develop their optimal working habits while in college, when they have
the freedom to study at the time and location of their choosing. However, when students
enter the workforce, they often conform to a routine that does not necessarily align with
their optimal work style.
Some workers are most productive when personal activities and work activities take place
in distinctly different places—these would have been the students who used the library, a
coffee shop, or other shared spaces to study. Others perform best when personal and work
activities occur in the same location, exemplified by the students who chose to study in their
dorm rooms or apartments. The students who preferred to blur the lines between work and
life may become the employees who would be most productive when working from home,
where they are able to work at odd hours and incorporate breaks into their schedule.
Remote-work, however, is not the best option for everyone. For people who prefer a
separation between work and life activities, working from home for long stretches of time
may be problematic; with a lack of boundaries and social interaction, these workers may
tend to overwork and feel isolated. Because individual employees often thrive in different
types of settings, it may be beneficial to provide multiple options to suit a variety of work
styles and preferences.
One option that has been utilized with great success is the concept of co-working spaces.
These shared spaces, originally used by freelancers and start-ups, have become more
popular in corporate settings. As an alternative to working from home, co-working
environments provide a comfortable workspace with the convenience and social interaction
of a true office setting, while eliminating or diminishing lengthy commute times.
The trends discussed in this section offer Clarion University the opportunity to significantly
rethink its workflow and workplace design. In many instances, responding to these trends
requires little to no facilities change; in others, the need can be met with simple furniture
solutions. Notably, Clarion has already responded to many of these trends. The FMP
provides the University with an opportunity to closely coordinate future facilities investments
with exciting work already underway.
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SPACE NEEDS ASSESSMENT
5
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SPACE NEEDS ASSESSMENT
The facilities needs assessment for the Venango campus provides significant perspectives
on how well it is positioned to respond to the programmatic and pedagogical trends in
higher education, including:
▪
▪
▪
▪
▪
Program enrollments
Instructional delivery strategies
Human resources
Library resources
Existing and planned space inventories
Using space planning guidelines from the Pennsylvania System of Higher Education
[PASSHE] and a modified set of guidelines developed specifically for this facilities master
plan [FMP], the needs assessment examines the existing and planned inventories to identify
gross needs for the campus. Importantly, while these two sets of guidelines indicate the
same general issues, they differ significantly in the relative amounts of space needed.
As such, only the FMP recommended guidelines are used as a planning baseline in this
report (comparisons of the PASSHE v FMP Guideline recommendations can be found in the
appendices). For the Venango campus, specific strengths and issues include:
▪ The learning environment does not fully support an instructional culture that is
technology-based and driven by active learning.
- Classroom space is underutilized and not sized for active learning
- Changes in pedagogy and increased online enrollments will significantly
reduce the need for physical classroom space
- Specialized teaching labs are inadequately sized, lack sufficient technology,
and do not meet the needs of various programs. In the future, an even
greater need for specialized teaching labs is projected.
- The campus has a sufficient amount of space for study and the collections,
but it is not configured to support collaborative learning
▪ Designated workspaces are generally oversized compared to guidelines
▪ Campus life would be enhanced with more facilities supporting athletics and
recreation, assembly and meeting, food facilities, and merchandising
▪ More institutional support spaces for technology, physical plant, and central
services are needed
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SPACE NEEDS ASSESSMENT
5.1 ENROLLMENT TRENDS AND PROJECTIONS
The Venango campus provides a home for Venango College, a “community college”
component of Clarion University that offers a variety of postsecondary certificate and
associate degree programs, as well as a limited selection of baccalaureate and graduate
programs in the health sciences. Venango College plans to expand its existing program
offerings, particularly in industrial technology and the health sciences, and to add a
baccalaureate program in criminal justice and a doctorate in nursing practitioner. In the
future, the Bachelor of Science in Nursing [BSN] program is to be housed on the Clarion
campus, while other nursing programs will remain on the Venango campus. Venango
College offers both campus-based and web-based programs. Campus-based programs
are delivered primarily face-to-face (F2F), although courses may be offered on line (OL);
web-based programs are delivered primarily online, although courses may be offered
face-to-face. Courses that blend face-to-face and online modalities are considered to be
a variant of the face-to-face modality.
University-wide, total headcount fall term enrollments increased by 4% from 2003 to 2012
(Table 5.1), primarily as a result of the following figures:
▪ 197% growth in web-based OL programs
▪ 46% growth in campus-based programs at the Venango campus
These enrollment trends have focused Clarion University on taking strategic action—
increasing enrollments in business, science and technology, and health science
professions, where it has had historic growth. Focus has also been placed on revitalizing
teacher education professional programs and eliminating those academic programs
where student interest has declined. There are future opportunities in the development
of new degree and certificate programs, delivered both online and face-to-face. Webbased program enrollments at both the Clarion and Venango campuses are projected to
more than double, reaching 2,828 students by 2023 (Table 1). Campus-based programs
appear to remain relatively stable, growing overall by only 7% in 2023 to 5,644 students.
At the Venango campus, however, campus-based program enrollment, is projected to
grow by 30%, to 844, while the Clarion campus is projected to grow by only 4%.
In 2003, the share of Clarion University’s total enrollment associated with web-based
programs was only about 5% (Table 2); by 2012, this enrollment share had reached
14%. The University expects that 33% of its headcount enrollment will be associated with
web-based programs by 2023. (All projections are done to 2023, although the facilities
master plan covers the planning period to 2033, since capital project funding requires a
longer period of time.) Concomitantly, campus-based program enrollment is expected
to decrease from 95% to 67% due to the dramatic enrollment changes anticipated at the
Clarion campus. At the Venango campus, however, enrollment shares of total University
enrollment in both web-based and campus-based programs are expected to increase—
from 1% to 9% for web-based programs and from 8% to 10% in campus-based programs.
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Table 5.1
Headcount Enrollment and
Projections for Web-based and
Campus-based Programs
University
5929
6464
6368
6645
6865
6917
7078
7098
6587
6150
6102
6023
6298
6722
6996
7311
7559
7818
8116
8269
8472
Venango
517
642
652
789
793
849
928
965
939
863
937
857
968
1135
1226
1311
1359
1418
1466
1519
1572
82%
5412
5822
5716
5856
6072 60568
6150
6133
5648
5287
5165
5166
5350
5587
5770
6000
6200
6400
6650
6750
6900
31%
299
456
505
555
676
859
803
853
966
887
1402
1402
1535
1735
1916
2110
2237
2368
2536
2657
2828 219%
72
83
96
124
127
130
168
204
232
213
317
271
370
475
546
610
637
668
686
707
728 242%
227
373
409
431
549
729
635
649
734
674
1085
1131
1185
1260
1370
1500
1600
1700
1850
1950
2100 212%
Clarion
Web-based
Venango
Clarion
Campus-based
38%
5630
6008
5863
6090
6189
6058
6275
6245
5621
5263
4700
4621
4763
4987
5080
5201
5322
5450
5580
5612
5644
7%
Venango
445
559
556
665
666
719
760
761
707
650
620
586
598
660
680
701
722
750
780
812
844
30%
Clarion*
5185
5449
5307
5425
5523
5339
5515
5484
4914
4613
4080
4035
4165
4327
4400
4500
4600
4700
4800
4800
4800
4%
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
Year
*Clarion includes Venango College BSN program
Table 5.2
Changing Enrollment Share for
Web-based and Campus-Based
Programs
64
University
In 2003
In 2012
In 2023
Web-based
Campus-based
Clarion
5%
95%
14%
86%
33%
67%
Web-based
Campus-based
Venango
Web-based
Campus-based
4%
87%
11%
75%
25%
56%
1%
8%
3%
11%
9%
10%
%
2023 change
from
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SPACE NEEDS ASSESSMENT
5.2 INSTRUCTIONAL DELIVERY
As discussed in Section 4, the advent of online delivery of instruction has done much to
change the character of higher education, whether through the development of web-based
programs, targeted online courses in a campus-based program, or blended delivery of
a specific course. These changes in instructional delivery have significant implications for
facilities planning, and will certainly result in a reduced need for traditional classroom
space. But even online instruction requires the support of some physical resources, such
as open class labs, library and study spaces, food services, lounges, and other services.
Headcount enrollment alone is no longer a sufficient planning tool; additional enrollment
data are required in the form of full-time equivalents [FTEs] by program delivery, both
face-to-face [FTE F2F] and online [FTE OL].
At the Venango campus, total FTE enrollment is expected to grow by 91%, to 1,014 by
2023 (Table 3), assuming that the average credit load per headcount increases from
9.2 credit hours to 9.5 credit hours and the 2012 mixes of undergraduate and graduate
students and full-time and part-time students remain. Under the assumption that students
enrolled in the campus-based programs will take 90% of their credit hours face-to-face
and 10% of their credit hours online, and that students enrolled in web-based programs
will take 90% online and 10% of their credit hours face-to-face, FTE F2F is expected to
grow to 535 (19%), while FTE OL will increase to 479 (491%).
Full-time Equivalent (FTE)
Year
Includes all programs
Assumes increase in course credit load from 9.2 to 9.5
Assumes 2012 mix of UG/GR and FT/PT
2012
2023
% change
531
1,014
91%
Full-time Equivalent Face to Face (FTE F2F)
Assumes campus-based programs take
90% courses F2F and 10% online
Year
2012
2023
% change
450
535
19%
Full-time Equivalent Online (FTE OL)
Assumes web-based programs take
90% courses online and 10% F2F
Year
2012
2023
% change
81
479
491%
Table 5.3
Full-time Equivalent Enrollment
Projections by Delivery Modality
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5.3 HUMAN AND LIBRARY RESOURCES
Projections of full-time equivalent faculty (Table 4) for the Venango campus are based on
the projected student/faculty ratios of 18:1, regardless of instructional delivery mode. By
2023, based on the enrollment projections, 56 FTE faculty are expected.
The number of projected FTE staff is based on the 2012 staff to faculty ratio of 1.20:1, and
includes contract staff in addition to employees. Going forward, the focus will be on FTE
employees and the Venango campus will continue to have no student employees.
Table 5.4
Human and Library
Resource Projections
FTE Faculty
Stud./Fac. Ratio F2F
Stud./Fac. Ratio OL
FTE Staff*
Staff/Faculty Ratio
FTE Employees
FTE Administrators
FTE Secretarial/Clerical
FTE Technical/Paraprofessional
Student Workers
BVEs
2012
2018
2023
21
24:1
24:1
27
1.20
24
9
6
2
-29,000
46
18:1
18:1
55
1.20
53
19
13
5
-29,000
56
18:1
18:1
65
1.20
67
24
15
6
-29,000
*Includes contract employees
Suhr Library currently has a small collection supporting the campus (Table 5.4), using
Carlson Library at the Clarion campus as a major resource for materials. This strategy
is expected to continue, and the overall collection size to remain at 29,000 or slightly
fewer bound volume equivalents (BVEs). It will also continue to house the Barbara Morgan
Harvey collection, a resource important to the Oil City community. The need for study
space will depend on the projected number of FTE F2F, as well as FTE OL.
5.4 CAMPUS INVENTORY AND PLANNED CHANGES
The Venango campus inventory (Table 5.5 and detailed in Appendices E.2, E.3, and E.5)
reflects the definitional standards of the federal Facilities Inventory Classification Manual
(FICM), promulgated by the National Center for Educational Statistics (Washington, 2006).
FICM provides for eleven major categories of net assignable square foot (NASF) space,
comprised of sub-categories, as well as non-assignable space such as circulation, building
service, and mechanical space. (In facilities master planning the focus is on NASF for the
campus.) For local space management purposes, other sub-categories can be added,
and PASSHE has added sub-categories of office space to reflect specific types of faculty,
staff, and student positions. In addition, PASSHE categorizes athletic space (FICM code
Special Use, Athletic) used for recreation purposes as recreation space (General Use,
Recreation). For Clarion University, specific sub-categories were added to distinguish these
types of spaces. In addition, classroom sub-categories for distance learning classrooms
and distance learning lecture halls were added to facilitate analysis and qualitative
understanding of the learning resources available. Also added were codes to distinguish
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conference rooms from auxiliary meeting space to be more consistent with PASSHE space
planning guidelines.
Base Acquisition
NASF
Projected
NASF
Change
Classroom
10,466
0
10,466
0
Laboratory
6,961
0
6,961
0
Office
12,718
0
12,718
0
Study
6,781
0
6,781
0
Special Use
7,741
0
7,741
0
General Use
7,791
0
7,791
0
Support
3,595
0
3,595
0
0
0
0
0
0
16,500
16,500
16,500
56,053
0
72,553
0
Health Care
Unclassified*
w/o Residential
Residential
29,109
0
29,109
0
TOTAL
85,162
16,500
101,662
16,500
Table 5.5
Base 2012 and Projected
2023 Inventories
* Unclassified includes space which
is available for use but has not yet
been assigned.
The Venango campus currently has 56,053 NASF (Table 5.5) in the following five academic
and institutional support buildings:
▪
▪
▪
▪
▪
Frame Hall
Montgomery Hall
Rhoades Hall
Pole Barn
Suhr Library
In addition, a sum of 29,129 NASF is available in the following five residence halls:
▪
▪
▪
▪
▪
Barnes Residence Hall
Black Residence Hall
Hughes Residence Hall
Leadership Residence Hall
Peters Residence Hall
The total for Venango’s academic, support and residential spaces is 85,182 NASF. The
campus’s space distribution by use code is available in Appendix E.5.
Over the planning period, Venango expects to add:
▪ 24,500 GSF, or 16,500 NASF, with the purchase and renovation of the adjacent
Verizon Building. The use of this space has not been formally defined, but the
building is expected to provide classrooms, class labs, and office space.
▪ Two new housing buildings totaling 10,314 GSF.
By 2023, the Venango campus will have 106,536 GSF.
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5.5 SPACE NEEDS SUMMARY
2013 Needs
In 2013 the Venango campus has a surplus of 2,116 NASF, or 3% of its total. This surplus
is driven by major excesses of:
▪ Office space (surplus of 6,258 NASF), attributable to oversized offices
▪ Classroom space (surplus of 4,897 NASF), attributable to too many general
classrooms
These excesses are countered by significant deficiencies of general use space (need of
7,142 NASF), which consists particularly of unmet assembly, food and recreation space
needs.
2023 Needs
By 2023 this surplus will have turned into a significant deficiency of 33,912 NASF (excludes
residential), or a 40% need (refer to Graphic 5.6). The classroom surplus will remain (surplus
of 3,845 NASF), but will have diminished. This surplus reflects the changed and hybrid
pedagogy of the Venango campus which anticipates significant online course content and
credit hour delivery. Any shift from this model will result in significantly increased classroom
space needs not anticipated in this FMP.
Areas of significant deficiencies include:
68
2023 Need 21,570
2013 Need 14,933
2013 Exst 7,791
2013 Need 7,004
2013 Exst 7,741
2023 Need 16,862
2023 Need 17,170
2013 Need 6,460
2013 Exst 12,718
General Use2
Special Use1
Office
Research Lab 0
840
2,240
2023 Need 9,346
2013 Need 7,542
2013 Exst 6,961
2023 Need 6,621
2013 Need 5,569
General use space (need of 13,779 NASF)
Special use space (need of 9,121 NASF)
Support space (need of 5,130 NASF)
Labs - teaching and research combined (need of 4,625 NASF)
Office space (need of 4,452 NASF)
Teaching Lab
Classroom
2013 Exst 10,466
▪
▪
▪
▪
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Verizon Building Acquisition
The purchase of the Verizon Building will contribute significantly towards meeting the 2023
space needs, but there is no defined program for how this building will be used. The intent
of the Verizon acquisition is to provide Venango with robust learning environments that
may not specifically address or provide credit-bearing courses, but rather continuing and
certification education which is in significant need in Northwestern Pennsylvania.
Space Needs of a “Hybrid Campus”
2013 Need 29,109
0
0
2013 Need 5,728
2023 Need 8,725
Unclassified 0
204
143
Support3 2013 Exst 3,595
1. Special Use includes: Athletics, Media,
Animals and Greenhouse
2. General Use includes: Assembly, Exhibition,
Food, Daycare and Merchandising
3. Support includes: Computer, Central
Storage and Central Services
Health 0
2013 Need 5,718
Graphic 5.6
Venango Campus 2013 Space
Inventory Charted alongside
2013 Need and Projected 2023
Requirement
2023 Need 7,227
Residential
Study
2013 Exst 6,781
2013 Exst 29,109
2023 Need 38,563
Based upon the above sections, the Venango campus will be developed as a hybrid campus
that supports a broad array of programs, students and instructional delivery modalities.
For Venango, a “hybrid campus” is one where facilities programming is predicated on
pedagogies that significantly utilize online delivery in place of general classrooms, thereby
lessening their need but increasing the need to class lab space, and formal and informal
study space. It is not yet known how these issues will impact housing needs on a residential
campus, the 2023 housing need shown in Graphic 5.6 reflects the existing planned growth
in housing on the Venango campus.
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5.6 FACILITY STRENGTHS AND ISSUES
With the evolution of instructional delivery and higher education in general, and
Venango’s mission as the “community college” in this part of Pennsylvania, the question
to be addressed by this needs assessment is if Venango has the current and future ability
to serve students with the facilities it has and plans to add.
Of critical importance is the learning environment:
▪ The Venango campus has too much classroom space, and the program and
instructional delivery changes planned for this campus will reduce, not increase
demand for such space in the future (on a per credit hour delivered basis, though
not in aggregate). Furthermore, classrooms are not appropriately sized to promote
active, collaborative learning, although right-sizing will result in a classroom curve
more compatible with current section demand.
▪ Most Venango classrooms have appropriate instructional technology.
▪ Most class labs at Venango do not appear to have appropriate levels of instructional
technology.
▪ Discipline–based labs are limited in scope and are undersized, which will have
a potential impact on Venango’s program development. More class lab space
addressing a broader array of disciplines will be required in the future.
▪ The campus has sufficient space for study and the collections, although it is not
configured correctly to meet needs for collaborative learning and has too much
space allocated for processing and study service.
▪ The workplace, while reasonably aligned functionally, is oversized. Individual
offices for faculty and administrators tend to be large, and service and reception
areas have been designed for handling larger face-to-face pools of students. As
described in Section 4, the higher education workplace is smaller, more efficient,
and more flexible.
▪ Campus life would be enhanced with additional facilities supporting athletics and
recreation, assembly and meeting, dining, and merchandising.
▪ More institutional support spaces for technology support, physical plant, and
central services, such as security, are needed.
These issues are detailed further in the appendices.
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Graphic 5.7
Athletic Facilities within Rhoades
Center
Graphic 5.8
Classroom Laboratory in Frame
Hall
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VENANGO CAMPUS
PLANNING GUIDELINES
6
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6
PLANNING GUIDELINES
The building assessment (Section 3) showed that while most of the buildings at Venango
are currently in good condition, significant capital improvements will be needed within the
next five to ten years for as many as half the buildings surveyed. The reason for this is the
age of the buildings, with mechanical systems – heating, cooling, electric, plumbing, etc.
– coming to the end of their lifespan. Hence, updating these buildings and aligning them
with contemporary educational needs is a primary planning objective of the FMP.
Section 5 demonstrates that the 2023 space inventory is projected to remain the same as
2012 apart from the acquisition of new Verizon Building, the use of which is unassigned.
However, a significant 491% increase in full-time online students is projected. Successfully
integrating the Verizon Building into the campus and accommodating the online students
are key planning objectives. In addition, any changes should seek to celebrate and make
best use of Venango College’s distinct landscape setting.
The following sections describe how these challenges are addressed within a strategic
framework that provides flexibility, financial prudence and a path towards a dramatically
improved campus and facilities portfolio.
6.1 GENERAL OBJECTIVES
Objectives include:
▪ Create Financially Sustainable Facilities
▪ Create a Robust and Versatile Physical Plan
▪ Update Facilities to meet Contemporary Education Requirements and Increased
Enrollment of Online Courses
▪ Incrementally Expand Student Services
▪ Create Environmentally Sustainable Buildings
6.11 Create Financially and Environmentally Sustainable Facilities
▪ Strategic Rationale:
One of Clarion’s strengths is that it is a financially affordable option. The
University must find a way to improve Venango College and pursue its mission
while remaining affordable.
▪ Planning Framework:
To maintain affordability, the University must balance investment in facilities while
preserving as much of the existing building portfolio as possible. Investment must
be targeted to meet planning objectives in a cost effective manner.
6.12 Create a Robust and Versatile Physical Plan
▪ Strategic Rationale:
The financial and physical planning framework should be flexible enough to allow
the plan to achieve realistic milestones that are also natural “pause points.”
▪ Planning Framework:
The plan should be organized into phases of succinct timeframes that terminate in
“pause points.” At each of these points the physical campus should be “complete.”
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This means that at the end of each phase, the physical plan does not leave large
residual and unfinished open spaces.
6.13 Update Facilities to meet Contemporary Education Requirements
and Increased Enrollment of Online Courses
▪ Strategic Rationale:
Education requirements have changed radically in recent years with a move
towards more active learning, advances in technology and growth of online
courses.
▪ Planning Framework:
As buildings are renovated, and new ones constructed, concern should be given
to expanding the College’s range of learning environments in response to current
trends in education provision. The principles of active learning detailed in Section
4 should be applied beyond the classroom. Ideally, areas for informal gathering
and conversation will be liberally located across all building areas to help foster a
curious and engaged campus community that is “always learning.”
6.14 Incrementally Expand Student Services
▪ Strategic Rationale:
Students living at Venango College require a range of local services and enhancing
the availability of these should be an ongoing concern of the FMP.
▪ Planning Framework:
Venango College lacks the critical mass of students to support as wide a range
of facilities as larger campuses. However, incremental expansions of services,
when cost effective, would help make the College more attractive to students and
compensate its relatively remote geographical location at the edge of Oil City.
6.15 Create Environmentally Sustainable Buildings
▪ Strategic Rationale:
Buildings are an invaluable tool for educating the campus community on the
importance of environmental responsibility.
▪ Planning Framework:
All buildings should be designed to a baseline Leadership in Environmental and
Energy Design [LEED] Gold designation, with consideration for LEED Platinum
designation when possible and financially appropriate. Buildings designed to these
standards are not only more environmentally responsible—they are also evidence
of the University’s commitment to progressive values, regional leadership and
planning for the future. Enhancing the environmental sustainability of buildings,
and thereby reducing energy bills, should be a key consideration of any renovation
works.
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6.2 LANDSCAPE OBJECTIVES
Objectives include:
▪
▪
▪
▪
Create a Compelling and Unique Campus Environment
Create a Cohesive Campus Landscape
Utilize and Highlight Native Species
Emphasize Seasonal Interest
6.21 Create a Compelling, Unique and Progressive Campus
Environment
▪ Strategic Rationale:
Venango College’s dramatic terrain and extensive woodlands are a compelling
resource. Its natural beauty is unmatched by many of its regional peers; these
positive characteristics should be protected and reinforced.
▪ Planning Framework:
Following the strength of the University’s academic programs and faculty, the
physical campus is one of the University’s most important assets. The natural
beauty of Venango College’s campus must be preserved, with new buildings
considerate of the existing landscape and topography.
6.22 Create a Cohesive Campus Environment
▪ Strategic Rationale:
The campus should have a consistent (though not restrictive) palette of materials
and plantings to unify the landscape.
