CSULB 2035 Campus Master Plan Update

CALIFORNIA STATE UNIVERSITY, LONG BEACH

2035 CAMPUS MASTER PLAN UPDATE

CONSULTANT TEAM

DLR Group, Master Planning

SWA, Landscape Architecture

Fehr & Peers, Multi-Mobility

HLCM, Cost Estimation

Copyright © 2022 by DLR Group

CALIFORNIA STATE UNIVERSITY, LONG BEACH

2035 CAMPUS MASTER PLAN UPDATE

The Beach is a force for good at the forefront of public education in California and the world.

CALIFORNIA STATE UNIVERSITY, LONG BEACH

California State University, Long Beach (CSULB) is a teaching-intensive, research-driven University committed to providing esteemed higher education critical for success in the globally-minded 21st century. Known nationally as “The Beach”, the University is annually ranked among the best universities in the West and considered one of the best values in the entire nation. Over 37,500 students attend the University’s eight colleges. The campus is recognized for its rich educational opportunities and positive contributions from students, faculty, staff, and more than 300,000 alumni. The achievements of the University are based on excellent faculty and staff, exceptional degree programs, diversity of its student body, and fiduciary and administrative responsibility.

NATIONALLY IN AWARDING THE MOST MASTER’S DEGREES IN PHYSICS TO UNDERREPRESENTED MINORITIES

THE WALTER PYRAMID SEEN FROM BROTMAN HALL

CALIFORNIA STATE UNIVERSITY, LONG BEACH - 2021

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

PROJECT INTRODUCTION

A VISIONARY ROAD MAP

CSULB is home to an 18-story bright blue pyramid soaring above the campus.

The structure is bold; it is memorable; it is iconic. The process of the Campus Master Plan Update sought to understand:

This Master Plan answers that question through its bold actions that respond directly to the University's strategic priorities.

It focuses on the students who are on campus today and promises to embrace the students of the future.

It promotes an inclusive campus environment.

It is a collection of passionate voices and innovative ideas. It stretches sustainability and resiliency goals beyond net-zero energy commitments.

It promotes ideas to embrace and welcome the community.

“WHAT ARE THE BOLD IDEAS OUR CAMPUS NEEDS TODAY TO MEET THE NEEDS OF SOCIETY AND PREPARE OUR STUDENTS FOR THE DECADE AHEAD?”

The drivers of the 2035 Campus Master Plan Update are:

REFLECTION OF USER IDEAS

The Plan was crafted by listening to the needs of campus and community stakeholders. The campus engagement process informed the themes, goals, and principles of the plan and guided us when determining project priorities.

OPTIMIZATION

State support of campus growth and maintenance is limited, but the need for higher education in our student population is greater than ever. Therefore the plan’s focus is less about physical growth and more about optimizing the existing campus over the next decade.

EVOLVING THE CAMPUS

This campus is a hub for learning, discovery, innovation, and societal change. The plan seeks to adapt the campus environment to meet academic and student needs of the future. The plan also focuses on supporting all members of our diverse student body so they feel welcomed, supported, comforted, and safe. Our campus of the future will reflect social justice, equity, and inclusion.

A ROADMAP FOR THE NEXT DECADE

In 2018, the University began the BEACH 2030 Vision Planning process— a two-year strategic planning effort that bought together all of CSULB’s stakeholders to collectively imagine the future of the University. BEACH 2030 immersed the entire campus community in a collaborative and inclusive, long-term foresight process, not only to uncover unexpected ideas but also to transform the campus through the insights and passions of its constituencies.

The Imagine Beach 2030 event invited thousands of stakeholders — students, faculty, staff, and community members — to participate in a unique two-day forum designed to elevate our collective voice on an unprecedented scale. The goal was to catalyze CSULB’s legacy of inclusivity and impetus for the public good into a grassroots movement, a future-focused zeitgeist that would unite and fortify our institution as a national leader at the dawn of a tempestuous era. Participants from all social strata and academic and professional disciplines contributed their expertise, identifying known drivers of change and imagining the consequences of different courses of action. The Imagine Beach 2030 platform enabled real-time conversation tracking, using algorithmic analysis to elevate vibrant discussions among tens of thousands of submissions. The immense data was synthesized into summaries of key themes and their relationships to University outcomes, creating a synopsis of the best foresight and wisdom of our constituents.

IMAGINE BEACH FORESIGHT ENGINE ANALYSIS

In the two years following the Imagine Beach 2030 event, dozens of planning committees representing stakeholders from every area of operation convened to continue the discussion. Students, faculty, staff and community members considered both the challenges and the opportunities illuminated by the Imagine event and translated this wealth of data into recommendations for comprehensive and transformative action.

The result was five Strategic Priorities which will align all planning efforts with CSULB’s Mission, Vision, and Values, and a framework for seven ambitious University Action Plans which will guide the work of the University for the next 10 years.

Beach 2030 is the roadmap for orienting, one and all, toward a shared vision of the future, the synchronization of efforts across campus, and the exploration of nontraditional and innovative modes of operation. It is a conversation that values and integrates the expertise of all members of the Beach family. It takes a bold new approach to break down barriers and rebuild with fresh new ideas.

BEACH 2030 STRATEGIC PRIORITIES

ENGAGE ALL STUDENTS

Prepare students for their journeys to success in a fast-changing world with a rapidly shifting economy and labor market.

EXPAND ACCESS

Commit to students’ socioeconomic mobility by removing barriers to higher education.

ALIGNING BEACH 2030 WITH THE CAMPUS ENVIRONMENT

The 2035 Campus Master Plan Update is the physical manifestation of the BEACH 2030 strategic visioning process and the academic mission of the University.

PROMOTE INTELLECTUAL ACHIEVEMENT

Rigor, relevance and data-informed decision making are hallmarks of our campus community and enrich our development of knowledge and talent for California and beyond.

BUILD COMMUNITY

Support a compassionate community that is characterized by a strong sense of belonging and shared governance with shared responsibility.

CULTIVATE RESILIENCE

Implement innovative, entrepreneurial, and forward-looking actions to strengthen the institution and support the aspirations of community members.

Achieving the vision set forth in BEACH 2030 will require changes to the physical campus. The Campus Master Plan Update furthers the University’s long-standing mission and documents the vision for the physical campus environment.

The 2035 Campus Master Plan Update is an ambitious, yet realistic, shared vision that will guide the physical development of CSULB over the next decade and beyond.

Decisions regarding the prioritization of needs are outlined, including all the strategic planning methods that have gone into its development. Within the plan are recommendations for the physical campus environment, including land use, open space, infrastructure, and circulation.

THE ROLE OF THE CAMPUS MASTER PLAN UPDATE

The 2035 Campus Master Plan Update is the principal planning document for CSULB's physical campus. As the primary source, it defines and sets the direction for the ongoing development of the campus environment that supports the mission, core values, and heritage of the institution.

The purpose of the 2035 Campus Master Plan Update is to:

• Craft a vision for the future that aligns with the strategic direction of the University.

• Create a guide for physical development over time.

• Establish a basis for informed decision-making going forward.

• Strengthen relationships across the campus and within the community.

• Provide a road map and tools for implementation.

Planning is an ongoing process and a flexible framework must be in place that can respond to current and future needs. While the goals, principles, and values of the Master Plan may remain consistent over time, the physical implementation of these may need to evolve to meet any unanticipated changes. The Campus Master Plan Update is developed with the intent to be adaptable to the changing needs of the institution.

SHAKARIAN FAMILY STUDENT SUCCESS CENTER

INTEGRATED PLANNING

This Master Plan Update incorporates the past and current planning efforts as part of this plan, bringing elements together into a single comprehensive document. The diagram below describes the relation of past, current and future planning efforts to the Campus Master Plan Update. To support the 2035 Campus Master Plan Update, multiple recommended planning studies will enhance and expand upon the direction of this document. These future plans will provide more detail around specific elements and campus programs.

UNIVERSITY-WIDE SPACE EFFICIENCY AUDIT

HOUSING STRATEGIC DEVELOPMENT PLAN

CLEAN ENERGY MASTER PLAN

BEACH 2030 STRATEGIC PLAN

2035 CAMPUS MASTER PLAN UPDATE

HISTORIC RESOURCE PLAN

TRANSPORTATION DEMAND MANAGEMENT PLAN UPDATE

TREE AND REFORESTATION PLAN

OUTDOOR SCULPTURE PLAN

OUTDOOR CLASSROOM INITIATIVES

CLASSROOM MODERNIZATION PLAN

FUTURE PLANNING STUDIES

COMPLETED PLAN / STUDY

ON-GOING PLAN / STUDY DURING CAMPUS MASTER PLAN UPDATE

RECOMMENDED FUTURE PLAN / STUDY

SIGNAGE AND WAYFINDING PLAN

LANDSCAPE MASTER PLAN

ISES FACILITIES CONDITION REPORT

CLIMATE ACTION PLAN

UTILITY MASTER PLAN

LIBRARY AND STUDY SPACE DEVELOPMENT PLAN

WATER ACTION PLAN

DONOR OPPORTUNITY PLAN

DINING AND FOOD SERVICE MASTER PLAN

ADA UPGRADE MASTER PLAN UPDATE

<<

THE 2008 MASTER PLAN

The 2008 Master Plan Update guided the development of the campus and reevaluated existing facilities to ensure that the campus continued to modernize as education evolves.

The plan provided a framework for land use, open space, development, and circulation. Within this framework, the University prepared and updated capital outlay improvement and development plans for specific projects. The 2008 plan demonstrated the purpose and flexibility of a master plan as the campus was able to build most all of the proposed projects.

The 2008 Master Plan accommodated a growth to 31,000 FTE students on site.

Proposed projects included:

• Liberal Arts Building Replacement

• Peterson Hall 1 and 2 Replacement

• Upgrade to the utilities infrastructure

• Addition to Brotman Hall

• Soccer Complex

• Addition of 2,000 Student Housing Beds

• Addition of 3,000 Parking Spaces

• Food service building

THE 2008 MASTER PLAN FURTHERED THE UNIVERSITY’S MISSION TO DOCUMENT

THE VISION FOR THE PHYSICAL ENVIRONMENT

Existing Proposed

2008 MASTER PLAN PROPOSED PROJECTS

IMPLEMENTATION THROUGH 2019

Multiple projects from the 2008 Master Plan have been implemented either as stated in the 2008 plan, or as alternatives.

Completed:

• Hall of Science was completed in 2010

• The student housing project was completed in 2021

• Peterson Hall 1 replacement building projected for a 2025 completion

Completed as an Alternative:

• Peterson Hall 2 was renovated in 2019

• Proposed south parking structure was instead constructed as a surface lot

• Proposed Liberal Arts Building Replacement was a series of renovations to existing buildings

Buildings constructed not proposed in the 2008 Master Plan:

• Soccer/Softball Clubhouse

• CPIE Building

• Alumni Center

Unbuilt projects:

• Soccer stadium

• Additional parking structure remains a parking lot

• The proposed student housing strategy described an additional 2,000 beds. Since 2008, 600 have been renovated, with 475 new beds recently completed.

Existing Buildings Alternate or Completed Completed project not included in 2008 Master Plan Not Completed Proposed

2008 MASTER PLAN PROPOSED PROJECTS

THE PLANNING PROCESS

Together, we created a prioritized road map for the future with a focus on program, place-making, community, and investment.

Campuses greatly benefit from the genuine, equitable, and far-reaching engagement that occurs throughout the planning process. A Master Plan is strengthened by the inclusion of participants who have a vested interest in the future success of the campus. A collaborative approach provides opportunities for the campus and community stakeholders to envision a campus through a dynamic process that establishes a sense of community and crafts a shared vision for the future.

SEPT. 2019 - MARCH 2020

APRIL 2020 - SEPT. 2020

PHASE 01: ANALYSIS AND ASSESSMENT

Gather existing data and information

Host kick-off meetings and listening sessions

Physical campus analysis (buildings, open space, circulation, utilities)

Determine issues and opportunities

Establish goals and principles

PLAN DELAYED DUE TO COVID-19

Sustainability Planning Campus Experience Guidelines

PROCESS AND SCHEDULE

The project kicked-off in September 2019, with the initial completion date of December 2020. However, due to COVID-19 and delayed planning workshops between March and October 2020, the schedule was extended six months. The planning resumed in the Fall of 2020, and the project will be submitted for approval by the Board of Trustees in Spring 2023 following the completion of the Environmental Impact Report.

PHASE 02: BIG IDEAS AND CONCEPTS

Ideate for the future

Integrate sustainability planning

Create campus experience guidelines

Develop concepts and alternatives

Determine priority projects

Determine project prioritization and implementation (phasing plans) Develop cost estimates for priority projects and campus infrastructure improvements

Develop final presentations and obtain feedback

Deliver final report

Begin Environmental Impact Report (CEQA)

COMPLETION OF THE ENVIRONMENTAL IMPACT REPORT

PHASE 03: PRIORITIZATION AND IMPLEMENTATION

CAMPUS ENGAGEMENT

Through stakeholder engagement, the planning process defines goals, prioritizes planning solutions, and encourages participatory decision-making. The Beach 2035 Campus Master Plan Update was developed in partnership with campus stakeholders through a variety of tools and mediums.

Listening sessions, focus group workshops, open houses, and presentations were methods used to connect with campus users. Most of these interactions included interactive components where stakeholders worked alongside the planning team to advance the plan in real-time. Over 100 meetings plus a campus-wide survey were the venues in which more than 5,000 campus users participated throughout the process.

Comments, ideas, and feedback received through both in-person and digital mediums were a vital part of the planning process, as they helped to shape and refine the plan.

STUDENT AFFAIRS WORKSHOP

DIGITAL ENGAGEMENT

Digital communication through a project website and social media accounts complemented in-person sessions by providing easy access to presentation materials and a conduit for stakeholders to ask questions and provide input. These methods became critical to the project during the COVID-19 pandemic when in-person workshops and meetings were not possible.

PROJECT WEBSITE

A project website was developed for the 2035 Campus Master Plan Update and served as an active homepage that charted the schedule and progress while providing a platform in order to transfer information and communication to the campus community. Throughout the planning process, the project website included workshop reminders, updates, and reports.

MASTER PLAN WEBSITE

SURVEY

A survey of CSULB students, faculty and staff, alumni, and community members was conducted to better understand the experiences of individuals and their ideas for a future campus. Topics focused on Services and Resources, Circulation Patterns, Wellness, Dining and Retail, and Points of Interest. In total, 4,500 individuals participated in the survey.

The results of this survey and all engagement can be found in the Campus Engagement Report located in the Appendix.

MURAL

Because the pandemic hindered the ability of stakeholders to collaborate face-to-face, the planning team pivoted to using digital engagement platforms such as MURAL to allow the campus to engage virtually (both synchronously and asynchronously) with the same powerful outcomes as in-person participation. For a majority of the planning process, MURAL was the primary tool for our interactive engagement. MURAL is an online visual collaboration space much like a whiteboard. Paired with Zoom, the planning team engaged with stakeholders and collaborated throughout the project.

ENGAGEMENT OVERVIEW

5,000+ CAMPUS USERS

Interacted in our planning process through workshops, focus groups, listening sessions, and surveys

50 ADVISORY COMMITTEE MEMBERS

The Advisory Committee is comprised of campus users representing students, faculty and staff, and all administrative divisions and academic colleges

300

15,000+ STUDENT COMMENTS

Over the process of the plan, we collected over 15,000 comments from students within focus groups, workshops, surveys, and listening sessions

25 LISTENING SESSIONS

Conducted to gain a better understanding of the needs and desires of the campus users

Faculty participated during our process in a multitude of ways including three open house sessions, faculty senate report outs, and five focus groups

1,300+

FACULTY MEMBERS INVOLVED FACULTY COMMENTS

Over 250 faculty participated in the survey which resulted in over 1,300 comments

FACULTY OPEN HOUSE

ADVISORY COMMITTEE WORKSHOP

ACTIVE LEARNING WORKSHOP

MOBILITY WORKSHOP

FACULTY OPEN HOUSE

ADVISORY COMMITTEE WORKSHOP

COMMITTEE STRUCTURE

A structure for planning and approvals was established at the beginning of the project to establish roles, responsibilities, and focus to standing committees, project-based committees, and departments. This structure allowed for comprehensive input from the campus as well as coordination with concurrent planning efforts.

Membership lists for each committee are located in the Appendix.

COMMITTEE STRUCTURE AND RELATIONSHIPS AS DETERMINED BY CSULB

APPROVES

President’s Executive Cabinet

PROVIDES INPUT

Advisory Committee

PROVIDES INPUT

Focus Groups

Master Plan Steering Committee

INFORMS/INPUT

Planning & Sustainability Staff

COMMITTEE RESPONSIBILITIES

President's Executive Cabinet

• Final decision regarding the direction of the plan

• Approve the Final Master Plan prior to Board of Trustees Approval Advisory Committee

Scott Apel, Chair

• Broad representation of campus users—including administration, faculty, staff, students, community, CSU system, and City of Long Beach representative

• Advocate for the plan during the process and through implementation

• Provide input and direction throughout the process

• Elevate recommendations to the President’s Cabinet

• Selected representatives from Planning and Design, Student Affairs, and Academic Affairs

Master Plan Steering Committee

• Coordinate the planning process

• Participate in monthly touchstone meetings with DLR Group Planning Team to review process

• Engage actively in public outreach and communications

Planning and Sustainability Staff

Beach Building Services

Beach 2030 Committee

• Coordinate the Master Plan effort

• Oversee project scope, schedule, and budget

• Evaluate recommendations at various stages of the planning process

• Advise on recommendations pertaining to the physical campus inventory, grounds, and capital projects

• Coordinate strategic planning elements with the Campus Master Plan Update

*2035 CAMPUS MASTER PLAN UPDATE FOCUS GROUPS

1. Associated Students

2. Athletics

3. Active Learning Spaces

4. Historic Resources

5. Events/Scheduling

6. Facilities Operations

7. Grounds and Landscape

8. 49er Shops

9. University Student Union Dining and Retail

10. Disability Services (BMAC)

11. Student Affairs

12. Health and Wellness

13. Institutional Sustainability

14. Environmental Sustainability

15. Circulation and Parking

16. Student Cultural Groups

17. On-Campus Housing

18. City of Long Beach

Focus Groups*

• Provide insight pertaining to specific topic areas and user groups

COMMITTEE AND STAFF ROLES AND RESPONSIBILITIES

19. Greek Life Organizations

20. Information Technology

21. Club Sports

22. Child Care

ABOUT THIS DOCUMENT

The remainder of this document is organized into chapters that align with the process and scope of the plan:

Chapter 02 Themes, Goals, and Principles

Chapter 03 The Campus Vision Plan

Chapter 04 Landscape and Open Space

Chapter 05 Sustainability and Resilience

Chapter 06 Mobility and Parking

Chapter 07 Implementation Plan

Chapter 08 Additional Information

This primary document is augmented by an Executive Summary and a series of appendices that include an overview of campus engagement, data sources, and recommendations for learning and working environments.

THEMES, GOALS, AND PRINCIPLES

SETTING THE VISION FOR THE PHYSICAL CAMPUS ENVIRONMENT

The Campus Vision Statement was developed to reflect primary intent and ethos for the physical transformation of the University.

The primary source for the CSULB vision was the extensive process of engagement with the Advisory Committee and campus community. Working with the Advisory Committee, a series of vision statements were created at the beginning of the planning process, and narrowed down through consensus.

The resulting vision statement supports the continued development of the University with a re-energized focus on community, connection, and commitment to the environment. The vision focuses on positioning the University as a leader in academics and innovation within a setting that celebrates and honors the diversity of its students.

The vision is further translated into Goals and Principles, organized by high-level themes that inform the development and evaluation of planning concepts and the final site plan.

• THEMES are broad and were defined by reoccurring conversations with campus and community.

• GOALS provide a planning framework. Many of the goals were predefined by previous studies and others were updated in our planning process.