▪ Planning Framework:
The use of a unified palette of landscape materials and plant species can knit
the different parts of the campus together and provide continuity among campus
spaces.
6.23 Utilize and Highlight Native Species and Stewardship
▪ Strategic Rationale:
Native species should be heavily used to highlight and inform ideas of regionalism
and local environmental stewardship.
▪ Planning Framework:
The use of native plant species acknowledges the history of northwest Pennsylvania
and the Appalachian Mountains. Sustainable practices, such as managing storm
water runoff, using strategic vegetation (such as increasing tree canopy for shade),
emphasizing a palette of native plant materials, utilizing recycled materials and
replacing unusable lawn areas with lower maintenance and more habitat-friendly
plantings can benefit the campus in many ways. The campus’s “green” initiatives
can be highlighted with educational signage and academic programming to build
an awareness and appreciation of the natural environment.
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6.24 Emphasize Seasonal Interest
▪ Strategic Rationale:
Campus activity generally occurs between the fall and spring seasons. Therefore,
landscapes that offer seasonal interest—particularly during the winter months—
are generally more successful.
▪ Planning Framework:
Seasonal interest can be achieved through the use of evergreens, trees with
interesting bark or branch structure, early flowering plants and the use of plants
that color late in the fall season. This approach complements existing regional
second-home usage and fall foliage tourism.
Graphic 6.01
The Campus Landscape Changes
Dramatically through the Seasons
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VENANGO CAMPUS
MASTER PLAN SUMMARY
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Graphic 7.01
Campus on Completion of the
FMP (c.2033)
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MASTER PLAN SUMMARY
7.1 MASTER PLAN SUMMARY
This section provides an overview of the FMP initiatives. The initiatives seek to:
▪ Prioritize investment to the buildings with the most deferred maintenance need
(Section 3)
▪ Adapt the campus to changing pedagogies (Section 4)
▪ Better align the campus with its identified space needs (Section 5)
▪ Realize the FMP campus planning objectives (Section 6)
The FMP is divided into three standalone phases of development:
▪ 2013 to 2018
▪ 2018 to 2023
▪ 2023 to 2033
Graphic 7.01 (previous page) represents the campus on completion of the FMP.
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MASTER PLAN SUMMARY
Graphic 7.02
Existing Campus (2013)
Rhoades Center
Frame Hall
Suhr Library
Student
Apartments
Maintenance Building
Montgomery Hall
Verizon Building
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Graphic 7.03
Campus Envisaged by Facilities
Master Plan in 2033
New building
Renovation
Rhoades Center
Frame Hall
Suhr Library
Student
Apartments
Maintenance Building
Montgomery Hall
Verizon Building
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Graphic 7.04
FMP Aesthetic Zones
University Walk
Campus Woodlands
A Stronger Quad
Southern Expansion
Cross Campus Connections
Vehicular Entry
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7.11 FMP Major Moves
The Master Plan is shaped by the following spatial features:
▪ University Walk
The primary walking route through the campus will be characterized by a wide,
distinctive pathway. Modern design features and street furniture will continue the
forward thinking nature of the College’s 1960s architecture. The design of this
walk will match a similar feature at the Clarion Campus.
▪ A Stronger Quad
University Walk will culminate in the College’s primary open space between Frame
Hall, Suhr Library and the Rhoades Center. The landscape treatment of University
Walk will be extended into the space, improving it as a gathering space and giving
it an enhanced status on the campus. The open edges of the quad to the north and
east will be bounded with new infill buildings that provide additional classrooms,
learning and social spaces. The southern entrance to the quad is conceived as a
campus commons with a series of terraced outdoor meeting and learning spaces.
▪ Campus Woodlands
The woodland setting of Venango College on a hillside adjacent to the Allegheny
River is a principal asset of the campus. The spatial framework identifies the
majority of the College’s land as ‘Campus Woodlands’, the treatment of this zone
will be simple, sustainable and natural in respect of the existing forest. It will also
seek better integration of the woodland aesthetic across parking areas.
▪ Southern Expansion
The purchase of the Verizon Building and construction of new student housing
represents a southern extension of the campus. It is important that University Walk
extends to this new area and that the landscape treatment is consistent with the
existing campus.
▪ Cross Campus Connections
Connections moving east to west across the campus are complicated by the steep
slope and bisecting West First Street. Existing steps should be enhanced and a
new, more direct, route between the residences and Frame Hall / Suhr Library
created. In the longer term, an extension to Montgomery Hall could “step down”
the hill and provide elevator American Disabilities Act access from West First Street
to the level of the main parking lot.
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7.2 APPROACH TO LANDSCAPE
Improving Venango’s landscape quality should be an ongoing objective for providing a
more attractive campus, and, over the lifetime of the FMP, there will be several enhancement
project opportunities. These should be implemented with regard to the following strategic
themes:
▪ Establish a Coherent Landscape Identity with Clarion Campus
The design of Venango’s landscape will utilize the material palette established at Clarion
to enhance aesthetic connections between the campuses. Maintaining a common
graphic identity to signage across the campuses is important.
▪ Take a Consistent Approach to the Two Aesthetic Zones
University Walk forms the main pedestrian spine of the campus and its landscape
treatment will signify its primary status within the hierarchy of pedestrian routes. The
primary pathway will have a consistent width, which is wider than adjoining routes, and
use unique furnishings and materials. When the walk intersects other paths, the walk will
be the primary, continuous and distinguished route. The landscape should be designed
in tandem with the University Walk at the Clarion Campus. Landscape interventions
within the Campus Woodlands should be natural, sustainable and secondary to the
existing forest.
▪ Celebrate the Forest and its Seasonal Color
In partnership with Clarion Campus, a campus-wide arboretum will be established. A
detailed arboretum plan and program will need to be developed, including a consistent
identification system with tree tags and interpretive signage. Enhancing seasonal color
will be a primary objective of the arboretum, with new trees introduced to increase the
level of evergreens in winter, flowering elements added for spring and a specific focus
on fall foliage.
▪ Identify and Name Campus Spaces
Identifiable campus spaces, not just buildings, will be named to elevate their importance,
reinforce placemaking and help make the campus more legible to users. Additionally,
naming spaces will provide opportunities for donors to contribute to or sponsor
landscape enhancements in addition to building projects.
▪ Reinforce Venango’s Presence on West First Street
West First Street is the only access route to the campus and it splits the upper and
lower sections of the campus. Enhancing the streetscape quality of the road will signify
arrival at the campus to visitors and improve first impressions, while also helping to
meet the College’s responsibilities as a good neighbor. Consistently spaced lamp posts
should match those within the ‘Campus Woodlands’ and include university banners.
Additionally, trees should line the street at a regular interval (‘datum trees’) in front of
the student residences.
▪ Accommodate a Phased Approach to Implementation
The FMP sets out a phased approach to the delivery of landscape projects within its
planning horizon. However, consideration should be given to planting some new trees
early on to take advantage of their growth over time. These trees should be positioned
outside areas likely to be disturbed by future construction.
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MASTER PLAN SUMMARY
Graphic 7.05
Lighting and Furniture Strategy
across the Two Aesthetic Zones
University Walk
Lighting:
▪ Only column light
▪ Runs in even spacing and
coordinated with “datum
trees”
▪ All other lighting in zone
is discreet/hidden
▪ Occasional up-lit trees
▪ Silver/aluminum finish
▪ No bollard lights
▪ LED
Furniture:
▪ Contemporary style
▪ Silver/aluminum finish (to
match lighting)
▪ Wood planking
▪ Mounted/anchored legs
Campus Woodlands
Lighting:
▪ Maintains existing light
standard from Clarion
Campus
▪ Painted black post
▪ Can hold banners
▪ No bollard lights
▪ LED
Furniture:
▪
▪
▪
▪
Contemporary style
Silver/aluminum finish
No wood planking
Spread legs
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7.3 ADA ACCESS
The provision of ADA compliant walkways at Venango College is challenged by the steep
hillside on which the campus is located, and there is currently no ADA compliant walkway
connecting the student housing to the academic buildings. The FMP seeks to enhance
accessibility across the campus, with key accessibility points (numerically referenced to
Graphic 7.06) including:
1. The main quad (Campus Commons, B2) will comprise of a number of levels
terracing down towards West First Street; these levels will be connected by an ADA
compliant ramp in front of the entrance to Suhr Library and by a gently sloped
route from this ramp to Frame Hall via the edge of the new roundabout at the
entrance to the parking lots
2. The slope of University Walk between Montgomery Hall and the main quad will
need to be ADA compliant
3. A walkway to the side of the vehicular entrance to the housing parking lot will be
included to provide an ADA compliant link to West First Street
4. The new pedestrian crossings on West First Street will have dropped curbs providing
access between the new sidewalks (B5) and the street
5. The Montgomery Hall extension (C3) provides the opportunity for an elevator
connection from the level of West First Street up to the main parking lots, University
Walk and other college buildings; ADA access between West First Street and the
main academic buildings will be lacking until this building is constructed
6. The new section of University Walk connecting Montgomery Hall to West First
Street will not be ADA compliant due to the steep gradient of the site
7. A zigzag ramp may be needed to provide an ADA compliant ramp between West
First Street and the Verizon Building
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Graphic 7.06
2033 ADA Compliant Routes and
Parking per the FMP
1
3
2
4
5
6
4
7
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7.4 VEHICLE SERVICE ROUTES
Vehicular servicing will largely remain as existing within the campus with the exception of
access to Frame Hall and the Rhoades Center. Changes to note (numerically referenced to
Graphic 7.07) include:
1. The existing service area to the west of the Rhoades Center will be incorporated
within the basement level of the Northwest Quad Building (C2); Rhoades will no
longer be serviced from the Quad level and deliveries will not be made trucks
larger than a cargo van
2. The reconfigured entrance to the parking lots will need to accommodate emergency
vehicles and service trucks
3. The existing service road to Montgomery Hall will be closed with service vehicle
access switched to from the parking lot
4. The parking lot will need to accommodate service vehicle pick-up/drop-off to
Montgomery Hall
5. Service vehicle access will be provided to the rear of the Verizon Building
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Graphic 7.07
Vehicle Service Routes within the
FMP
1
2
3
4
5
B
A
C
D
A. Larger delivery vans may have
to stop here and back into the
Rhoades service road
B. Deliveries and collections
would be made to the west of
Roades and north of Frame
Hall within a screened service
area or the basement of
initiative C3
C. Larger delivery vans would
turn left when exiting the
Rhoades service road
D. Delivery vans would use the
roundabout to exit; the turning
circle of the roundabout
dictates the potential size of
delivery vehicles
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7.5 MASTER PLAN PHASES
7.51 Master Plan at 2018 (PHASE A)
This phase includes the projects which have the highest priority, and/or are already
significantly developed. The Master Plan projects envisaged to be delivered by 2018 are:
Graphic 7.08
FMP Initiatives 2013 - 2018
92
Number Name
Description
A1
Verizon Building
Purchase and renovation of existing building
A2
Student Residence 6
Construction of new building per the established
typology
A3
Campus Steps
Landscape project enhancing the connection
between University Walk and the student residences
A4
Suhr Library
Renovation of existing building
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Graphic 7.09
Facilities Master Plan Phase One,
2013 - 2018
New building
Renovation
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7.52 Master Plan at 2023 (Phase B)
Beginning in 2019, phase B includes projects of relatively high importance, the planning
stages of which could begin prior to the completion of phase A to facilitate continuous
delivery of the master plan. The projects envisaged to be delivered by 2023 are:
Graphic 7.10
FMP Initiatives 2019 - 2023
94
Number Name
Description
B1
Student Residence 7
Construction of new building as per the established
typology
B2
Campus Commons
Landscape project to provide enhanced outdoor
meeting and learning spaces
B3
Frame Hall
Renovation of existing building
B4
University Walk
Landscape treatment of the primary pathway
through the campus
B5
West First Street
Landscape enhancement between the road and the
student residences
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Graphic 7.11
Facilities Master Plan Phase Two,
2019 - 2023
New building
Renovation
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7.53 Master Plan at 2033 (Phase C)
Beginning in 2024, phase C represents longer term project ideas, with the potential to be
completed by 2033. These projects are included within the FMP to provide capacity for the
future expansion of the campus, they should be treated as options which could be brought
forward, and programed, as needed. The phase C initiative are:
Graphic 7.12
FMP Initiatives 2024 - 2033
96
Number Name
Description
C1
East Quad
Construction of new building connecting Suhr
Library and the Rhoades Center
C2
Northwest Quad
Construction of new building infilling this corner of
the quad
C3
Montgomery Hall
Extension of building towards West First Street
C4
Parking Lots
Landscape enhancement of principal parking area
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Graphic 7.13
Facilities Master Plan Phase Three,
2024 - 2033
New building
Renovation
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VENANGO CAMPUS
MASTER PLAN INITIATIVES
8
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8.1 PHASE A INITIATIVES (2013-2018)
A1 – VERIZON BUILDING
Recommended for Renovation
Proposed Programming:
Clarion University has decided to purchase the existing Verizon Building and to renovate it
to form part of the Venango campus.
The Verizon Building has a gross area of approximately 24,500 SF and will add
approximately 16,500 NASF to Venango Campus.
Verizon Building
Graphic 8.01
Verizon Building Location
The building has the potential to contribute significantly towards the space needs for
the Venango campus until 2023. However, suitable academic uses are limited by the
warehouse nature of the building. The warehouse space will be converted to class labs and
demonstration areas serving to expand Venango College’s continuing education services,
with a focus on vocational skills and community programs such as construction skills, art
and design, and food preparation. A student lounge and meeting rooms will be included
alongside the class labs and demonstration areas, with the remainder of the warehouse
space devoted to support services. The existing offices will be refurbished to serve faculty
and general administrative needs.
Class Lab
2013 NASF
Per FMP NASF
0
3,600
Offices
0
4,500
Special Use (Demonstration)
0
3,000
General Use (Lounge and Meeting)
0
3,000
Support (Facilities)
0
2,400
Total NASF
0
16,500
24,500
24,500
GSF
Massing and Architectural Considerations:
The existing building is a single story warehouse in poor condition. Significant renovation
will be needed given the planned renovation to educational use. Issues include:
▪ A deep floorplate – the amount of light which can reach the center of the building
from the perimeter is limited and skylights will be considered as part of any
renovation
▪ Poor thermal performance – the warehouse typology of the existing building
means that a significant level of insulation will need to be added to walls and the
roof before it is suitable for educational use
▪ Poor state of the building – the exterior masonry has significant cracks, the roof
is likely to be in poor condition, and based on visual observation it is likely that
positions of the structure are compromised
▪ Utilitarian style of building – as typical for most low cost offices and warehouses,
the aesthetic quality of the building is low; conversion to educational uses will
include enhancements to the exterior appearance as well as the interior fit-out
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Landscape Considerations:
The surrounding, cracked asphalt provides a low quality setting and landscape
enhancements will be included as part of the renovation. This will include the planting
of trees along West First Street and a more generous green strip at the edge of the road.
Servicing Considerations:
Vehicular access from West First Street would remain as existing, and the reprogramming
of the building will include service at access the rear (west side).
Scope and Sequencing Considerations:
The refurbishment of the Verizon Building could happen at any time and does not require
any enabling development. The purchase of the building provides additional expansion
potential for the College should it grow in the future. It might be appropriate to use the
building for facilities services purposes in the short to medium term while assessing the best
long term use of the site.
Graphic 8.02
Photographs of the Existing
Building and Site
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A2 – STUDENT RESIDENCE 6
Recommended for Construction
Proposed Programming:
The new residence will continue the existing apartment typology established along West
First Street with an identical building to Bradford George Carmack Barnes Hall.
Based on Bradford George Carmack Barnes Hall, the new building will provide
approximately 4,700 SF of residential use.
Graphic 8.03
Bradford George Carmack
Barnes Hall
Massing and Architectural Considerations:
The new building will be a facsimile of Bradford George Carmack Barnes Hall.
Landscape Considerations:
The existing parking lot will be extended in front of the new building.
Servicing Considerations:
The building will have the same servicing arrangements as the existing residences.
Scope and Sequencing Considerations:
No enabling development is required. However, disruption could be minimized and slight
savings to construction costs made by delivering the subsequent student residence within
the FMP (B1) at the same time.
Un
iver
sity
Wa
lk
Graphic 8.04
Student Residence 6 (A2) within
the Final Phase of the FMP
Student Residence 6 (A2)
Student Residence 7 (B1)
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A3 – CAMPUS STEPS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative reconfigures the existing wooded steps between West First Street and main
pedestrian spine (University Walk) with curvilinear concrete stairs over a longer length. This
will reduce the height of the risers and provide a safer route in wintery conditions. Benches
will be incorporated to provide a resting opportunity half way up the steps.
A sidewalk connection will integrate the new steps with the hilltop parking lot. A delineated
crosswalk between curb extensions (bulb-outs) on each side of West First Street will connect
the steps to the student residencs.
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling development is required and this initiative could be delivered at any time.
Un
ive
rsit
yW
alk
Graphic 8.05
Campus Steps (A3) within Final
Phase of the FMP
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A4 – SUHR LIBRARY
Recommended for Renovation
Proposed Programming:
Suhr Library will be reconfigured and updated to provide a contemporary open plan study
space and media center supported by a new active-learning prototype classroom. The
classroom will be an opportunity to test technology advancements, alternative furniture
systems and academic pedagogies. Existing offices will be converted to smaller student
study rooms, providing an alternative to the open study area.
Suhr Library
Graphic 8.06
Suhr Library Location within
Completed FMP
Classroom
Office
Study
General Use
Total NASF
GSF
2013 NASF
Per FMP NASF
0
1,657
889
151
6,781
5,522
156
0
7,826
7,330
10,140
10,140
Massing and Architectural Considerations:
The existing clerestory windows facing the quad will be replaced with windows from floor
level to the existing lintel. These will be similar to the large windows in the existing offices
and will be transparent enough to allow views into the building from the quad.
Glazing will form a significant proportion of the internal division between the classroom
and the large study area to visually connect the spaces and encourage informal use when
classes are not in session.
The whole building will undergo critical maintenance including the updating of its electrical
and mechanical systems.
Landscape Considerations:
The renovation does not include provision for adjacent landscape enhancements, though
construction disturbances will need to be mitigated. The Campus Commons initiative (B2)
will alter the quad landscape.
Servicing Considerations:
Existing servicing arrangements will be unaffected.
Scope and Sequencing Considerations:
The likelihood of achieving the onsite construction works over the summer will need to be
carefully considered, and if not feasible alternative temporary study space will need to be
provided on the campus. This could be achieved through the temporary conversion of the
level 1 classrooms in Frame Hall which are scheduled for renovation in initiative B3.
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Graphic 8.07
Suhr Library - Level 1
New active learning
prototype classroom
Reconfigured library
study and media center
Mechanical Room
LEVEL 1 - EXISTING
Open study commons
Offices converted
to study rooms
New full-height windows
Classroom
Office
Study
N
Non-Assignable
LEVEL 1 - PER FMP
Circulation
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8.2 PHASE B INITIATIVES (2018-2023)
B1 – STUDENT RESIDENCE 7
Recommended for Construction
Proposed Programming:
The new residence will continue the existing apartment typology established along West
First Street with a sister building to Bradford George Carmack Barnes Hall (and initiative
A1).
Based on Bradford George Carmack Barnes Hall, the new building will provide
approximately 4,700 SF of residential use.
Massing and Architectural Considerations:
The new building will be a facsimile of Bradford George Carmack Barnes Hall. However,
the building is rotated ninety degrees in its orientation and the impact of solar gain on its
thermal performance will be considered, and window design altered accordingly.
Landscape Considerations:
This initiative does not include a further expansion of parking beyond that delivered
alongside the other new student apartment building (A2). Analysis of parking demand will
be needed before commencement of construction.
Servicing Considerations:
The building will have the same servicing arrangements as the existing residences.
Scope and Sequencing Considerations:
No enabling development is required. However, disruption could be minimized and slight
savings to construction costs made by delivering the subsequent student residence within
the FMP (A2) at the same time.
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Un
iver
sity
Wa
lk
Graphic 8.08
Student Residence 7 (B1) within
the Final Phase of the FMP
Student Residence 6 (A2)
Student Residence 7 (B1)
Graphic 8.09
Existing Student Residences viewed
from across West First Street.
The new residences (A2 and B1)
will be positioned to the left of
those in the photograph.
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B2 – CAMPUS COMMONS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative enhances and formalizes the existing quadrangle at the north end of campus,
creating an inviting open space that accommodates student gatherings and promotes a
positive arrival experience for visitors. Specific enhancements include:
▪ New drop-off circle at southern end of quad. The connection to the upper bay
of parking within the Hillside Lot will be graded (and the parking lot modified) to
allow as level a grade as possible.
▪ The new northern segment of University Walk from the entrance drive (south of
Frame Hall) to a new stair between Frame Hall and Rhoades Center. The Walk
is a broad arc, providing a graceful flow from the Campus Commons heading
towards Montgomery Hall and will be defined by regularly spaced trees on one
side.
▪ New hard surface plaza/gathering area at the south end of the space between
Suhr Library and Frame Hall. The plaza space is distinguished by special paving
(stone or concrete unit pavers).
▪ Terrace seat walls providing informal student gathering spaces in front of Suhr
Library.
▪ Grand stair integrated with the terrace seat walls and connecting the plaza area
with Suhr Library.
▪ Accessible path integrated into the terrace seat walls, connecting the drop-off
circle with Suhr Library.
▪ Broad perimeter walks along the face of Suhr Library and Rhoades Center.
▪ Canopy tree planting to reinforce quad edges and frame views between Rhoades
Center and Frame Hall.
▪ Selective tree removal within the quad to reduce the division that the row of Oaks
currently creates.
Servicing Considerations:
The initiative includes the removal of the section of parking lot nearest to Suhr Library.
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
Construction work will be programmed for the summer months to minimize disruption to
students.
Graphic 8.10
Examples of Landscape
Campus Commons, from
Left to Right; University
of Maryland, University of
Cincinnati
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Graphic 8.11
View Looking into the Campus
Commons (Quad) upon
Completion of the FMP Initiatives
Graphic 8.12
Campus Commons (Quad) on
Completion of the FMP
1
2
3
4
5
6
7
8
Un
iver
sity
Wa
lk
10
9
1. New Northwest Quad
Building (C2)
2. Rhoades Center
3. Frame Hall
4. Realigned pathway through
quad and formal datum
tree planting at its edge
5. Formal lawn
6. East Quad Building (C1)
7. New hardscape plaza
(replaces parking lot)
8. Stepped terraces to front of
Suhr Library
9. Suhr Library
10. Reconfigured access to
parking lots
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B3 – FRAME HALL
Recommended for Minor Refurbishment
Proposed Programming:
Frame Hall’s teaching spaces will be renovated to provide contemporized classrooms and
laboratories.
Classroom
2,853
Per FMP
NASF
1,918
Class Lab
2,843
3,790
Office
2013 NASF
4,482
4,482
General Use
136
136
Support
375
375
Total NASF
10,689
10,701
GSF
16,380
16,380
Massing and Architectural Considerations:
The renovation is limited to Frame Hall’s classrooms and class labs. Lessons will be taken
from the experience of faculty and students when using the active-learning prototype
classroom created in Suhr Library as part of initiative A4.
Landscape Considerations:
n/a
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
Construction work will be programmed for the summer months to minimize disruption to
students.
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Graphic 8.13
Frame Hall - Level 2
LEVEL 2 - EXISTING
Renovated class lab
Renovated classroom
LEVEL 2 - PER FMP
Graphic 8.14
Frame Hall - Level 1
UP
LEVEL 1 - EXISTING
Expanded and
contemporized classroom
Reconfigured and
conyemporized class labs
Classroom
Class Lab
Office
Non-Assignable
Circulation
N
LEVEL 1 - PER FMP
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B4 – UNIVERSITY WALK
Recommended for Landscape Enhancement
Graphic 8.15
Existing Pedestrian Spine which
forms part of ‘University Walk’
Landscape Considerations:
This initiative enhances the existing pedestrian spine between Frame and Montgomery
Halls and extends it across First Street to the Samuel Justus Recreational Trail. This will
complete a clear, accessible and direct link between the Verizon Building and the Campus
Commons (B2) and form Venango College’s ‘University Walk’. Specific enhancements
include:
▪ Extension of University Walk between the removed Montgomery Service Lot and
West First Street (at the southern end of Montgomery Hall). The Walk is aligned to
continue the graceful flow through campus
▪ Re-grading of the slope along edge of Montgomery Lawn to allow for ADA access
while maximizing the amount of useable open space within Montgomery Lawn
▪ Curb extensions (bulb-outs) on both sides of West First Street where the Walk
meets the street
▪ Well-delineated crosswalk across West First Street
▪ Evergreen and canopy tree planting along the re-graded slope, with tree placement
used to frame views toward the Allegheny River
▪ Sidewalk connection between the Walk and the existing wooden stair at the
Montgomery Service Lot; this will be a semi-permenant treatment until the potential
expansion of Montgomery Hall (C3)
▪ Use of the ‘University Walk’ material palette established by the landscape
enhancements at Clarion campus
Servicing Considerations:
The servicing of Montgomery Hall will be switched to from the main parking lot, with the
existing small access road closed.
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
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Graphic 8.16
View Showing the Route of
University Walk upon Completion
of the FMP
1
AIL
WE
ST
FI
RS
T
ST
RE
ET
Graphic 8.17
Plan Showing University Walk
upon Completion of the FMP
RE
CR
EA
TIO
N
TR
2
MU
EL
JU
ST
US
University Walk
SA
3
6
4
5
1. University Walk upgrade
completed as part of
Campus Commons initiative
(B2)
2. Steps enhanced as Campus
Steps initiative (A3)
3. Pathway passes through
Montgomery Hall Extension
(C3)
4. New section of walkway
from Montgomery Hall to
West First Street
5. New crosswalk with bulbouts across West First Street
6. Walkway extends to Samuel
Justus Recreation Trail
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B5 – WEST FIRST STREET
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative improves pedestrian safety and the campus image along West First Street.
Specific enhancements by segment, in addition to the curb extensions developed as part
of other initiatives, include:
▪ Entire Frontage: Consistent elements along the entire frontage include:
▪ Lane narrowing (in coordination with Oil City) to accommodate sidewalks
▪ 5’ sidewalks on Clarion University’s Venango property
▪ Regularly spaced pedestrian lights on Clarion University’s Venango property
▪ Pond Frontage: A few high canopy trees will supplement those that exist to frame
views to the campus core and to the pond
▪ East Side Frontage: The hillside along most of the east side of the street presents
several challenges with pedestrian accommodations and maintaining planted
areas. Streetscape elements along this section include:
▪ A 3’ to 4’ high stone-faced or architectural block retaining wall to accommodate
grading necessary for the installation of a sidewalk
▪ Low native groundcover and shrub massing along the top of the wall to
transition into the hillside landscape (woodlands and groves)
▪ Supplemental native canopy trees and ornimental understory planting to
maintain a woodland landscape between the pond and the West First Street
crossing; and native canopy trees and meadow grasses between West First
Street Crossing and Montgomery Hall
▪ West Side Frontage: The west side adjacent to the student apartments and the
Verizon Building slopes down away from the street, providing an opportunity to
use landscape to visually buffer the parking area. Streetscape elements along this
section include:
▪ Low hedge at the top of the slope to partially screen views of the parked cars
while allowing views to the buildings
▪ Regularly spaced high datum trees partway down the slope (with a narrow
canopy to clear the overhead utility lines); tree wells may be required to
provide level planting areas for the trees
▪ North End: This area is the northern end of the student apartments where Clarion
University’s Venango property begins flanking the street from the north; accent
plantings, light pole spacing, tree layout and potential use of banners will highlight
this area as a campus entry
▪ South End: This area is the southern end of Montgomery Hall where Clarion
University’s Venango property begins flanking the street from the south; accent
plantings, light pole spacing, tree layout and potential use of banners will highlight
this area as a campus entry
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
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Graphic 8.18
Plan Showing Extents of West First
Street Enhancements as part of
Initiative B5
WE
ST
FI
RS
T
ST
RE
ET
Pond
Campus
Commons
Uni
vers
ity W
alk
Slope
Montgomery
Hall
Verizon
Building
N
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8.3 PHASE C INITIATIVES (2023-2033)
C1 – EAST QUAD BUILDING
Recommended for Construction
Proposed Programming:
A building in this location will strengthen the Campus Commons as a more enclosed and
active open space. A programmatic split for a student commons typology of building is
shown below in response to Section 5 of this report. However, as Venango College develops
over the next ten years needs are likely to change and the program of the building should
be adapted accordingly.
The building footprint as shown in the FMP would have a gross area of approximately
18,000 SF over two floors, yielding approximately 10,900 NASF to the campus. Initiatives
C1 and C2 (Northwest Quad Building) combined would satisfy the remaining 2023 space
needs projected for the campus (Section 5).
2013 NASF
Per FMP NASF
Office
0
700
Special Use
0
6,000
General Use
0
4,200
Total NASF
0
10,900
GSF
0
18,000
Massing and Architectural Considerations:
The building will close the northwest corner of the quad connecting Suhr Library and the
Rhoades Center. It will continue the building line of Suhr Library before angling to meet the
Rhoades Center at ninety degrees. The elevation facing the quad will be transparent with
inside functions visible from outside and vice-versa.
Reconfiguration of athletic facilities in the Rhoades Center may be required in order to best
integrate with those provided in the new building.
Landscape Considerations:
Any construction work at this location will be an opportunity to assess the potential for
further improvements to the quad, enhancing its function as the signature enclosed space
of the campus.
Servicing Considerations:
Vehicles will not have direct access to the building and the existing servicing arrangements
of the Rhoades Center and Suhr Library may need to be updated to include those of the
new building.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dictate.
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Graphic 8.19
View Showing East Quad (C1) and
Northwest Quad (C2) Buildings
within the Campus Quad
Graphic 8.20
Plan Showing the East Quad
Building (C1) within the
Completed FMP
Northwest Quad
Building (C2)
Rhoades Center
Frame Hall
Suhr Library
Uni
vers
ity W
alk
WE
ST
FI
RS
T
ST
RE
ET
East Quad
Building (C1)
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C2 – NORTHWEST QUAD
Recommended for Construction
Proposed Programming:
A building in this location is a longer term aspiration and the program will reflect the post
2023 space needs of the campus. However, a mix of study, meeting and lounge areas
would support the architectural aspiration to connect Frame Hall to the Rhoades Center
and a potential program is proposed below.
The building footprint as shown in the FMP would have a gross area of approximately
10,000 SF over two floors, yielding approximately 6,100 NASF. Initiatives C2 and C1 (East
Quad Building) combined would satisfy the remaining 2023 space needs projected for the
campus (Section 5).
2013 NASF
Per FMP NASF
Study
0
1,500
General Use
0
2,100
Support
0
2,500
Total NASF
0
6,100
GSF
0
10,000
Massing and Architectural Considerations:
The building will be the first visible built component of the campus when approaching
from Oil City along West First Street. It will be an opportunity to create a gateway structure,
visible from across the pond. Atrium spaces will make the building taller than Frame Hall
and the Rhoades Center and the upper floor will take advantage of views over the pond
and the Allegheny River.
The massing of the building responds to the steep gradient of the site, with the change in
level allowing basement support functions to be entered at grade from the main vehicular
access from West First Street.
Landscape Considerations:
Any construction work at this location will be an opportunity to assess the potential for
further improvements to the quad and service areas will need to be screened.
Servicing Considerations:
The building would block the existing vehicular service access to the Rhoades Center. This
would need to be incorporated in the basement of the new building.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dicate.
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Graphic 8.21
View Showing East Quad (C1)
and Northwest Quad (C2)
Buildings within the Campus
Quad
Graphic 8.22
Plan Showing the Northwest
Quad Building (C2) within the
Completed FMP
Northwest Quad
Building (C2)
Rhoades Center
Frame Hall
Suhr Library
Uni
vers
ity W
alk
WE
ST
FI
RS
T
ST
RE
ET
East Quad
Building (C1)
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C3 – MONTGOMERY HALL EXTENSION
Option for Construction
Proposed Programming:
This is a long term initiative which identifies a suitable location for a modest built addition
to the campus. While no program is proposed, the building could be delivered as an
alternative to initiatives C1 or C2.
The building footprint as shown in the FMP would have a gross area of approximately
20,000 SF over three floors.
Massing and Architectural Considerations:
The building is envisaged to fulfill the following key functions:
▪ Provide elevator access to the upper level of the campus from West First Street
▪ Enhance the entrance to Montgomery Hall
▪ Support the growth of any department within Montgomery Hall while expanding
the commons area of the building
▪ Increase the built presence of the College on West First Street – the building will
provide a positive visual identity of the College to passers-by and be outward
facing to the street
The section of University Walk linking the campus to the east of West First Street to the
Verizon Building will pass through the extension of Montgomery Hall. Off-hour access/
pass-through will need to be considered. The building could comprise of two independent
parts, which a covered section of University Walk would pass through unobstructed.
Landscape Considerations:
The relationship between the building and University Walk will be a key landscape
consideration. In addition, a parking and drop off area will be created on West First Street
adjacent to the building.
Servicing Considerations:
Serviced from the main parking lot.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dictate.
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ity W
alk
vers
Uni
Graphic 8.24
Plan Showing the Montgomery
Hall Extension upon Completion
of the FMP
WE
ST
FI
RS
T
ST
RE
ET
Graphic 8.23
View of the Montgomery Hall
Extension (C3)
Montgomery Hall
Extension (C3)
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MASTER PLAN INITIATIVES
C4 – PARKING LOTS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative enhances the existing main parking lot with additional landscape that
aims to connect the existing woodlands with the wooded slope along West First Street.
Enhancements include the addition of regularly spaced planting islands and high canopy
trees along each parking bay, the addition of evergreen trees, shade trees and meadow
planting on the steep median between the bays, and consideration for stormwater capture
along the low side of the median. Stormwater capture could be achieved with a low
retaining wall, linear rain garden, and use of permeable pavers within a portion of the
parking stall area.
Servicing Considerations:
Existing servicing arrangements will be unaffected.
Scope and Sequencing Considerations:
This project could happen at any time with no enabling development required. The planting
of trees along the median between the parking bays could be brought forward as a quickwin project, and to accelerate the time at which they would reach maturity.
Graphic 8.25
Photograph of Steps Linking the
Upper and Lower Bays of the
Parking Lot to be Enhanced by
Initiative C4
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MASTER PLAN INITIATIVES
Frame
Hall
Campus
Commons
WE
ST
FI
RS
T
ST
RE
ET
Graphic 8.26
Plan Showing Extent of the Parking
Lot Enhancement in C4
Uni
vers
ity W
alk
Suhr
Library
Parking Lots (C4)
Montgomery
Hall
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VENANGO CAMPUS
IMPLEMENTATION & COSTING
9
125
9
IMPLEMENTATION & COSTING
Graphic 9.01
Campus on Completion of the
FMP (c.2033)
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IMPLEMENTATION & COSTING
9.1 MASTER PLAN COSTS AND PHASING
PHASE A (2013 - 2018)
Year of
Procurement
Initiative
Number
Initiative Name
2014
A1
Verizon Building
$8.9M
2015
A2
Student Residence 6
$2.0M
2016
A3
Campus Steps
$0.8M
2016
A4
Suhr Library
$3.5M
Critical Maintenance
$0.2M
2013-2018
Total
Escalated
Project Cost*
$15.4M
PHASE B (2018 - 2023)
Year of
Procurement
Initiative
Number
Initiative Name
2019
B1
Student Housing 7
$2.2M
2019
B2
Campus Commons
$3.1M
2020
B3
Frame Hall
$1.1M
2021
B4
University Walk
$1.7M
2022
B5
West First Street
$1.2M
Critical Maintenance
$5.8M
2018-2023
Total
Escalated
Project Cost*
$15.1M
PHASE C (2023 - 2033)
Year of
Procurement
Initiative
Number
Initiative Name
2024
C1
East Quad Building
$5.6M
2024
C2
Northwest Quad Building
$4.1M
2024
C3
Montgomery Hall Extension
$6.9M
2027
C4
Parking Lots
$2.8M
Critical Maintenance
$9.4M
2023-33
Total
Escalated
Project Cost*
$28.8M
*Escalated at 3% from 2013 to year of procurement.
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IMPLEMENTATION & COSTING
9.2 FMP INITIATIVES PROJECT PLAN
PHASE A
2014
128
128
Verizon Building
Student Housing #6
Campus Steps and Crossing
Suhr Library Renovation
A1
A2
A3
A4
Student Housing #7
Campus Commons
Frame Hall Classrooms
University Walk
West First Street Streetscape
B1
B2
B3
B4
B5
East Quad Building
Northwest Quad Building
Mongomery Hall Extension
Ideal Parking Lots
C1
C2
C3
C4
2015
2016
PHASE B
2017
2018
2019
2020
2021
2022
2023
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IMPLEMENTATION & COSTING
PHASE C
2024
2025
2026
2027
2028
2029
2030
2031
2032
2033
Graphic 9.02
Clarion Campus Delivery Chart
Funding & Design Procurement
Planning/Design Services
Contractor Procurement
Construction
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IMPLEMENTATION & COSTING
Graphic 9.03
Initiatives by Phase
Phase A
Phase B
Phase C
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IMPLEMENTATION & COSTING
9.3 FMP CLOSE OUT
Graphic 9.04 shows the impact of the FMP initiatives on the overall quantity of space
function types (according to FICM) with regard to the 2013 and 2023 space needs
outlined in Section 5 of the FMP. Although space needs are only projected out to 2023, a
comparison of 2023 to 2033 allocation is provided.
The campus space needs are predicted to increase by 45,482 NASF between 2013
and 2023. The Verizon renovation and the new student residences (A2 & B1) contribute
significantly towards meeting this need, with the remainder met post-2023 through the
construction of the new buildings at the campus quad (C1 & C2).
Throughout the FMP there is a surplus of classroom space, with Montgomery Hall alone
containing more than needed for the whole campus. The potential to repurpose classrooms
in Montgomery Hall as lounges and meeting rooms should be investigated to help meet
the need for more general use spaces.
RESIDENTIAL
HEALTHCARE
SUPPORT
GENERAL USE
SPECIAL USE
STUDY
OFFICE
LABORATORIES
BUILDING
NASF
CLASSROOM /
LECTURE
Space Function Types (According to FICM)
2013 EXISTING ALLOCATION
85,162
10,466
6,961
12,718
6,781
7,741
7,791
3,595
-
29,109
2013 SPACE NEEDS
83,046
5,569
8,382
6,460
5,718
7,004
14,933
5,728
143
29,109
2,116
4,897
-1,421
6,258
1,063
737
-7,142
-2,133
-143
0
2023 FMP ALLOCATION
110,632
11,188
11,508
16,480
5,522
10,741
10,635
5,995
-
38,563
2023 SPACE NEEDS
128,528
6,621
11,586
17,170
7,227
16,862
21,570
8,725
204
38,563
2023 NEEDS SURPLUS/DEFICIT
-17,896
4,567
-78
-690
-1,705
-6,121 -10,935
-2,730
-204
0
2033 FMP ALLOCATION
127,632
11,188
11,508
17,180
7,022
16,741
16,935
8,495
-
38,563
-896
4,567
-78
10
-205
-121
-4,635
-230
-204
0
2013 NEEDS SURPLUS/DEFICIT
2033 FMP Vs 2023 SPACE
NEEDS SURPLUS/DEFICIT
Graphic 9.04
Comparison of Existing and FMP
Assignable FICM
Square Feet with Calculated Space
Needs
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ACKNOWLEDGEMENTS
Clarion University - President’s Executive Council Members
Dr. Karen M. Whitney, President
Dr. Ronald Nowaczyk, Provost and Academic VP
Venango College - Strategic Planning Steering Committee
Ms. Debra Altman
Ms. Emily Aubele
Mr. Latrobe Barnitz
Ms. Tammy Beach
Ms. Pia Bhatt
Ms. Renee Bloom
Dr. Ambreena Buckley
Ms. Cindy Busch
Dr. Joe Carrico
Ms. Nancy Clemente
Ms. Lynn Cochran
Mr. Mark Conrad
Dr. Jessica Crespo
Ms. Kay Ensle
Mr. Steve Evans
Dr. Sharon Falkenstern
Dr. Carie Forden
Dr. Ellen Foster
Ms. Elizabeth Griebel
Ms. Ashley Guthrie
2
Dr. William Hallock
Ms. Nancie Hunter
Ms. Beth Jackson
Dr. Paul Klenowski
Dr. Terry Latour
Ms. Hope Lineman
Dr. David Lott
Ms. Linda Lusher
Ms. Deb Lutz
Mr. Keith Mohnkern
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ACKNOWLEDGEMENTS
Consultant Team
Perkins Eastman
Alan Schlossberg, Principal
Christine Albright, Project Director
David Levo, Project Manager / Senior Planner
Richard Northway, Facility Assessor
Stewart Gohringer, Designer
Julianna Valle Vélez, Designer
Linhart Consulting, Educational Programming
HF Lenz Company, MEP Engineering
The Gateway Engineers, Civil Engineering
Mahan Rykiel Associates, Landscape Architecture
Trans Associates, Traffic and Parking
Urbanomics, Demographics
Crawford Consulting, Cost Estimating
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TABLE OF CONTENTS
1: INTRODUCTION & APPROACH
1.1 FMP INTRODUCTION
1.2 FMP APPROACH
7
9
10
2: CAMPUS PROFILE
2.1 MISSION
2.11 Academic Mission
2.12 University Profile
2.13 Academic Vision
2.14 Venango Campus, Venango College and Clarion University
2.15 Academic Programs
2.2 HISTORY AND DEVELOPMENT
2.21 Academic History
2.22 Campus Development
2.3 REGIONAL RELATIONSHIPS
2.13 Northwest Pennsylvania
2.32 Venango County and Oil City
2.33 PASSHE System
2.4 CHARACTERISTICS
13
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14
14
15
15
17
17
19
25
25
27
29
31
3: CONDITIONS ASSESSMENT
3.1 LANDSCAPE ASSESSMENT SUMMARY
3.2 CIRCULATION AND PARKING ASSESSMENT
3.21 Campus Pedestrian Circulation
3.22 Campus Vehicular Circulation
3.23 Parking
3.3 INFRASTRUCTURE ASSESSMENT SUMMARY
3.31 Central Utility Systems
3.32 Water System
3.33 Sanitary System
3.34 Storm Sewer System
3.35 Natural Gas System
3.36 Electric/Telephone/Data System
3.4 BUILDING ASSESSMENT SUMMARY
3.41 Building Exteriors
3.42 Building Interiors
3.43 Climate Control Systems
3.44 Plumbing Systems
3.45 Electrical and Technology Systems
3.46 Life Safety and Fire Protection Systems
3.47 Accessibility
33
35
37
37
39
39
43
43
43
43
43
43
43
44
46
46
48
48
49
49
49
4: TRENDS IN HIGHER EDUCATION
4.01 Disruptive Change
4.02 New Forms of Digital Delivery
4.03 Increased Tuition Cost Sensitivity
4.04 Demographic Change
51
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53
54
54
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4.05 Asynchronous Learning
4.06 Synchronous Learning
4.07 Library Collections and Study Environments
4.08 The Changing Workplace
4.09 The Role of Greater Mobility
4.10 Variations in Work/Learn Styles and Place Design
55
55
57
57
58
59
5: SPACE NEEDS ASSESSMENT
5.1 ENROLLMENT TRENDS AND PROJECTIONS
5.2 INSTRUCTIONAL DELIVERY
5.3 HUMAN AND LIBRARY RESOURCES
5.5 SPACE NEEDS SUMMARY
5.6 FACILITY STRENGTHS AND WEAKNESSES
61
63
65
66
68
70
6: CAMPUS PLANNING GUIDELINES
6.1 GENERAL OBJECTIVES
6.11 Create Financially and Environmentally Sustainable Facilities
6.12 Create a Robust and Versatile Physical Plan
6.13 Facilities to meet Contemporary Requirements and Increased Online Courses
6.14 Incrementally Expand Student Services
6.15 Create Environmentally Sustainable Buildings
6.2 LANDSCAPE OBJECTIVES
6.21 Create a Compelling, Unique and Progressive Campus Environment
6.22 Create a Cohesive Campus Environment
6.23 Utilize and Highlight Native Species and Stewardship
6.24 Emphasize Seasonal Interest
74
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75
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75
76
76
76
76
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7: MASTER PLAN SUMMARY
7.1 MASTER PLAN SUMMARY
7.11 FMP Major Moves
7.2 APPROACH TO LANDSCAPE
7.3 ADA ACCESS
7.4 VEHICLE SERVICE ROUTES
7.5 MASTER PLAN PHASES
7.51 Master Plan at 2018 (PHASE A)
7.52 Master Plan at 2023 (PHASE B)
7.51 Master Plan at 2033 (PHASE C)
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85
86
88
90
92
92
94
96
8: MASTER PLAN – INITIATIVES
8.1 PHASE A INITIATIVES (2013-2018)
8.2 PHASE B INITIATIVES (2018-2023)
8.3 PHASE C INITIATIVES (2023-2033)
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100
106
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9: IMPLEMENTATION & COSTING
9.1 MASTER PLAN COSTS AND PHASING
9.2 FMP INITIATIVES PROJECT PLAN
9.3 FMP CLOSE OUT
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INTRODUCTION & APPROACH
1
7
1
INTRODUCTION & APPROACH
Graphic 1.01
West End Pond, Venango Campus
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INTRODUCTION & APPROACH
1.1 FMP INTRODUCTION
Clarion University is a public institution of higher education located in rural Northwest
Pennsylvania, and is a constituent member of the Pennsylvania State System of Higher
Education [PASSHE]. The University has two campus locations, both set within the beautiful,
rolling landscape of rural northwest Pennsylvania:
▪ Clarion Campus
Located within the modest Borough of Clarion, PA, the Clarion Campus is attended
by over 4,200 students.
▪ Venango Campus
The Venango Campus is much smaller and located on the periphery of Oil City.
Venango services approximately 1,000 students, including many part-time and
online students.
As a public institution, Clarion University is not only dedicated to the educational
advancement of its students, but to the advancement of its regional context, economy and
environment of its region.