• PRINCIPLES are specific to CSULB, they define HOW CSULB will achieve the vision. They are a measurable target for success, provide the steps for identifying the required improvements to the campus environment, facilities, and infrastructure.

VISION STATEMENT

The CSULB campus is a welcoming, inspirational, and inclusive place.

Through our physical environment we demonstrate the valued connection with our communities, our commitment to sustainable excellence, and our core values of access, equity, and wellness.

As a hub for innovation and learning, our campus provides the setting in which we work to solve the intellectual challenges of our time.

PLANNING THEMES

The six planning themes reflect the conversations had with the campus community. They represent the topics that users focused most on and support the optimization and evolution of the campus environment.

As an academic institution, it is important to center the theme of the Student-Ready Campus. All goals, principles, recommendations, and actions should place the student experience, student support, and student wellness as a driver.

The following section outlines each theme, and its supportive goals and principles.

CAMPUS EXPERIENCE

EQUITY + ACCESSIBILITY

STUDENTREADY CAMPUS

CAMPUS IDENTITY

DENSIFY + RIGHT SIZE GROWTH

SUSTAINABILITY AND RESILIENCE

IMPLEMENT SATELLITE LOCATIONS ACROSS CAMPUS

CAPS

SATELLITE SPACES IN EACH COLLEGE

STUDENT READY CAMPUS THEME 01:

GOAL:

BRING THE SERVICES TO THE STUDENTS

PLANNING PRINCIPLES:

• Implement a central hub for dining, retail, and wellness functions, with defined satellites distributed startegically across the campus.

• Distribute satellite locations that include additional dining, retail, or wellness functions across the campus and around each College.

GOAL:

TRANSITION TO ACTIVE LEARNING

PLANNING PRINCIPLES:

• Increase flexible and accessible classroom environments throughout all academic buildings.

• Increase multiple types of collaboration spaces throughout all buildings on campus and implement visible spaces for colleges to work together.

• Provide shareable outdoor spaces for increased collaboration.

• Stay on pace with technology to keep classrooms and distance learning initiatives current.

GOAL:

CREATE SPACE AND PLACE FOR WELLNESS-FOCUSED PROGRAMS

PLANNING PRINCIPLES:

• Develop branded wellness spaces across campus.

• Provide accessible spaces for student rejuvenation, self-reflection, or spiritual purposes.

• Provide Counseling and Psychological Services (CAPS) satellite spaces in each college.

• Relocate CAPS office to integrate wth Student Health Services

DEVELOP “LEARNING EVERYWHERE” SPACES OF AMENITIES

DESIGNATE NIGHT-TIME PATHWAYS/ DEVELOP A STANDARD PACKAGE OF SAFETY STANDARDS

CONNECT + PROVIDE ACCESSIBLE ACTIVE TRANSPORTATION AND MICRO-MOBILITY NETWORK

CONSOLIDATE LATE NIGHT + WEEKEND ACTIVITIES

USE MOBILITY HUBS TO CONNECT THE ON-CAMPUS NETWORK

Increased Housing

Connected Mobility Network

Late Night / Weekend

Activity Location

Learning Landscapes

Mobility Hubs

Night Time Pathways

CAMPUS EXPERIENCE THEME 02:

GOAL: BECOME A DESTINATION AND 24/7 CAMPUS

PLANNING PRINCIPLES:

• Increase housing capacity from 3,000 beds to approximately 4,000 beds.

• Offer more vibrant evening and weekend amenities- including support services, dining, and events.

• Provide inviting social environments that are easily accessible in the evenings and on the weekend to encourage interaction between students and the community.

• Develop ‘learning everywhere’ areas creating spaces for students to stay on campus.

GOAL: ADDRESS SAFETY INFRASTRUCTURE

PLANNING PRINCIPLES:

• Increase site lighting across campus.

• Designate night- time pathways.

• Develop a safe, comprehensive campus plan and continue to improve safety measures such as annual night and safety walks with students

GOAL: COMPLETE THE CONTINUOUS MOBILITY NETWORK

PLANNING PRINCIPLES:

• Use Mobility Hubs to connect the oncampus and off-campus transportation networks.

• Enhance pedestrian connections between North and South Campus.

• Develop a culture less reliant on vehicular mobility.

• Provide accessibility to active transportation options and connect to off-campus micro-mobility networks.

DESIGNATE WELLNESS WALKS TO CONNECT THE NEIGHBORS THROUGH CAMPUS

Campus Gateway

College Node Kiosks

North District

East District

Central District

South District

West District

Key Open Spaces

ELEVATE AND DEFINE CLEAR CAMPUS GATEWAYS AND EDGES

DEFINE PALETTE THEMES THROUGH CAMPUS ZONES

INCREASE WAYFINDING// CREATE DISTINCT KIOSKS FOR EACH COLLEGE NODE

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

CAMPUS IDENTITY THEME 03:

GOAL:

FOSTER A WELCOMING AND ACCEPTING ATMOSPHERE

PLANNING PRINCIPLES:

• Provide convenient access and parking for community uses.

• Elevate and define clear campus gateways and edges with increased wayfinding and signage to highlight resources for the community.

• Designate pathways to connect the neighboring communities through campus.

• Provide flexible, various sized outdoor spaces that encourage social gatherings.

GOAL:

ENHANCE THE EXISTING CAMPUS AESTHETIC

PLANNING PRINCIPLES:

• Develop campus standards to enhance the campus’ park-like vernacular.

• Maintain design standards to complement historical architecture on campus.

• Invest in the tree canopy and shaded areas.

• Use design guidelines to create a unique environment for each campus district.

GOAL:

PORTRAY CAMPUS PRIDE

PLANNING PRINCIPLES:

• Display academic and athletic achievements.

• Strengthen interior/exterior visibility through all ground floors, emphasizing learning and research on display.

• Create a branded, distinct, and welcoming “front-door” for each college entry node.

• Establish naming opportunities for iconic campus places.

ALL NEW BUILDINGSLEED PLATINUM

UTILIZE AND EXPAND SOLAR POWER SYSTEMS

ADD EV CHARGERS THROUGHOUT CAMPUS

Proposed LEED Platinum

LEED Platinum/LBC

LEED Gold

LEED Silver

Energy Efficient Initiatives

Solar Power Systems

EV Chargers

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

SUSTAINABILITY + RESILIENCE THEME 04:

GOAL:

BECOME A NET-ZERO CAMPUS

PLANNING PRINCIPLES:

• Implement the Climate Action & Adaptation Plan.

• All new and replacement facilities will be designed as net-zero or net-positive structures.

• Implement initiatives around renewable energy.

• Boiler upgrades and other electrification recommendations per Campus Infrastructure Study.

GOAL:

PLAN FOR NO-GROWTH PARKING

PLANNING PRINCIPLES:

• Evaluate the multi-modal transportation network.

• Provide support and resources for a full variety of transportation modes.

• Grow the network of off-campus shuttles.

• Evolve parking pricing and policies to lessen parking demand for single occupancy vehicles and encourage alternative modes of transportation.

GOAL:

UTILIZE CAMPUS LANDSCAPE TO ELEVATE SUSTAINABILITY GOALS

PLANNING PRINCIPLES:

• Implement and enforce treereplacement standards for new construction projects.

• Address water use reduction goals through irrigation and stormwater strategies

• Use campus landscape as a “living lab” where projects teach students that beautiful landscapes are possible with less water consumption

EXPLORE OPPORTUNITIES FOR SHARED SPACE

INCREASE CAMPUS DENSITY THROUGH REPLACEMENT

DEVELOP MIXED-USE BUILDINGS

Culture of Sharing New Buildings

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

DENSIFY + RIGHT SIZE GROWTH THEME 05:

GOAL:

ADDRESS CRITICAL DEFERRED MAINTENANCE PROJECTS

PLANNING PRINCIPLES:

• Reduce the quantity of buildings by removing facilities that are inefficient or in poor condition.

• Allocate funding based on strategic replacement opportunities.

• Prioritize capital projects to address safety and health issues.

• Replacement systems and facilities should be designed to use less energy and water their predessors, thereby reducing or eliminating the need to expand campus infrastructure.

GOAL:

OPTIMIZE THE UTILIZATION OF CAMPUS SPACE

PLANNING PRINCIPLES:

• Reevaluate space standards and develop a space optimization culture.

• Decrease culture of siloed academics and research.

• Evaluate the need for space on campus in light of work from home possibilities.

• Increase sharing of real-time space usage data to facilitate sharing of resources such as conference rooms.

GOAL:

DEVELOP MIXED-USE BUILDINGS WITH FLEXIBLE SPACE

PLANNING PRINCIPLES:

• Prioritize projects that focus on consolidation and integration.

• Utilize consistent yet flexible building design parameters to create unity and character across campus.

• Design and plan with intentional purpose, considering maintenance and life cycle costs.

IMPLEMENT SPACES FOR SELF REFLECTION/ SPIRITUAL PURPOSES

PROVIDE ACCESSIBLE PATHWAYS ACROSS CAMPUS

INCREASE VISIBILITY OF STUDENT ORGANIZATIONS

Increase Student Organization Visibility

Space for Self Reflection or Spiritual Purposes

Accesible Campus Pathway

Public Art Network

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

EQUITY + ACCESSIBILITY THEME 06:

GOAL:

SUPPORT AN EQUITABLE EXPERIENCE FOR ALL

PLANNING PRINCIPLES:

• Ensure all spaces throughout campus are equipped with furniture and technology to assist those with disabilities, including learning spaces and outdoor pathways.

• Address campus connections that are not accessible or create barriers for those with mobility limitations.

• Ensure all main entrances are accessible.

• Ensure equitable access to all student success resources.

GOAL:

BE A CAMPUS FOR EVERYONE

PLANNING PRINCIPLES:

• Implement welcoming, safe, and accessible spaces for individuals to use for self-reflection or spiritual purposes.

• Increase visibility and access to resources for student organizations of underrepresented populations.

• Create a network of public art that reflects the community and culture.

• Provide information technology, resources, and services easily accessible to all students, faculty, and staff.

GOAL:

SET PROACTIVE ACCESSIBILITY GUIDELINES

PLANNING PRINCIPLES:

• Utilize a campus accessibility officer and student accessibility committee to develop policies and recommendations.

• Develop a comprehensive phased campus accessibility plan leading to full accessibility over time.

• Maintain a process to continuously improve equity through capital improvement projects.

CAMPUS VISION PLAN

CAMPUS VISION PLAN

THE 2035 CAMPUS MASTER PLAN UPDATE ESTABLISHES A VISION FOR A VIBRANT CAMPUS.

The Master Plan addresses the University’s current and future needs, evolves the campus into a hub for discovery, innovation, societal change, and learning while focusing less on physical growth and more on optimizing the existing physical assets of the campus.

The Plan’s vision is based on the strategic priorities established for the University in the Beach 2030 Strategic Plan and responds to the Campus Master Plan Update themes, goals, and principles.

The Plan establishes priority facility projects that will be implemented over the next decade and beyond. The projects include strategies for maintaining and reusing existing buildings as well as proposing new and replacement buildings.

The Plan is unified with a unique and distinctive landscape strategy, a comprehensive sustainability framework, forward-looking infrastructure and utilities planning, and a comprehensive transportation strategy covering the full range of movement throughout the campus.

RENOVATIONS AND DEMOLITIONS

Decisions around building demolition and renovations were made based upon three factors:

Building Age: Facilities dating to the 1960s or earlier display generally inept functionality in terms of operation, maintenance, and user comfort. A major issue these older buildings pose is that they are inefficient for the manner in which campus users teach, learn, and work today.

Building Condition: Buildings that are currently assessed below average and have critical deferred maintenance issues will be removed, replaced, or renovated over the next decade.

Historic Resources: In 2019, the University conducted a Historic Resources Assessment which resulted in a Historical Context Statement for the campus. The findings of that report raised awarness and have guided conversations around the future of historical assets on the campus.

A GOAL OF THE MASTER PLAN IS TO PROVIDE CRITICAL RECOMMENDATIONS ABOUT THE FUTURE OF EACH BUILDING, INCLUDING STRATEGIC DEMOLITIONS AND RENOVATIONS.

BUILDING AGE AND CONDITION

The campus experienced most of its growth in the 1950s and 1960s. And now in 2021, many of the facilities are now or near the time for major investment or demolition.

An ISES facility condition report was generated to support the facilities condition analysis and guide the development of the Beach 2035 Master Plan Update.

The analysis classified the existing facilities into six condition categories, ranging from “Excellent,” with little to no maintenance required, to a designation of “Replacement,” which includes many maintenance tasks ranging from plumbing, to seismic, to accessibility upgrades.

Buildings with critical deferred maintenance issues that were assessed to be below average or worse will be removed, replaced, or renovated over the next decade.

Buildings in fair, good, and excellent conditions require moderate investment now, but will also require strategic investments over the next two decades in maintenance and projects to keep them functioning at least at the level and condition that they exist today.

Good Fair Below Average Poor Replacement

OVER ONE-HALF OF THE EXISTING BUILDING INVENTORY WAS CATEGORIZED AS BELOW AVERAGE OR WORSE.

HISTORIC RESOURCES

In 2019, the University conducted a Historic Resource Assessment of the campus to document the campus’ history and heritage resources as many of the campus buildings and built features had neared or reached 50 years of age. The Historic Resources Assessment resulted in a Historical Context Statement.

The assessment evaluated all elements of the built environment including buildings, landscape, sculptures and public art for eligibility for the National Register of Historic Places and the California Register of Historical Resources. Findings informed current and future planning decisions by identifying areas of opportunity and constraints relating to historic resources on campus.

The survey identified two historic districts as eligible for listing in the California Register and National Register: the Upper Campus Historic District (1953-1972) and the Hillside College Historic District (1966-1969). However, the Hillside District was removed from the list due to modifications in the housing community.

Upper Campus Historic District is unique in its characteristics of a historic time and period and embodies the tenets of the Master Plans (1953 and 1963) adopted. The district displays unique blends of site and landscape that respond to CSULB’s characteristic of integrating building and site. The significance of the historic district is seen not in the design of one sole building but instead in the design of the entire area as a whole. Holistically, the districts paint a larger picture of the vision and character that shape the CSULB campus.

While the assessment and statement raised awareness and provided consideration for historical assets, CSULB has the ability to renovate and/or demolish any structures on the campus in alignment with CEQA and SHPO.

Contributor

Individually Eligible

Demo’d Contributor

Non-Contributor

Historic District

CAMPUS DISTRICTS

CAMPUS DISTRICTS WERE IDENTIFIED BY EXISTING CAMPUS DEVELOPMENT, DESIRED CONNECTIVITY, PLACEMAKING OPPORTUNITIES, AND STUDENT-READY PROGRAMMING.

Districts are intentionally not referred to or organized around a particular program, such as academics, student life, or athletics. Today, within each district, there are varied uses planned to remain. Programmatically neutral districts allow new and relocated facilities to be placed through a lens of student readiness and do not seek to silo or isolate programs within the campus. Instead, the districts provide unique opportunities to develop the campus based on each district’s distinct needs to build on the existing campus framework, improve connectivity across campus, and balance placemaking.

South District: Academic uses will continue to be primarily located in the South District or historic core of campus. Replacement buildings for the College of the Arts and College of Education bring additional academic programs and functions along with a reimagined, vibrant campus quad.

Central District: A goal of the Master Plan is to reimagine the Central District to support vibrant academic and student spaces. The existing Horn Center is one of the campus’ major classroom buildings and hosts thousands of students daily. The demolition of the existing Kinesiology building will transform the district into a vibrant student-focused heart of the campus. The removal of the low-density structure makes way for a new campus quad directly adjacent to the Horn Center and a new Kinesiology Replacement Building.

West District: The East District will support most campus residence halls and parking assets. Connecting these functions to other campus districts is critical and supported through various pedestrian and bike network improvement projects.

North District: The North District will continue to support the University’s Athletics programs and academic programs in the College of the Arts. A goal of the Master Plan is to create more comfortable and convenient pedestrian connectivity within the block of fields to connect campus functions better. The district is also home to two major visitor functions - the Walter Pyramid and the Carpenter Performing Arts Center. Because visitors so heavily access the district, key gateway and pedestrian improvements are planned.

East District: There is a second concentrated area of academic buildings. A six-story building for the College of Engineering will replace three low-density buildings and provide open space and a future building site for growth beyond this Master Plan. In addition, a housing project located at the campus’s edge provides housing for graduate students and employees.

South District

District

District

District

District

ACADEMIC NETWORK

RECOMMENDATIONS

Programmatic recommendations identify facilities needs to support each of eight colleges at CSULB. Through the lens of optimization, the facility recommendations focus on program consolidation and facilitiy replacement projects, as well as key renovations.

COLLEGE OF THE ARTS

The College of the Arts is dispersed throughout the campus which leads to redundancies in programming and support throughout each of the College’s departments. A goal of the Master Plan is to further consolidate the College of the Arts and better connect the programs through enhanced pedestrian and multi-modal paths throughout campus.

Program Consolidation and Facility Replacement: FA3 is beyond its useful life and is planned to be demolished. A new replacement building will house the Fine Arts and Design programs, making way for the existing Design Building to be demolished.

Key Renovations: Several key renovations are planned for the College of the Arts buildings as many are considered in poor condition or worse, including the FA4, FA2, FA1, UT, and UTC buildings. In addition, the Theater Arts building, which is a contributing historic building, will also be renovated.

College of the Arts

College of Business

College of Education

College of Engineering

College of Health & Human Services

College of Liberal Arts

College of Natural Sciences & Mathematics

College of Professional & International Education

Shared Resource

College Front Door

ACADEMIC PROGRAMMATIC

CONSIDER EXISTING FACILITIES CONDITIONS, ENROLLMENT INCREASES, AND ASPIRATIONAL GOALS SUCH AS THE NEED FOR INTERDISCIPLAINARY COLLABORATIVE, AND INNOVATION SPACE.

COLLEGE OF BUSINESS

The College of Business is located within the Central District and is situated in a single facility. The building is in good condition, and therefore no major renovation is needed beyond regular and ongoing maintenance.

Facility Addition: As the College continues to grow over time, an addition may be placed onto the building or adjacent to the building to house additional student services, computer labs, and instructional space.

COLLEGE OF EDUCATION

The College of Education is currently located in the two southernmost buildings on the campus. The five-story library building creates a physical and visual separation for the College of Education programs. While fairly close to the campus quad, the programs feel isolated from their academic counterparts.

Program Consolidation and Facility Replacement: A goal of the Master Plan Update is to relocate the College of Education along the campus quad. A new three-story replacement building for the College of Education will be built adjacent to the Psychology Building.

COLLEGE OF ENGINEERING

The College of Engineering is located within the East District across six buildings. The existing engineering buildings are amongst the campus’ worst condition facilities, scoring below average or worse. A goal of the Master Plan Update is to address the critical facilities needs for each of the engineering buildings either through replacement or renovation.

Program Consolidation and Facility Replacement: A new Engineering replacement building will demolish three existing buildings with significant deferred maintenance: EN2, EN3, and EN4. These low-density buildings will be replaced with a new six-story academic building making better use of the land within the East District. In addition, an additional expansion site is possible where a new quadrangle is proposed.

Key Renovations: ECS, VEC, and ET buildings are key renovations to address deferred maintenance and programmatic improvements.

COLLEGE OF HEALTH AND HUMAN SERVICES

The College of Health and Human Services is currently distributed across five buildings, including the Peterson Hall Replacement Building, which will be completed in 2025.

Facility Replacement: A new Kinesiology Replacement Building will relocate and rightsize the existing CHHS program into a new three-story structure used for academics, athletics, and club sports.

COLLEGE OF LIBERAL ARTS (CLA)

The College of Liberal Arts is the largest College and is located across ten buildings. Many buildings were recently renovated, including LA2, LA3, LA4, and CLA.

Key Renovations: Several key renovations are planned for the College of Liberal Arts buildings as many are considered in poor condition or worse, including LA1, LH, FO2, FO3, and SSPA buildings.