In 2012, Clarion University engaged Perkins Eastman to conduct a Facilities Master Plan
[FMP] of the University’s two campuses and respective facilities. This process was initiated
in the Fall of 2012 and concluded in the Spring of 2014. The FMP establishes a thorough
understanding of the University’s existing and projected academic, facility, community
and cultural needs, and provides a flexible structure for improvements that align capital
capacities with Clarion University’s goals and needs.
The FMP process produced two plans, one for each of the University’s physical locations.
This report specifically addresses the needs and long-tern vision for the University’s
Venango campus in Oil City.
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INTRODUCTION & APPROACH
1.2 FMP APPROACH
The FMP report is organized into nine sections, each of which corresponds to specific
phases in the overall facilities master plan process, as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction & Approach
Campus Profile
Existing Conditions Assessment
Trends in Higher Education
Space Needs Assessment
Campus Planning Guidelines
Master Plan
Master Plan Initiatives
Implementation & Costing
The following summary outlines the scope of each section, the process used to gather and
generate information, and the relevance of each chapter’s findings to the overall Facilities
Master Plan.
1. Introduction & Approach
This portion of the document defines the purpose and scope of the Facilities Master Plan and
describes the role of the FMP in guiding Clarion’s future strategic and physical planning.
2. Campus Profile
In order to establish a comprehensive institutional profile, the FMP’s initial discovery
phases examine the institution’s history, existing enrollment and demographics, as well as
institutional goals and objectives. This collection of data, and the discussions that result
from it, create a portrait of Clarion’s ambitions and identify areas of opportunity.
3. Existing Conditions Assessment
This part of the FMP’s initial discovery process includes the assessment and cataloging of
Clarion’s existing physical inventory and infrastructure.
4. Trends in Higher Education
This section defines the various elements of “disruptive change” occurring across the
higher education landscape and describes the increasingly competitive marketplace in
which Clarion must compete. This includes topics of pedagogy and delivery, technology,
socialization and workflow.
5. Space Needs Assessment
This portion of the FMP process considers Clarion’s existing physical space inventory
along with existing and projected enrollment and personnel figures. This data is combined
with the FMP design team’s knowledge of appropriate space standards that best match
Clarion’s mission. This analysis provides realistic space targets that correspond to the
University’s projected enrollment, staffing and pedagogy.
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INTRODUCTION & APPROACH
6. Campus Planning Policies
The FMP’s guidelines pull together all of the previous discovery sections into a comprehensive
policy brief that set the objectives for Clarion’s physical assets including buildings and
grounds.
7. Master Plan
This is the summary of the FMP’s comprehensive and campus-wide moves, irrespective of
the particulars of implementation. This allows for a complete view of major projects and
of the landscape master plan, which is implemented over the course of multiple initiatives.
The last portions of this section define how the overall plan is organized into three phases
– 2018, 2023 and 2033, representing five, ten and twenty year horizons.
8. Master Plan Initiatives
The initiatives sections is organized by phase and details all of the FMP’s specific building,
landscape and infrastructure initiatives; including basic programming goals, conceptual
design and massing, architectural goals, and construction considerations. Each initiative
description can serve as a project “cut sheet” for inclusion in the University’s RFP process.
9. Implementation & Costing
This final material covers the logistics, schedules and costs associated with implementing
the FMP.
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VENANGO CAMPUS
CAMPUS PROFILE
2
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CAMPUS PROFILE
2.1 MISSION
2.11 Academic Mission
It is the mission of Clarion University to provide “transformative, lifelong learning
opportunities through innovative, nationally recognized programs delivered in inclusive,
student-centered environments.” Central to this mission is the University’s commitment to
deliver an exceptional educational experience that looks toward the future while remaining
affordable to all students.
2.12 University Profile
In today’s urbanized world, Clarion University’s rural setting defines the institution
demographically, strategically and physically. As such, the University is inextricably linked to
its regional context and how northwest Pennsylvania tackles issues as diverse as improving
rural healthcare, retaining local human capital and responding to the effects of renewed
regional energy exploration. As one of the largest employers in its area, the University is also
directly tied to the success of the two communities in which it is situated—Clarion and Oil
City. The population in both communities have stabilized. There are new paths to renewal
after decades of demographic decline. While the University’s annual economic activity
certainly impacts regional success, its primary role in addressing regional development is
producing an educated workforce and citizenry.
To accomplish this task, the University seeks “diverse, motivated undergraduate and
graduate students who want to learn and grow in a safe, small and supportive environment
that promotes exploration and discovery.” The University sets itself apart through strong
faculty, a commitment to individual attention, undergraduate research opportunities,
hands-on learning experiences, and a focus on career preparedness. Additionally, the
University seeks a campus atmosphere that feels more like home and less like a large
and anonymous state institution. Surprisingly, for an institution of its size, Clarion offers
more accredited degrees than any of its peers in the Pennsylvania State System of Higher
Education [PASSHE]. The University also offers multiple distance learning options that are
convenient for its rural population and those beyond.
2.13 Academic Vision
If a university’s mission represents its core beliefs, then a university’s vision represents the
institution’s highest goals and aspirations. At Clarion University, that vision is centered
on leading “high-impact educational practices that benefit students, employers, and
community partners.” This means charting an academic and institutional strategy based on
measured results that directly tie in with local business partners and regional employment
market needs. The University also highlights educational practices such as active learning,
clinical experiences, collaborative assignments, undergraduate research and capstone
projects. Clarion University offers associate, bachelor, and master’s degree programs
across three academic colleges:
▪ College of Arts, Education & Sciences
▪ College of Business
▪ Venango College
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CAMPUS PROFILE
2.14 Venango Campus, Venango College and Clarion University
The Venango campus serves as the region’s community college and is therefore where the
University’s academic mission and vision is closest and most responsive to the workforce
it seeks to impact. The Venango campus also has a uniquely close relationship to Oil City
since the campus and most of its major capital funding has come directly from the local
community, instead of the State.
In 2010, Venango College was created as a separate administrative and academic entity,
distinct from the Venango campus. Venango College is responsible for providing a wide
range of degrees across the University, including numerous allied health and technical
programs that range from Associate to Doctorate degree programs. This includes faceto-face instructional delivery at the Clarion and Venango campus, as well as a significant
amount of online instruction.
2.15 Academic Programs
Each of the University’s nationally accredited degrees conforms to strict academic standards
and undergoes regular examination by both local and external entities. The University’s
academic programs place particular emphasis on hands-on academic training that
prepares students for real-life employment situations and careers. In 2013, the University’s
top five areas of bachelor degrees, representing almost 70% of all degrees, were:
▪
▪
▪
▪
▪
Business and Marketing
Education
Health Professions (and related programs)
Liberal Arts / General Studies
Communication / Journalism
19%
16%
15%
10%
8%
Programs delivered at the Venango campus utilize a practice-based approach and include
a range of the University’s popular allied health programs, as well as criminal justice,
applied science and applied technology. The Venango campus also hosts a number of
certificate and continuing education courses, many of which are in conjunction with private
sector business partners.
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CAMPUS PROFILE
Graphic 2.01
Venango Campus
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CAMPUS PROFILE
2.2 HISTORY AND DEVELOPMENT
Though Clarion University has a history reaching back nearly 150 years to its origins as
Methodist seminary, the Venango campus is a relative newcomer, with its first class offering
in 1961. Still, the Venango campus is one of Pennsylvania’s first community colleges—if
not the first—and the story of its creation closely ties it to the community it serves and
reveals Venango College’s enduring entrepreneurial spirit.
2.21 Academic History
By the 1950s, Oil City and Venango County were seeing significant demographic declines
as local and regional industry (driven by the energy and manufacturing sectors) began
to leave en mass for other parts of the country or overseas. Oil City, still a location with
relatively significant financial resources (it was once the headquarters of Standard Oil and
Quaker State) identified the lack of a local provider of higher education as a significant
long-term economic risk.
By the end of that decade, local Oil City leaders led a successful drive to partner with
Clarion University (then known as Clarion State College, with a single location in the
Borough of Clarion) to create Pennsylvania’s first community college. Despite significant
headwinds, including a lack of State-level commitment or financial support of community
college-level education, the College welcomed its first class of 131 students in the Fall of
1961.
Graphic 2.02
Aerial View of Venango College
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CAMPUS PROFILE
CLARION UNIVERSITY / VENANGO COLLEGE TIMELINE
1867-2014
1867: Clarion Seminary Founded
1929:
Clarion State Normal School
Clarion Becomes PA Owned
ER
EM
RI
LE
EE
ST
EN
RE
G
T
E
ES
RE TH
I R
SM FE
AF
SH
H
C
R
18
BE
Demolished
Pre-1900
1900-1950
1950-2000
2000 and Beyond
IE
Graphic 2.03
Construction / Renovation Dates
Venango Campus
W
S
I
AV
D
CLARION PRESIDENTS:
1915:
19
00
18
67
1867:
Clarion State
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CAMPUS PROFILE
1982:
Clarion State College
VENANGO CAMPUS OPENS WITH 131 STUDENTS
1969:
Clarion Foundation is Formed
20
14
1961:
Clarion University & PASSHE
20
00
1960:
e Teachers College
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IT
H
D
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EW
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IN
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AN
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C
2.22 Campus Development
Once the partnership between the University and the Oil City community was forged,
Clarion’s then-President, Dr. James Gemmell, marshaled tremendous local support,
despite no State funds, to raise over $350,000 to purchase land and build the Venango
campus on the southwest periphery of Oil City. Over time, the campus has grown from
its original Frame Hall to include a collection of classroom, student life and even housing
facilities.
Graphic 2.04
Clarion University l Venango
Campus Timeline
Today, the Venango campus includes University-owned land that spans First Street and
much of the adjacent hillside to the east, as well as Foundation-owned land that is located
between First Street and the Oil City water and waste water treatment facility to the west.
The Venango Campus also features a number of architecturally significant structures.
Frame Hall, the campus’s original building, is noteworthy for its Modernist style. Along
with Suhr Library and the Rhoades Center, the three buildings form a tight and intimate
cluster between the Allegheny River and the adjacent hillside. This cluster is accompanied
by Montgomery Hall (the former private-housing, turned-public dorm, turned-academic
building), as well as several Foundation-owned wood frame apartment buildings along
First Street.
Venango’s buildings range from brand new to over 50 years of age. Overall, the campus
has a fairly homogenous aesthetic that is dominated by beige brick and boxy Modernist
forms.
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CAMPUS PROFILE
Graphic 2.05
Suhr Library
Graphic 2.06
Venango
Apartment
Housing
Graphic 2.07
Montgomery Hall
20
Modernist Brick Academic Centers
Venango’s core academic buildings are similar in scale,
massing and exterior features. All have beige brick cladding,
minimal fenestration, and boxy, low-slung massing.
Examples: Frame, Rhoades, Suhr Library
Vernacular Residential
In recent years, Venango has added wood-framed
apartment housing along First Street. These buildings are of
a simple vernacular design and not aesthetically distinctive.
Examples: New Housing #1 through #5
Other
Montgomery Hall, originally built as private housing, is a
brick-clad, double-loaded dorm-style building. It is of no
particular style and not aesthetically distinctive.
Examples: Montgomery
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Graphic 2.08
Frame Hall Shortly
After Construction
Graphic 2.09
Frame Hall Shortly
After Construction
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Graphic 2.10
Open Space
Venango Campus
Graphic 2.11
Venango Campus Landscape
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Open Space Development
Set in the hills of rural northwest Pennsylvania, rolling slopes, undeveloped forests and an
abundance of open space are prominent characteristics of the 65 acres which comprise
the Venango campus.
The Venango campus can be walked from end-to-end in about five minutes, but the hilly
topography, the main parking area and First Street break the campus into three distinct
and isolated zones:
▪ The main academic cluster
▪ Montgomery Hall
▪ The down-slope housing along First Street
The space between these zones features Venango’s best open space, which is a wooded
slope along First Street. The remaining portions of the campus are generally dominated
by parking areas, service roads and First Street. These vehicle-dominated areas do not
have clear pedestrian and vehicular separation, are generally of varying widths and lack
defined edges.
Beyond these three activity zones, significant open spaces on the Venango campus include
the recently reconstructed Pond and the forested hillside to the East. The improvements
to the Pond have created walking and resting areas and provided a pleasing campus
entrance, which presents a positive public face for the campus.
Currently, buildings or parking lots cover nearly all of the Venango campus’s developable
land; most of the campus’s remaining land is severely sloped and covered by trees.
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CAMPUS PROFILE
Graphic 2.13
Clarion River Valley
Graphic 2.14
Marcellus Shale Field
New Drilling Site (2011)
New Drilling Permit (2011)
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2.3 REGIONAL RELATIONSHIPS
The University has the important role of creating an educated workforce—as well as
being a large provider of employment itself—for the surrounding area. Therefore, the
institution is inextricably tied to its regional context, including any initiatives towards its
overall improvement.
2.31 Northwest Pennsylvania
With a population of about 1 million residents, northwest Pennsylvania is dotted with small
rural towns and villages; the largest city in the area, Erie, has a population of 100,000.
While the region has a rich past, including a history of original Native American settlements,
Underground Railroad activity, and the nation’s first oil boom, the stagnant population and
economic growth continue to present challenges to future planning and job creation.
The landscape of northwest Pennsylvania is defined by forests, hills and the Marcellus
Shale Field. The Allegheny National Forest covers over 500,000 acres of land, offers
year-round outdoor recreation opportunities, and includes the largest area of old-growth
trees in Pennsylvania. The Marcellus Shale Field stretches along the western side of the
Appalachian Mountains. The recent expansion of natural gas drilling (hydraulic-fracturing
or “fracking”) across the U.S. has renewed interest in the energy resources of northwest
Pennsylvania, although the economic and environmental opportunities and consequences
are uncertain.
Graphic 2.15
Population Change since 1960
+72% United States
+11% Pennsylvania
+6% Clarion County
-12% Clarion Borough
-16% Venango County
-40% Oil City
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Graphic 2.16
Campus Locations
Graphic 2.17
Oil City, 1896
Graphic 2.18
Oil City, 2011
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2.32 Venango County and Oil City
The University’s Venango campus sits just within the boundaries of Oil City (10,500
residents), the largest city of Venango County (55,000 residents). Venango County was the
center of the nation’s first oil boom in the mid-1800s. Oil City was founded in 1860 and
served as the oil capital of the nation, at one time holding the headquarters of Pennzoil,
Quaker State, Wolf’s Head, and Standard Oil. As Pennsylvania’s oil was depleted,
companies began relocating outside the region. Oil City’s population peaked at 22,075
in 1930; today, the city’s population is less than half that. Like many older industrial
centers, Venango County is challenged by declining economic and demographic figures.
Recently, Oil City has made efforts to revitalize its downtown and celebrate its oil history
and Victorian Architecture.
Venango County Employment Sectors
Graphic 2.19
Venango County Employment Sectors
2011
Education / Sci. & Tech Services
Wholesale / Retail
Manufacturing
Mining, Construction, Transport
Health Care & Soc. Assistance
Public Admin & Other
Tourism and Food Services
Info., Finance, Real Estate
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Graphic 2.20
PASSHE Universities
Graphic 2.21
Regions of Student Origin, 2011
Northwest
Clarion County
Venango County
Southwest
Allegheny County
Southeast
Southcentral
Central
Southern Alleghenies
Northeast
Northern Tier
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2.33 PASSHE System
The Pennsylvania State System of Higher Education [PASSHE] is a network of 14 stateowned public universities and is the tenth-largest university system in the United States.
PASSHE schools are separate from state-related institutions, which receive public funds but
are not under the control of the State system (this latter group also includes the University
of Pittsburgh, as well as Lincoln University, Penn State University and Temple University in
Philadelphia).
In 1857, the Commonwealth of Pennsylvania created 12 normal school districts across
the state, and the Clarion State Normal School was recognized as one of these schools in
1887. Subsequent acts required the State to purchase its normal schools, transform them
into teacher’s colleges, and eventually into state colleges. Act 182 of 1982 established the
PASSHE system and converted its member colleges into universities. Today, each PASSHE
school competes in NCAA Division II athletics and is a member of the Pennsylvania State
Athletic Conference. Members include:
▪
▪
▪
▪
▪
Bloomsburg University
California University
Cheyney University
Clarion University
East Stroudsburg
University
▪
▪
▪
▪
▪
▪
Edinboro University
Indiana University
Kutztown University
Lock Haven University
Mansfield University
Millersville University
▪ Shippensburg University
▪ West Chester University
Regions of Student Origin
Graphic 2.21
Regions of Student Origin, 2011
Northwest
Clarion County
Venango County
Southwest
Allegheny County
Southeast
Southcentral
Central
Southern Alleghenies
Northeast
Northern Tier
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CAMPUS PROFILE
Graphic 2.22
Student Housing at Venango
Campus
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2.4 CHARACTERISTICS
With a total enrollment of 6,991 students in 2011, Clarion University’s student body had
increased by 11% from 2001; however, enrollment has since dropped by 17% from its
2010 peak and is now at a similar level to the early 2000s, prior to the 2007-08 financial
crisis. The majority of growth was among graduate students, which accounted for 16% of
the student body in 2011. At Venango, the on-campus population has doubled over the
last ten years to a headcount of over 1,000 students.
The student profile at the Venango campus differs significantly from that of the Clarion
campus. While both campuses are generally commuter campuses, the Clarion campus
is decidedly more residential in character. Venango students are overwhelmingly from
Venango County and therefore generally reflect its demographic composition.
Graphic 2.23
Total University Enrolment,
2011-2011
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VENANGO CAMPUS
CONDITIONS ASSESSMENT
3
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CONDITIONS ASSESSMENT
Graphic 3.01
Clarion Campus
Landscape Typology
Undefined
Park
Traditional Open Lawn
Traditional Treed Lawn
Natural Landscape
Utilitarian
Graphic 3.02
Stepped Landscape
Graphic 3.03
Treed Lawns
Graphic 3.04
Park Landscape
Graphic 3.05
“No Man’s Land”
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CONDITIONS ASSESSMENT
3.1 LANDSCAPE ASSESSMENT SUMMARY
Landscape is a critical component of the campus environment. While often viewed as an
afterthought or “luxury,” the landscape is one of several important elements that define a
great campus environment. A successful landscape works in conjunction with buildings,
topography and circulation to create memorable places and knit together disparate
campus elements into a cohesive and curated experience.
The University’s Venango campus comprises the following two primary landscape zones:
▪ A cultivated landscape, which is more diverse and includes a variety of spaces
that have been influenced over time by campus growth, topography and function
▪ A natural woodlands landscape, which encompasses close to 80% of the property
and is characterized primarily by forested slopes
While the Venango campus offers a solid foundation upon which to build, the fragmented
state of its landscape tends to detract from the campus’s image as a whole. Significant
observations and recommendations from the landscape analysis are described below:
▪ The Venango campus has a very different identity from the Clarion campus in
terms of architectural style, campus layout and site elements.
▪ The landscape elements around the Pond convey a very different character
(traditional) than the rest of the campus (contemporary). Interviews indicated that
the Pond is considered to be more connected to the community than the campus,
and the different character of the Pond (as well as the topographical difference)
tends to reinforce this.
▪ The topography associated with the campus presents both challenges and
opportunities for a better functioning campus environment. The landscape can
be used to accentuate the positive qualities of the topography and mitigate the
negative qualities.
▪ As the campus evolves, there should be more investment in tree canopy coverage
and less on planting and maintaining shrub beds. Consideration, however, should
be given to using large shrub masses to address particularly challenging slopes
(such as the slope between Rhoades and Frame).
▪ There should be focus on introducing more plants with seasonal interest and
increasing the variety of plant species. The woodland backdrop provides an
effective unifying element that allows for the planting of more plant varieties.
▪ The University should apply a standard family of materials and furnishings
throughout the campus, except for very unique circumstances where a different
standard is warranted. Currently, the materials and furnishings used on the
Venango campus lack a consistent language. Lighting and furnishings around the
Pond, however, have received a significant investment.
▪ Physical and visual connections to the surrounding natural areas are of great
importance. As such, it is critical to incorporate natural areas—physically and
symbolically—into the campus landscape. The existing natural areas are a
highlight of the Venango campus, and further work should enhance important
vistas and direct views.
▪ Outdoor spaces and significant landscapes should be named to elevate their
importance.
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CONDITIONS ASSESSMENT
Graphic 3.06
Campus Locations
Graphic 3.07
Venango Campus Access
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CONDITIONS ASSESSMENT
3.2 CIRCULATION AND PARKING ASSESSMENT
Interstates 79 and 80, as well as a network of rural highways, keep the region and the
University connected to other communities via car, but few other modes of transit connect
Oil City or Clarion Borough with surrounding cities. Without a personal motor vehicle,
travel beyond campus boundaries can be challenging; even with a car, the Clarion and
Venango campuses are approximately 40 minutes apart.
3.21 Campus Pedestrian Circulation
The Venango campus is nearly inaccessible without a car. An hourly public bus route
connects the campus to downtown Oil City, but the Venango campus’s remote location at
the edge of city limits isolates the campus from commercial activity.
Balancing the need for convenient vehicular access and the desire for a pedestrian-friendly
environment is a constant challenge for many college and university campuses. Within
the boundaries of the Venango campus, steep terrain, loosely defined paths, inclement
weather, and large parking lots can make walking a burden to be avoided rather than
a natural first choice. In addition, the absence of sidewalks may further deter pedestrian
circulation. A specific challenge is the poor connection between the housing located at the
lower elevation on the west side of First Street and the remainder of the campus.
An exception to the campus’s lack of pedestrian infrastructure is the long, switchback ramp
that travels downhill from the backside of Rhoades to the recently reconstructed Pond. On
the eastern end of the Pond, the path leads to a gazebo; to the west, the path ends at an
ornamental clock tower and park bench. The clock is easily seen by the passing traffic and
is a well-regarded signpost for the Venango campus.
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CONDITIONS ASSESSMENT
Graphic 3.08
Venango Campus Parking
Visitor Lot
Commuter Lot
Residential Lot
Employee Lot
Automobile Access
Graphic 3.09
Residential Parking
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CONDITIONS ASSESSMENT
3.22 Campus Vehicular Circulation
Extending south from the center of Oil City, First Street both connects and divides the
Venango campus. With the addition of student housing, First Street now separates the
residential side of campus (to the west) from the academic side of campus (to the east).
High-speed traffic and the absence of traffic lights, crosswalks and sidewalks make the
pedestrian crossings feel dangerous. The automotive connectivity between the residential
and academic sides is no more convenient because residential parking entrances are not
aligned with the primary academic parking entrance.
A steep driveway travels uphill to connect First Street to the tiered academic parking lots
above. The steep hill of the academic campus forces parking to follow the terrain in long,
thin lots. Although there are only four academic buildings at Venango, Montgomery Hall
is separated by almost 1/8 of a mile from Frame, Suhr and Rhoades. The long stretches
of parking that lie between have become the default pedestrian route across the campus.
3.23 Parking
Clarion’s Venango campus’s parking consists of surface lots reserved for specific users such
as employees, visitors, commuter students and residents. Lots have been inventoried by the
number of spaces per lot, and users in November 2012 and February 2013. Assignments
across the campus’ six lots are as follows:
▪
▪
▪
▪
▪
Commuter Students
Faculty & Staff
Residents
Visitors
Handicap
Total
183 spaces
36 spaces
85 spaces
8 spaces
15 spaces
327 spaces
The majority of campus parking (205 spaces) is contained in two lots with spaces delineated
90 degrees and a one-way traffic flow, which is meant to minimize conflicts due to the
grade and sight distance of the driveways serving these lots. A small, dead-end parking
lot is provided for visitors and staff in front of Frame Hall; some of the spaces in this lot
are as narrow as eight feet. In addition, trucks unload at the end of this lot, which disrupts
vehicular access to these spaces as well as pedestrian circulation. A small lot for employees
is located adjacent to the lower level of Montgomery Hall, but due to its size and angled
parking, it is difficult for larger vehicles to exit these spaces. During peak attendance events
on campus, such as commencement, the nearby electric utility company (Penelec / First
Energy) allows campus visitors to park at their lot across First Street.
Although faculty and student parking areas are marked with signage, the restrictions do
not appear to be strictly enforced. A number of parked vehicles were observed along First
Street, despite the presence several “No Parking” signs. The campus may benefit from
better-defined limits and enforcement of parking restrictions.
For the 2012-13 school year, the University charges $50 per semester and $100 per year
for commuter student parking permits. Parking is included in the charges for on-campus
Graphic 3.10
Venango Campus
Parking Spaces by Lot Type, 2013
Visitor & Handicap Space
Commuter Parking Space
Employee Parking Space
Resident Parking Space
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residents, and employees receive a no-cost sticker to park on campus. One security officer
currently enforces permit violators from 1:30 PM to 9:30 PM, Monday through Friday.
Parking Demand Study
Data was collected on a typical peak day to determine the usage of spaces by type and
location for the Venango campus. Parking accumulation counts were conducted on
Monday, February 18, 2013 from 10am to 7pm. As shown on Graphic 3.11, the maximum
occupancy of all spaces on campus occurred between 5pm and 6pm, when 208 parked
cars were counted or 64% of all spaces. Maximum usage by type (student, faculty, etc.)
determined that faculty spaces were nearly full at 92%, with student spaces at 64% and
handicap spaces at just 13%. The lower faculty/student lot (the parking bay that runs
fromfrom Frame Hall to Montgomery Hall was observed at or near capacity during the
day. The the parking aby above never exceeded 50% of capacity. In addition, five vehicles
were observed parked along West First Street, adjacent to the campus.
Based upon this observation, it appears that the Venango campus has more than sufficient
on-site parking for today’s needs, and that there is significant capacity to accommodate
additional on-campus population growth.
Graphic 3.11
Venango Campus
Peak Parking Usage
(Monday, February 18, 2013)
Visitor & Handicap Space
Commuter Parking Space
Employee Parking Space
Resident Parking Space
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Graphic 3.12
Parking near Entrance to
Venango College
Graphic 3.13
Parking Lots form Terraces
Stepping up the Hillside
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Graphic 3.14
Venango Campus Infrastructure
Water Tower
Fiber Optic Node
Stormwater Drain
Stormwater Runoff
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3.3 INFRASTRUCTURE ASSESSMENT SUMMARY
3.31 Central Utility Systems
There are no centralized systems at the Venango campus. All buildings have independent
mechanical systems.
3.32 Water System
The Venango campus is serviced by a water tower located in the wooded area, upslope of
the campus. Some of the campus is also serviced via water service lines that are located
along First Street.
3.33 Sanitary System
Sanitary sewer service is provided throughout the campus and flows into a main service
line located along First Street. This main line flows into the Oil City water and waste water
treatment plant located off of Osborne Street. This treatment plant is located northwest of
the Venango campus’s housing buildings on First Street.
3.34 Storm Sewer System
Stormwater runoff is divided into three drainage areas for the Venango campus.
▪ The first drainage area encompasses the majority of the campus, with the
exception of the Pole Barn and Montgomery Hall. This drainage area, as well as
upslope areas behind the parking lot, flows overland or into storm sewers to the
existing stormwater management pond located at the intersection of First Street
and Osborne Street.
▪ The second drainage area consists of the Pole Barn and Montgomery Hall. This
area flows overland or into storm sewers and discharges into storm sewers located
along First Street.
▪ The third area includes the housing located on the west side of First Street. The
runoff in this area is directed into storm sewers and discharges to a tributary of
the Allegheny River.
3.35 Natural Gas System
The Venango campus is serviced by natural gas lines which originate from a main
distribution line along First Street.
3.36 Electric/Telephone/Data System
The Venango campus is serviced by electric, telephone and data main lines that are located
along First Street.
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CONDITIONS ASSESSMENT
3.4 BUILDING ASSESSMENT SUMMARY
Physical condition assessments were performed for ten University buildings at the Venango
campus. Buildings constructed or renovated within the past five years, as well as those
scheduled for renovation or demolition, were not included in the condition assessment.
“Protected Building” Determination
At the outset of conditions assessments, building were evaluated for their landmark/
heritage status and/or value of their cultural contribution. Clarion’s FMP planning process
endeavors to preserve and restore buildings deemed “protected” because they are either:
▪ Legally bound to protect and preserve the building
▪ Though not legally protected, the building none the less provides a significant and
positive cultural and aesthetic contribution regarding:
- History of campus development, or
- A seminal moment in campus and/or community history, or
- Is of significant importance to alumni
Buildings deemed “protected” are not to be removed from the campus’ inventory
regardless of condition, adaptability or utilization assessment unless they pose a significant
and serious threat to life safety that cannot be mitigated.
There are no buildings on the Venango campus deemed “protected.”
Conditions Assessment Approach
The conditions assessment was conducted in November and December of 2012. The
assessment methodology consisted of the visual inspection of each building and discussions
with facilities personnel regarding building maintenance and operation. Twenty individual
building systems were analyzed and graded on a four-point scale:
▪
▪
▪
▪
1.0-1.4 =Poor
1.5-2.4 =Fair
2.5-3.4 =Good
3.5-4.0 =Excellent
The principal assessment finding is that most of the University building inventory is currently
in good condition. However, it is projected that significant capital improvements will be
required within the next five to ten years to replace major building components in as many
as one half of the buildings surveyed. These components include heating, ventilating,
cooling, electrical and plumbing systems. Window and roof replacement within some of
the University buildings should also be anticipated. The underlying reason for the need of
building systems to be replaced is age; many of these building systems have reached, or are
nearing, the ends of their useful service lives. Increasingly, these systems will become less
reliable, more inefficient in their performance, and more costly to operate and maintain.
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CONDITIONS ASSESSMENT
1.9
1.4
OVERALL SCORE
Frame Hall
Montgomery Hall
OVERALL SCORE
Rhoades Center
OVERALL SCORE
Suhr Library
OVERALL SCORE
Barnes Hall (Housing)*
Black Hall (Housing)*
Hughes Hall (Housing)*
Leadership Hall (Housing)*
Peters Hall (Housing)*
OVERALL SCORE
OVERALL SCORE
2.2
1.5
Graphic 3.15
Building Assessment Table
Venango - Student Housing
Pole Barn (Venango)
1.8
V - Auxiliary
2.7
Building 3.1
Site
2.0
2.0
2.5
3.0
2.8
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
1.9
4.0
2.8
Building Structure
3.5
3.0
3.0
3.0
3.0
3.0
3.0
2.0
3.0
3.0
4.0
4.0
4.0
4.0
4.0
2.7
4.0
2.7
Building Exterior: Enclosure
3.1
2.5
2.5
2.5
3.0
2.8
3.0
2.3
2.0
2.5
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.6
Building Exterior: Roof
3.5
2.5
2.5
2.5
2.0
2.3
2.5
2.4
2.5
2.5
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.4
Building Exterior: Windows
3.4
-
-
3.0
2.5
2.8
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.6
BUILDING
2.7
4.0 SUPERSTRUCTURE
2.6
4.0
3.3
2.5
2.0
2.5
2.0
2.2
2.9
2.1
2.5
2.72.4
2.7
4.0
2.3
4.0
2.0
4.0
1.2
4.0
1.7
4.0
2.0
4.0
2.3
OVERALL SCORE
1.8
V-E&G
OVERALL SCORE
V - Service
2.2 2.72.2 2.72.2 2.72.1
Plumbing Systems
2.9
2.5
2.5
3.0
3.0
3.0
2.5
1.5
-
2.0
4.0
4.0
4.0
4.0
4.0
2.1
4.0
2.2Heating, Cooling and Ventilation Systems
2.8
2.5
2.5
2.0
2.0
2.0
3.0
1.5
-
2.3
4.0
4.0
4.0
4.0
4.0
2.3
4.0
3.5
Fire Protection System
3.3
-
-
-
-
-
-
--
-
4.0
4.0
4.0
4.0
4.0
1.0
4.0
2.7
Fire Alarm System
3.5
-
-
2.0
2.0
2.0
2.0
2.0
-
2.0
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.5
Telecommunications and Security
3.4
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
3.0
4.0
2.4
Electrical System: Lighting
3.0
1.0
1.0
3.0
3.0
3.0
3.0
2.5
-
2.8
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.3
Electrical System: Power
3.1
2.5
2.5
3.0
2.0
2.5
3.0
1.0
-
2.0
4.0
4.0
4.0
4.0
4.0
1.6
4.0
BUILDING
2.3
4.0 MEP
3.1
2.1
3.0
2.1-
- 2.7
- 2.5
- 2.6
2.8
-
1.9
-
2.32.4
1.8
4.0
2.0
4.0
2.3
4.0
1.0
4.0
2.2
4.0
1.9
4.0
2.4
2.2
4.0
-
3.0
2.5
2.6
2.9
1.5
2.7
2.9
2.8
2.8
2.
2.0
2.6
1.9
2.9
1.8
1.5
1.7
3.1
3.6
2.
Building Enclosure: Doors/Door Hardware
2.6
3.3
2.5
2.5
3.0
2.0
2.5
3.0
2.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
2.0
4.0
2.7
Interior Finishes: Partitions
3.4
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.1
4.0
2.8
Interior Finishes: Ceilings
3.5
2.0
2.0
3.0
3.0
3.0
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.2
4.0
2.6
Interior Finishes: Floors
3.3
2.0
2.0
2.5
3.0
2.8
3.0
3.0
-
3.0
4.0
4.0
4.0
4.0
4.0
2.3
4.0
Interior Finishes: Door and Door Hardware
2.8
3.4
2.0
2.0
3.0
2.5
2.8
3.0
2.5
2.8
4.0
4.0
4.0
4.0
4.0
1.9
4.0
2.6
Interior Finishes: Toilet Rooms
3.1
2.0
2.0
3.0
2.5
2.8
2.5
3.0
-
2.8
4.0
4.0
4.0
4.0
4.0
1.8
4.0
2.9
Interior Finishes: Built-In Furniture
3.7
-
-
-
3.0
3.0
3.0
--
3.0
4.0
4.0
4.0
4.0
4.0
3.0
4.0
1.7
Accessibility (2010 ADA Standards)
2.5
-
-
2.5
2.5
2.5
2.5
1.5
-
2.0
4.0
4.0
4.0
4.0
4.0
1.0
4.0
BUILDING
FINISHES
2.3 INTERIOR
4.0
2.6AND4.0
3.2
2.1
2.0
2.1
2.0
2.0 2.92.0 2.72.0 2.81.3
2.0
2.9 1.9
2.6
2.82.4
2.6
4.0
2.0
4.0
1.8
4.0
1.1
4.0
1.8
4.0
2.0
4.0
2.7
2.7
2.7
2.9
1.8
2.4
2.2
3.1
2.9
2.
OVERALL
2.5
4.0SCORE
3.2
2.2
2.3
2.2
2.0
2.1 2.72.1 2.62.1 2.71.7
2.1
2.8 2.1
2.4
2.62.4
2.3
4.0
2.1
4.0
2.0
4.0
1.1
4.0
1.9
4.0
2.0
4.0
2.6
2.6
2.4
2.9
1.7
2.2
2.3
3.0
3.1
2.
2.0
1.7
2.3
2.5
1.9
1.6
2.0
2.5
2.4
4.0
LEGEND
Condition
Numerical Range
Color
Graphic 3.16
Building Condition Assessment
Venango Campus
Excellent: 4
Good: 3
Fair: 2
Poor: 1
Not Assessed
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Cost of Deferred Maintenance
As part of the above assessment, near-term repair and replacement needs were also
estimated for systems that are currently in fair condition. These needs are grouped into
three categories:
▪ 2013-2014
▪ 2015-2022
▪ 2023+
Immediate needs
Intermediate needs
Long-term needs
Systems and major pieces of equipment that are in good and excellent condition and
would not need significant repair or replacement over the next 20 years are not included
in the above categories. The cost of deferred maintenance at the Venango campus is (in
unescalated, 2013 hard costs):
▪ 2013-2014
▪ 2015-2022
▪ 2023+
$0.3M
$3.4M
$4.5M
Repair v Replacement
In the case of some buildings, the cost to repair an existing building approaches or exceeds
the cost of replacement. When a building’s repair costs near or exceed 75% of replacement
costs, a building must seriously be considered for removal from the University’s inventory.
Buildings on the Venango campus where the repair value approaches or exceeds
replacement value include:
Building
Suhr Library
Repair
$1.9M
Replacement
$2.0M
Repair as % Replace
95%
Generally, of all facilities, Suhr Library has the greatest deferred needs in all catagories on
the Venango campus.
The FMP’s approach to managing deferred maintenance costs can be found in Section 9,
as well as Appendix G.
Buildings Recommended for Removal
In addition to repair versus replacement value, buildings were also examined for:
▪ Adaptability – The ability for a facility to be easily repurposed for a new use/
function
▪ Utilization – Amount of building occupied and regularly used
Buildings are to be removed from the campus facilities inventory when they are found to
have all of the following:
▪ High repair v replacement costs and
▪ To be inflexible and
▪ To have low utilization
Based on these criteria, no buildings on the Venango campus are recommended for
removal/demolition.
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Graphic 3.17
Suhr Library
Graphic 3.18
Suhr Library
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3
CONDITIONS ASSESSMENT
3.41 Building Exteriors
Building envelop conditions are generally in fair to good condition across the Venango
campus, with roofs needing the most attention over the next ten years.
3.42 Building Interiors
Interior conditions vary across the campus, but are generally in good condition with the
(manageable) exception of the Pole Barn.
3.43 Climate Control Systems
Building cooling is provided through a variety of chiller types and direct expansion
equipment on a stand-alone building basis. When a new building is being designed (or
a cooling system replacement is needed for an existing building) consideration should
be given to equipment sizing that would allow for servicing of nearby buildings from a
common chilled water plant. Doing so would help reduce the quantity of equipment to be
maintained. A central utility plant, however, is not appropriate for the Venango campus.
Electric chillers are recommended for new / replacement chillers unless calculations based
on current energy costs can justify the use of steam absorption chillers. Remote monitoring
and alarming capability should be added to all buildings and accessible via the University’s
network and the Internet.
3.44 Plumbing Systems
The plumbing systems and conditions on campus vary. The lavatories, water closets
and urinals, in most instances, are vitreous china but the condition typically matches the
overall condition of each building. In some instances the faucets and restrooms have been
upgraded with sensor flush valves and faucets. The buildings that do not have backflow
prevention on them should have them installed as early as possible.
3.45 Electrical and Technology Systems
The electrical systems within the buildings vary. The lighting fixtures have been retrofitted to
energy-saving T-8 lamped fixtures throughout the campus and this update should pay for
itself in energy costs if it hasn’t already done so. In general, the electrical systems condition
matches the overall condition of each building. In some cases, the electrical system has
received some updates, but for most buildings, when renovations occur, the electrical
system should be upgraded as well.
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CONDITIONS ASSESSMENT
3.46 Life Safety and Fire Protection Systems
The fire alarm systems in the majority of the buildings have been updated with Johnson
Controls Metasys systems. This standardization makes it convenient when gathering data
from the remote buildings and reporting to the police station. Only one or two buildings
have absolutely no fire alarm or sprinkler system installed, but when the buildings are
renovated the code will dictate if a manual or automatic fire alarm system is required to be
installed; regardless, it is preferable to have a central fire alarm system installed in each
building.
Future consideration should be given to the installation of a campus-wide warning system
that alerts students and employees of a threat on the campus, either weather-related or
manmade in nature, and to advise on appropriate action. This could be done through a
voice system or mobile phone text message notification.
The majority of the buildings had emergency lighting systems provided either via battery
pack fixtures or through the emergency generator. There does appear to be periodic
maintenance performed on the generators, but based on the age of some of the battery
packs, it is unlikely that they would be able to provide the 90 minutes of operation that is
required.
3.47 Accessibility
Accessbility on the Venango campus is complicated by its sloping terrain and that existing
buidlings generally don’t provide interior elevators that allow people to move up and down
slopes in addition to moving between floors. This means that there are no accessible routes
across the Venango campus, particularly from the housing below First Street.
Additonally, during each building assessment, buildings were scored for 20 different
conditions criteria, including accessibility (ADA 2010 Standards). Several of the University’s
buildings at Venango scored low on their ability to provide handicap accessibility. The
underlying reason for this result is that the design and construction of many of these buildings
predates current accessibility standards. This non-compliance is largely acceptable by law;
compliance to present-day standards is typically required only when significant building
renovations take place. However, the purpose of incorporating accessibility into a building
assessment is not to determine the legality of the conditions, but to measure the capacity of
the building to provide handicapped access, as currently defined, to building users.
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VENANGO CAMPUS
TRENDS IN HIGHER EDUCATION
4
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TRENDS IN HIGHER EDUCATION
Graphic 4.01
Traditional Lecture Format
Graphic 4.02
Smaller Scale Classroom
utlizing Modern Technology
within a more Active Learning
Environment
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TRENDS IN HIGHER EDUCATION
As highlighted by Clarion’s senior leadership, higher education in the United States and
globally is experiencing a period of disruptive change that offers significant opportunities
for both of Clarion University’s campuses. This section identifies the drivers of “disruptive
change,” including new technologies, economics, evolving student demographics, and
new instructional delivery methods.
4.01 Disruptive Change
The impact of technology on many industries is well documented, but higher education has
yet to undergo the changes seen in industries such as music, journalism, telecommunications,
travel, and publishing. In each of these industries, technology (particularly when combined
with mobility) has dramatically altered consumer patterns and their relationships with service
and content providers. In some markets, for-profit online institutions have displaced their
not-for-profit brick and mortar counterparts (in the same way Amazon.com and iTunes
have displaced book and music stores, respectively). In the last few years, the quality of
their higher education counterparts have come under increased scrutiny and enrollment
has suffered as a consequence. However, this is likely a temporary situation that will resolve
itself as institutions retool and consolidate gains. Higher education has thus far avoided
such cataclysmic shifts, but that is likely to change in the future.
4.02 New Forms of Digital Delivery
Yet another front of competition comes from educational publishing companies, such as
Pearson, as they become more digital and replace lost textbook income with consulting
and digital application services (apps). In the future, it is likely that such applications will
serve as surrogate instructors, and firms like Pearson will receive volumes of performance
data from the apps. These firms have a long tradition of—or are acquiring—exciting
and effective graphic interface capabilities, and are also able to apply (video) gaming
approaches to the design of their interfaces. Once these programs receive the necessary
credentials (some already are licensed), they will become formidable partners or
challengers to traditional institutions of higher education. In 2012 alone, according to the
Economist magazine, over $1.1 billion was invested by venture capitalists into educational
technologies, a figure that was almost as high in nominal terms as the
dot-com peak.
At the same time, the quality of exclusively online course offerings, both synchronous and
asynchronous, has vastly improved over the past few years. This is partially market-driven,
but it is also a result of new technologies being continuously developed by a greater
variety of firms, such as Amplify, to assist universities in developing and running online
programs. The public’s wariness of online education is gradually being overturned as this
method of course delivery becomes more commonplace and less stigmatized. According
to the US News & World Report, the number of colleges offering degree programs that
are administered solely online has almost doubled in the past decade. As of 2012,
approximately 62% of postsecondary education institutions offered fully online programs. It
is likely that institutions leading this sector will increasingly resemble technology companies
in terms of their business model, branding and digital sophistication.
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TRENDS IN HIGHER EDUCATION
With respect to facilities planning, the impact of online delivery is most directly felt on the
need for traditional face-to-face instructional environments. Increasingly, classrooms and
lecture halls will not be used as frequently for traditional face-to-face instruction. In some
cases, the demand for class labs will also be reduced, especially for fixed, computerbased rooms. The need for experiential class lab environments, particularly those related
to “hand memory” (learning though kinetic action) is anticipated to remain stable.
4.03 Increased Tuition Cost Sensitivity
From the consumer’s side, the recent recession has left many students and their families
less able and less willing to pay for college. Many families no longer view a university
education as a rite of passage into adulthood, but rather as a strategic investment that must
be approached with prudence. Like much of American consumer spending over the past
two decades, higher education has been increasingly financed by debt. This is exacerbated
by cost escalation that exceed inflation. With national student debt now exceeding national
credit card debt, the financial relationship between universities and students must change.
The return-on-investment of a college degree is now one of the top considerations for
many students, and it is of vital importance that the experience translates into a wellpaying job in a desired field of work. With the consumer market moving in a downward
pricing direction, institutions that fail to respond may risk their continued viability.
4.04 Demographic Change
Another transformation in the landscape of higher education is evident in the demographics
of today’s student population, which is not only more diverse ethnically and economically,
but also in terms of life experience and age. The international student population in the U.S.
continues to rise, as does the percentage of non-white students enrolled in post-secondary
degree-granting institutions. But perhaps the most notable shift in the demographics of
higher education is in the average age of students pursuing post-secondary studies. A
large part of the increase in adult learners can be attributed to the economic recession,
which spurred many people to seek new skills or pursue a higher degree. According to
the National Center for Education Statistics, approximately 23% of college students in the
U.S. were between the ages of 25 and 34—and nearly 18% were 35+ years of age—as
of 2010. The enrollment of students 35+ years of age increased 32% between 1996 and
2010 and is projected to increase 25% between 2010 and 2021.
In order to remain competitive in today’s market, institutions of higher education must
adjust to meet the needs of a more mature student demographic. Non-traditional students
often work full- or part-time and may have family or other obligations to attend to in
addition to their coursework. Unlike traditional students who are younger and attend
school full-time, adult students may require more flexibility in class location (such as online
learning options) and schedule (evening and weekend courses).
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TRENDS IN HIGHER EDUCATION
4.05 Asynchronous Learning
Asynchronous learning, which allows students to work at their own speed, has helped meet
the growing demand for instructional flexibility. This type of learning may be especially
appealing to non-traditional students who have the advantage of practical, real-world
experience and the maturity to self-manage. As opposed to a traditional lecture environment
in which the instructor delivers information at a set pace, online instruction supports selfpaced learning and often allows students to skip or move quickly through content that they
have already mastered. With course materials available at any time online, students may
select particular areas on which to focus their energies.
Another variation of asynchronous learning is the “flipped” course. Flipping courses
involves lecture materials, whether textbook-based, online, or both, to be read outside of
class, and “homework” completed during class time with the guidance of an instructor or
through small group assignments. This instructional strategy changes not only the role of
the faculty member but also the type of facilities needed.
Asynchronous learning also calls on the institution to make learning resources such as
specialized labs, simulation environments and librarian services widely available.