The McIntosh Humanities building, a contributing historic building, will also be renovated to address accessibility and mechanical issues. As the building is primarily faculty offices, the renovation will introduce several co-working spaces for parttime lecturers and teaching assistants.

COLLEGE OF NATURAL SCIENCES & MATHEMATICS

The College of Natural Science and Mathematics is located within the South District across three buildings. MLSC and HSCI are in good and excellent condition, respectively, and therefore no major renovation is needed beyond regular and ongoing maintenance.

Key Renovations: The MIC building is in poor condition and needs renovation. A new Student Success Center is planned for the MIC building, bringing the necessary student support programs into the College’s space.

COLLEGE OF PROFESSIONAL & INTERNATIONAL EDUCATION (CPIE)

CPIE serves the specific needs of adult learners and non-traditional students. CPIE is currently located in two buildings, both in fair condition or better. While there are no specific projects planned for CPIE, increasing online learners and hybrid instruction will create a need for support space within the CPIE buildings. This space includes an Online Learning Resource Center, lecture capture spaces, and IT support.

INTERDISCIPLINARY SPACE

As students, faculty, and leadership identified, colleges desire to share resources and collaborate. Currently, there are few spaces on campus for academic collaboration. A goal of the Master Plan Update is to create shared space for interdisciplinary collaboration throughout the campus.

The Master Plan Update identifies opportunities for establishing a network of innovation and collaboration hubs. The proposed framework distributes the hubs to serve key disciplines. Emphasis is placed on building this network over time as new facilities are constructed.

COLLEGE FRONT DOORS

In general, the Colleges lack a visual identity or visual indication of their presence within the complex fabric of the campus. Without identifying anchor points, it can be confusing for students and visitors looking for their destination. A goal of the Master Plan Update is to provide a “front-door” for each of the Colleges that include student-focused spaces, outdoor space, information, and visual branding. These front doors are also a place to display points of pride and achievements.

FRONT DOOR PLACEMAKING

GROUND FLOOR PRESENCE STUDENT-CENTERED INDOOR / OUTDOOR SPACE

SENSE OF ARRIVAL SIGNAGE AND INFO KIOSK IDENTITY AND BRANDING

WELLNESS AND STUDENT SUPPORT NETWORK

TO BETTER SERVE THE DISTRIBUTED CSULB POPULATION, THE MASTER PLAN UPDATE RECOMMENDS LOCATING STUDENT SUPPORT FACILITIES, PROGRAMS, AND AMENITIES IN MULTIPLE DISTRICTS ACROSS THE CAMPUS, AS WELL AS A CONCENTRATED CENTRAL HUB.

Wellness: A priority of the Master Plan is to prioritize well-being, both physical and mental. The campus recreation center is a central location for wellness on campus; however, a goal of the Master Plan is to place wellness on display throughout the campus. New buildings and major renovations should include spaces for mental rejuvenation and relaxation. Outdoor areas such as the Japanese Garden and other smaller pockets of open space should be planned for important connections to nature. A network of walking paths promotes students, faculty, and staff to move about the campus safely and conveniently while doing unstructured physical activity.

Support Space: A major goal of the Master Plan is to bring the services to where the students are located, including Counseling and Psychology Services (CAPS), advising, tutoring, etc. These functions should be considered part of the building programs for all new and renovated academic and housing buildings.

Inclusive Resources: Lactation stations and gender-neutral restrooms exist today in several campus buildings, including the USU, CPIE, Human Services and Design, and others. Functions and spaces such as gender-neutral restrooms and lactation rooms should be located throughout the campus to ensure equitable campus experiences that are not dependent on location. All new buildings and major renovations should include lactation stations and gender-neutral restrooms as part of the building program.

Study Space: Students reported a need for additional study space on the campus, including group and individual study. While the library is a central location for study, additional study resources should be planned for ground floors of new and renovated academic buildings and outdoor space such as quads and courtyards.

Student Support & Wellness Space

Primary Pedestrian Pathway

Shuttle Routes

Study Space

Wellness

Gender Neutral

Bathroom

Lactaction Room

Wellness Loop

STUDENT LIFE NETWORK

THE MASTER PLAN UPDATE SEEKS TO CREATE A VIBRANT CAMPUS EXPERIENCE BY PROVIDING AMENITIES AND RESIDENTIAL COMMUNITIES THAT CONTRIBUTE TO AN EQUITABLE EXPERIENCE FOR ALL CSULB STUDENTS.

DINING AND FOOD SERVICE

The dining facilities operated by 49er Shops are located in several buildings across the campus, in varying conditions.

The existing University Dining Plaza (UDP) is highly utilized but needs to be renovated or replaced. The building is in poor condition and is at capacity for space for both front and back of house functions. The Master Plan proposes demolishing the existing UDP building and replacing it with a new twostory structure that houses the current food services and the relocated campus bookstore.

The two dining halls within the housing communities have been recently updated and are in good condition. However, as housing is added to the campus, additional dining facilities may be needed to support more residents.

The Outpost is the newest dining facility and is in excellent condition. There are also several small dining functions across the campus, including cafes in the Library and Student Recreation and Wellness Center. However, there are areas under-served by on-campus dining, such as the North District, which lacks adequate dining to support the daytime population. Foodservice program should be located in the new University Music Center addition to provide food to this District.

The Associated Students operate the dining facilities within the University Student Union and is at capacity in terms of space. A major renovation is planned for the University Student Union to be funded through a student referendum. The proposed plan for the building is to increase space for food service.

Proposed Housing

Renovated Housing

Proposed Dining Facilities

Existing Dining Facilities

Retail Locations

ON-CAMPUS HOUSING

THE MASTER PLAN INCLUDES A HOUSING RENEWAL AND GROWTH STRATEGY TO RENOVATE AND ADD BEDS TO THE CAMPUS OVER TIME.

In 2019, the University completed a Strategic Housing Master Plan that outlined recommendations and justification to grow housing capacity over time. New thinking has been incorporated into this Campus Master Plan Update that aligns with the established goal of supporting an expanded residential environment, but redefines the goal around number of beds. The goal set-forth within the 15-year timeline of the Master Plan is increase the number of beds on campus from 3,000 to 4,000. To achieve this updated goal, the University will prioritize:

1. Right-sizing Units: The majority of beds across CSULB are traditional doubles, semi-suites, or full-suite designed doubles which have been modified to remove the common living space in the units. The top priority is to right-size existing housing units in Hillside and Beachside Housing Communities to include common space either within the units or shared common space within the building.

HOUSING OCCUPANCY BY TYPE

Shared

Primarily located at Parkside North, Los Alamitos and Los Cerritos

Shared

No kitchen, lounge, or study (priority project)

Primarily located in Parkside and Hillside

Shared

Primarily

Currently

2. Removing Poor Condition Facilities: The second priority is to reduce the current inequities in the quality of on-campus housing communities by replacing and renovating the lowest-performing housing buildings.

3. Increasing Number of Beds: To maximize the number of beds, the Master Plan Update recommends replacing the planned apartments with pods and suites within Parkside Housing Community.

4. Providing Apartments of Faculty, Staff, and Graduate Students: The City of Long Beach is experiencing a housing shortage, which results in limited affordable housing options for CSULB graduate students and employees. This project creates the critical need for more housing units on the campus. In addition, it will help to reduce Vehicle Miles Traveled (VMT), which aligns with the University’s sustainability goals to reduce emissions caused by commuting.

This Master Plan Update does not include the Creekside Housing Community within the timeframe of this Master Plan. The Creekside Housing Community is planned to add an additional 1,284 beds to the campus on existing surface parking lots. A strategy for the replacement of parking must be identified outside the need for a new parking structure.

PROPOSED ON-CAMPUS HOUSING PROJECT PRIORITIZATION

LANDSCAPE AND OPEN SPACE

OPEN SPACE FRAMEWORK

Described as a park-like setting, CSULB’s campus and its open spaces contribute significantly to its identity and serve many functions, including recreation, outdoor gathering and events, relaxation, and cultural expression.

The proposed Open Space Framework builds upon the existing structure defined by the formal development of the campus. It promotes open spaces that are active and filled with a vibrant lifestyle. These spaces are more organic and unstructured to adapt to student life or the impromptu hangout. The framework is centered around three key themes:

PROVIDE A SENSE OF PLACE

The Master Plan Update seeks to define primary open spaces within each campus district as social centers. The goal is to provide a sense of place within each district to create a connected network of activity across the campus.

INCREASE PROGRAMMABLE SPACE

The variety of open spaces on the campus is an integral layer for gathering, outdoor learning environments, and campus landmarks. Open spaces should be flexible to adapt to the evolving needs of the campus users and community.

BUILD UPON THE PARK-LIKE SETTING

Tied to the University’s resiliency goals is to introduce a strategy to enhance the campus’ urban forest, which offers aesthetic, environmental, and wellness benefits.

CSULB’s campus open spaces can be broken down into the following major typologies: Quads, Plazas, Courtyards, Edges, Corridors, and Recreation Fields. There are precedents to be continued in each category and opportunity areas that the Master Plan Update addresses.

Primary Landscape Corridors

Entry/Gateway Improvements

Key Open Space

Major Campus Road

OPEN SPACES BY DISTRICT

The Master Plan Update seeks to define primary open spaces within each campus district as social centers. However, dependent on programs, facility recommendations, and existing conditions, the recommendations within each district are distinct.

• The South District is the historic core of the campus, with traditional Quad vernacular complimented by adjacent courtyards and plazas. The South District will continue to be a catalyst for the further articulation of the urban forest and a redefined campus quad that will create various curated outdoor environments that promote learning, socialization, and collaboration.

• The Central District serves as the cultural core of the campus where major pedestrian corridors intersect. Friendship Walk and the terraced stairs are key links for pedestrians, and there is an opportunity to establish additional spaces for student collaboration along these key connectors. In addition, with a replacement project planned for the Kinesiology Building, a new quadrangle will support outdoor gatherings at a large scale within the core of campus life.

• The West District is predominantly characterized by student housing and shall provide open spaces that encourage communitybuilding. In addition, the planned Bouton Creek Pathway will provide for additional placemaking within the district and improved connectivity between on-campus housing and major academic and student service functions.

• The North District comprises active recreational open space and shall integrate a more efficient field layout and new pedestrian corridors to enhance the district’s connection to key student life functions. In addition, there are key open space opportunities along the north edge of the campus that align with the visitor-heavy programs for athletics and arts.

• The East District supports a variety of programming. With planned facility projects such as the new Engineering Replacement Building and the Graduate/Employee Student Housing there are opportunities to provide additional open space for small-scale gathering and outdoor learning environments within the district.

OUTDOOR LEARNING ENVIRONMENTS

Outdoor learning spaces have become more common since the pandemic. These outdoor spaces can be scheduled for formal outdoor learning by taking advantage of Long Beach’s climate. When not scheduled, these spaces and places provide expanded shaded seating for informal gatherings, studying, and socializing. The spaces should be designed for maximum flexibility with high utilization for scheduled and unscheduled activities. Outdoor learning environments must have ample and reliable wifi and power, be accessible for all, and protect from sun and wind.

OUTDOOR

Primary Landscape Corridors

Proposed Outdoor Learning Space

Existing Outdoor Learning Space

CLASSROOM CONCEPT: NEED CREDIT

CAMPUS LANDMARKS

Campus landmarks can transform a mere ‘space’ into a meaningful place through placemaking. Creating areas of significance will help campus users interpret their surroundings, develop meaningful connections to the campus environment, and provide inspiring and culturally reflective backdrops for students.

PRECEDENT IMAGES

1. ALLOWING ART TO AMPLIFY WAYFINDING AND PERHAPS SIGNAL TIMES OF DAY

2. EMBRACING THE SUPER-GRAPHIC AND SPRINKLING THEM AROUND CAMPUS

3. AMPLIFYING CAMPUS ELEMENTS THROUGH REPETITION

4. BEAUTIFUL SCULPTURAL MOMENTS THAT ENHANCE PROGRAM

5. ARCHITECTURAL INTERVENTIONS THAT ENHANCE FREE SPEECH AREAS ON CAMPUS

6. GROW BEACH POTENTIAL TO EXPAND TO VARIOUS MICRO-CLIMATES AROUND CAMPUS

7. ‘HEARTHS AT THE HEART’ WHERE STUDENTS CAN GATHER AT CAMPUS HUBS

8. PAVILIONS THAT SPEAK TO SUSTAINABILITY

9. SUPER GRAPHICS WITH A MESSAGE

10. URBAN STYLE INTERVENTIONS THAT AMPLIFY EXISTING INFRASTRUCTURE

Primary landscape corridors

Proposed Landmark

Existing Landmark

URBAN FOREST

Undoubtedly, the University’s Urban Forest is one of the major attributes relative to describing the campus’ park-like aesthetic. However, beyond its contributions to beauty, there are many larger goals aligned with reforestation:

Environmental Benefits: Ability to provide the University and regional contexts with ecological benefits, such as improving air and water quality by removing particulate matter, oxide, and nitrogen dioxide from the air, mitigating flooding and extreme heat, saving energy.

Biophilia: Studies have shown that a people’s connection to nature (also known as biophilia) can profoundly increase mood, happiness, productivity, and reduce stress.

Supporting a Sense of Place: The Urban Forest provides shaded environments for students, faculty, and community members to enjoy. Looking to the future, the University will provide an equitable distribution of shade within courtyards, plazas, open space, and pathways.

URBAN FOREST INVENTORY

As part of the 2012 Landscape Master Plan, CSULB performed an inventory of the campus urban forest -- its collection of over 6,800 trees. CSULB has invested in tracking the benefits of its urban forest and prioritizing improvements through the tools such as ArborPro and iTree. By measuring information such as trunk diameter, canopy height and width, maturity, and species, the University can evaluate the amount of carbon sequestered, runoff avoided, cooling benefits, and particulate matter removed from the air by its Urban Forest. Measuring the ecological benefits of existing open spaces will establish a benchmark for the Master Plan Update’s open space improvements. This information can be used to evaluate design alternatives, ensuring that ecosystem services are either maintained or increased.

220 TREES IN TOTAL WITHIN THE CAMPUS QUAD

NOTE: DATA SOURCE FROM ITREE HTTPS://PLANTING. ITREETOOLS.ORG/ TREE CHARACTERISTICS LIKE SPECIES, NUMBERS, DBH (DIAMETER AT BREAST HEIGHT), CONDITION, EXPOSURE TO SUNLIGHT ARE TAKEN INTO ACCOUNT WHEN RUNNING THE SIMULATION

THE CAMPUS QUAD: A CASE STUDY IN QUANTIFYING EXISTING ENVIRONMENTAL METRICS.

This case study has aimed to quantify the environmental metrics associated with the portion of the University’s Urban Forest within the campus quad. Future project interventions in the quad can produce projected metrics associated with proposed designs to provide the University with analytics of potential impacts to the Urban Forest.

46,58531,498

O3 (OZONE) REMOVED

NO2 (NITROGEN DIOXIDE) REMOVED

SO2 (SULFUR DIOXIDE) REMOVED

PM2.5 (PARTICULATE MATTER SMALLER THAN 2.5

MICROMETERS IN DIAMETER) REMOVED

165

37.2

0.7

1.9

ANNUAL CO2 SEQUESTERED ANNUAL RUNOFF AVOIDED ANNUAL AIR BENEFIT (POUND) (GALLON) (POUND)

SHADING STUDIES

To begin an analysis of the existing shade provided at various locations on campus, Urban Forest data collected from the Arborpro database, which includes tree height, canopy diameter, and trunk size, shall be modeled within the context of individual project site boundaries. Once an existing shade square footage benchmark is established at various times of the year, a proposed design within the same project boundary shall be modeled to evaluate whether it meets a reasonable distribution of new shade opportunities. The analysis shall be on a projectto-project basis and consider the benefit of providing both sun and shade opportunities for various users of varying shade preferences.

STEP 2: CALCULATE QUANTITY SF OF EXISTING SHADE PROVIDED RELATIVE TO PATHWAYS WITHIN SCOPE

CANOPY SHADE CASE STUDY: DEVELOP SHADE RECOMMENDATIONS FOR WALKWAYS

NOTE: Dates and times of analysis per universal standard for evaluating sun and shade.

SOLSTICE WINTER SOLSTICE VERNAL EQUINOX

STEP 1: CREATE EXISTING SHADE ANALYSIS USING ARBORPRO DATA

STEP 4: CALCULATE QUANTITY SF OF SHADE PROVIDED RELATIVE TO PATHWAYS WITHIN SCOPE

SUMMER SOLSTICE WINTER SOLSTICE VERNAL EQUINOX

STEP 3: UPDATE ANALYSIS TO INCLUDE PROPOSED TREES

OPEN SPACE TYPES

QUAD COURTYARDS

QUAD

As the primary open spaces on campus, quads are predominantly used for socializing and studying, making them popular nodes of activity on campus. As a result, quads are activated, social zones where people gather, linger, relax, and socialize.

Improvements to campus quads should introduce activated, collaborative, and identity-driven social spaces connected by shaded pathways along its edges without interrupting the historical vocabulary of this iconic campus destination. To enhance the traditional campus quad’s communal qualities, small-scale spaces should be incorporated to allow people to gather for occasional events and daily relaxing and socialization.

Given that quads are intersections where multiple connectors come together, they must also accommodate large volumes of people at peak passage times. Therefore, properly designed circulation routes are critical to the long-term success of these spaces.

Adequate seating is necessary to ensure the continued success of campus quads. In addition, the after-hours nature of civic spaces requires adequate lighting to ensure usability and safety throughout the evening.

COURTYARDS

Courtyards are areas of open space that are either partially or completely enclosed by walls or buildings. CSULB’s campus courtyards vary in size and character. Some courtyards function as a building’s entry space while others, like the Liberal Arts Courtyard, serve as outdoor classrooms and an extension of the surrounding buildings’ program.

When compared to the University’s plaza environments, campus courtyards are more garden-like with emphasis on landscape and more intimate seating arrangements. Design of campus courtyards shall continue to consider scale of pedestrian promenades relative to primary campus corridors, seating arrangements focused on providing variety, shade, and plant selections that maintain continuity with adjacencies while considering opportunities to amplify habitat and biodiversity. Wifi coverage will be provided wherever courtyards are developed.

PLAZAS CORRIDORS EDGES

PLAZAS

CSULB’s plazas serve as gathering spaces for both intimate social connections and large group events. By activating the spaces between buildings, plazas provide the opportunity for interdisciplinary collaboration. Because of the campus’ temperate climate, these outdoor spaces are a year-round amenity for students, faculty, staff, and the surrounding community.

Plazas can become compelling “fourth places” on campus - public places beyond class/work and home where students, faculty, and community members can transition and connect. Fourth places encourage in-between activities like walking, waiting, “people watching,” informal conversations, and impromptu social encounters, building a sense of community connectedness.

CORRIDORS

CSULB’s campus corridors are thoroughfares that allow pedestrians to get to and from their destinations. Beyond providing clear routes, corridors give campus users opportunities to stroll, jog, ride a bike, and people-watch.

Campus corridors range from formal to informal in their arrangement and landscaping. Some serve as main pedestrian thoroughfares, incorporating events and programs and functioning as organizational spines for the campus. Others function strictly as pedestrian channels, connecting different areas of the campus.

EDGES

The edges of the campus establish an identity and gateway, creating a boundary and acting as a buffer between the surrounding streets, land uses, and the campus. The landscape of campus edges varies from dense screen plantings and natural vegetation to turf areas and manicured planting areas. Edges provide an opportunity to communicate CSULB’s values and commitments to the public through design. The ‘edges’ of the campus establish a sense of identity and gateway for the campus but also reinforce a sense of continuity with the neighborhoods adjacent. While recognizing significant vehicular gateways present opportunities for enhancing wayfinding and identity, pedestrian and micromobility gateways enhance the park-like aesthetic of the campus and shall integrate further promote wayfinding, health and wellness opportunities, safety, and consider accessibility and pedestrian volume during peak hours of the day. Drought tolerant landscaping should be used wherever possible to convey the campus’ value of sustainability to the community.