One asynchronous method that has received a great deal of attention in the past several
years is the massive online open course [MOOC]. Since 2008, MOOCs have exploded in
popularity, gaining traction and legitimacy from a number of top-ranking universities. In
the United States, esteemed institutions such as Harvard, Stanford, MIT, Yale, UC Berkeley,
and UCLA have launched a variety of free online course offerings available to students
around the globe. While the benefits of MOOCs are debaatable, it is undeniable that
they have and will continue to change the way that higher education is delivered and
consumed. Just as importantly, MOOCs have also become powerful marketing tools,
helping to publicize super-star faculty and promote an institution as a center of excellence
for a specific field of study.
4.06 Synchronous Learning
The approach to synchronous teaching and learning (face-to-face and online) has
also undergone a paradigm shift, moving away from traditional methods of “passive”
instruction to more effective and student-focused “active learning” tactics. Following this
trend, student expectations for their higher education experience are changing. Today’s
student demands a more personalized, face-to-face [F2F] educational experience,
including frequent interaction with instructors and a high level of engagement within a
collaborative environment. This is generally met through the concept of student-centered
learning, which emphasizes the active participation of the student as a key component
of effectively learning and processing course material. Active learning methods can be
applied to online or distance-learning classes as well as in-person instructional settings. A
wide variety of virtual tools exist to support long-distance collaboration, allowing students in
multiple locations to interact with each other and the instructor through webconferencing,
document sharing, instant messaging and more.
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Graphic 4.03
Suhr Library, Venango College
Graphic 4.04
Suhr Library, Venango College
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Because active learning is a newer form of instructional delivery, traditional classroom
environments may need to be adapted for optimal support. For example, flexible seating
(movable tables and chairs) allows students to work individually or in groups of various
sizes; in a tiered lecture hall, the depth of the tiers may be extended to accommodate two
desks per tier, allowing students to turn their seats and work in pairs. Another instructional
strategy is the use of breakout spaces where large group sessions are complemented with
small group work in breakout rooms or informal study areas. Best practices for campusbased programs in disciplines such as English writing and reading, mathematics, and
accounting now favor more specialized learning environments such as SCALE-UP (student
centered active learning environments with upside down pedagogies) rooms. These rooms
typically feature clusters of student computer stations to allow collaborative work, and are
sometimes supported by small recitation studios for targeted instruction.
Along with active learning environments, there is a high demand for experientially-based
learning environments. These learning environments simulate actual workplaces – a pre-K
classroom, a business boardroom, a hospital room, a speech clinic – and allow students
to learn and practice where they can be mentored by faculty and peers before entering an
actual work site. Importantly, such facilities are not necessarily scheduled for fixed times as
traditional classrooms, but are made available for open use.
4.07 Library Collections and Study Environments
Libraries are being transformed from mere repositories for reading materials to places for
study and assistance in knowledge wayfinding. Desired library study spaces are no longer
furnished with individual carrels or open worktables, but are fitted with study rooms to
accommodate groups of various sizes. Furnishings should support a variety of work/learn
modes, with seating options such as rocking chairs, soft chairs, task chairs and ottomans.
It is important to note that the demand for study environments extends beyond the library
proper; formal and informal study spaces are incorporated throughout the campus, with
electronic information services available to students and faculty at multiple convenient
locations.
In terms of the library’s operations, reserve materials are now often provided in electronic
format, requiring different preparation activities on the part of library staff. Traditional
distinctions of reference, circulation and periodicals are fading, with a greater emphasis
on professional information services.
4.08 The Changing Workplace
In addition to changes in higher education’s academic spaces, the workplace is
undergoing a change of its own. Over the past few decades, office environments have
become increasingly collaborative, with less time spent on “heads-down,” solitary work.
In situations where team members are located in different geographic locations, and even
different time zones, workplace interaction may occur in person, via conference calls,
through e-mail, instant messaging, or through voicemail and text.
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Technology has given workers the ability to connect anywhere, anytime, using smaller
and more portable devices. Often, employees could perform the majority of their work
outside of a formal office setting, but they continue to commute to a physical office in
order to interact with their colleagues. They want to remain “in the loop” and to be part
of an environment where there is a social “buzz.” Of course, much work requires solitary
focus, but workers typically do not want to be too isolated from their colleagues. Many
workplace designers and managers have realized that the physical office setting must now
be designed to attract and hold the attention of employees.
The shift towards collaboration has impacted workstation and office sizes. Over the past
few decades, there has been a gradual shift away from the “space by rank” method of
assignment (where the size of the individual workspace is related to the organizational
hierarchy) toward a new set of workplace standards, where there is one size office and
one size workstation, or even one size workstation with no enclosed offices. Because the
technology has gotten smaller (or has become obsolete, such as personal printers), the
standard size of workstations has also decreased.
When workers have the freedom to choose where, when, and how they work, the
work that is performed within an office setting is usually more collaborative. Since they
spend more time on-site in meetings (formal or impromptu), assigned workstations are
typically underutilized and the demand for variously sized meeting spaces is unmet.
Some organizations have addressed this mismatch by asking employees to use space
on an as-needed basis, as opposed to “owning” a dedicated workspace (workers with
dedicated workspaces are called “resident workers”). Often, these arrangements involve
the assignment of employees to an office “neighborhood,” where a team owns a set of
workspaces (fully enclosed and more open) that accommodate different types of work.
The underlying principle is that most workers—not only those who would traditionally be
assigned to a private office—perform some tasks that require an enclosed room, and most
would also benefit from the knowledge sharing that occurs in a more open setting.
4.09 THE ROLE OF GREATER MOBILITY
One change that affects most workers is the increasing prevalence of distance collaboration.
It has become commonplace for managers to oversee teams that are geographically
dispersed; workplaces can support such distance collaboration through better and more
widely distributed video and audio conferencing technology.
The transition to greater workplace mobility has not only been motivated by improved
technologies, but by an improved understanding in employee health and performance.
There is growing focus on wellness and sustainability in the workplace, and an increasing
recognition that long commutes are not the healthy choice either for people or for the
planet. Offering employees the option of working from or close to home, rather than
commuting to the office every day of the week, is becoming more common. Likewise, the
realization that sitting for extended periods of time at a desk or in conference rooms is not
a healthy choice has led more organizations to provide opportunities for standing during
meetings or while working on a computer. It has also become popular to incorporate
opportunities for short walks during the workday, usually between different workplace
settings and on-site amenities. In general, there is more internal mobility (on-site) and
external mobility (off-site).
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4.10 Variations in Work/Learn Styles Mean Variations in Work/Learn
Place Design
It has become clear over the last decade that variations in work style are not simply the
result of job function. A person’s work style is largely affected by individual personality.
Many employees develop their optimal working habits while in college, when they have
the freedom to study at the time and location of their choosing. However, when students
enter the workforce, they often conform to a routine that does not necessarily align with
their optimal work style.
Some workers are most productive when personal activities and work activities take place
in distinctly different places—these would have been the students who used the library, a
coffee shop, or other shared spaces to study. Others perform best when personal and work
activities occur in the same location, exemplified by the students who chose to study in their
dorm rooms or apartments. The students who preferred to blur the lines between work and
life may become the employees who would be most productive when working from home,
where they are able to work at odd hours and incorporate breaks into their schedule.
Remote-work, however, is not the best option for everyone. For people who prefer a
separation between work and life activities, working from home for long stretches of time
may be problematic; with a lack of boundaries and social interaction, these workers may
tend to overwork and feel isolated. Because individual employees often thrive in different
types of settings, it may be beneficial to provide multiple options to suit a variety of work
styles and preferences.
One option that has been utilized with great success is the concept of co-working spaces.
These shared spaces, originally used by freelancers and start-ups, have become more
popular in corporate settings. As an alternative to working from home, co-working
environments provide a comfortable workspace with the convenience and social interaction
of a true office setting, while eliminating or diminishing lengthy commute times.
The trends discussed in this section offer Clarion University the opportunity to significantly
rethink its workflow and workplace design. In many instances, responding to these trends
requires little to no facilities change; in others, the need can be met with simple furniture
solutions. Notably, Clarion has already responded to many of these trends. The FMP
provides the University with an opportunity to closely coordinate future facilities investments
with exciting work already underway.
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VENANGO CAMPUS
SPACE NEEDS ASSESSMENT
5
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SPACE NEEDS ASSESSMENT
The facilities needs assessment for the Venango campus provides significant perspectives
on how well it is positioned to respond to the programmatic and pedagogical trends in
higher education, including:
▪
▪
▪
▪
▪
Program enrollments
Instructional delivery strategies
Human resources
Library resources
Existing and planned space inventories
Using space planning guidelines from the Pennsylvania System of Higher Education
[PASSHE] and a modified set of guidelines developed specifically for this facilities master
plan [FMP], the needs assessment examines the existing and planned inventories to identify
gross needs for the campus. Importantly, while these two sets of guidelines indicate the
same general issues, they differ significantly in the relative amounts of space needed.
As such, only the FMP recommended guidelines are used as a planning baseline in this
report (comparisons of the PASSHE v FMP Guideline recommendations can be found in the
appendices). For the Venango campus, specific strengths and issues include:
▪ The learning environment does not fully support an instructional culture that is
technology-based and driven by active learning.
- Classroom space is underutilized and not sized for active learning
- Changes in pedagogy and increased online enrollments will significantly
reduce the need for physical classroom space
- Specialized teaching labs are inadequately sized, lack sufficient technology,
and do not meet the needs of various programs. In the future, an even
greater need for specialized teaching labs is projected.
- The campus has a sufficient amount of space for study and the collections,
but it is not configured to support collaborative learning
▪ Designated workspaces are generally oversized compared to guidelines
▪ Campus life would be enhanced with more facilities supporting athletics and
recreation, assembly and meeting, food facilities, and merchandising
▪ More institutional support spaces for technology, physical plant, and central
services are needed
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SPACE NEEDS ASSESSMENT
5.1 ENROLLMENT TRENDS AND PROJECTIONS
The Venango campus provides a home for Venango College, a “community college”
component of Clarion University that offers a variety of postsecondary certificate and
associate degree programs, as well as a limited selection of baccalaureate and graduate
programs in the health sciences. Venango College plans to expand its existing program
offerings, particularly in industrial technology and the health sciences, and to add a
baccalaureate program in criminal justice and a doctorate in nursing practitioner. In the
future, the Bachelor of Science in Nursing [BSN] program is to be housed on the Clarion
campus, while other nursing programs will remain on the Venango campus. Venango
College offers both campus-based and web-based programs. Campus-based programs
are delivered primarily face-to-face (F2F), although courses may be offered on line (OL);
web-based programs are delivered primarily online, although courses may be offered
face-to-face. Courses that blend face-to-face and online modalities are considered to be
a variant of the face-to-face modality.
University-wide, total headcount fall term enrollments increased by 4% from 2003 to 2012
(Table 5.1), primarily as a result of the following figures:
▪ 197% growth in web-based OL programs
▪ 46% growth in campus-based programs at the Venango campus
These enrollment trends have focused Clarion University on taking strategic action—
increasing enrollments in business, science and technology, and health science
professions, where it has had historic growth. Focus has also been placed on revitalizing
teacher education professional programs and eliminating those academic programs
where student interest has declined. There are future opportunities in the development
of new degree and certificate programs, delivered both online and face-to-face. Webbased program enrollments at both the Clarion and Venango campuses are projected to
more than double, reaching 2,828 students by 2023 (Table 1). Campus-based programs
appear to remain relatively stable, growing overall by only 7% in 2023 to 5,644 students.
At the Venango campus, however, campus-based program enrollment, is projected to
grow by 30%, to 844, while the Clarion campus is projected to grow by only 4%.
In 2003, the share of Clarion University’s total enrollment associated with web-based
programs was only about 5% (Table 2); by 2012, this enrollment share had reached
14%. The University expects that 33% of its headcount enrollment will be associated with
web-based programs by 2023. (All projections are done to 2023, although the facilities
master plan covers the planning period to 2033, since capital project funding requires a
longer period of time.) Concomitantly, campus-based program enrollment is expected
to decrease from 95% to 67% due to the dramatic enrollment changes anticipated at the
Clarion campus. At the Venango campus, however, enrollment shares of total University
enrollment in both web-based and campus-based programs are expected to increase—
from 1% to 9% for web-based programs and from 8% to 10% in campus-based programs.
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SPACE NEEDS ASSESSMENT
Table 5.1
Headcount Enrollment and
Projections for Web-based and
Campus-based Programs
University
5929
6464
6368
6645
6865
6917
7078
7098
6587
6150
6102
6023
6298
6722
6996
7311
7559
7818
8116
8269
8472
Venango
517
642
652
789
793
849
928
965
939
863
937
857
968
1135
1226
1311
1359
1418
1466
1519
1572
82%
5412
5822
5716
5856
6072 60568
6150
6133
5648
5287
5165
5166
5350
5587
5770
6000
6200
6400
6650
6750
6900
31%
299
456
505
555
676
859
803
853
966
887
1402
1402
1535
1735
1916
2110
2237
2368
2536
2657
2828 219%
72
83
96
124
127
130
168
204
232
213
317
271
370
475
546
610
637
668
686
707
728 242%
227
373
409
431
549
729
635
649
734
674
1085
1131
1185
1260
1370
1500
1600
1700
1850
1950
2100 212%
Clarion
Web-based
Venango
Clarion
Campus-based
38%
5630
6008
5863
6090
6189
6058
6275
6245
5621
5263
4700
4621
4763
4987
5080
5201
5322
5450
5580
5612
5644
7%
Venango
445
559
556
665
666
719
760
761
707
650
620
586
598
660
680
701
722
750
780
812
844
30%
Clarion*
5185
5449
5307
5425
5523
5339
5515
5484
4914
4613
4080
4035
4165
4327
4400
4500
4600
4700
4800
4800
4800
4%
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
Year
*Clarion includes Venango College BSN program
Table 5.2
Changing Enrollment Share for
Web-based and Campus-Based
Programs
64
University
In 2003
In 2012
In 2023
Web-based
Campus-based
Clarion
5%
95%
14%
86%
33%
67%
Web-based
Campus-based
Venango
Web-based
Campus-based
4%
87%
11%
75%
25%
56%
1%
8%
3%
11%
9%
10%
%
2023 change
from
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5
SPACE NEEDS ASSESSMENT
5.2 INSTRUCTIONAL DELIVERY
As discussed in Section 4, the advent of online delivery of instruction has done much to
change the character of higher education, whether through the development of web-based
programs, targeted online courses in a campus-based program, or blended delivery of
a specific course. These changes in instructional delivery have significant implications for
facilities planning, and will certainly result in a reduced need for traditional classroom
space. But even online instruction requires the support of some physical resources, such
as open class labs, library and study spaces, food services, lounges, and other services.
Headcount enrollment alone is no longer a sufficient planning tool; additional enrollment
data are required in the form of full-time equivalents [FTEs] by program delivery, both
face-to-face [FTE F2F] and online [FTE OL].
At the Venango campus, total FTE enrollment is expected to grow by 91%, to 1,014 by
2023 (Table 3), assuming that the average credit load per headcount increases from
9.2 credit hours to 9.5 credit hours and the 2012 mixes of undergraduate and graduate
students and full-time and part-time students remain. Under the assumption that students
enrolled in the campus-based programs will take 90% of their credit hours face-to-face
and 10% of their credit hours online, and that students enrolled in web-based programs
will take 90% online and 10% of their credit hours face-to-face, FTE F2F is expected to
grow to 535 (19%), while FTE OL will increase to 479 (491%).
Full-time Equivalent (FTE)
Year
Includes all programs
Assumes increase in course credit load from 9.2 to 9.5
Assumes 2012 mix of UG/GR and FT/PT
2012
2023
% change
531
1,014
91%
Full-time Equivalent Face to Face (FTE F2F)
Assumes campus-based programs take
90% courses F2F and 10% online
Year
2012
2023
% change
450
535
19%
Full-time Equivalent Online (FTE OL)
Assumes web-based programs take
90% courses online and 10% F2F
Year
2012
2023
% change
81
479
491%
Table 5.3
Full-time Equivalent Enrollment
Projections by Delivery Modality
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5.3 HUMAN AND LIBRARY RESOURCES
Projections of full-time equivalent faculty (Table 4) for the Venango campus are based on
the projected student/faculty ratios of 18:1, regardless of instructional delivery mode. By
2023, based on the enrollment projections, 56 FTE faculty are expected.
The number of projected FTE staff is based on the 2012 staff to faculty ratio of 1.20:1, and
includes contract staff in addition to employees. Going forward, the focus will be on FTE
employees and the Venango campus will continue to have no student employees.
Table 5.4
Human and Library
Resource Projections
FTE Faculty
Stud./Fac. Ratio F2F
Stud./Fac. Ratio OL
FTE Staff*
Staff/Faculty Ratio
FTE Employees
FTE Administrators
FTE Secretarial/Clerical
FTE Technical/Paraprofessional
Student Workers
BVEs
2012
2018
2023
21
24:1
24:1
27
1.20
24
9
6
2
-29,000
46
18:1
18:1
55
1.20
53
19
13
5
-29,000
56
18:1
18:1
65
1.20
67
24
15
6
-29,000
*Includes contract employees
Suhr Library currently has a small collection supporting the campus (Table 5.4), using
Carlson Library at the Clarion campus as a major resource for materials. This strategy
is expected to continue, and the overall collection size to remain at 29,000 or slightly
fewer bound volume equivalents (BVEs). It will also continue to house the Barbara Morgan
Harvey collection, a resource important to the Oil City community. The need for study
space will depend on the projected number of FTE F2F, as well as FTE OL.
5.4 CAMPUS INVENTORY AND PLANNED CHANGES
The Venango campus inventory (Table 5.5 and detailed in Appendices E.2, E.3, and E.5)
reflects the definitional standards of the federal Facilities Inventory Classification Manual
(FICM), promulgated by the National Center for Educational Statistics (Washington, 2006).
FICM provides for eleven major categories of net assignable square foot (NASF) space,
comprised of sub-categories, as well as non-assignable space such as circulation, building
service, and mechanical space. (In facilities master planning the focus is on NASF for the
campus.) For local space management purposes, other sub-categories can be added,
and PASSHE has added sub-categories of office space to reflect specific types of faculty,
staff, and student positions. In addition, PASSHE categorizes athletic space (FICM code
Special Use, Athletic) used for recreation purposes as recreation space (General Use,
Recreation). For Clarion University, specific sub-categories were added to distinguish these
types of spaces. In addition, classroom sub-categories for distance learning classrooms
and distance learning lecture halls were added to facilitate analysis and qualitative
understanding of the learning resources available. Also added were codes to distinguish
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conference rooms from auxiliary meeting space to be more consistent with PASSHE space
planning guidelines.
Base Acquisition
NASF
Projected
NASF
Change
Classroom
10,466
0
10,466
0
Laboratory
6,961
0
6,961
0
Office
12,718
0
12,718
0
Study
6,781
0
6,781
0
Special Use
7,741
0
7,741
0
General Use
7,791
0
7,791
0
Support
3,595
0
3,595
0
0
0
0
0
0
16,500
16,500
16,500
56,053
0
72,553
0
Health Care
Unclassified*
w/o Residential
Residential
29,109
0
29,109
0
TOTAL
85,162
16,500
101,662
16,500
Table 5.5
Base 2012 and Projected
2023 Inventories
* Unclassified includes space which
is available for use but has not yet
been assigned.
The Venango campus currently has 56,053 NASF (Table 5.5) in the following five academic
and institutional support buildings:
▪
▪
▪
▪
▪
Frame Hall
Montgomery Hall
Rhoades Hall
Pole Barn
Suhr Library
In addition, a sum of 29,129 NASF is available in the following five residence halls:
▪
▪
▪
▪
▪
Barnes Residence Hall
Black Residence Hall
Hughes Residence Hall
Leadership Residence Hall
Peters Residence Hall
The total for Venango’s academic, support and residential spaces is 85,182 NASF. The
campus’s space distribution by use code is available in Appendix E.5.
Over the planning period, Venango expects to add:
▪ 24,500 GSF, or 16,500 NASF, with the purchase and renovation of the adjacent
Verizon Building. The use of this space has not been formally defined, but the
building is expected to provide classrooms, class labs, and office space.
▪ Two new housing buildings totaling 10,314 GSF.
By 2023, the Venango campus will have 106,536 GSF.
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5.5 SPACE NEEDS SUMMARY
2013 Needs
In 2013 the Venango campus has a surplus of 2,116 NASF, or 3% of its total. This surplus
is driven by major excesses of:
▪ Office space (surplus of 6,258 NASF), attributable to oversized offices
▪ Classroom space (surplus of 4,897 NASF), attributable to too many general
classrooms
These excesses are countered by significant deficiencies of general use space (need of
7,142 NASF), which consists particularly of unmet assembly, food and recreation space
needs.
2023 Needs
By 2023 this surplus will have turned into a significant deficiency of 33,912 NASF (excludes
residential), or a 40% need (refer to Graphic 5.6). The classroom surplus will remain (surplus
of 3,845 NASF), but will have diminished. This surplus reflects the changed and hybrid
pedagogy of the Venango campus which anticipates significant online course content and
credit hour delivery. Any shift from this model will result in significantly increased classroom
space needs not anticipated in this FMP.
Areas of significant deficiencies include:
68
2023 Need 21,570
2013 Need 14,933
2013 Exst 7,791
2013 Need 7,004
2013 Exst 7,741
2023 Need 16,862
2023 Need 17,170
2013 Need 6,460
2013 Exst 12,718
General Use2
Special Use1
Office
Research Lab 0
840
2,240
2023 Need 9,346
2013 Need 7,542
2013 Exst 6,961
2023 Need 6,621
2013 Need 5,569
General use space (need of 13,779 NASF)
Special use space (need of 9,121 NASF)
Support space (need of 5,130 NASF)
Labs - teaching and research combined (need of 4,625 NASF)
Office space (need of 4,452 NASF)
Teaching Lab
Classroom
2013 Exst 10,466
▪
▪
▪
▪
▪
2013-2033 Clarion Univeristy Facilities Master Plan
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February 2015
Verizon Building Acquisition
The purchase of the Verizon Building will contribute significantly towards meeting the 2023
space needs, but there is no defined program for how this building will be used. The intent
of the Verizon acquisition is to provide Venango with robust learning environments that
may not specifically address or provide credit-bearing courses, but rather continuing and
certification education which is in significant need in Northwestern Pennsylvania.
Space Needs of a “Hybrid Campus”
2013 Need 29,109
0
0
2013 Need 5,728
2023 Need 8,725
Unclassified 0
204
143
Support3 2013 Exst 3,595
1. Special Use includes: Athletics, Media,
Animals and Greenhouse
2. General Use includes: Assembly, Exhibition,
Food, Daycare and Merchandising
3. Support includes: Computer, Central
Storage and Central Services
Health 0
2013 Need 5,718
Graphic 5.6
Venango Campus 2013 Space
Inventory Charted alongside
2013 Need and Projected 2023
Requirement
2023 Need 7,227
Residential
Study
2013 Exst 6,781
2013 Exst 29,109
2023 Need 38,563
Based upon the above sections, the Venango campus will be developed as a hybrid campus
that supports a broad array of programs, students and instructional delivery modalities.
For Venango, a “hybrid campus” is one where facilities programming is predicated on
pedagogies that significantly utilize online delivery in place of general classrooms, thereby
lessening their need but increasing the need to class lab space, and formal and informal
study space. It is not yet known how these issues will impact housing needs on a residential
campus, the 2023 housing need shown in Graphic 5.6 reflects the existing planned growth
in housing on the Venango campus.