THE NORTH CAMPUS QUAD

With a replacement project planned for the Kinesiology Building, a new quadrangle will support outdoor gatherings at a large scale within the center of campus life.

RECREATION

OCCUPANCY: DISPLAYING 2 FRISBEE SPACES, 2 BADMINTON COURTS, AND 3 CORNHOLE GAMES

MOVIE NIGHT

OCCUPANCY: 136 6’X6’ BLANKETS AND MOVE SCREEN OR STAGE

EMERGENCY EVACUATION OCCUPANCY: 5,500 PEOPLE AT 7 SF/PERSON

BLDG.

STEVE AND NINI HORN CENTER

1. Kinesiology Great Lawn

2. “Beach at the Beach” Design Aesthetic

3. Retention Landscape

4. Bike + Micromobility Corridor

5. “Boardwalk”

6. Raised “Pier ” Terrace

7. “Friendship Allee”

8. Vehicular + Rideshare Dropoff

REDEFINING THE QUAD

The Quad is the foremost iconic open space on the campus and serves as the heart of the historic core of the campus. The large open space serves as a gathering area for formal events and everyday moments such as small study groups gathering under trees or a game of frisbee. The campus quad renovation project provides recommendations that define and enhance the edges of the quad into intentional and programmed courtyards that encourage a variety of activities. The next several pages outline each of the diverse courtyards planned for the perimeter of the existing quadrangle.

Maintain lawn: Redefine the limits of the ‘Quad’

People places: New placemaking opportunities

Redefine

Lawn Edge

Redefine

2. THE GARDEN GATEWAY

4. THE HANGOUT

1. THE STUDY HALL

3. ACTIVE ALLEY

6. PAINTERLY PORCH

5. THE FOREST

7. CALIFORNIA CORRIDOR

THE GARDEN GATEWAY

PETERSON HALL

Primary Seating Typology: Counter

Primary Seating Typology: Court

Primary Seating Typology: Court

Primary Seating Typology: Counter

THE PYRAMID ENTRANCE GATEWAYS

The Walter Pyramid is an iconic Long Beach treasure and serves as a primary event destination for the University. Establishing an axial pedestrian promenade from Atherton Street shall promote neighborhood connectivity while reinforcing the architectural drama of the Pyramid.

Considering the primary visitor entry fronts onto Parking Lot G11, creating a vision for an arrival courtyard shall further enhance the identity of the gateway.

ATHERTON STREET

PRECEDENT IMAGERY

PROPOSED DESIGN DIAGRAM LEGEND

1. Proposed pedestrian gateway

2. Palm and understory tree allee

3. Concrete pavers

4. Entrance courtyard

5. Perimeter seating

6. Donor plaques

7. Drought tolerant planting

ENHANCED ENTRANCE COURTYARD

VISION FOR BOUTON CREEK

Bouton Creek continues to be an identifiable placemaking opportunity for the University.

Bouton Creek, a drainage easement that runs through the CSULB campus, serves as a symbol of CSULB’s legacy and, thus, represents multiple objectives associated with implementing the project:

Enhancing Campus Identify: Daylighting the creek will create a strong sense of identity, proving to represent the campus and community’s commitment to its regional heritage. Providing these interventions can support wellness, inspiration, and a sense of pride in students, staff, faculty, alumni, and community members.

Improving Connectivity: Provide improved connectivity across the campus and into the surrounding neighborhoods through pedestrian and micro-mobility enhancements

Putting Sustainability on Display: The project will provide a connection to nature across the campus and create opportunities to put sustainability on display.

Expand the Urban Forest: This particular project offers a tremendous opportunity to expand the urban forest and establish a benchmark for environmental wayfinding throughout the campus, as this is a primary gateway for students.

PROPOSED DESIGN DIAGRAM LEGEND

1. Redefined 10’ asphalt bike lane

2. Collapsible bollards

3. Striped lanes

4. Pedestrian Lighting

5. 36” tall hedge

6. Updated guardrail

7. Crosswalk connector

8. Perimeter fence

LAWN TERRACE REVITALIZATION

Friendship Walk presents opportunities to integrate placemaking destinations that achieve low water use while establishing additional spaces for student collaboration.

Working with existing vertical transition presents the potential for implementing amphitheater steps for informal outdoor lectures or performances.

Lining the corridor with ornamental shade trees or peach trees offers increased shading of pedestrian walkways while amplifying the contextual history of the University.

PRECEDENT IMAGERY

PROPOSED DESIGN DIAGRAM LEGEND

1. Flowering shade trees or peach trees

2. Decomposed granite terraces

3. Concrete benches

4. Planted buffer

5. Amphitheater steps

LAWN TERRACE REVITALIZATION

MOLECULAR AND LIFE SCIENCES CENTER

BIKE LANE AT USU

Located in the center of campus, the University Student Union is an ideal location to connect from Beach Drive to Friendship Walk. Grade transition at this particular campus location has established an untapped pedestrian corridor resource with a dimension that allows for a new 2-lane bike lane adjacent to the existing accessible pathway. Tactile warning strips, collapsible bollards, and designated dismount zones shall allow for a secure and comfortable transition from upper to lower campus.

PRECEDENT IMAGERY

PROPOSED DESIGN DIAGRAM LEGEND

1. 2-lane 10’ asphalt bike lane

2. Extended ADA walkway

3. Planted buffer

4. Dismount zone

5. Tactile warning strip

6. Collapsible bollard

WRAPPING BUILDING MURAL

WRAPPING BUILDING MASCOT AND LOGO

UNIVERSITY STUDENT UNION

THE GATEWAY PROCESSION

The Bellflower Boulevard and Beach Street entrance is a primary gateway into campus. However, the existing design is underwhelming and can benefit from enhanced features. Key updates include introducing a palm and understory tree allee, improving the current signage, and introducing a colorful speed table. These enhancements would make this gateway more iconic and memorable to students and visitors.

PRECEDENT IMAGERY

PROPOSED DESIGN DIAGRAM LEGEND

1. Enhanced Signage

2. Focal Trees in Planted Median

3. Palm Tree Allée

4. Bike + Micromobility Lanes

5. Gateway Speed-Table

6. Reflective Space

7. Parkway Planting

8. Amphitheater Steps at Signage

ATHLETICS AND SPORTS

Two options for field layouts were studied for the Master Plan. In Option A, the existing full-sized baseball field remains in place.

SPORTS FIELDS UPDATES - OPT A

1 - CENTRALLY LOCATED TOILET FACILITY. SIZED FOR 5,000 SPECTATORS

2 - EXISTING HAMMER THROW AND SHOT PUT AREA

3 - ARCHERY RANGE

4 - SMALL FIELD SIZED FOR SMALLER SOCCER PITCH

5 - UP TO SEVEN REGULATION BEACH VOLLEYBALL COURTS

6 - FIELD SIZED FOR APPROVED RUGBY FIELD

7 - REGULATION SIZED SOCCER PITCH

8 - NEW PEDESTRIAN PATHWAYS THROUGH ATHLETICS

9 - EXISTING BASEBALL FIELD TO REMAIN

In either option, fencing around the fields will be critical to secure the fields from damage, over use, and maintenance.

In Option B, the full-sized baseball field is replaced with a smaller baseball practice infield (existing bullpens and batting tunnels to remain in place). This results in an additional multi-purpose recreation field.

SPORTS FIELDS UPDATES - OPT B

1 - CENTRALLY LOCATED TOILET FACILITY. SIZED FOR 5,000 SPECTATORS

2 - EXISTING HAMMER THROW AND SHOT PUT AREA

3 - ARCHERY RANGE

4 - SMALL FIELD SIZED FOR SMALLER SOCCER PITCH

5 - UP TO SEVEN REGULATION BEACH VOLLEYBALL COURTS

6 - FIELD SIZED FOR APPROVED RUGBY FIELD

7 - REGULATION SIZED SOCCER PITCH

8 - NEW PEDESTRIAN PATHWAYS THROUGH ATHLETICS

9 - NEW BASEBALL PRACTICE INFIELD

10 - EXISTING BULLPENS AND BATTING TUNNELS

11 - NEW REC FIELD SIZED FOR REGULATION SOCCER PITCH

SUSTAINABILITY AND RESILIENCE

SUSTAINABILITY AT CSULB

While the word “sustainability” is often associated primarily with the environment, true sustainability addresses economic and social systems in addition to ecological ones. Together these three pillars form the holistic definition of sustainability embraced by CSULB, one in which sustainable solutions must address all three dimensions while also balancing conflicting needs.

ECONOMY Economic systems and processes

In a truly sustainable society, economic stability would not come at the expense of the environment, social justice, or public health. A sustainable economy is one in which every member of society is afforded equitable opportunities to thrive and prosper in ways that protect the well-being of people and the planet.

PEOPLE

The community and social structures

Social sustainability comes from recognizing, valuing and sustaining the diversity of the people and cultures that make up our communities and our world. Truly sustainable and resilient communities depend upon equitable access to resources and services, protection of human health and well-being, and the guarantee of civil and human rights for all people.

Every pillar of sustainability must consider the future; sustainability is centered around the core idea of meeting current needs while preserving the ability of future generations to do the same. This principle applies across all systems and disciplines, from biological diversity to economic stability to resource allocation.

ENVIRONMENT

Our natural world, the environment and natural resources

Environment” encompasses the ecological systems and processes and the natural resources upon which all life on Earth depends. CSULB acknowledges this dependency and is committed to reducing resource use, modeling environmental stewardship, and becoming a carbon neutral campus by 2030 while at the same time promoting research and educational efforts to address climate change and other environmental challenges.

Proposed LEED Platinum

LEED Platinum/LBC

LEED Gold

LEED Silver

Energy Efficient Initiatives

Solar Power Systems

EV Chargers

CURRENT INITIATIVES

PRESIDENT’S COMMISSION ON SUSTAINABILITY

CSULB is actively working to promote sustainability and address the continuing threats from climate change while simultaneously engaging and educating the student body and the community.

The President’s Commission on Sustainability (PCS) was established to integrate sustainability into all aspects of the University. The PCS works to advance the following goals:

• Develop and support initiatives that integrate sustainability into all aspects of campus life.

• Integrate sustainability into the University’s Strategic Plan activities and initiatives through active engagement.

• Increase partnerships and collaboration with the City of Long Beach and the greater regional community with the goal of achieving shared sustainability goals.

• Raise the profile of sustainability efforts to meet and surpass University and state commitments and regulatory requirements.

• Elevate the profile of sustainability research, scholarly, and creative activities and leadership at CSULB on a local, regional, national, and international scale.

• Enhance the ability of the campus to attract state, federal, foundation and private funds by leveraging the University’s identity as a leader in sustainability action and research.

• Involve and engage faculty, staff and students in sustainability practices and activities through instruction, outreach, and student life activities.

CHARRETTE: INFUSING RESILIENCY INTO SUSTAINABLE ACTION

COMMITMENT TO RESILIENCE

In April of 2016, CSULB signed the Second Nature Climate Commitment, expanding the University’s existing climate action commitment from one previously focused primarily on mitigating campus greenhouse gas emissions, to one that also encompasses adaptation and resilience. Second Nature describes a resilient community as “one that isn’t just capable of absorbing impacts and change, but using those changes to develop more positive and regenerative capacity. In other words, it has the ability of self-renew even as it becomes better able to prevent disruption.” Self-renewal applies not only to environmental systems, but to social and economic systems.

In 2018, the Campus-Community Resilience Charrette was co-organized and co-hosted by The Office of Sustainability and Center for Community Engagement (CCE) at CSULB. The charrette centered on how the University can increase its “ability to survive disruption and to anticipate, adapt, and flourish in the face of change” (Second Nature 2016). Via a day of structured, engaging activities, the charrette sought to resolve conflicts and map solutions across stakeholder groups through cooperation and solution-oriented thinking. The immersive event brought together the diverse perspectives of leaders across departments, centers, and organizations within the University and the Long Beach community.

IDENTIFYING PRIORITIES

Four central priorities emerged as focal areas for moving forward via integrated planning:

• Community Partners: Increase community activism and partnerships through enhanced cooperation, collaboration, and coalition-building. Support vulnerable populations and front line communities with focus on equity and strengthening community organizations.

• Rethinking Energy: Upgrade and retrofit the electrical grid with innovative technologies (e.g. micro grid capabilities), increase local renewable energy production, decommission vulnerable infrastructure in low-lying coastal areas, and retrofit existing infrastructure to increase energy efficiency.

• Greenspace: Increase tree cover and green space on campus and across the City. Focus on programs for planting and maintaining trees and green spaces, expand the urban forest, improve education about caring for trees during droughts, integrate edible fruit trees into tree-planting plans, increase green infrastructure, and improve equitable distribution of green space especially in front line communities.

• Transportation Alternatives: Active and electrified transportation, including increasing transit-oriented and mixed used development that is affordable and helps people to live closer to efficient public transportation options and closer to where they work or decrease commute times and number of single passenger vehicle trips. Also, increase student housing near and on campus, and develop more distance learning and telecommuting options.

CELEBRATE:

In 2016, CSULB signed the Second Nature Climate Commitment focusing on resiliency.

COMMITTMENT INTEGRATION

Sustainability planning at CSULB is layered across many plans, priorities, and documents that create a collective vision for the University.

BEACH 2030

BEACH 2030 is the University’s primary strategic planning document. The plan includes strategic priorities which align all planning efforts with CSULB’s Mission, Vision, and Values. The plan was created through extensive engagement with the campus community and sets the future of the University as well as CSULB’s role in the region and the world. One of the Strategic Priorities of the BEACH 2030 plan is to cultivate resiliency through prioritizing community health and well-being, building infrastructure and adopting policies to promote sustainability and withstand climate uncertainty.

PRESIDENT’S COMMISSION ON SUSTAINABILITY

The President’s Commission on Sustainability (PCS) was established prior to Beach 2030, but its mission is to integrate sustainability into all aspects of the University including goals from Beach 2030.

The PCS is focused on the following priority areas:

• Strengthening our Climate Action & Adaptation Plans

• Integrating Sustainability Throughout the Curriculum

• Engaging & Communicating with our Community

The PCS is comprised of four committees:

• Climate Action & Adaptation Plan Update Committee

• Transportation Solutions Committee

• Sustainability in the Curriculum Committee

• Communications & Engagement Committee

CSULB COMMITMENTS

CSULB is a proud member of the Climate Leadership Network and a charter signatory of the Climate Commitment, which comprises two subcommitments: the Carbon Commitment and the Resilience Commitment. Together these integrate the goal of achieving climate neutrality with the goal of climate resilience.

AASHE STARS

The Association for the Advancement of Sustainability in Higher Education’s (AASHE) Sustainability Tracking, Assessment, and Rating System (STARS) is a tool for evaluating sustainability efforts at colleges and universities. STARS is a standardized framework by which higher education institutions measure their progress toward sustainability. Using this self-assessment and rating system, institutions benchmark their sustainability progress over time and compare results with other institutions. CSULB has been recognized for its achievements in sustainability through the STARS rating on several occasions, including its most recent silver rating in 2020.

DETAILED PLANS

CSULB has developed and updated various detailed plans to help meet its Climate Commitment. These plans include a recently updated Climate Action Plan (CAP), Water Action Plan, Clean Energy Master Plan, and the Landscape Master Plan. All of these plans contribute directly to the implementation of sustainable strategies on the campus.

BEACH 2035 CAMPUS MASTER PLAN UPDATE

Sustainability strategies laid out in this document consist of both broad recommendations and specific themes aimed at advancing CSULB’s sustainability mission through the physical form of the campus. This Master Plan does not duplicate existing plans but collects goals, recommendations, and guidelines from existing detailed plans.

SUSTAINABILITY TOPICS

Sustainability is a multifaceted undertaking that spans a wide range of topic areas. For the purposes of the 2035 Campus Master Plan Update, sustainability topic areas were identified that align most closely with the campus vision and commitments toward climate action and resilience.

These topics are the most relevant to the translation of CSULB’s sustainability goals to the physical form of the campus and are built into the plan’s recommendations.

The summaries on the following pages highlight:

• Five primary sustainability topics include stretch goals and recommendations for physical interventions. These include water, materials, energy and carbon reduction, multi-modal circulation, and place.

• In addition, to support comprehensive sustainability planning, a summary of current goals and initiatives are included for food, waste, and social equity.

ENERGY & CARBON REDUCTION

CLIMATE ACTION AND ADAPTATION PLAN INITIATIVES

In 2022, the University completed an update to its Climate Action and Adaption Plan (CAAP) with Brailsford and Dunleavy. The goals of the CAAP were to:

• Synthesize existing energy project studies into a climate neutrality roadmap.

• Determine the most feasible and actionable climate resilience strategies.

• Identify appropriate metrics for measuring progress towards resilience goals.

• Leverage other University priorities to ensure optimal CAAP implementation.

• Generate buy-in for CAAP implementation.

• Integrate scope 3 carbon neutrality goal.

• Provide sufficient details to compel and guide campus decision makers.

• Communicate a concise and engaging plan to our diverse community.

• Clarify the approach to carbon offsets

• Understand that targets cannot be met through projects and efficiencies alone

• Outline a road map that is adaptable

• Integrate resilience strategies alongside mitigation strategies.

CARBON REDUCTION IMPACTS BY INITIATIVE SCOPES 1, 2 AND 3

SOURCE: CSULB CAAP - BRAILSFORD AND DUNLEAVY

ALIGNMENT WITH THE CLIMATE ACTION & ADAPTATION PLAN

1 STRATEGIC ENERGY MANAGEMENT (SEM)

MR 1.1CONTINUE EXISTING ENERGY EFFICIENCY PROGRAM

MR 1.2ACCELERATED SEM FUDNING

MR 2.1ADDITIONAL 2.2 MW OF ONSITE SOLAR

Energy and Carbon Reduction

Energy and Carbon Reduction, Administrative Support

Energy and Carbon Reduction

2RENEWABLE ENERGY

MR 2.2CSU COMMUNITY CHOICE AGGREGATION

MR 2.3ELECTRIC VEHICLE (EV) CHARGING STATIONS

Energy and Carbon Reduction

Energy and Carbon Reduction, Multi-Modal Transportation

3 CAMPUS ENERGY TRANSITION

MR 3.1 BOILER UPGRADES AND OTHER DECARBONIZAITON / ELECTRIFICATION RECOMMENDATIONS

MR 3.2ELECTRICAL VEHICLE ADOPTION IN CAMPUS FLEET

MR 4.1COMMUTING OPTIMIZATION AND ELECTRIFICATION

Energy and Carbon Reduction

Energy and Carbon Reduction, Multi-Modal Transportation

Multi-Modal Transportation

4SCOPE 3 MITIGATION

MR 4.2AIR TRAVEL OFFSETS

MR 4.3WASTE DIVERSION, REDUCTION, AND COMPOSTING

5OFFSETS MR 5RESIDUAL DECARBONIZATION

N/A

Sustainability Topics - Waste Management

Sustainability Topics - Energy and Carbon Reduction

AR 1.1INCREASE FUNDING EFFORTS FOR PROJECTS AND PROGRAMSAdministrative Support

AR 1.2UPDATE EMERGENCYPLANS OPERATIONS

N/A

1 CAPACITY AND AWARENESS

AR 1.3RECRUIT AND TRAIN AT DEPARTMENT LEVEL

AR 1.4EXPAND OUTREACH AND MARKETING

AR 2.1IMPROVE STUDENT HOUSING SECURITY

Administrative Support

Behavior Modification

Social Equity

2PERSONAL RESILIENCE

AR 2.2IMPROVE STUDENT FOOD SECURITY

AR 2.3IMPROVE OVERALL WELLNESS OF CAMPUS COMMUNITY

AR 3.1INCREASE SHADING OF WALKWAYS

Social Equity

Social Equity

Placemaking, Landscape and Open Space

3 FACILITIES AND OPERATIONS

AR 3.2ESTABLISH TREE REPLACEMENT POLICY AND SPECIES GUIDELINESPlacemaking, Landscape and Open Space

AR 3.3IMPLEMENT IRRIGATION WATER SAVINGS PROGRAM

Water, Landscape and Open Space

AR 4.1TRAIN FACULTY TO INTEGRATE RESILIENCE INTO THE CURRICULUMResearch and Curriculum

4CURRICULUM

AR 4.2INCREASE STUDENT SUSTAINABILITY AND CLIMATE LITERACYBehavior Modification

AR 4.3INCREASE SUSTAINABILITY AND CLIMATE ACADEMIC PROGRAMSResearch and Curriculum

WATER

As one of the largest water users in the Long Beach area, CSULB is committed to improving its water conservation efforts and building water resiliency. Because there is no centralized location for water goals, this section’s purpose is to review all past actions and policies, provide a full picture of CSULB’s current initiatives, and make recommendations to build upon these initiatives related to:

• Overall water use

• Landscape and irrigation

• Stormwater management

• Human impact

• Resiliency

The goals outlined in pages to come bridge multiple existing plans and commitments, creating centralized documentation of current goals, progress, and lessons learned. The collection and discussion of these materials provides the foundation for new recommendations.

WATER STORY

CSULB’s unique location and water use patterns position the institution to remain a leader in water management strategies. Located adjacent to a former inundation zone at the outlets of the Los Angeles and San Gabriel Rivers, near the convergence of three watersheds, the Long Beach community is susceptible to a range of water issues.

The Long Beach area has been impacted by major changes to Los Angeles County’s water systems over the past 85 years. As the County

expanded, an alluvial flood plain became a large, impermeable urban area, diverting limited rainfall away from local aquifers. Channelization of the Los Angeles River in 1938, population growth, and increased water use brought Los Angeles County’s demand far beyond the capacity of local watersheds, driving the County to rely heavily on imported water.

Despite a county water system strained by droughts and human alteration, CSULB and the City of Long Beach have maintained relative water autonomy. The City of Long Beach draws on local groundwater for 50% of its supply, avoiding Los Angeles County’s heavy reliance on imported water. The City manages its own conservation protocols, allowing for incentives and partnerships with institutions like CSULB. This synergy continues to influence CSULB’s water strategies; the City provides the University with reclaimed water that accounts for 50% of its water supply. The University has also worked with the Long Beach Water District to install low-flow fixtures at no cost, and continues to investigate other partnerships.

At a campus level, water issues retain high visibility and importance. Water is essential in maintaining campus operations and the student experience. And access to healthy, high quality water free of contaminants is necessary to ensure health and well-being of all campus users. In a geography that experiences limited rainfall and increasingly severe droughts, it is crucial for CSULB to develop an improved campus strategy for reducing water use, repurposing water, maintaining healthy water quality, and ensuring a resilient water supply.

WATERSHEDS + MAJOR RIVERS IN THE LONG BEACH AREA

RIVERS, CHANNELS AND STREAMS NEAR CSULB CAMPUS

OVERALL WATER USE

Overall water use refers to broad policies, goals, and actions that affect multiple aspects at CSULB (including landscape + irrigation, stormwater, human impact, and resiliency). The University’s greatest water uses include landscape irrigation, central plant (heating and cooling), domestic water use, dining services, and swimming pools. The goals outlined in this section focus on the first three uses.

In the 2014 Water Action Plan, CSULB set the goal of achieving a 20% water use reduction by 2020 compared to the 2013 water use baseline. Progress was evaluated in 2017 with the update of the Water Action Plan, showing a 10% reduction based on 2014-2016 data. To achieve this reduction, CSULB replaced showerheads and toilets with low-flow fixtures, making use of the Long Beach Water District rebate program. Many other actions were taken, including smallscale indoor interventions, leak detection, and improved irrigation systems (see Landscape + Irrigation Overview).

To reduce water use, the University called for a leak detection program for both buildings and landscape. Some irrigation replacements have been made to mitigate outdoor leaks. Infrared scanning led to replacement of 75% of the hot water piping associated with water leaks, with plans to replace the remaining 25%. The University currently has a leak detection program and a study should be completed to evaluate its efficacy.

To supplement water use reduction programs, CSULB began investigating alternative water sources. After evaluating options such as rainwater harvesting, harvesting moisture from the air, and sourcing water from an on-campus well, the University selected reclaimed water as

the most effective non-potable source. The local climate provides insufficient rainfall and humidity to support rainwater and air moisture harvesting. A well would draw from the aquifer that supplies the City of Long Beach with potable water, rendering its benefits obsolete.

This analysis led the University to identify opportunities for the use of reclaimed water in place of potable water. The City of Long Beach partnered with CSULB to provide reclaimed water. This effort has been largely successful, with reclaimed water now accounting for almost 50% of the University’s water supply. Reclaimed water is used for some toilets, most irrigation, and all central cooling (one of the largest water uses on campus). Building upon these efforts, there is opportunity to increase the use of reclaimed water through retrofitting and extension of reclaimed lines.

Efforts are underway to expand lines distributing reclaimed water. A pumping station, now under construction, will connect South Campus housing and irrigation to a reclaimed water supply. New campus housing, completed in summer 2021, uses reclaimed water for toilets and urinals.

Despite the success of reclaimed water use, the University faces limitations to universal implementation. The irrigation lines that carry reclaimed water are unable to cross Bouton Creek. Reclaimed water indoors is limited to non-potable uses like toilet flushing, so is only feasible in renovations that encompass bathroom remodels. Reclaimed water indoors must be evaluated on a case-by-case basis.

GOALS

CURRENT GOALS:

• Achieve a 20% water use reduction compared to 2013 water use baseline

• Leak detection systems, monitors, and reporting for both buildings and landscape

• Identify opportunities for the use of reclaimed water in place of potable water

GOAL 1: WATER USE ANALYSIS

Conduct updated water use analysis based on 2019 data in order to further reduction and reclaimed water use targets for next Water Action Plan. Benchmark current practices to establish baseline water consumption and set progressive but achievable targets for water use reduction and reclaimed water use.

GOAL 2: RECLAIMED WATER STANDARD FOR TOILETS

Establish a standard to use reclaimed water for toilets in new construction projects.

GOAL 3: CONNECT TO RECLAIMED WATER LINES

Connect to the reclaimed water lines currently under construction beyond Beach Drive to increase reclaimed water use.

GOAL 4: USE CURRENT LEED FRAMEWORK FOR PROJECT-SPECIFIC WATER TARGETS

Conduct a water system study for each new project using the most current LEED framework to ensure that projects align with established water goals. Evaluate water savings measures that address all facets of water systems.

GOAL 5: ASSESS WATER QUALITY

Study water quality and establish goals to improve water quality on campus.

BOUTON CREEK

BIOSWALE AT HORN CENTER

CELEBRATE: Almost 50% of CSULB’s water is reclaimed.

LANDSCAPE + IRRIGATION

Landscape and Irrigation refers to the outdoor environment of the CSULB campus, including vegetation and the irrigation systems that sustain it. Landscape is essential in shaping the University’s identity and sense of place. With approximately 149 acres of landscaping including 155 tree species, the urban forest solidifies CSULB’s reputation as a park-like campus. Beyond aesthetic qualities, on-campus open spaces promote human wellness, create gathering and event spaces, and provide vital ecosystem services such as carbon sequestration, air filtration, stormwater filtration, and cooling. Despite its many benefits, CSULB’s landscape consumes significant water; irrigation is the second largest water use on campus.

In alignment with its broader water goals, CSULB has transitioned most of its irrigation to reclaimed water. The City of Long Beach supplies reclaimed water, reducing CSULB’s potable water consumption. Ongoing extensions of reclaimed water lines to the South Campus and part of the North campus will provide new irrigation connections to areas such as the Earl Burns Miller Japanese Garden.

To reduce water consumption, the University has undertaken efforts to replace turf with softscape. The 2012 Landscape Master Plan proposed a significant turf reduction, from 50% to 29% of the total landscape. CSULB has completed Phase 1 of this project, converting 90,000 square feet of lawn to drought-tolerant softscape. Phase 2 of the project is underway. Building upon the 2012 Landscape Guidelines, the 2015 Water Action Plan and its 2017 update require the use of mulch

and site-specific, drought-tolerant softscape. The University encountered social and cultural issues with turf replacement; campus users rely on lawns as social gathering spaces.

To increase water efficiency, the University emphasized irrigation inspection and replacement. In accordance with the 2015 Water Action Plan, the University installed irrigation meters, master valves, and automatic weatherbased controllers. As areas are re-landscaped, existing nozzles are being replaced with rotating nozzles to increase water savings. Leak detection and repair is ongoing.

CSULB has identified challenges with their existing mulch, softscape, and irrigation practices. While bark mulch prevents evaporation and mitigates weed growth, it makes irrigation inspection more difficult. Unidentified irrigation leaks or breakages have damaged plant material and caused minor flooding on campus. While rock mulch proved to be more effective than bark in weed control and leak detection, it can only be used in certain areas due to its stark aesthetic quality.

The University must weigh various combinations of drought-tolerant and native softscape, irrigation nozzles, and mulch types. By understanding current landscape and urban forest cover performance, including water use and ecosystem services, CSULB can make more informed decisions about future developments.

GOALS CURRENT GOALS:

• Reduce turf and replace with drought tolerant landscape and use of mulch

• Irrigation inspection and replacement

• Identify planting areas that experience runoff and remedy by adjusting the irrigation system and/or considering native and drought tolerant plants

GOAL 1: IRRIGATE WITH RECLAIMED WATER

Mandate all new landscape be irrigated with reclaimed water and determine strategy for converting all existing irrigation to reclaimed.

GOAL 2: BENCHMARK LANDSCAPE AND IRRIGATION BEST PRACTICES

Evaluate the existing landscape and irrigation practices to determine the most effective solutions. Re-vist existing practices to incorporate the identified best practices, and implement those solutions on future projects.

GOAL 3: IMPROVE ECOSYSTEM SERVICES

When revising the Water Action Plan, create new landscape standards that ensure the preservation and increase of ecosystem services when any space is modified.

STORMWATER

Stormwater management refers to policies and interventions that promote the capture and cleansing of seasonal rainfall, connecting stormwater back to regional watersheds to improve the health and quality of aquifers and our global ecosystem. The Environmental Protection Agency highlights the necessity of stormwater policies in mitigating runoff, flooding and erosion, and habitat destruction.

CSULB’s geographic context makes stormwater management vital. Bouton Creek, which runs through campus, connects to Los Cerritos Channel and feeds unfiltered water into Alamitos Bay. Stormwater runoff from CSULB’s landscaping and impermeable surfaces carries pollutants directly into local marine ecosystems, impacting wildlife and human health. The City of Long Beach, and CSULB by extension, rely on the local Long Beach Aquifer for part of their potable water supply. Improving stormwater management practices on campus can increase groundwater infiltration, helping to recharge the Long Beach aquifer and build water resiliency in a climate increasingly susceptible to droughts and water shortages.

The campus’s existing conditions pose challenges in managing stormwater. Varied topography creates flooding as water is directed to low-lying areas with poor soil drainage. Limited tree canopy and root structure on steep slopes increase the risk of flooding and erosion. In addition, the clay soil composition on the lower campus prevents natural infiltration of stormwater. While the University planned to implement permeable paving, poor soil

drainage rendered initial installations ineffective. In a climate too dry to allow for the harvest of rainfall or air moisture, implementing a variety of stormwater management practices can create a comprehensive strategy for harvesting stormwater and reducing runoff.

Despite these challenges, the University is enthusiastic about the benefits of Stormwater Best Management Practices, and has already started to investigate and implement interventions. Inlet basin filters were installed at Parking Lots G2 and G3. Beyond the implementation of solar panels, the Master Plan for lots G6, G7 and G8 investigates the potential to collect and treat stormwater runoff in bioretention basins along Bouton Creek. Similarly, the Lot 14 Greening Study investigates the use of Low Impact Development (LID) interventions and Stormwater Best Management Practices such as bioretention basins. Ongoing efforts to expand stormwater infrastructure include the construction of extensive bioswales as part of the new Hillside Commons and Parkside Dorms.

The park-like vernacular of the campus presents opportunity to maximize the ecosystem services provided by planting and urban forest cover. The University can expand strategies beyond localized filtration planters or permeable hardscape surfaces, considering expansion of the urban forest, evolving landscape maintenance practices, and evaluating the benefits of existing water-efficient landscape projects (refer to the 2017 Water Action Plan Update). The application of the diverse strategies outlined in the goals to follow will allow CSULB to establish green infrastructure that supports robust stormwater management practices.

GOALS CURRENT GOALS:

• Create planting zones in drainage areas to comply with Low Impact Development practices

• Filter pollutants to reduce toxic runoff into Bouton Creek

GOAL 1: EXCEED EXISTING CONDITIONS

Ensure that new developments produce less runoff than pre-development conditions or match pre-development conditions at minimum.

GOAL 2: REDUCE SURFACE RUNOFF

Evaluate the impacts of landscape and hardscape practices on runoff. Use this information to develop a strategy for mitigating surface runoff (hardscape, parking lots, pathways, etc).

GOAL 3: REDUCE INCIDENTAL RUNOFF

Develop a strategy for mitigating incidental runoff (building condensate, roof runoff, etc).

RESEARCH + CURRICULUM

The University currently engages students, faculty, and staff in water issues through sustainability-related research and coursework. Faculty and students have conducted water-related research projects including a study of soil infiltration on the upper campus and a campus-wide tree inventory. These efforts allow students, staff, and faculty to contribute valuable decision-making information that can be used in sustainability solutions.

CURRENT GOAL:

Collaborate with faculty and students on water related courses and projects (2017 Water Action Plan)

HUMAN HEALTH AND IMPACT

When addressing any sustainability issue, it is vital to consider how new systems impact the human experience, and how human actions and perceptions can shape solutions. Water systems have a direct impact on human health, wellness, and survival. Access to high-quality water is essential to human well-being, and water is a key resource in maintaining the functionality of the buildings, food systems, waste systems, and outdoor environments that make a CSULB education possible. If campus users understand the role that water plays in supporting their University experience, they will be more motivated to make behavioral changes. Water conservation infrastructure and policies are more effective when supported by community partnerships, widespread awareness, and cultural buy-in.

On occasion, environmental and human benefits conflict. To achieve balance, the University sometimes prioritizes decisions that have long-term human benefit even if there is a slight environmental or economic cost. After an extensive study of the costs and benefits of maintaining water flow in campus fountains, it was determined that the cumulative human benefit of leaving fountains flowing outweighed the environmental and economic costs of fountain water use. Similarly, the University must balance its turf replacement program with the functionality of lawns as social gathering spaces. While replacing turf with drought-tolerant landscaping greatly reduces water use, staff, faculty, and students have expressed the importance of maintaining lawn areas as community gathering spaces.

ADMINISTRATIVE SUPPORT

System-wide change is only possible when administrative systems have the resources they need to implement policies and monitor progress towards goals. Administrative systems require support (goods, funding, human capital, partnerships) to do this important work.

GOAL: COMMUNITY PARTNERS

Identify further strategic community partnerships to raise awareness of water conservation and quality.

CHANGING BEHAVIORS

Some progress has been made in conducting outreach around water use and conservation. During Phase 1 of the landscape conversion project, a communication campaign was developed that included signage on campus and media articles explaining project goals. Currently, the University posts “informational graphics and other outreach information about facility water consumption and water conservation goals” (see 2017 Water Action Plan).

Previous efforts involved students in a Water Efficiency & Conservation Working Group and on-campus conservation initiatives. However, there is room for expansion; the 2017 Water Action Plan calls for an updated communication plan.

Beyond communication and engagement efforts, the University can consider the implicit influences of the built environment on perceptions and behavior. An intentionally crafted landscape or building can bring awareness to the issues of water and connect users to the stories behind water use, management, sources, and ecosystems.

CURRENT GOALS:

Develop a communication plan to encourage campus wide water conservation (2017 Water Action Plan)

GOAL: WATER QUALITY AWARENESS

Amend existing communication plan; move beyond campus-wide conservation and bring awareness to importance of and maintenance of water quality.

RESILIENCY + EMERGENCY PREPAREDNESS

CSULB’s response to the 2014-2017 drought established the foundation for campus water resiliency policies. Faced with severe water shortages, the University was forced to drastically reduce water consumption and rethink the systems that supplied its water. In the 2017 Water Action Plan CSULB outlined their definition of water resiliency as maintaining maximum water efficiency and identifying areas to eliminate use in case of an emergency. In the event of another drought emergency or similar event, the campus will prioritize the following actions:

• Outreach campaign to campus community to reduce overall use

• Reduce Landscape irrigation in areas still using potable water

• Cut discretionary operations such as pressure washing paved areas and washing vehicles

• Cut off water to decorative fountains

While CSULB’s existing water conservation and resiliency policies were reactionary, they laid a strong baseline that can be used to build future water resiliency. Use reductions, more efficient irrigation and water fixture infrastructure, and increased use of reclaimed water have decreased reliance on outside water sources. Water conservation efforts can continue to build economic resiliency by mitigating inevitable rising water costs. Yet these actions are not enough to accommodate a more extreme disaster event.

The Master Plan includes proactive measures proactive measures that protect against future disasters to maintain social, economic, and environmental functionality. Planning for extreme conditions will ensure continued operation of critical systems during emergencies, reduce strain on local water systems, and mitigate the rising cost of water as supplies decline and droughts become more frequent due to climate change. Ultimately, this will allow campus users to maintain their experience and social fabric despite changing external conditions. Building resiliency will require progressive shifts in the design of new projects.

GOALS

CURRENT GOALS:

• Identify areas for water use reduction in the event of a drought

• Plan future campus development for water resiliency

GOAL 1: DROUGHT MANAGEMENT

Amend drought management plan. Determine University water hierarchy to prioritize major potential reductions and alternative water sources in case of a drought.

GOAL 2: CONNECTED SYSTEMS RESILIENCY

Implement holistic, resilient irrigation systems and indoor water systems in all future campus construction projects, especially planned oncampus housing projects.

CELEBRATE:

The new Hillside dorms will incorporate extensive bioswales.

MATERIALS

As students and communities demand sustainable practices, CSULB has committed to a more sustainable way of building. CSULB’s Climate Action and Adaptation Plan states that the University will reduce operational emissions to zero by 2030 and achieve full climate neutrality by 2040. The operation of campus buildings and their design elements impact the ability to achieve these commitments.

While some progress has been made towards selecting more sustainable building materials, CSULB does not use a comprehensive method for evaluating materials against their priorities. This section of the Master Plan outlines potential evaluation factors along with suggestions of rating systems that can apply each of the following factors:

• Operational Performance

• Physical Material Performance

• Cost

• Human Impact

• Environmental Impact

• Innovation and Aesthetics

CURRENT PROGRESS

CURRENT GOAL:

Apply Net Zero Energy strategies to all new campus buildings

The University is moving toward its goal of net-zero energy. CSU policy mandates that all new buildings and major renovations meet or exceed the minimum requirements equivalent

to the US Green Building Council’s Leadership in Energy and Environmental Design (LEED) Silver Level building standard. In addition to adhering to LEED green building standards, CSULB is committed to pursuing the principles of Net Zero Energy for all new campus buildings. These buildings will be designed to not only minimize consumption of energy and other natural resources, but also to limit energy use to the amount of energy they can generate from renewable sources such as solar photovoltaic systems.

Some buildings on campus have already implemented progressive sustainability strategies. Opened in 2018, the CPIE building achieved LEED Platinum certification, and is the first net-zero energy classroom building within the CSU system. Innovative net-positive strategies are being adapted for smaller-scale projects such as the new Housing Administration Building which will become the campus’ first Living Building Challenge facility.

MATERIALS AND SUSTAINABILITY

The selection of materials for new construction, major renovation, and interior renovation projects impacts the sustainability goals and commitments of the University. While building materials contribute less emissions to the campus’ carbon footprint than other sources such as commuting, they are still a factor and therefore it is important to define the University’s priorities when selecting materials. Materials selection can support a holistic ethos of sustainability by integrating performance, aesthetics, and cost factors with environmental and human health impacts.