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5.6 FACILITY STRENGTHS AND ISSUES
With the evolution of instructional delivery and higher education in general, and
Venango’s mission as the “community college” in this part of Pennsylvania, the question
to be addressed by this needs assessment is if Venango has the current and future ability
to serve students with the facilities it has and plans to add.
Of critical importance is the learning environment:
▪ The Venango campus has too much classroom space, and the program and
instructional delivery changes planned for this campus will reduce, not increase
demand for such space in the future (on a per credit hour delivered basis, though
not in aggregate). Furthermore, classrooms are not appropriately sized to promote
active, collaborative learning, although right-sizing will result in a classroom curve
more compatible with current section demand.
▪ Most Venango classrooms have appropriate instructional technology.
▪ Most class labs at Venango do not appear to have appropriate levels of instructional
technology.
▪ Discipline–based labs are limited in scope and are undersized, which will have
a potential impact on Venango’s program development. More class lab space
addressing a broader array of disciplines will be required in the future.
▪ The campus has sufficient space for study and the collections, although it is not
configured correctly to meet needs for collaborative learning and has too much
space allocated for processing and study service.
▪ The workplace, while reasonably aligned functionally, is oversized. Individual
offices for faculty and administrators tend to be large, and service and reception
areas have been designed for handling larger face-to-face pools of students. As
described in Section 4, the higher education workplace is smaller, more efficient,
and more flexible.
▪ Campus life would be enhanced with additional facilities supporting athletics and
recreation, assembly and meeting, dining, and merchandising.
▪ More institutional support spaces for technology support, physical plant, and
central services, such as security, are needed.
These issues are detailed further in the appendices.
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Graphic 5.7
Athletic Facilities within Rhoades
Center
Graphic 5.8
Classroom Laboratory in Frame
Hall
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VENANGO CAMPUS
PLANNING GUIDELINES
6
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6
PLANNING GUIDELINES
The building assessment (Section 3) showed that while most of the buildings at Venango
are currently in good condition, significant capital improvements will be needed within the
next five to ten years for as many as half the buildings surveyed. The reason for this is the
age of the buildings, with mechanical systems – heating, cooling, electric, plumbing, etc.
– coming to the end of their lifespan. Hence, updating these buildings and aligning them
with contemporary educational needs is a primary planning objective of the FMP.
Section 5 demonstrates that the 2023 space inventory is projected to remain the same as
2012 apart from the acquisition of new Verizon Building, the use of which is unassigned.
However, a significant 491% increase in full-time online students is projected. Successfully
integrating the Verizon Building into the campus and accommodating the online students
are key planning objectives. In addition, any changes should seek to celebrate and make
best use of Venango College’s distinct landscape setting.
The following sections describe how these challenges are addressed within a strategic
framework that provides flexibility, financial prudence and a path towards a dramatically
improved campus and facilities portfolio.
6.1 GENERAL OBJECTIVES
Objectives include:
▪ Create Financially Sustainable Facilities
▪ Create a Robust and Versatile Physical Plan
▪ Update Facilities to meet Contemporary Education Requirements and Increased
Enrollment of Online Courses
▪ Incrementally Expand Student Services
▪ Create Environmentally Sustainable Buildings
6.11 Create Financially and Environmentally Sustainable Facilities
▪ Strategic Rationale:
One of Clarion’s strengths is that it is a financially affordable option. The
University must find a way to improve Venango College and pursue its mission
while remaining affordable.
▪ Planning Framework:
To maintain affordability, the University must balance investment in facilities while
preserving as much of the existing building portfolio as possible. Investment must
be targeted to meet planning objectives in a cost effective manner.
6.12 Create a Robust and Versatile Physical Plan
▪ Strategic Rationale:
The financial and physical planning framework should be flexible enough to allow
the plan to achieve realistic milestones that are also natural “pause points.”
▪ Planning Framework:
The plan should be organized into phases of succinct timeframes that terminate in
“pause points.” At each of these points the physical campus should be “complete.”
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PLANNING GUIDELINES
This means that at the end of each phase, the physical plan does not leave large
residual and unfinished open spaces.
6.13 Update Facilities to meet Contemporary Education Requirements
and Increased Enrollment of Online Courses
▪ Strategic Rationale:
Education requirements have changed radically in recent years with a move
towards more active learning, advances in technology and growth of online
courses.
▪ Planning Framework:
As buildings are renovated, and new ones constructed, concern should be given
to expanding the College’s range of learning environments in response to current
trends in education provision. The principles of active learning detailed in Section
4 should be applied beyond the classroom. Ideally, areas for informal gathering
and conversation will be liberally located across all building areas to help foster a
curious and engaged campus community that is “always learning.”
6.14 Incrementally Expand Student Services
▪ Strategic Rationale:
Students living at Venango College require a range of local services and enhancing
the availability of these should be an ongoing concern of the FMP.
▪ Planning Framework:
Venango College lacks the critical mass of students to support as wide a range
of facilities as larger campuses. However, incremental expansions of services,
when cost effective, would help make the College more attractive to students and
compensate its relatively remote geographical location at the edge of Oil City.
6.15 Create Environmentally Sustainable Buildings
▪ Strategic Rationale:
Buildings are an invaluable tool for educating the campus community on the
importance of environmental responsibility.
▪ Planning Framework:
All buildings should be designed to a baseline Leadership in Environmental and
Energy Design [LEED] Gold designation, with consideration for LEED Platinum
designation when possible and financially appropriate. Buildings designed to these
standards are not only more environmentally responsible—they are also evidence
of the University’s commitment to progressive values, regional leadership and
planning for the future. Enhancing the environmental sustainability of buildings,
and thereby reducing energy bills, should be a key consideration of any renovation
works.
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PLANNING GUIDELINES
6.2 LANDSCAPE OBJECTIVES
Objectives include:
▪
▪
▪
▪
Create a Compelling and Unique Campus Environment
Create a Cohesive Campus Landscape
Utilize and Highlight Native Species
Emphasize Seasonal Interest
6.21 Create a Compelling, Unique and Progressive Campus
Environment
▪ Strategic Rationale:
Venango College’s dramatic terrain and extensive woodlands are a compelling
resource. Its natural beauty is unmatched by many of its regional peers; these
positive characteristics should be protected and reinforced.
▪ Planning Framework:
Following the strength of the University’s academic programs and faculty, the
physical campus is one of the University’s most important assets. The natural
beauty of Venango College’s campus must be preserved, with new buildings
considerate of the existing landscape and topography.
6.22 Create a Cohesive Campus Environment
▪ Strategic Rationale:
The campus should have a consistent (though not restrictive) palette of materials
and plantings to unify the landscape.
▪ Planning Framework:
The use of a unified palette of landscape materials and plant species can knit
the different parts of the campus together and provide continuity among campus
spaces.
6.23 Utilize and Highlight Native Species and Stewardship
▪ Strategic Rationale:
Native species should be heavily used to highlight and inform ideas of regionalism
and local environmental stewardship.
▪ Planning Framework:
The use of native plant species acknowledges the history of northwest Pennsylvania
and the Appalachian Mountains. Sustainable practices, such as managing storm
water runoff, using strategic vegetation (such as increasing tree canopy for shade),
emphasizing a palette of native plant materials, utilizing recycled materials and
replacing unusable lawn areas with lower maintenance and more habitat-friendly
plantings can benefit the campus in many ways. The campus’s “green” initiatives
can be highlighted with educational signage and academic programming to build
an awareness and appreciation of the natural environment.
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PLANNING GUIDELINES
6.24 Emphasize Seasonal Interest
▪ Strategic Rationale:
Campus activity generally occurs between the fall and spring seasons. Therefore,
landscapes that offer seasonal interest—particularly during the winter months—
are generally more successful.
▪ Planning Framework:
Seasonal interest can be achieved through the use of evergreens, trees with
interesting bark or branch structure, early flowering plants and the use of plants
that color late in the fall season. This approach complements existing regional
second-home usage and fall foliage tourism.
Graphic 6.01
The Campus Landscape Changes
Dramatically through the Seasons
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VENANGO CAMPUS
MASTER PLAN SUMMARY
7
79
7
MASTER PLAN SUMMARY
Graphic 7.01
Campus on Completion of the
FMP (c.2033)
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MASTER PLAN SUMMARY
7.1 MASTER PLAN SUMMARY
This section provides an overview of the FMP initiatives. The initiatives seek to:
▪ Prioritize investment to the buildings with the most deferred maintenance need
(Section 3)
▪ Adapt the campus to changing pedagogies (Section 4)
▪ Better align the campus with its identified space needs (Section 5)
▪ Realize the FMP campus planning objectives (Section 6)
The FMP is divided into three standalone phases of development:
▪ 2013 to 2018
▪ 2018 to 2023
▪ 2023 to 2033
Graphic 7.01 (previous page) represents the campus on completion of the FMP.
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MASTER PLAN SUMMARY
Graphic 7.02
Existing Campus (2013)
Rhoades Center
Frame Hall
Suhr Library
Student
Apartments
Maintenance Building
Montgomery Hall
Verizon Building
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MASTER PLAN SUMMARY
Graphic 7.03
Campus Envisaged by Facilities
Master Plan in 2033
New building
Renovation
Rhoades Center
Frame Hall
Suhr Library
Student
Apartments
Maintenance Building
Montgomery Hall
Verizon Building
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MASTER PLAN SUMMARY
Graphic 7.04
FMP Aesthetic Zones
University Walk
Campus Woodlands
A Stronger Quad
Southern Expansion
Cross Campus Connections
Vehicular Entry
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MASTER PLAN SUMMARY
7.11 FMP Major Moves
The Master Plan is shaped by the following spatial features:
▪ University Walk
The primary walking route through the campus will be characterized by a wide,
distinctive pathway. Modern design features and street furniture will continue the
forward thinking nature of the College’s 1960s architecture. The design of this
walk will match a similar feature at the Clarion Campus.
▪ A Stronger Quad
University Walk will culminate in the College’s primary open space between Frame
Hall, Suhr Library and the Rhoades Center. The landscape treatment of University
Walk will be extended into the space, improving it as a gathering space and giving
it an enhanced status on the campus. The open edges of the quad to the north and
east will be bounded with new infill buildings that provide additional classrooms,
learning and social spaces. The southern entrance to the quad is conceived as a
campus commons with a series of terraced outdoor meeting and learning spaces.
▪ Campus Woodlands
The woodland setting of Venango College on a hillside adjacent to the Allegheny
River is a principal asset of the campus. The spatial framework identifies the
majority of the College’s land as ‘Campus Woodlands’, the treatment of this zone
will be simple, sustainable and natural in respect of the existing forest. It will also
seek better integration of the woodland aesthetic across parking areas.
▪ Southern Expansion
The purchase of the Verizon Building and construction of new student housing
represents a southern extension of the campus. It is important that University Walk
extends to this new area and that the landscape treatment is consistent with the
existing campus.
▪ Cross Campus Connections
Connections moving east to west across the campus are complicated by the steep
slope and bisecting West First Street. Existing steps should be enhanced and a
new, more direct, route between the residences and Frame Hall / Suhr Library
created. In the longer term, an extension to Montgomery Hall could “step down”
the hill and provide elevator American Disabilities Act access from West First Street
to the level of the main parking lot.
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7.2 APPROACH TO LANDSCAPE
Improving Venango’s landscape quality should be an ongoing objective for providing a
more attractive campus, and, over the lifetime of the FMP, there will be several enhancement
project opportunities. These should be implemented with regard to the following strategic
themes:
▪ Establish a Coherent Landscape Identity with Clarion Campus
The design of Venango’s landscape will utilize the material palette established at Clarion
to enhance aesthetic connections between the campuses. Maintaining a common
graphic identity to signage across the campuses is important.
▪ Take a Consistent Approach to the Two Aesthetic Zones
University Walk forms the main pedestrian spine of the campus and its landscape
treatment will signify its primary status within the hierarchy of pedestrian routes. The
primary pathway will have a consistent width, which is wider than adjoining routes, and
use unique furnishings and materials. When the walk intersects other paths, the walk will
be the primary, continuous and distinguished route. The landscape should be designed
in tandem with the University Walk at the Clarion Campus. Landscape interventions
within the Campus Woodlands should be natural, sustainable and secondary to the
existing forest.
▪ Celebrate the Forest and its Seasonal Color
In partnership with Clarion Campus, a campus-wide arboretum will be established. A
detailed arboretum plan and program will need to be developed, including a consistent
identification system with tree tags and interpretive signage. Enhancing seasonal color
will be a primary objective of the arboretum, with new trees introduced to increase the
level of evergreens in winter, flowering elements added for spring and a specific focus
on fall foliage.
▪ Identify and Name Campus Spaces
Identifiable campus spaces, not just buildings, will be named to elevate their importance,
reinforce placemaking and help make the campus more legible to users. Additionally,
naming spaces will provide opportunities for donors to contribute to or sponsor
landscape enhancements in addition to building projects.
▪ Reinforce Venango’s Presence on West First Street
West First Street is the only access route to the campus and it splits the upper and
lower sections of the campus. Enhancing the streetscape quality of the road will signify
arrival at the campus to visitors and improve first impressions, while also helping to
meet the College’s responsibilities as a good neighbor. Consistently spaced lamp posts
should match those within the ‘Campus Woodlands’ and include university banners.
Additionally, trees should line the street at a regular interval (‘datum trees’) in front of
the student residences.
▪ Accommodate a Phased Approach to Implementation
The FMP sets out a phased approach to the delivery of landscape projects within its
planning horizon. However, consideration should be given to planting some new trees
early on to take advantage of their growth over time. These trees should be positioned
outside areas likely to be disturbed by future construction.
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Graphic 7.05
Lighting and Furniture Strategy
across the Two Aesthetic Zones
University Walk
Lighting:
▪ Only column light
▪ Runs in even spacing and
coordinated with “datum
trees”
▪ All other lighting in zone
is discreet/hidden
▪ Occasional up-lit trees
▪ Silver/aluminum finish
▪ No bollard lights
▪ LED
Furniture:
▪ Contemporary style
▪ Silver/aluminum finish (to
match lighting)
▪ Wood planking
▪ Mounted/anchored legs
Campus Woodlands
Lighting:
▪ Maintains existing light
standard from Clarion
Campus
▪ Painted black post
▪ Can hold banners
▪ No bollard lights
▪ LED
Furniture:
▪
▪
▪
▪
Contemporary style
Silver/aluminum finish
No wood planking
Spread legs
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7.3 ADA ACCESS
The provision of ADA compliant walkways at Venango College is challenged by the steep
hillside on which the campus is located, and there is currently no ADA compliant walkway
connecting the student housing to the academic buildings. The FMP seeks to enhance
accessibility across the campus, with key accessibility points (numerically referenced to
Graphic 7.06) including:
1. The main quad (Campus Commons, B2) will comprise of a number of levels
terracing down towards West First Street; these levels will be connected by an ADA
compliant ramp in front of the entrance to Suhr Library and by a gently sloped
route from this ramp to Frame Hall via the edge of the new roundabout at the
entrance to the parking lots
2. The slope of University Walk between Montgomery Hall and the main quad will
need to be ADA compliant
3. A walkway to the side of the vehicular entrance to the housing parking lot will be
included to provide an ADA compliant link to West First Street
4. The new pedestrian crossings on West First Street will have dropped curbs providing
access between the new sidewalks (B5) and the street
5. The Montgomery Hall extension (C3) provides the opportunity for an elevator
connection from the level of West First Street up to the main parking lots, University
Walk and other college buildings; ADA access between West First Street and the
main academic buildings will be lacking until this building is constructed
6. The new section of University Walk connecting Montgomery Hall to West First
Street will not be ADA compliant due to the steep gradient of the site
7. A zigzag ramp may be needed to provide an ADA compliant ramp between West
First Street and the Verizon Building
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Graphic 7.06
2033 ADA Compliant Routes and
Parking per the FMP
1
3
2
4
5
6
4
7
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7.4 VEHICLE SERVICE ROUTES
Vehicular servicing will largely remain as existing within the campus with the exception of
access to Frame Hall and the Rhoades Center. Changes to note (numerically referenced to
Graphic 7.07) include:
1. The existing service area to the west of the Rhoades Center will be incorporated
within the basement level of the Northwest Quad Building (C2); Rhoades will no
longer be serviced from the Quad level and deliveries will not be made trucks
larger than a cargo van
2. The reconfigured entrance to the parking lots will need to accommodate emergency
vehicles and service trucks
3. The existing service road to Montgomery Hall will be closed with service vehicle
access switched to from the parking lot
4. The parking lot will need to accommodate service vehicle pick-up/drop-off to
Montgomery Hall
5. Service vehicle access will be provided to the rear of the Verizon Building
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Graphic 7.07
Vehicle Service Routes within the
FMP
1
2
3
4
5
B
A
C
D
A. Larger delivery vans may have
to stop here and back into the
Rhoades service road
B. Deliveries and collections
would be made to the west of
Roades and north of Frame
Hall within a screened service
area or the basement of
initiative C3
C. Larger delivery vans would
turn left when exiting the
Rhoades service road
D. Delivery vans would use the
roundabout to exit; the turning
circle of the roundabout
dictates the potential size of
delivery vehicles
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7.5 MASTER PLAN PHASES
7.51 Master Plan at 2018 (PHASE A)
This phase includes the projects which have the highest priority, and/or are already
significantly developed. The Master Plan projects envisaged to be delivered by 2018 are:
Graphic 7.08
FMP Initiatives 2013 - 2018
92
Number Name
Description
A1
Verizon Building
Purchase and renovation of existing building
A2
Student Residence 6
Construction of new building per the established
typology
A3
Campus Steps
Landscape project enhancing the connection
between University Walk and the student residences
A4
Suhr Library
Renovation of existing building
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Graphic 7.09
Facilities Master Plan Phase One,
2013 - 2018
New building
Renovation
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7.52 Master Plan at 2023 (Phase B)
Beginning in 2019, phase B includes projects of relatively high importance, the planning
stages of which could begin prior to the completion of phase A to facilitate continuous
delivery of the master plan. The projects envisaged to be delivered by 2023 are:
Graphic 7.10
FMP Initiatives 2019 - 2023
94
Number Name
Description
B1
Student Residence 7
Construction of new building as per the established
typology
B2
Campus Commons
Landscape project to provide enhanced outdoor
meeting and learning spaces
B3
Frame Hall
Renovation of existing building
B4
University Walk
Landscape treatment of the primary pathway
through the campus
B5
West First Street
Landscape enhancement between the road and the
student residences
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Graphic 7.11
Facilities Master Plan Phase Two,
2019 - 2023
New building
Renovation
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7.53 Master Plan at 2033 (Phase C)
Beginning in 2024, phase C represents longer term project ideas, with the potential to be
completed by 2033. These projects are included within the FMP to provide capacity for the
future expansion of the campus, they should be treated as options which could be brought
forward, and programed, as needed. The phase C initiative are:
Graphic 7.12
FMP Initiatives 2024 - 2033
96
Number Name
Description
C1
East Quad
Construction of new building connecting Suhr
Library and the Rhoades Center
C2
Northwest Quad
Construction of new building infilling this corner of
the quad
C3
Montgomery Hall
Extension of building towards West First Street
C4
Parking Lots
Landscape enhancement of principal parking area
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Graphic 7.13
Facilities Master Plan Phase Three,
2024 - 2033
New building
Renovation
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VENANGO CAMPUS
MASTER PLAN INITIATIVES
8
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8.1 PHASE A INITIATIVES (2013-2018)
A1 – VERIZON BUILDING
Recommended for Renovation
Proposed Programming:
Clarion University has decided to purchase the existing Verizon Building and to renovate it
to form part of the Venango campus.
The Verizon Building has a gross area of approximately 24,500 SF and will add
approximately 16,500 NASF to Venango Campus.
Verizon Building
Graphic 8.01
Verizon Building Location
The building has the potential to contribute significantly towards the space needs for
the Venango campus until 2023. However, suitable academic uses are limited by the
warehouse nature of the building. The warehouse space will be converted to class labs and
demonstration areas serving to expand Venango College’s continuing education services,
with a focus on vocational skills and community programs such as construction skills, art
and design, and food preparation. A student lounge and meeting rooms will be included
alongside the class labs and demonstration areas, with the remainder of the warehouse
space devoted to support services. The existing offices will be refurbished to serve faculty
and general administrative needs.
Class Lab
2013 NASF
Per FMP NASF
0
3,600
Offices
0
4,500
Special Use (Demonstration)
0
3,000
General Use (Lounge and Meeting)
0
3,000
Support (Facilities)
0
2,400
Total NASF
0
16,500
24,500
24,500
GSF
Massing and Architectural Considerations:
The existing building is a single story warehouse in poor condition. Significant renovation
will be needed given the planned renovation to educational use. Issues include:
▪ A deep floorplate – the amount of light which can reach the center of the building
from the perimeter is limited and skylights will be considered as part of any
renovation
▪ Poor thermal performance – the warehouse typology of the existing building
means that a significant level of insulation will need to be added to walls and the
roof before it is suitable for educational use
▪ Poor state of the building – the exterior masonry has significant cracks, the roof
is likely to be in poor condition, and based on visual observation it is likely that
positions of the structure are compromised
▪ Utilitarian style of building – as typical for most low cost offices and warehouses,
the aesthetic quality of the building is low; conversion to educational uses will
include enhancements to the exterior appearance as well as the interior fit-out
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Landscape Considerations:
The surrounding, cracked asphalt provides a low quality setting and landscape
enhancements will be included as part of the renovation. This will include the planting
of trees along West First Street and a more generous green strip at the edge of the road.
Servicing Considerations:
Vehicular access from West First Street would remain as existing, and the reprogramming
of the building will include service at access the rear (west side).
Scope and Sequencing Considerations:
The refurbishment of the Verizon Building could happen at any time and does not require
any enabling development. The purchase of the building provides additional expansion
potential for the College should it grow in the future. It might be appropriate to use the
building for facilities services purposes in the short to medium term while assessing the best
long term use of the site.
Graphic 8.02
Photographs of the Existing
Building and Site
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A2 – STUDENT RESIDENCE 6
Recommended for Construction
Proposed Programming:
The new residence will continue the existing apartment typology established along West
First Street with an identical building to Bradford George Carmack Barnes Hall.
Based on Bradford George Carmack Barnes Hall, the new building will provide
approximately 4,700 SF of residential use.
Graphic 8.03
Bradford George Carmack
Barnes Hall
Massing and Architectural Considerations:
The new building will be a facsimile of Bradford George Carmack Barnes Hall.
Landscape Considerations:
The existing parking lot will be extended in front of the new building.
Servicing Considerations:
The building will have the same servicing arrangements as the existing residences.
Scope and Sequencing Considerations:
No enabling development is required. However, disruption could be minimized and slight
savings to construction costs made by delivering the subsequent student residence within
the FMP (B1) at the same time.
Un
iver
sity
Wa
lk
Graphic 8.04
Student Residence 6 (A2) within
the Final Phase of the FMP
Student Residence 6 (A2)
Student Residence 7 (B1)
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A3 – CAMPUS STEPS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative reconfigures the existing wooded steps between West First Street and main
pedestrian spine (University Walk) with curvilinear concrete stairs over a longer length. This
will reduce the height of the risers and provide a safer route in wintery conditions. Benches
will be incorporated to provide a resting opportunity half way up the steps.