Materials require energy, water, and other physical resources throughout their life cycle. Environmentally friendly materials are those whose production, installation, maintenance, and disposal have a low environmental impact. Every material has an associated amount of embodied carbon - the greenhouse gas emissions associated with a material’s mining, harvesting, processing, manufacturing, transportation, and installation. Once installed, a material may influence a building’s energy consumption, resulting in operational carbon. Selecting materials with low embodied carbon and low operational carbon is in line with the University’s overall climate neutrality goal.

Beyond embodied carbon, materials impact water systems, human systems, and economic systems throughout their life cycles. By selecting materials that require little water to clean, maintain, and dispose of, the University can work towards its reclaimed water goals. Choosing healthy materials, prioritizing biophilic material qualities, and investigating ethical sourcing can improve human health and well-being for both end users and those who interact with a material’s process. Purchasing materials from local sources when possible can infuse local economies with investment to create economic resiliency.

In recent years, there have been sustainabilityfocused initiatives around the policies and standards for selecting and purchasing materials, including the CSU system’s procurement process and evolving building codes.

DEFINING MATERIAL EVALUATION FACTORS

Because material selection influences so many sustainability systems, decision-making requires balancing competing priorities. For example, new buildings can be more energy efficient, use healthier materials, and contain less embodied carbon, but demolishing a building generates more material waste. When selecting materials, the University must consider its priorities surrounding Energy + Carbon Reduction, Water, Waste, and Place. While the University will not be able to meet every goal for every material selection, material selection can prioritize impacts most valued by the University.

The list at right are decision-making factors for choosing materials and their considerations and metrics. Today, materials are selected projectby-project; however, this section, paired with updated design guidelines creates a more streamlined and rigorous guide for best practices when selecting materials for the campus environment.

Decision-making factors were drawn from project experience, sustainable material rating systems such as (Green Globes, Living Building Challenge, LEED, Well Building Standard, and RELi), industry standards, and product approvals. Beneath each factor are the rating systems that address the factor, the baseline recommended system, and the system that would stretch CSULB goals.

OPERATIONAL PERFORMANCE

Operational performance encompasses the ongoing efforts required to maintain the intent and functionality of a material. While not traditionally incorporated into sustainability frameworks or rating systems that evaluate materials, operational performance has a significant human impact. A material with high operational performance requires minimal labor and cost to maintain, and can be cleaned easily without the use of toxic substances.

PHYSICAL MATERIAL PERFORMANCE

Physical material performance encompasses the inherent material qualities that influence a material’s functionality and performance. Durability measures the longevity of a material: how well it withstands exposure to the elements and extreme weather events, the level of degradation caused by cleaning materials, and product lifespan. Physical material properties include product-specific metrics indicating how well a given material meets the requirements of its intended use, such as STC rating and R value. Recyclability indicates the degree to which a material can be recycled into the same or a new product.

COST

Cost refers to the short and long term monetary and commodity costs associated with the production, purchase, use, and disposal of materials. In addition to the initial costs of purchase and installation, considerations include the costs of continued maintenance, operation, repair, replacement, and disposal (Lifecycle Cost). Some materials can generate new economic value (and associated environmental benefits) through their reuse (Circular Economy). Beyond monetary costs, cost considers the value associated with carbon use (Cost of Carbon) (see embodied carbon) and a material’s end-of-use options.

HUMAN IMPACT

Human impact refers to a material’s effects on human health, well-being, and the social systems that interact with a material throughout its lifecycle. Comfort and biophilia influence occupants’ perceived wellness in a space, as determined by temperature, acoustics, air quality, lighting, and natural material qualities. Beyond perceived wellness, healthy materials avoid toxic chemicals such as volatile organic compounds (VOCs) that impact users’ physical health. A material’s “handprint” measures its impacts on all of the humans who interact with a material, from manufacturers to product installers, to communities along the supply chain.

ENVIRONMENTAL IMPACT

Environmental impact refers to a material’s impact on ecological systems throughout its lifecycle. Embodied water and embodied carbon encompass a material’s total water use and carbon consumption for extraction, manufacturing, transportation, installation, maintenance, and disposal. Embodied Carbon is documented through Environmental Product Declarations. Geographic reach measures the extent of a material’s environmental impacts; how far do the benefits or costs reach? Availability indicates whether the material can be locally sourced or manufactured.

INNOVATION AND AESTHETICS

While aesthetics and innovation are important material qualities, they are not scored in the CSULB Materials Framework. The architectural guidelines already outline the types of materials being considered for construction and renovation. By the time an individual material is being evaluated, it has already been selected as a potential for a project based on its functional and aesthetic qualities. Innovation should be a natural outcome of valuesbased decision-making through the use of the materials framework.

CELEBRATE:

Opened in 2018, the CPIE building was designed to LEED Platinum, and is the first net-zero energy classroom building within the CSU system.

TRANSPORTATION & MULTI-MODAL

In support of reducing all campus emissions to zero by 2040, the mobility recommendations promote a more sustainable approach to transportation. Currently 60% of emissions are a result of faculty, staff, and student commuting.

As illustrated in the charts below, the largest population emitting through commuting is undergraduate students, simply because this is the largest user group on the campus. When looking per capita, staff and faculty are the largest emitters.

Mode split is the suggested metric to gauge progress over time. Today, 63% of students and 71% of employees commute to campus in a single-occupancy vehicle. The long-term goal is to shift the modal split to human-powered and transit modes.

60%

STUDENT COMMUTING

FACULTY/STAFF COMMUTING

PURCHASED ELECTRICITY

STATIONARY COMBUSTION

SOLID WASTE

FUGITIVE EMISSIONS

AIR TRAVEL

FLEET FUELS

TRANSPORTATION DEMAND MANAGEMENT

The following provides an overview of the key recommendations, all of which align with the 2013 Transportation Demand Management (TDM) strategies. In addition to providing mobility options, the TDM strategies include a range of policy and operational approaches for reducing the reliance on single occupancy vehicles.

HIGH PRIORITY TDM STRATGIES:

The following list reorganizes the strategies identified in the 2013 TDM plan by those that are the highest priority and highest impact:

1. Identify partnerships and grants to fund campus TDM strategies, such as regional VMT bank or transportation impact fees

2. Increase on-campus housing opportunities, with remote parking for on-campus residents; Encouragement programs for students to not have a car on campus

3. Distribute class and work schedules to spread the peak demand on campus; plan for 10-20% future work and learn from home (will improve campus experience, but could increase vehicle travel by making it more convenient)

4. Parking pricing - accelerating the increase of parking fees (this increase was approved in early 2021) and an increase in the differential for on-campus residential parking fees; Consideration of dynamic or congestion-based parking pricing

ADDITIONAL TDM STRATEGIES

• Incentivize ridematching service and carpooling through guaranteed convenient carpool parking spaces at reduced rates (requires management and enforcement to ensure compliance)

• Reinstate 100% subsidy on Long Beach Transit passes

• Establish 100% subsidy on Long Beach bike share (could include e-scooter share)

• Subsidize a set number of ride-hailing rides for members of the campus population (particularly on-campus residents) as a back-up option when other non-auto modes will not work (e.g. late night)

• Change parking pass eligibility (e.g. prohibit people from purchasing oncampus permits that live within a certain radius of campus, with ADA or other populations exempt)

• Cash incentives for not purchasing parking permit

• Subsidize e-bike purchases or provide rentals

• Provide additional on-campus amenities (e.g. childcare, grocery store and post office)

• Transit, shuttle, bicycle and pedestrian enhancement measures recommended as part of this plan can also play a role in TDM

• Increase education and encouragement touch-points for new students at beginning of semester to build mode choice habits (e.g. shuttle information ambassadors, encourage use of Long Beach Transit app)

GOAL: TDM UPDATE

Complete an updated TDM plan that comprehensively plans for the future, with a focus on achieving CSULB’s goals of reducing GHG emissions and reliance of vehicle mobility, and mitigating the need for parking.

If effectively implemented, a robust TDM plan will not only reduce the demand for costly future parking, but will also reduce traffic congestion and the related negative environmental impacts of air pollution, greenhouse gas emissions, noise and the consumption of nonrenewable resources.

PLACEMAKING

A major goal of the Master Plan Update is to create places on campus that encourage community engagement and envision places that elevate spirits. Placemaking is the design of public spaces with the local community’s needs, desires, interests, and inspirations at heart. The concept of placemaking captures a community’s assets and identity to spur public spaces that promote people’s health, happiness, and well-being.

The following strategies tie placemaking to sustainable thinking:

GOAL 1: INTRODUCE BIOPHILIA STRATEGIES INTO THE CAMPUS ENVIRONMENT

Biophilia incorporates patterns and influences from nature into the design of the built environment. The presence of natural elements in interior environments increases mood, happiness, and productivity and can reduce stress. Whether it be a visual connection to nature through an open window, a psychological connection via digital media, or a literal connection via architectural interventions that embrace an indoor, outdoor learning environment, the ability to connect within the natural environment shall be an amenity to support the park-like campus.

GOAL 2: BRING “THE BEACH” TO THE BEACH

Creating places that cultivate community should reflect the local community and celebrate the campus’s history, character, and uniqueness. An example is Beach at the Beach, an urban beach environment that reflects the unique location of the CSULB campus, which is about 10 miles from the Pacific Ocean, and one of the nation’s most populated shore cities.

GOAL 3: CREATE SPACES ON CAMPUS THAT EDUCATE AND CELEBRATE SUSTAINABILITY

Sustainability initiatives are an excellent opportunity for the University to use all 320 acres of campus as a classroom. As the campus environment becomes more sustainable in its operations, it will be important to put those sustainability strategies on display and create places for users to experience and learn. Sustainable features, including renewable energy sources, stormwater management features, and native landscaping, are opportunities for placemaking and interpretive signage.

CELEBRATE:

CSULB’s Urban Forest includes over 6,800 trees made up of 155 species.

PLACEMAKING IN ACTION: CENTER FOR A SUSTAINABLE FUTURE

Aligned with the renovation of the campus’ Central Plant, a renovation to the deck space adjacent to the plant is planned to be the new Center for a Sustainable Future, paired with a sustainability mural, Grow Beach garden, and Hardfact Hill improvements. The mission of the Center is to:

Educate about past, current and future sustainability related issues through a variety of lens (i.e. art, business, environment, etc.)

Instill a Sense of Urgency about our global climate crisis and stress the importance of a need for individual action and systematic change

Motivate students to think and act on solutions at the individual and “bigger” picture level

Empower students to be part of the solution to our global climate crisis through different scales of action

Provide Space to Disconnect from our day to day routines and to connect with each other and our natural surroundings

GAME ZONE

MAIN

FOOD AND DINING

CSULB is working toward building a sustainable food culture on the campus. The University has worked to create strategies that address how on-campus dining impacts the University’s sustainability mission, including waste generation and diversion, wellness and well-being of campus users, and water and energy use reduction.

CURRENT STRATEGIES:

COMMITMENT TO LOCAL SUSTAINABLE FOODS

Fair Trade, Seasonal, Local

VEGETARIAN / VEGAN OPTIONS

Recognized by PETA

REAL FOOD CHALLENGE

Achieve 20% Real Food

TRAYLESS RESIDENTIAL DINING

Decreased solid food waste and water consumption by over 30%

COMPOSTING

Over 300 tons per year

FOOD DONATION

In 2018, the 49er Shops donated 6620 pounds of food to Food Finders

SINGLE USE PRODUCTS

Eliminate plastic straws, all to-go container use compostable, recyclable materials.

URBAN GARDENING

Relocate Grow Beach adjacent to the Friendship Walk

WASTE MANAGEMENT

Waste Management addresses the total volume of CSULB’s waste stream, how the total volume can be minimized, and how waste can be diverted from landfills. “Waste” at CSULB includes many things: organic materials such as greenwaste from landscaping and food waste from dining facilities; recyclables such as plastic bottles, aluminum cans, and cardboard; hazardous wastes such as lab chemicals; electronic waste such as laptops, cell phones, and batteries; durable goods such as department furniture and student belongings discarded during move-out; and construction waste from campus development.

GOAL: ACHIEVE ZERO WASTE TO LANDFILL BY 2030.

Zero Waste is defined as 90 percent being diverted with 10 percent remaining, as some waste will always be created. Along with sending zero waste to landfill by increasing diversion rates, the University will have to focus on waste minimization (or decreasing the volume of waste generated). Achieving this goal will require significant efforts in University operations as well as the behaviors and actions of individuals.

THE FIVE STREAMS OF WASTE

RECYCLABLES AND WASTE MINIMIZATION

ORGANIC MATERIALS

DURABLE GOODS

CONSTRUCTION WASTE

HAZARDOUS AND E-WASTE

RECYCLABLES AND WASTE MINIMIZATION

Given the rapid rate of construction on campus and the high diversion rate of construction waste, narrowing in on non-construction waste aligns with the University’s daily operations and best highlights actions individuals can take to reduce the amount of waste headed to the landfill.

STRATEGIES:

DECREASE WASTE GENERATED:

• Continue to place course catalogs and other campus-wide academic collateral online

• Continue to implement Waste Not program

• Expand and maintain hydration stations to decrease single-use bottle waste generation

• Continue to the shift toward paper-less administrative processes and academic courses

INCREASE DIVERSION RATE:

• Establish a cardboard recycling/foam repurposing center during campus move-in days

• Continue campus dual-stream recycling program

• Investigate the feasibility of compostable or to-go containers

RECOMMENDATIONS:

To create targets and actions that correlate to recyclable waste (which is defined as items that are thrown into the trash that can be recycled), waste audits must be conducted regularly and frequently to understand how much of what is being thrown away can be diverted or replaced with more sustainable alternatives. Waste audits can be used as an educational tool as well as a resource for the University to achieve its diversion goals.

RECYCLED COMPOSTED DONATED/SOLD LANDFILL

DIVERSION TYPES 2021 STARS REPORT (V 2.1); TONS OF WASTE

49% OF WASTE WAS DIVERTED FROM LANDFILL, PER CSULB’S 2021 AASHE STARS REPORT

ORGANIC MATERIALS

This waste stream includes landscape wastes and food wastes. It is important this stream is composted in lieu of landfilled because it generates the greenhouse gas methane when buried and has significant nutrient content that can only be re-captured if composted.

STRATEGIES:

DECREASE WASTE GENERATED:

• Continue grass cycling, which is a landscape strategy to leaves clippings on the ground

• Continue to weigh and track preconsumer trim waste in the dining halls; helps for over-production

• Continue pre-portioned food, trayless dining, Lean Path program in dining halls

INCREASE DIVERSION RATE:

• Ensure campus waste hauler partnership supports University sustainability goals

• Continue to compost pre-consumer food waste

• Continue to monitor composting stations in dining halls

• Educate campus population on composting food waste through clear signage and consistent application, specifically at retail locations where monitoring is more difficult

• Continue to convert landscape to mulch

DURABLE GOODS

This waste stream addresses goods of enduring value such as clothing, furniture, appliances, and textbooks. It is important to keep these goods from the landfill because while their first owner may be finished using them, the goods can retain utility for multiple owners.

STRATEGIES:

DECREASE WASTE GENERATED:

• Provide a University program that creates opportunities for sharing and swapping furniture, supplies, technology, etc. between on-campus departments

• Continue to manage the Property Management Office (PMO) Public Surplus website

INCREASE DIVERSION RATE:

• Continue to provide collection bins for Salvation Army/Goodwill donations during on-campus housing move-out days

• Continue Habitat for Humanity donation program

• Continue Lost and found auction managed by Property Management Office

• Continue to sell used tires and palettes

CONSTRUCTION WASTE

Construction waste includes any disposable material associated with campus development, including wastes generated through renovation and new construction projects. Overall reduction of waste is tied to the development of campus –the more construction, the more waste generated and the more demolition, the more waste generated. The CSU System requires 65% diversion rate.

STRATEGIES:

DECREASE WASTE GENERATED:

• Maximize opportunities to reuse materials and existing structures when undertaking major building renovations

INCREASE DIVERSION RATE:

• Continue University stated goal of 90% diversion rate

• Continue the requirement for contractors to submit a Waste and Recycling Plan to be approved by Construction Administrator

• Continue the requirement for contractor to submit a Reuse, Recycling, and Disposal Report with disposal receipts indicating materials landfilled and diverted

HAZARDOUS AND E-WASTE

Materials such as lead paint, asbestos, and laboratory chemicals are considered hazardous waste. These materials require special handling to ensure they are safely disposed of, and many must meet legal disposal requirements. Materials such as batteries, laptops, and cell phones are known as electronic waste or e-waste. When e-waste is improperly disposed of in landfills it can contaminate land and groundwater resources.

CSULB complies with California’s very strict hazardous waste rules and regulations. All chemical waste that is not regulated by the federal Environmental Protection Agency (EPA) is regulated as a California hazardous waste.

STRATEGIES:

DECREASE WASTE GENERATED:

• Continue hazardous materials inventory is managed by CNSM Safety and EHS Office and chemical sharing is encouraged to reduce duplicate or unnecessary purchasing

INCREASE DIVERSION RATE:

• Continue recycling all universal waste, i.e. waste lamps, batteries, electronics, etc.

• Continue collecting oil and grease from Residential Dining and The Outpost

• Continue campus electronic waste program that encourages e-waste to be recycled, reused, and refurbished

SOCIAL EQUITY

Building a sustainable society means ensuring that the experiences, identities, and cultures of all people are honored and everyone has equitable access to resources and opportunities to thrive.

“To provide the highest quality education to the most students, we must embed equity and diversity into the fiber of the University and confront patterns of systemic inequity that affect students, faculty, and staff.”

- Beach 2030

Beach 2030 includes several action plans, one being Building an Equitable and Empowering Culture. This plan outlines three actions that the University will work toward over the next decade and beyond:

1. Embed equity and diversity into every aspect of University life.

2. Remove barriers to success for all students.

3. Build a compassionate and purposeful campus community.

Translating the goals of Beach 2030 into physical recommendations around equity are outlined in the following goals and principles:

GOAL 1: SUPPORT AN EQUITABLE EXPERIENCE FOR ALL

• Ensure all spaces throughout campus are equipped with furniture and technology to assist those with disabilities, including learning spaces and outdoor pathways.

• Address campus connections that are not accessible or create barriers for those with mobility limitations.

• Provide accessible access to all main entrances.

• Ensure equitable access to student success resources.

GOAL 2: BE A CAMPUS FOR EVERYONE

• Implement welcoming, safe, and accessible spaces for individuals to use for self-reflection or spiritual purposes.

• Increase visibility and access to resources for student organizations of underrepresented populations.

• Create a network of public art that reflects the community and culture.

• Provide information technology, resources, and services to all students, faculty, and staff.

GOAL 3: SET PROACTIVE ACCESSIBILITY GUIDELINES

• Utilize a campus accessibility officer and student accessibility committee to develop policies and recommendations.

• Develop a comprehensive campus accessibility plan.

• Develop a process to continuously improve equity through capital improvement projects.

IMPLEMENT SPACES FOR SELF REFLECTION/ SPIRITUAL PURPOSES

INCREASE VISIBILITY OF STUDENT ORGANIZATIONS

PROVIDE ACCESSIBLE PATHWAYS ACROSS CAMPUS

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

MOBILITY AND PARKING

A MULTI-MODAL CAMPUS

Through observation of existing conditions on campus and feedback collection from a variety of campus stakeholder groups, three key themes emerged that drives multi-modal planning:

IMPROVING ACCESS TO KEY DESTINATIONS

As the campus continues to develop, mobility planning should eliminate mobility barriers to campus services and resources and provide comfortable, safe routes and points of access for academic and student services buildings, no matter one’s mode or abilities.

PLANNING FOR EVOLVING COMMUTING PATTERNS

This plan has been developed to support campus users as they return to campus post-pandemic. This return will shift when and how people get to and around campus, including:

• Increasing the share of faculty and staff working and students learning from home

• Modifying class schedules to reduce parking peaks

• Planning for mobility mode shifts due to new habits and preferences

• Reducing the total number of people on campus at a given time.

The Master Plan Update accounts for these shifts and accommodates evolving commuting patterns among the CSULB community.

MAINTAINING FLEXIBILITY

Peak demand for roadway space on campus often occurs in a predictable pattern that accounts for a small fraction of the year, such as during move-in and the first few weeks of the fall semester, and in specific areas of campus during special events. This plan prioritizes maintaining flexibility for the campus to accommodate peak vehicular demand when needed but uses the same space for non-vehicular uses all other times. This principle of flexibility is of particular importance as the campus adjusts to new postpandemic conditions.

Roadways

Pedestrian Paths

Bike Paths

On-Campus Housing

Buildings Used After 8pm

Shuttle Stop

Parking Lot

PEDESTRIAN NETWORK

CSULB HAS A ROBUST PEDESTRIAN NETWORK, WITH SIDEWALKS AND PATHS PROVIDING KEY CONNECTIONS TO ACADEMIC BUILDINGS, HOUSING AND OTHER STUDENT SERVICES. THIS NETWORK SHOULD BE ENHANCED TO PROMOTE SAFETY, COMFORT, ACCESS, AND DIRECT CONNECTIONS.

FILLING NETWORK GAPS

The first set of proposed enhancements to the pedestrian network fill existing gaps, which primarily occur through and adjacent to parking lots, as well as through the sports fields section of campus. In these areas, new sidewalks and paths are recommended. These improvements include:

• A more formalized space for both pedestrians and bicyclists between parking lots G7 and G8, providing safer connections to and through these lots.

• An additional north-south and east-west pedestrian corridors adjacent to Track and Field and the Baseball Field, to facilitate more direct travel.

PEDESTRIAN NETWORK ENHANCEMENTS

The second set of proposed enhancements provide for widened sidewalks, ADA upgrades, traffic calming to provide shared space for pedestrians, and new paved pathways, supporting new buildings. These include:

• Opening the north end of the Bouton Creek Path to pedestrians, bicycles, scooters and skateboards provides a continuous connection from student housing and parking within West District to the center of campus, with the opportunity to eventually connect to a path built by the City of Long Beach.

• Enhanced connection between new grad student housing and the center of campus along State University Drive

• Conversion of Deukmejian Way to a shared space (also called a Woonerf), where private vehicles are limited through access controls, and pedestrians, bicyclists, skateboarders, and others can use the full roadway space when vehicle access is limited. This shared space connects the new grad student housing, Engineering, the sports fields, and the new Kinesiology building.

Primary Pedestrian Path

Secondary Path

Pedestrian Hub *

PEDESTRIAN CROSSINGS

The third set of recommendations provide improvements at existing crossings or developing new crossings. The targeted crossings are located both internal to campus, as well as along campus edges connecting into the community, which should be considered in conjunction with the City of Long Beach.

• New crosswalks where currently missing on legs of campus perimeter signalized intersections: Palo Verde Avenue & Redina Street, Atherton Street & Merriam Way, Bellflower Boulevard & Beach Drive, 7th Street & West Campus Drive

• New crossings to connect campus with off-campus destinations, enhanced with safety improvements, such as traffic control and pedestrian refuge islands: Bouton Creek & Bellflower Boulevard, Atherton Street & Determination Drive, Palo Verde Avenue & Deleon Street

• Determination Drive & Bouton Creek: Widen crosswalk to facilitate pedestrian and bicyclist diagonal crossing, upgrade crosswalk markings and yield signage, add yield pavement markings, install new lighting, and consider Rectangular Rapid Flashing Beacon or raised crossing as a future phase

• Merriam Way north of Lot G3: Upgrade signage and striping at existing crosswalk, add lighting, and consider staffed traffic control to facilitate crossings during peak periods

• Palo Verde Garages: Widen crosswalk, add yield to pedestrian signage (post and paddle), yield pavement markings, lighting, and consider a Rectangular Rapid Flashing Beacon as a future phase

• Palo Verde North Diagonal Crossing: Upgrade to high-visibility markings, add yield to pedestrian signage (post and paddle), yield pavement markings, lighting, and consider a Rectangular Rapid Flashing Beacon or repositioning the crosswalk to 90 degrees as a future phase

• East Campus Drive Crossing at Hardfact Hill: Refresh crosswalk markings and install a Rectangular Rapid Flashing Beacon

NIGHT WALK

The night walk overlays the primary pedestrian pathways and is critical to providing connections between the campus districts after dark. The primary paths are envisioned as distinctive, featuring unique paving materials, lighting, and physical separation of modes where possible. These pathways should be consistently well-lit in the evening hours, connecting buildings, facilities, and programs used past 8pm.

Campus users reported that the campus feels dark at night. Upon walking the campus, it was determined that in many areas reported as dark, they were just underpopulated and thus perceived unsafe. The night walk encourages campus users to congregate and move along the safe, convenient, and intuitive path to create more population density and less isolated or remote circulation.

Night walk pathways

On-campus housing

Buildings used after 8pm

Parking

PUVUNGNA/ NATIONAL REGISTER HISTORIC PLACE/ NAHC SACRED LAND

BIKE AND ALL-WHEEL NETWORK

The following recommendations highlight opportunities for new bicycle facilities on campus that provide options that are safer and more comfortable, enabling bicycle use for on-campus trips, and help to make important bicycle network connections for trips to and from campus.

• Bouton Creek Path: A shared use bicycle and pedestrian path is proposed following the route of Bouton Creek diagonally through the campus. An enhanced crossing is proposed at Bellflower Boulevard, to be coordinated with the City of Long Beach. West of Determination Drive, a newly constructed path is proposed south of Bouton Creek. An enhanced diagonal crossing at Determination Drive facilitates crossing from the south side of the creek to the north side. Between Determination Drive and Merriam Way, use of the existing pedestrian path for a shared use facility is proposed, which is recommended to be widened to at least 15 feet. East of Merriam Way, the Bouton Creek bicycle facility would split from the existing pedestrian pathway for a proposed 15’ wide bicycle facility within current parking lot space south of the College of Business (some existing parking spaces would be lost while others would be relocated in Lots E1 and E2). A marked bicycle route would continue through the

center of campus, with another proposed enhanced crossing across State University Drive. CSULB may choose to continue the path through the CPIE parcel. In the future, a path on the northside of Bouton Creek or a pre-fab bridge may be considered to help enhance connections between the bicycle facility and Parkside housing.

• Hardfact Hill Path: A new switchback shared use path is proposed for Hardfact Hill, providing a bicycle connection between State University Drive and Upper Campus.

• G7/G8 Shared Use Pathway: A 15’ shared pedestrian and bike facility, with vertical separation from vehicles, is proposed for the drive aisle space between parking lots G7 and G8 to provide between east/west connections on lower campus. This requires that the road be changed to one way traffic.

Existing Paths

Paths to be Enhanced

Proposed New Paths

Fix-it Stations

DEVELOPMENT OF NEW BICYCLE FACILITIES IS AN IMPORTANT PART OF HELPING CSULB BECOME A CAMPUS LESS RELIANT ON VEHICULAR MOBILITY.

• Determination Drive Two-Way On-Street Protected Bike Lane: This facility is being considered for the east side of the street south of Bouton Creek, (replacing one northbound travel lane) and the west side of the street north of Bouton Creek (replacing one southbound travel lane), with a proposed diagonal crossover point at the Creek crossing. The proposed placement of this facility helps to minimize conflicts at driveways and keeps bicyclists on the side of the street nearest to destinations. Using temporary materials for the vertical separation barrier, such as planters, ensures flexibility if this space is needed for vehicles during move-in days or special events.

DETERMINATION DRIVE NORTH OF BOUTON CREEK

DETERMINATION DRIVE SOUTH OF BOUTON CREEK

• Beach Drive Two-Way Off-Street Bike Path: This facility is being considered for the north side of Beach Drive, and would require widening the north sidewalk in most locations. The project would also include both pedestrian and bicyclist crossing enhancements at Bellflower Boulevard, Determination Drive, Merriam Way, Brotman Drive, and the existing pedestrian crossing signal (to allow bicyclists to access a proposed north/south bike facility on the west side of West Campus Drive). A new bus boarding island at the existing stop is also proposed for the north side of Beach Drive at the stop between Determination Drive and Merriam Way, to help minimize bus and bike conflicts. The bike facility can be built either at a “half step” elevation between the sidewalk and roadway, or at the same elevation of the sidewalk. A third “split elevation” option, with the westbound bike facility at sidewalk height and the eastbound facility at roadway height may be considered.

• West Campus Drive Two-Way Off-Street Bike Path: This facility is proposed for the west side of West Campus Drive, providing a new separated bicycle facility option that runs the full length of Upper Campus. In locations with constrained width, narrowing the roadway to the space currently dedicated to a southbound Class II bicycle lane may be necessary.

• Additional Enhancements are proposed for the existing network on campus to fill network gaps and provide more direct connections, such as a new path planned for the north side of the USU. These enhancements could include bike route signage, pavement striping and markings, and widening pathways where shared bicycle/pedestrian spaces are narrower than 15’ currently.

BEACH BOULEVARD (TWO OPTIONS)

WEST CAMPUS DRIVE

TRANSIT NETWORK

The on-campus shuttle system provides frequent service around the campus. However, student feedback includes confusion on where shuttles go, where to catch shuttles, and concerns about capacity.

All Campus Tripper provides a full loop around campus. The east and west loops require transfer points at the northern and southern ends of campus if a student gets on one of those routes. To improve and simplify current service, campus shuttle recommendations include:

• Simplifying campus routes to full clockwise and counter-clockwise loops: While it may increase back end operational cost and complexity, eliminating the east and west campus loops and introducing both a clockwise and a counter clockwise campus tripper will simplify the shuttle system for users. New stop locations are recommended to serve this proposed model. The implementation of the campus tripper will be based on available funding.

• Frequencies can be further improved as funding allows to address capacity concerns, with 15 minute peak headways in each direction.

• Staffing shuttle stops at the start of the semester can help alleviate confusion about shuttles and help build ridership among new students.

• Electric shuttles: Using an all-electric shuttle fleet could help to support campus sustainability goals. This procurement could be done in conjunction with a pilot program for autonomous shuttles on campus. A fleet transition study is recommended to help the campus better understand the technology options, and constraints such as battery range and carrying capacity, given the campus topography. Peer universities, such as Sacramento State University and the Colorado School of Mines, have seen success in implementing electric and autonomous shuttle pilot programs.

• Autonomous Shuttles: Long term, autonomous shuttles could be an effective strategy to scale shuttle service and capacity without substantially increasing staffing costs. Autonomous shuttle pilots have been implemented in similar campus settings, such as national parks and monuments, and large housing developments. All portions of the route other than Palo Verde Avenue would be operating within the campus. A short oncampus route, such as a connection between Upper and Lower campus, could serve as an AV transit pilot.

Shuttle Routes Stops

Potential Mobility Hub Location

• On-demand shuttle service or ride-hailing subsidy to provide service to Beachside housing and other off-campus locations. Universities have developed partnerships with Uber or Via to provide subsidized nighttime ride-hailing services within a geofenced area near campus. This service can also be used as a “safe ride” service for campus community members leaving campus late at night, or as an expansion of CSULB’s existing Guaranteed Ride Home service. If a threemile boundary for a ride-hailing subsidy were established, this service would serve students living on campus or at Beachside, and approximately 10% of off-campus students and 25% of faculty and staff home locations.

MOBILITY HUBS

A mobility hub is an aggregation of multiple travel modes seamlessly combining traditional modes, such as bus and biking, with shared mobility services including bikesharing, carsharing (e.g. Zipcar), and ride-hailing (e.g. Lyft or Uber). In addition to supporting varying transportation modes, a mobility hub can also act as a gathering point for the CSULB community. Mobility hubs may be seen as a flexible variant of the transit center concept: a mobility hub is a place where multimodal travel is both easy and worthwhile.

CSULB may consider multiple mobility hub locations on campus to help serve as key transfer points for different modes, and destinations for services. Mobility hubs on campus should primarily be geared towards serving the CSULB community, but may also be key points of entry and information for campus guests and special events. Mobility hubs do not need to require large investments in infrastructure, but rather can be seen as the co-location of mobility services already provided on campus.

As shown on the diagram on previous page, potential locations for mobility hubs include: Bouton Creek/Determination Drive crossing, West Campus Drive drop-off loop, East Campus Drive drop-off loop, South Campus Road dropoff loop, and Parking Lot G9 (geared towards vehicle and visitor uses with potential future park-and-ride use).

Amenities for CSULB mobility hubs could include:

Transit Amenities

• Real-time information

• Interactive transit map kiosks

• Pass sale information

• Time transfers between regional buses and CSULB shuttles

• Enhanced seating, shelters, electronics charging and WiFi

• Training/information for taking transit and shuttles, with emphasis on start of semester

• Potential partnerships with Long Beach Transit, Metro and OCTA

Bike/Pedestrian/Scooter/Skateboard Amenities

• Bike/scooter share stations

• Bike share pass sales

• Bike shop, mobile bike shop, bike kitchen

• Bike/skateboard fix-it stations

• Bike/e-bike rentals

• Secure long-term bike parking

• Short-term bike, scooter and skateboard parking

• Interactive walking/biking/ADA map kiosks

• Starting point for wellness walk routes and group walks

• Starting point for bike safety classes and group rides

• Showers and changing rooms

• Day lockers

• Potential partnerships with Walk Long Beach and GoActiveLB

• Enhanced pedestrian and bike connections

APPROXIMATE 3-MILE RADIUS FROM CSULB CAMPUS

Vehicle Amenities

• Ride-hailing and passenger loading zones

• Electric car share

• Ride matching services

• Neighborhood electric vehicle (NEV) rentals

• Real-time car share availability and ride matching kiosks

• Parking pass sales

• Short and long term electric vehicle charging stations

Retail and Services

• Retail services (e.g. grocery, post office, banking)

• Food trucks, coffee kiosks, and other mobile retail

• Package delivery lockers

• Seating and gathering spaces

REAL TIME INFORMATION

COFFEE KIOSKS

SHORT-TERM BIKE PARKING COVERED SEATING

RIDE-HAILING ZONES

VEHICULAR NETWORK

The following vehicular network changes are proposed, with the primary aim of increasing safety and comfort for people walking and biking on campus:

• Determination Drive: To provide space for the two-way bicycle facility, a reduction to one vehicular travel lane is recommended in the northbound direction south of Bouton Creek and in the southbound direction north of Bouton Creek.

• Beach Drive: To provide space for the two-way bicycle facility, a reduction to one vehicular travel lane is recommended in each direction, with the addition of a center turnlane.

• West Campus Drive: No change proposed to vehicle travel lanes. Traffic calming elements, such as speed lumps/cushions, are recommended.

• East Campus Drive: No change proposed to vehicle travel lanes. Traffic calming elements, such as speed lumps/cushions, are recommended.

• Deukmejian Way: Limit vehicle access to parking pass holders, pick-up/drop-off, and campus vehicles to create a shared use road. At the intersection of Deukmejian Way, consider simplifying intersection geometry through moving crosswalk and stop sign west of south leg driveway and limiting south leg driveway to right-in/right-out vehicular circulation only. Vehicle access restrictions could start north of housing driveway.

• Palo Verde Avenue: The City of Long Beach preliminary plan along Palo Verde Avenue includes the reduction of one vehicular travel lane in each direction, providing a parkingprotected bicycle lane in the northbound direction and angled parking with a bike lane in the southbound direction. The provision of angled parking on the campus-side of the street provides a greater opportunity for on-street parking serving campus, without people needing to cross Palo Verde Avenue. The City’s preliminary plans also call for lane reductions and safety enhancements, such as a protected corner, at the intersection with Anaheim Road/State University Drive. In planning for the housing project proposed for this location, a traffic study and traffic signal warrant should be completed. This intersection is currently all-way stop controlled.

Arterial Roadway

On-Campus Road

Roadway Modifications

Rideshare Drop-Off

PROPOSED STREET CHANGES: STREET SECTIONS

BEACH BOULEVARD (TWO OPTIONS) WEST CAMPUS DRIVE

DETERMINATION DRIVE NORTH OF BOUTON CREEK

DETERMINATION DRIVE SOUTH OF BOUTON CREEK

CAMPUS ENTRY POINTS

Pedestrian and bicycle focused gateway enhancements are proposed for campus entry points along Bellflower Boulevard, 7th Street, Palo Verde Avenue, and Atherton Street. Additionally, due to its proximity to campus surface lots, Atherton Street is envisioned as the vehicular priority entry point for campus, particularly at Merriam Way and Carfax Avenue. The entry point at Determination Drive is proposed to be deprioritized for vehicles, due to the recommended bike facility and new crossing. The following enhancements are proposed:

• At Determination Drive: Consider right-in/ right-out only

• At Merriam Way: Work with City on potential signalization improvements and install advanced vehicle wayfinding signage

• At Carfax Avenue: Upgrade pavement markings and consider right-in/right-out only or signal warrant with City

PARKING & TRANSPORTATION DEMAND MANAGEMENT

Proposed changes related to building and other facility locations in the Master Plan will require the shifting of some existing parking space locations. No net change in parking spaces is planned, and new parking lots at the current sites of the Education and International House buildings allow for additional space for bicycle and pedestrian amenities. Parking demand and location will be considered when adding new and replacement buildings to the campus.

Parking location changes will include the following:

• Education building site: Up to 210 parking spaces added

• International House building site: Up to 92 parking spaces added

• Parking Lot E1: Approximately 49 spaces removed

• Parking Lot E2: Approximately 28 spaces removed (and angled parking location shifted due to Bouton Creek path)

• Parking Lot E3: Approximately 32 spaces removed

• Parking Lot E4: Approximately 52 spaces removed

• Parking Lot R2: Approximately 73 spaces removed

• Department of Design: Approximately 20 spaces removed

Surface Lot

Parking Structure

Roadways

7THSTREET

PARKING INVENTORY AND PROPOSED CHANGES

AS OF JUNE 30, 2020

BASED ON 2015 WALKER PARKING STUDY, PEAK UTILIZATION FOR STUDENT COMMUTERS ASSUMED TO BE 100%.

STUDENT COMMUTERS = TOTAL STUDENT FTES - ON-CAMPUS UNDERGRAD BEDS.

PARKING RATIO FOR ON-CAMPUS STUDENTS AND EMPLOYEES BASED ON SUPPLY, NOT DEMAND.

7% SUPPLY CUSHION ADDED ONLY TO STUDENT COMMUTER SPACES.

GRAD STUDENT HOUSING ASSUMES 200 UNITS FOR 300 FTES. PARKING RATIO ASSUMED TO BE 2/3 SPACE PER FTE.

CURRENT AND FUTURE ON-CAMPUS RESIDENTIAL FTE NUMBERS PROVIDED BY DLR, 7/21/21.

BEACHSIDE NOT INCLUDED IN TOTAL.

EXISTING PARKING INVENTORY PROVIDED BY CSULB, REFLECTIVE OF JUNE 2020 CONDITIONS. BEACHSIDE AND VENDOR LOT NOT INCLUDED IN TOTAL.

ESTIMATED PARKING PERMIT INFORMATION PROVIDED BY CSULB JULY 2021.

PARKING DEMAND AND REMOTE LEARNING

The COVID-19 pandemic and the resulting shift to online learning had a substantial effect on campus parking demand since so few employees and students were traveling to campus.

With the buildout of the online infrastructure needed to facilitate remote teaching and learning, CSULB has the opportunity to use remote learning to manage activity on campus, including parking demand, even as the campus population grows to an expected 33,000 full time equivalent (FTE) student commuters, and 3,826 FTE faculty/staff.

On-campus residential students (both undergrad and graduate) are expected to grow to approximately 3,000 students, but parking demand from this campus population is not expected to be affected by remote learning.