A sidewalk connection will integrate the new steps with the hilltop parking lot. A delineated
crosswalk between curb extensions (bulb-outs) on each side of West First Street will connect
the steps to the student residencs.
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling development is required and this initiative could be delivered at any time.
Un
ive
rsit
yW
alk
Graphic 8.05
Campus Steps (A3) within Final
Phase of the FMP
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A4 – SUHR LIBRARY
Recommended for Renovation
Proposed Programming:
Suhr Library will be reconfigured and updated to provide a contemporary open plan study
space and media center supported by a new active-learning prototype classroom. The
classroom will be an opportunity to test technology advancements, alternative furniture
systems and academic pedagogies. Existing offices will be converted to smaller student
study rooms, providing an alternative to the open study area.
Suhr Library
Graphic 8.06
Suhr Library Location within
Completed FMP
Classroom
Office
Study
General Use
Total NASF
GSF
2013 NASF
Per FMP NASF
0
1,657
889
151
6,781
5,522
156
0
7,826
7,330
10,140
10,140
Massing and Architectural Considerations:
The existing clerestory windows facing the quad will be replaced with windows from floor
level to the existing lintel. These will be similar to the large windows in the existing offices
and will be transparent enough to allow views into the building from the quad.
Glazing will form a significant proportion of the internal division between the classroom
and the large study area to visually connect the spaces and encourage informal use when
classes are not in session.
The whole building will undergo critical maintenance including the updating of its electrical
and mechanical systems.
Landscape Considerations:
The renovation does not include provision for adjacent landscape enhancements, though
construction disturbances will need to be mitigated. The Campus Commons initiative (B2)
will alter the quad landscape.
Servicing Considerations:
Existing servicing arrangements will be unaffected.
Scope and Sequencing Considerations:
The likelihood of achieving the onsite construction works over the summer will need to be
carefully considered, and if not feasible alternative temporary study space will need to be
provided on the campus. This could be achieved through the temporary conversion of the
level 1 classrooms in Frame Hall which are scheduled for renovation in initiative B3.
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Graphic 8.07
Suhr Library - Level 1
New active learning
prototype classroom
Reconfigured library
study and media center
Mechanical Room
LEVEL 1 - EXISTING
Open study commons
Offices converted
to study rooms
New full-height windows
Classroom
Office
Study
N
Non-Assignable
LEVEL 1 - PER FMP
Circulation
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8.2 PHASE B INITIATIVES (2018-2023)
B1 – STUDENT RESIDENCE 7
Recommended for Construction
Proposed Programming:
The new residence will continue the existing apartment typology established along West
First Street with a sister building to Bradford George Carmack Barnes Hall (and initiative
A1).
Based on Bradford George Carmack Barnes Hall, the new building will provide
approximately 4,700 SF of residential use.
Massing and Architectural Considerations:
The new building will be a facsimile of Bradford George Carmack Barnes Hall. However,
the building is rotated ninety degrees in its orientation and the impact of solar gain on its
thermal performance will be considered, and window design altered accordingly.
Landscape Considerations:
This initiative does not include a further expansion of parking beyond that delivered
alongside the other new student apartment building (A2). Analysis of parking demand will
be needed before commencement of construction.
Servicing Considerations:
The building will have the same servicing arrangements as the existing residences.
Scope and Sequencing Considerations:
No enabling development is required. However, disruption could be minimized and slight
savings to construction costs made by delivering the subsequent student residence within
the FMP (A2) at the same time.
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Un
iver
sity
Wa
lk
Graphic 8.08
Student Residence 7 (B1) within
the Final Phase of the FMP
Student Residence 6 (A2)
Student Residence 7 (B1)
Graphic 8.09
Existing Student Residences viewed
from across West First Street.
The new residences (A2 and B1)
will be positioned to the left of
those in the photograph.
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B2 – CAMPUS COMMONS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative enhances and formalizes the existing quadrangle at the north end of campus,
creating an inviting open space that accommodates student gatherings and promotes a
positive arrival experience for visitors. Specific enhancements include:
▪ New drop-off circle at southern end of quad. The connection to the upper bay
of parking within the Hillside Lot will be graded (and the parking lot modified) to
allow as level a grade as possible.
▪ The new northern segment of University Walk from the entrance drive (south of
Frame Hall) to a new stair between Frame Hall and Rhoades Center. The Walk
is a broad arc, providing a graceful flow from the Campus Commons heading
towards Montgomery Hall and will be defined by regularly spaced trees on one
side.
▪ New hard surface plaza/gathering area at the south end of the space between
Suhr Library and Frame Hall. The plaza space is distinguished by special paving
(stone or concrete unit pavers).
▪ Terrace seat walls providing informal student gathering spaces in front of Suhr
Library.
▪ Grand stair integrated with the terrace seat walls and connecting the plaza area
with Suhr Library.
▪ Accessible path integrated into the terrace seat walls, connecting the drop-off
circle with Suhr Library.
▪ Broad perimeter walks along the face of Suhr Library and Rhoades Center.
▪ Canopy tree planting to reinforce quad edges and frame views between Rhoades
Center and Frame Hall.
▪ Selective tree removal within the quad to reduce the division that the row of Oaks
currently creates.
Servicing Considerations:
The initiative includes the removal of the section of parking lot nearest to Suhr Library.
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
Construction work will be programmed for the summer months to minimize disruption to
students.
Graphic 8.10
Examples of Landscape
Campus Commons, from
Left to Right; University
of Maryland, University of
Cincinnati
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Graphic 8.11
View Looking into the Campus
Commons (Quad) upon
Completion of the FMP Initiatives
Graphic 8.12
Campus Commons (Quad) on
Completion of the FMP
1
2
3
4
5
6
7
8
Un
iver
sity
Wa
lk
10
9
1. New Northwest Quad
Building (C2)
2. Rhoades Center
3. Frame Hall
4. Realigned pathway through
quad and formal datum
tree planting at its edge
5. Formal lawn
6. East Quad Building (C1)
7. New hardscape plaza
(replaces parking lot)
8. Stepped terraces to front of
Suhr Library
9. Suhr Library
10. Reconfigured access to
parking lots
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B3 – FRAME HALL
Recommended for Minor Refurbishment
Proposed Programming:
Frame Hall’s teaching spaces will be renovated to provide contemporized classrooms and
laboratories.
Classroom
2,853
Per FMP
NASF
1,918
Class Lab
2,843
3,790
Office
2013 NASF
4,482
4,482
General Use
136
136
Support
375
375
Total NASF
10,689
10,701
GSF
16,380
16,380
Massing and Architectural Considerations:
The renovation is limited to Frame Hall’s classrooms and class labs. Lessons will be taken
from the experience of faculty and students when using the active-learning prototype
classroom created in Suhr Library as part of initiative A4.
Landscape Considerations:
n/a
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
Construction work will be programmed for the summer months to minimize disruption to
students.
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Graphic 8.13
Frame Hall - Level 2
LEVEL 2 - EXISTING
Renovated class lab
Renovated classroom
LEVEL 2 - PER FMP
Graphic 8.14
Frame Hall - Level 1
UP
LEVEL 1 - EXISTING
Expanded and
contemporized classroom
Reconfigured and
conyemporized class labs
Classroom
Class Lab
Office
Non-Assignable
Circulation
N
LEVEL 1 - PER FMP
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B4 – UNIVERSITY WALK
Recommended for Landscape Enhancement
Graphic 8.15
Existing Pedestrian Spine which
forms part of ‘University Walk’
Landscape Considerations:
This initiative enhances the existing pedestrian spine between Frame and Montgomery
Halls and extends it across First Street to the Samuel Justus Recreational Trail. This will
complete a clear, accessible and direct link between the Verizon Building and the Campus
Commons (B2) and form Venango College’s ‘University Walk’. Specific enhancements
include:
▪ Extension of University Walk between the removed Montgomery Service Lot and
West First Street (at the southern end of Montgomery Hall). The Walk is aligned to
continue the graceful flow through campus
▪ Re-grading of the slope along edge of Montgomery Lawn to allow for ADA access
while maximizing the amount of useable open space within Montgomery Lawn
▪ Curb extensions (bulb-outs) on both sides of West First Street where the Walk
meets the street
▪ Well-delineated crosswalk across West First Street
▪ Evergreen and canopy tree planting along the re-graded slope, with tree placement
used to frame views toward the Allegheny River
▪ Sidewalk connection between the Walk and the existing wooden stair at the
Montgomery Service Lot; this will be a semi-permenant treatment until the potential
expansion of Montgomery Hall (C3)
▪ Use of the ‘University Walk’ material palette established by the landscape
enhancements at Clarion campus
Servicing Considerations:
The servicing of Montgomery Hall will be switched to from the main parking lot, with the
existing small access road closed.
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
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Graphic 8.16
View Showing the Route of
University Walk upon Completion
of the FMP
1
AIL
WE
ST
FI
RS
T
ST
RE
ET
Graphic 8.17
Plan Showing University Walk
upon Completion of the FMP
RE
CR
EA
TIO
N
TR
2
MU
EL
JU
ST
US
University Walk
SA
3
6
4
5
1. University Walk upgrade
completed as part of
Campus Commons initiative
(B2)
2. Steps enhanced as Campus
Steps initiative (A3)
3. Pathway passes through
Montgomery Hall Extension
(C3)
4. New section of walkway
from Montgomery Hall to
West First Street
5. New crosswalk with bulbouts across West First Street
6. Walkway extends to Samuel
Justus Recreation Trail
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B5 – WEST FIRST STREET
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative improves pedestrian safety and the campus image along West First Street.
Specific enhancements by segment, in addition to the curb extensions developed as part
of other initiatives, include:
▪ Entire Frontage: Consistent elements along the entire frontage include:
▪ Lane narrowing (in coordination with Oil City) to accommodate sidewalks
▪ 5’ sidewalks on Clarion University’s Venango property
▪ Regularly spaced pedestrian lights on Clarion University’s Venango property
▪ Pond Frontage: A few high canopy trees will supplement those that exist to frame
views to the campus core and to the pond
▪ East Side Frontage: The hillside along most of the east side of the street presents
several challenges with pedestrian accommodations and maintaining planted
areas. Streetscape elements along this section include:
▪ A 3’ to 4’ high stone-faced or architectural block retaining wall to accommodate
grading necessary for the installation of a sidewalk
▪ Low native groundcover and shrub massing along the top of the wall to
transition into the hillside landscape (woodlands and groves)
▪ Supplemental native canopy trees and ornimental understory planting to
maintain a woodland landscape between the pond and the West First Street
crossing; and native canopy trees and meadow grasses between West First
Street Crossing and Montgomery Hall
▪ West Side Frontage: The west side adjacent to the student apartments and the
Verizon Building slopes down away from the street, providing an opportunity to
use landscape to visually buffer the parking area. Streetscape elements along this
section include:
▪ Low hedge at the top of the slope to partially screen views of the parked cars
while allowing views to the buildings
▪ Regularly spaced high datum trees partway down the slope (with a narrow
canopy to clear the overhead utility lines); tree wells may be required to
provide level planting areas for the trees
▪ North End: This area is the northern end of the student apartments where Clarion
University’s Venango property begins flanking the street from the north; accent
plantings, light pole spacing, tree layout and potential use of banners will highlight
this area as a campus entry
▪ South End: This area is the southern end of Montgomery Hall where Clarion
University’s Venango property begins flanking the street from the south; accent
plantings, light pole spacing, tree layout and potential use of banners will highlight
this area as a campus entry
Servicing Considerations:
n/a
Scope and Sequencing Considerations:
No enabling projects are linked to this initiative and it could be delivered at any time.
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Graphic 8.18
Plan Showing Extents of West First
Street Enhancements as part of
Initiative B5
WE
ST
FI
RS
T
ST
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Pond
Campus
Commons
Uni
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alk
Slope
Montgomery
Hall
Verizon
Building
N
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MASTER PLAN INITIATIVES
8.3 PHASE C INITIATIVES (2023-2033)
C1 – EAST QUAD BUILDING
Recommended for Construction
Proposed Programming:
A building in this location will strengthen the Campus Commons as a more enclosed and
active open space. A programmatic split for a student commons typology of building is
shown below in response to Section 5 of this report. However, as Venango College develops
over the next ten years needs are likely to change and the program of the building should
be adapted accordingly.
The building footprint as shown in the FMP would have a gross area of approximately
18,000 SF over two floors, yielding approximately 10,900 NASF to the campus. Initiatives
C1 and C2 (Northwest Quad Building) combined would satisfy the remaining 2023 space
needs projected for the campus (Section 5).
2013 NASF
Per FMP NASF
Office
0
700
Special Use
0
6,000
General Use
0
4,200
Total NASF
0
10,900
GSF
0
18,000
Massing and Architectural Considerations:
The building will close the northwest corner of the quad connecting Suhr Library and the
Rhoades Center. It will continue the building line of Suhr Library before angling to meet the
Rhoades Center at ninety degrees. The elevation facing the quad will be transparent with
inside functions visible from outside and vice-versa.
Reconfiguration of athletic facilities in the Rhoades Center may be required in order to best
integrate with those provided in the new building.
Landscape Considerations:
Any construction work at this location will be an opportunity to assess the potential for
further improvements to the quad, enhancing its function as the signature enclosed space
of the campus.
Servicing Considerations:
Vehicles will not have direct access to the building and the existing servicing arrangements
of the Rhoades Center and Suhr Library may need to be updated to include those of the
new building.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dictate.
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Graphic 8.19
View Showing East Quad (C1) and
Northwest Quad (C2) Buildings
within the Campus Quad
Graphic 8.20
Plan Showing the East Quad
Building (C1) within the
Completed FMP
Northwest Quad
Building (C2)
Rhoades Center
Frame Hall
Suhr Library
Uni
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alk
WE
ST
FI
RS
T
ST
RE
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East Quad
Building (C1)
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C2 – NORTHWEST QUAD
Recommended for Construction
Proposed Programming:
A building in this location is a longer term aspiration and the program will reflect the post
2023 space needs of the campus. However, a mix of study, meeting and lounge areas
would support the architectural aspiration to connect Frame Hall to the Rhoades Center
and a potential program is proposed below.
The building footprint as shown in the FMP would have a gross area of approximately
10,000 SF over two floors, yielding approximately 6,100 NASF. Initiatives C2 and C1 (East
Quad Building) combined would satisfy the remaining 2023 space needs projected for the
campus (Section 5).
2013 NASF
Per FMP NASF
Study
0
1,500
General Use
0
2,100
Support
0
2,500
Total NASF
0
6,100
GSF
0
10,000
Massing and Architectural Considerations:
The building will be the first visible built component of the campus when approaching
from Oil City along West First Street. It will be an opportunity to create a gateway structure,
visible from across the pond. Atrium spaces will make the building taller than Frame Hall
and the Rhoades Center and the upper floor will take advantage of views over the pond
and the Allegheny River.
The massing of the building responds to the steep gradient of the site, with the change in
level allowing basement support functions to be entered at grade from the main vehicular
access from West First Street.
Landscape Considerations:
Any construction work at this location will be an opportunity to assess the potential for
further improvements to the quad and service areas will need to be screened.
Servicing Considerations:
The building would block the existing vehicular service access to the Rhoades Center. This
would need to be incorporated in the basement of the new building.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dicate.
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Graphic 8.21
View Showing East Quad (C1)
and Northwest Quad (C2)
Buildings within the Campus
Quad
Graphic 8.22
Plan Showing the Northwest
Quad Building (C2) within the
Completed FMP
Northwest Quad
Building (C2)
Rhoades Center
Frame Hall
Suhr Library
Uni
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alk
WE
ST
FI
RS
T
ST
RE
ET
East Quad
Building (C1)
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C3 – MONTGOMERY HALL EXTENSION
Option for Construction
Proposed Programming:
This is a long term initiative which identifies a suitable location for a modest built addition
to the campus. While no program is proposed, the building could be delivered as an
alternative to initiatives C1 or C2.
The building footprint as shown in the FMP would have a gross area of approximately
20,000 SF over three floors.
Massing and Architectural Considerations:
The building is envisaged to fulfill the following key functions:
▪ Provide elevator access to the upper level of the campus from West First Street
▪ Enhance the entrance to Montgomery Hall
▪ Support the growth of any department within Montgomery Hall while expanding
the commons area of the building
▪ Increase the built presence of the College on West First Street – the building will
provide a positive visual identity of the College to passers-by and be outward
facing to the street
The section of University Walk linking the campus to the east of West First Street to the
Verizon Building will pass through the extension of Montgomery Hall. Off-hour access/
pass-through will need to be considered. The building could comprise of two independent
parts, which a covered section of University Walk would pass through unobstructed.
Landscape Considerations:
The relationship between the building and University Walk will be a key landscape
consideration. In addition, a parking and drop off area will be created on West First Street
adjacent to the building.
Servicing Considerations:
Serviced from the main parking lot.
Scope and Sequencing Considerations:
This project does not require any enabling development and could be brought forward if
space needs dictate.
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ity W
alk
vers
Uni
Graphic 8.24
Plan Showing the Montgomery
Hall Extension upon Completion
of the FMP
WE
ST
FI
RS
T
ST
RE
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Graphic 8.23
View of the Montgomery Hall
Extension (C3)
Montgomery Hall
Extension (C3)
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C4 – PARKING LOTS
Recommended for Landscape Enhancement
Landscape Considerations:
This initiative enhances the existing main parking lot with additional landscape that
aims to connect the existing woodlands with the wooded slope along West First Street.
Enhancements include the addition of regularly spaced planting islands and high canopy
trees along each parking bay, the addition of evergreen trees, shade trees and meadow
planting on the steep median between the bays, and consideration for stormwater capture
along the low side of the median. Stormwater capture could be achieved with a low
retaining wall, linear rain garden, and use of permeable pavers within a portion of the
parking stall area.
Servicing Considerations:
Existing servicing arrangements will be unaffected.
Scope and Sequencing Considerations:
This project could happen at any time with no enabling development required. The planting
of trees along the median between the parking bays could be brought forward as a quickwin project, and to accelerate the time at which they would reach maturity.
Graphic 8.25
Photograph of Steps Linking the
Upper and Lower Bays of the
Parking Lot to be Enhanced by
Initiative C4
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Frame
Hall
Campus
Commons
WE
ST
FI
RS
T
ST
RE
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Graphic 8.26
Plan Showing Extent of the Parking
Lot Enhancement in C4
Uni
vers
ity W
alk
Suhr
Library
Parking Lots (C4)
Montgomery
Hall
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IMPLEMENTATION & COSTING
9
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9
IMPLEMENTATION & COSTING
Graphic 9.01
Campus on Completion of the
FMP (c.2033)
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IMPLEMENTATION & COSTING
9.1 MASTER PLAN COSTS AND PHASING
PHASE A (2013 - 2018)
Year of
Procurement
Initiative
Number
Initiative Name
2014
A1
Verizon Building
$8.9M
2015
A2
Student Residence 6
$2.0M
2016
A3
Campus Steps
$0.8M
2016
A4
Suhr Library
$3.5M
Critical Maintenance
$0.2M
2013-2018
Total
Escalated
Project Cost*
$15.4M
PHASE B (2018 - 2023)
Year of
Procurement
Initiative
Number
Initiative Name
2019
B1
Student Housing 7
$2.2M
2019
B2
Campus Commons
$3.1M
2020
B3
Frame Hall
$1.1M
2021
B4
University Walk
$1.7M
2022
B5
West First Street
$1.2M
Critical Maintenance
$5.8M
2018-2023
Total
Escalated
Project Cost*
$15.1M
PHASE C (2023 - 2033)
Year of
Procurement
Initiative
Number
Initiative Name
2024
C1
East Quad Building
$5.6M
2024
C2
Northwest Quad Building
$4.1M
2024
C3
Montgomery Hall Extension
$6.9M
2027
C4
Parking Lots
$2.8M
Critical Maintenance
$9.4M
2023-33
Total
Escalated
Project Cost*
$28.8M
*Escalated at 3% from 2013 to year of procurement.
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9.2 FMP INITIATIVES PROJECT PLAN
PHASE A
2014
128
128
Verizon Building
Student Housing #6
Campus Steps and Crossing
Suhr Library Renovation
A1
A2
A3
A4
Student Housing #7
Campus Commons
Frame Hall Classrooms
University Walk
West First Street Streetscape
B1
B2
B3
B4
B5
East Quad Building
Northwest Quad Building
Mongomery Hall Extension
Ideal Parking Lots
C1
C2
C3
C4
2015
2016
PHASE B
2017
2018
2019
2020
2021
2022
2023
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IMPLEMENTATION & COSTING
PHASE C
2024
2025
2026
2027
2028
2029
2030
2031
2032
2033
Graphic 9.02
Clarion Campus Delivery Chart
Funding & Design Procurement
Planning/Design Services
Contractor Procurement
Construction
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IMPLEMENTATION & COSTING
Graphic 9.03
Initiatives by Phase
Phase A
Phase B
Phase C
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9.3 FMP CLOSE OUT
Graphic 9.04 shows the impact of the FMP initiatives on the overall quantity of space
function types (according to FICM) with regard to the 2013 and 2023 space needs
outlined in Section 5 of the FMP. Although space needs are only projected out to 2023, a
comparison of 2023 to 2033 allocation is provided.
The campus space needs are predicted to increase by 45,482 NASF between 2013
and 2023. The Verizon renovation and the new student residences (A2 & B1) contribute
significantly towards meeting this need, with the remainder met post-2023 through the
construction of the new buildings at the campus quad (C1 & C2).
Throughout the FMP there is a surplus of classroom space, with Montgomery Hall alone
containing more than needed for the whole campus. The potential to repurpose classrooms
in Montgomery Hall as lounges and meeting rooms should be investigated to help meet
the need for more general use spaces.
RESIDENTIAL
HEALTHCARE
SUPPORT
GENERAL USE
SPECIAL USE
STUDY
OFFICE
LABORATORIES
BUILDING
NASF
CLASSROOM /
LECTURE
Space Function Types (According to FICM)
2013 EXISTING ALLOCATION
85,162
10,466
6,961
12,718
6,781
7,741
7,791
3,595
-
29,109
2013 SPACE NEEDS
83,046
5,569
8,382
6,460
5,718
7,004
14,933
5,728
143
29,109
2,116
4,897
-1,421
6,258
1,063
737
-7,142
-2,133
-143
0
2023 FMP ALLOCATION
110,632
11,188
11,508
16,480
5,522
10,741
10,635
5,995
-
38,563
2023 SPACE NEEDS
128,528
6,621
11,586
17,170
7,227
16,862
21,570
8,725
204
38,563
2023 NEEDS SURPLUS/DEFICIT
-17,896
4,567
-78
-690
-1,705
-6,121 -10,935
-2,730
-204
0
2033 FMP ALLOCATION
127,632
11,188
11,508
17,180
7,022
16,741
16,935
8,495
-
38,563
-896
4,567
-78
10
-205
-121
-4,635
-230
-204
0
2013 NEEDS SURPLUS/DEFICIT
2033 FMP Vs 2023 SPACE
NEEDS SURPLUS/DEFICIT
Graphic 9.04
Comparison of Existing and FMP
Assignable FICM
Square Feet with Calculated Space
Needs
131