Given the magnitude of parking needed to accommodate FTE growth, remote learning will play an important role in managing the

need for increases in future parking supply on campus. While the remote learning model and the expected level of adoption has not been fully defined, to calculate the potential benefit, future parking demand estimates are shown in the following table.

Assuming that 20% of the future FTEs for student commuters and faculty/staff would be accommodated remotely, the resulting need for additional parking supply would be reduced to 65 additional spaces. Combining some level of remote learning with the implementation of additional or more aggressive TDM measures will further reduce parking demand and achieve the campus’ goal of no net increase in parking supply (with the exception of on-campus residential students).

TO ON-CAMPUS POPULATION

TRANSPORTATION DEMAND MANAGEMENT POLICIES

Campus parking is currently at capacity, and expected FTE growth would require the construction of additional parking structures if use of private vehicles is not proportionally reduced. To offset the need for this investment in increased parking supply, transportation demand management (TDM) measures will need to be implemented. If effectively implemented, a robust TDM plan will not only reduce the demand for costly future parking, but will also reduce traffic congestion and the related negative environmental impacts of air pollution, greenhouse gas emissions, noise and the consumption of nonrenewable resources. While CSULB has implemented many TDM strategies, additional TDM strategies to be considered include:

• Complete an updated TDM plan that comprehensively plans for the future, with a focus on achieving CSULB’s goals of reducing GHG emissions and reliance of vehicle mobility, and mitigating the need for parking

• Identify partnerships and grants to fund campus TDM strategies, such as regional VMT bank or transportation impact fees

• Increase on-campus housing opportunities,

• Incentive programs for residential students to not have a car on campus

• Distribute class and work schedules to spread the peak demand on campus such as Fridays; plan for 20% future work and learn from home (will improve campus experience, but could increase vehicle travel by making it more convenient to park)

• Parking pricing - accelerating the increase of parking fees (this increase was approved in early 2021) and an increase in the differential for on-campus residential parking fees; Consider dynamic or congestion-based parking pricing

• Incentivize ridematching service and carpooling through guaranteed convenient carpool parking spaces at reduced rates (requires management and enforcement to ensure compliance)

• Reinstate 100% subsidy on Long Beach Transit passes

• 100% subsidy on Long Beach bike share (could include e-scooter share)

• Subsidize a set number of ride-hailing rides for members of the campus population (particularly on-campus residents) as a back-up option when other non-auto modes will not work (e.g. late night)

• Change parking pass eligibility (e.g. prohibit people from purchasing oncampus permits that live within a certain radius of campus, with ADA or other populations exempt)

• Cash incentives for not purchasing parking permit

• Subsidize e-bike purchases or provide rentals

• Provide additional on-campus amenities (e.g. childcare, grocery store and post office)

• Transit, shuttle, bicycle and pedestrian enhancement measures recommended as part of this plan can also play a role in TDM

• Increase education and encouragement touch-points for new students at beginning of semester to build mode choice habits (e.g. shuttle information ambassadors, encourage use of Long Beach Transit app)

Note: Implementing any TDM strategies will be dependent on available funding and resources above and beyond solely parking revenue.

IMPLEMENTATION AND PHASING

BEACH 2035 CAMPUS MASTER PLAN

PROJECT PRIORITIZATION

PROJECT FUNDING

State Funded ProjectsPriority List Deferred

Future Major Projects Donor/P3/Self-Funded

CAMPUS DISTRICTS

THE CAMPUS MASTER PLAN UPDATE PROVIDES DIRECTION FOR DEVELOPING AND ENHANCING THE CHARACTER WITHIN A FRAMEWORK OF CAMPUS DISTRICTS.

Districts are intentionally not referred to or organized around a particular program, such as academics, student life, or athletics. Today, within each district, there are varied uses planned to remain. Programmatically neutral districts allow new and relocated facilities to be placed through a lens of student readiness and do not seek to silo or isolate programs within the campus. Instead, the districts provide unique opportunities to develop the campus based on each district’s distinct needs to build on the existing campus framework, improve connectivity across campus, and balance placemaking.

The remainder of this chapter outlines the vision for each District and enumerates the proposed development.

SOUTH DISTRICT

The South District primarily comprises the historic core and is the densest area of learning and student experience. The District defines the formal campus framework and exemplifies the desired density and organization for the campus.

Most of the campus’ academic buildings are located within the South District. Therefore, most faculty offices, study space, and instructional space are located here. In addition, seven out of the eight Colleges are located within this District, and the main student-centered buildings, including the University Student Union, Cafeteria, and Student Services Building.

The South District is comprised of some of the most iconic buildings on the campus, including the McIntosh Humanities Building, University Theater, Psychology Building, and University Student Union, which are all considered individually eligible historic resources. Academic buildings edge a large traditional collegiate quadrangle. New development supports the historical framework, focusing on replacing aging and low-density buildings.

The Master Plan focuses on enhancing this area of campus by:

1. Relocating and consolidating academic and studentcentered programs currently located in poor condition buildings into renovated space or new high-density replacement buildings

2. Providing ground-level student-focused space for additional study seats and informal interdisciplinary collaboration

3. Activating the traditional campus quadrangle with active outdoor programming

1Peterson Hall 1 Replacement Building

2Education Replacement Building

5College of the Arts Replacement Building

6Cafeteria + Bookstore Replacement Building

9New 7th St. Community Outreach Facility

14USU Renovation / Addition

17McIntosh Humanities Building Renovation

18Central Plant Decarbonization/Sustainability Center

20Microbiology Student Success Center Reno.

21Lecture Hall 150-151 Renovation

23Fine Arts 1 / 2 Renovation

24 FO3 Renovation

25Liberal Arts 5 Renovation

26Theater Arts Renovation

27 University Theatre Renovation

32Language Arts Building Renovation

49 Redefining the Campus Quad

33Faculty Office Building #2

35 Fine Arts 4 Renovation

36Liberal Arts 1

38University Telecommunications Center

52 Hardfact Hill Outdoor Classroom

55Fine Arts Courtyard

58Future Mobility Hub

COTA FINE ARTS / DESIGN REPLACEMENT BUILDING

A new replacement building is planned for Fine Arts 3, a poor condition, low-density structure. The new building will house Fine Arts programs and the relocation of the Design Department. This project will enable the College of the Arts to consolidate its programs further while providing additional space for program growth. The new building is proposed on Fine Arts 3, and an important location along with the Campus Quad.

In design terms, the building is positioned to define the east side of the Quad with a vibrant front-door space/academic living room. Its design will also create an internal courtyard space for outdoor learning, study, gallery space, and gathering. The building is imagined as an architectural statement featuring studio and maker spaces, classrooms, offices, and gallery spaces.

The new facility should also contain shared studios, collaboration spaces, and innovation spaces supporting interdisciplinary initiatives within the college of the arts. This shared space allows for collaboration between the College of the Arts, College of Engineering, and other creative individuals.

PROJECT INFORMATION

Building Size: 85,000 GSF

Number of Floors: 03-04

Building Program and/or Occupants: College of the Arts (Fine Arts and Design)

Timeline Horizon: Mid-Term

Potential Funding Sources: State Funded

Connected/Linked Projects or Secondary Effects: Demolition of Fine Arts 3

Renovation of Fine Arts 4

Fine Arts Courtyard

Section 6 / Recommended Solutions

Scenario One:

School of Art & Design Department Replacement Facility

• Replaces School of Art square footage at FA3. New space will address safety, building systems and functionality.

• Replaces Design Department square footage at Design and Human Services & Design buildings. New space allows for a “rethinking” and “futurist” approach to types of spaces.

• Building: 85,000 SF

• Building Footprint: 23,800 SF

• 3 to 4 Story Building

Scenario One Site Massing Study:

Scenario 2:

• 40’ Setbacks: Same Detail as Scenario 1

Section 6 / Recommended Solutions

Scenario Two:

FA3 Replacement Facility plus an Addition

• Includes Scenario 1:

○ Replaces School of Art square footage at FA3. Replaces Design Department square footage at Design and Human Services & Design buildings.

• Addition: 9,700 SF Footprint / 29,100 SF Area / 3-Stories / Connecting Bridge to new FA3 Replacement

• Allows for expansion of College of the Arts space. Could include: additional School of Art space, an Industry Partner incubator space, shared studio spaces, maker spaces, etc.

line 30’ existing walls are (which

• Addition: 9,700 SF Footprint / 29,100 SF Area / 3-Stories / Connecting Bridge to new FA3 Replacement

BUILDABLE AREA

BUILDABLE AREA

Legend:

Existing Fire Lane

Proposed New Fire Lane

53 CSU Long Beach : COTA Fine Arts 3 & Fine Arts 4 Feasibility Study

Legend:

Existing Fire Lane

Proposed New Fire Lane

58 CSU Long Beach : COTA Fine Arts 3 & Fine Arts 4 Feasibility Study

MASSING STUDY OPTIONS FINE ARTS 3 REPLACEMENT BUILDING & FINE ARTS 4 RENOVATION FEASIBILITY STUDY- AC MARTIN 2021

CAFE/BOOKSTORE REPLACEMENT BUILDING

A replacement building is proposed for the cafeteria and bookstore to provide a more contemporary, flexible, efficient dining and retail complex that addresses a broader range of campus and student engagement objectives. The proposed facility is programmed to include full-service dining, retail, student gathering, and meeting spaces that serve the entire campus population within the heart of the campus.

The new building is imagined as three stories with ground floor dining, retail space, and back-of-house support for dining/retail. In addition, the upper floors are planned for student support spaces such as gathering areas, meeting rooms, study space, active-learning classrooms, and staff workspace.

The new building should respond to the topographic conditions of the site and incorporate an accessible main entrance off of the campus quad or the east side of the building and loading and delivery on the west side of the building.

Building Size: 86,000 GSF

Number of Floors: 03

PARKING

DELIVERY/

LOADING OUTDOOR COURTYARD / MAIN ENTRANCE

Building Program and/or Occupants: 49er Shops

Timeline Horizon: Mid-Term

Potential Funding Sources: Donor/P3/Self-Funded

Connected/Linked Projects or Secondary Effects: Demolition of existing Cafeteria BOOKSTORE REPLACEMENT BUILDING

New Construction

Renovation

EDUCATION REPLACEMENT BUILDING

The College of Education is currently located in the two southernmost buildings on the campus. The five-story library building creates a physical and visual separation for the College of Education programs. While fairly close to the campus quad, the programs feel isolated from their academic counterparts. A goal of the Master Plan Update is to relocate the College of Education into one building, one learning community, along with the campus quad, bringing students, faculty, and staff into the core of academic programming and closer to the College of Liberal Arts. A new three-story replacement building for the College of Education will be built adjacent to the Psychology Building.

Programmatically, the building will promote a highly collaborative environment, enriching teaching and learning across all departments. The building’s program is planned to include active-learning and technology-rich instructional spaces, computer labs, study space, student support, gathering space, and faculty and staff workspace. The building’s design should create an inspiring place to work, learn, and educate.

The east side of the building should activate the adjacent open space by intentionally creating outdoor gathering spaces. These outdoor spaces should include shaded seating, lush landscape, and outdoor power and wifi.

COLLEGE

PROJECT INFORMATION

Building Size: 77,000 GSF

Number of Floors: 03

Building Program and/or Occupants: College of Education

Timeline Horizon: Long-Term

Potential Funding Sources: State Funded

Connected/Linked Projects or Secondary Effects: Demolition of existing Bookstore

New Construction Renovation Replacement Building to Remain

MCINTOSH HUMANITIES BUILDING

The McIntosh Humanities building, an iconic and contributing historic building, will be renovated to address accessibility and mechanical issues. In addition, as the building is primarily faculty offices, the renovation will introduce several co-working spaces for part-time lecturers, graduate students, and teaching assistants. Overall, the goal is to improve the user experience for students and faculty within the building.

In terms of accessibility, the University is interested in configuring restrooms to include men’s and women’s facilities on each building floor. In addition, the University should also consider gender-neutral restroom facilities.

Due to the building’s outdated configuration, there is no available space for socialization and collaboration among faculty and students. The University will investigate creating a more welcoming ground floor to support interdisciplinary collaboration. Options include an addition to the ground floor or an enhanced outdoor plaza with a covered element.

Per the 2019 Space Optimization Study, the McIntosh Humanities Building was recognized as a significant opportunity area where large-scale space gains can be made. The study acknowledges two opportunities:

• “Right-size” and/or reconfigure large-sized office spaces/office suites for optimization, which is a result of outdated building configuration

• Optimize utilization of conference rooms by centralizing and sharing

ENHANCED PLAZA GROUND-FLOOR ADDITION DENSE TREE GROVE TO REMAIN

PROJECT INFORMATION

Building Size: 42,510 GSF

Number of Floors: 09

Building Program and/or Occupants: College of Liberal Arts

Timeline Horizon: Long-Term

Potential Funding Sources: Future Major Project

Connected/Linked Projects or Secondary Effects: n/a

There is a priority across Campus to create more functional hoteling space to increase the utilization and serve more faculty.

Today, each level of MHB has approximately 14 private offices. By converting some of the offices on each level into co-working or hoteling space, part-time lecturers, graduate students, and teaching assistants will have access to expanded, multi-use space to work from. As a result, the building’s space can be better utilized.

These spaces should be designed to support many activities such as meetings, independent work, virtual collaboration, printing, production, etc. In addition, many students and faculty now prefer office hours remotely; therefore, co-working spaces should have ‘zoom rooms’ for faculty to have private and confidential conversations with students.

Instead of assigning each co-working space per department, it is recommended that the spaces be shared among all departments within the building. This strategy allows all users to find the room that best fits their needs regardless of affiliation and will also support increased collaboration between departments and increase the spaces’ utilization.

While the hoteling spaces will not be assigned to specific departments, each department within the building should have a reception area and private offices for full-time, tenure-track faculty.

IDEA

• Open and close collaboration

• Technology built-in

• Architectural wall systems with flexible furniture

• Multiple shared work surfaces

• Shared technology

• Active environment

HUMANITIES BUILDING FLOOR PLAN

CENTRAL DISTRICT

The Central District is envisioned to be a vibrant academic and student-focused hub within the center of the campus where the South District/ Historic Quad (“upper campus”) connects to “lower campus” programs of housing, athletics, and recreation.

The district encompasses a range of existing programming and facilities, including the University’s main Administration BuildingBrotman Hall, College of Business, College of Health and Human Professions’ Kinesiology Program, and key student services such as Student Health Services and Counseling. With the recently completed Horn Center classroom building, the day-to-day population of this area will increase significantly.

The Master Plan focuses on transforming this area of campus into a vibrant and active district by:

1. Replacing programs into higher density facilities

2. Improving connectivity with new open spaces and enhanced pedestrian links

3. Establishing a new public realm featuring large outdoor gathering spaces, public art, and active ground floor programs

3Kinesiology Replacement Building + Quad

11Student Health Services Addition

15College of Business Addition

22Nursing Building Renovation (CAPS)

30HHS 1 / 2 Renovation

34Family and Consumer Sciences

45New Beach Volleyball Competition Area

46Aquatics Center + Pool Renovation

51Friendship Walk Stairs Revitalization

54North Campus (Kinesiology) Quad / Beach at the Beach

57 Pedestrian/Bike Lane Improvements

New Construction Renovation Replacement Building to Remain

KINESIOLOGY REPLACEMENT BUILDING

The Central District is reimagined with a new replacement Kinesiology Building. The new Kinesiology Building will transform the Central District into a vibrant hub of activity through active ground floor programs, a new quad, and improved pedestrian circulation.

The existing single-story Kinesiology Building encompasses a large land area, and the central site is an ideal location for densification. The current building is in poor condition and requires significant investment to renovate.

The new three-story structure is planned to replace and expand upon existing programs for CHHS, Club Sports, and Athletics.

The project should be completed in phases. The east wing of the building will be demolished first, with the west wing acting as surge space for a majority of the existing programs. Next, the new three-story building will be constructed, followed by the demolition of the east wing.

As a complement to the new Kinesiology Building, HHS1 and HHS2 should be renovated and programmed to house highly visible student spaces such as clubs and organizations, study spaces, or student services.

The removal of the low-density structure makes way for a new North Campus quad directly adjacent to the Horn Center and a new Kinesiology Replacement Building. The new campus quad provides an outdoor anchor for outdoor gatherings, events, and programming within the center of campus life. The North Campus quad should reflect the local community and celebrate the campus’s history, character, and uniqueness. ‘Beach at the Beach’ is an urban beach environment that includes beach volleyball courts and a beach-town aesthetic reflecting the unique location of the CSULB campus.

The pool is one of the most over-utilized facilities as it is shared by Athletics, Academics, Club Sports, and Community. In addition, the pool was constructed in the early 1970s and requries significant investment to repair and upgrade.

NORTH CAMPUS QUAD - MOVIE NIGHTNORTH CAMPUS QUAD - BEACH AT THE BEACH

EAST DISTRICT

The East District is envisioned to be enhanced to create an intentional connection into the Central District through improved academic facilities and new housing programs. Today, the East District uses vary from academic programs such as the College of Engineering and departments within the College of the Arts to Campus Facilities and Operations and the Student Recreation Center. As the District is enhanced to create a more cohesive and connected District, key projects adjacent to the core and along the edge of campus are critical to success.

The Master Plan focuses on transforming this area of campus into a cohesive and connected District by:

1. Replacing and renovating low density, aging, and underutilized facilities

2. Creating opportunities for new partnership facilities that promote activity, vibrancy, and density

3. Establishing a connected public realm featuring large outdoor gathering spaces, enhanced pedestrian connections, and active ground floor programs

4Engineering Replacement Building

8New Graduate Student + Employee Housing

13Corporation Yard Renovations / Additions

19SSPA Office Renovation

28Engineering Tech Renovation

29Vivian Engineering Center Renovation

31Engineering Computer Science Renovation

53 Engineering Quad

ENGINEERING REPLACEMENT BUILDING

A new replacement facility is planned for the College of Engineering to replace EN 2, 3, and 4. The new building is driven to remove three poor condition, low-density buildings and consolidate existing programs into a single higher density facility from a site planning perspective. In addition, the new structure allows the College of Engineering to modernize and rightsize classrooms, teaching labs, and faculty and staff workspaces from a programmatic perspective. Prominently located in the center of the campus, the new building will strengthen, expand and showcase the University’s commitment to interdisciplinary collaboration and innovation through shared spaces such as fabrication labs and maker spaces.

Future lab renovations will create flexible, non-specific space where ever possible. By creating flexible labs space–without a high level of faculty customization– the University and its Colleges will re-allocate space with minimal improvements. In addition, student spaces should be dispersed throughout the building to promote student collaboration outside of dedicated instructional and lab spaces.

The new facility is planned to be six stories, which in the short term creates new open space, and in the long-term are future building parcels as the College continues to grow over time.

ENGINEERING QUAD / FUTURE BUILDING PARCELS

ENGINEERING TECH BUILDING

PROJECT INFORMATION

Building Size: 71,000 GSF

Number of Floors: 06

Building Program and/or Occupants: College of Engineering

Timeline Horizon: Mid-Term

Potential Funding Sources: State Funded

Connected/Linked Projects or Secondary Effects: Demolition of EN2, EN3, and EN4

New Construction

Renovation

Replacement Building to Remain

CORPORATION YARD RENOVATION / ADDITIONS

The current Corporation Yard facilities are outdated and in poor condition and need renovation and growth space.

The project is planned to occur in phases, organized by priority level.

• The highest priority is to expand the shops on the west side of the complex. This project will require relocating the current storage facility to the recycling center. In addition, this area of the yard will need utility connections.

• The second priority is to renovate and place an addition onto the custodial shops. This will require the relocation of the shipping containers.

• The next priority is to renovate the current automotive, plumbing, and electrical shops. To accomodate needed growth, two additions are proposed, one on the northside for the automotive shops, and one to the east for the electric shop.

• The final priority is to renovate the southernmost shops - including the paint shop, lock shop, sign shop, and carpenter shop.

Additional storage and warehousing space may be needed as well. To maximize the Corporation Yard use, shops, storage, and warehousing facilities should be relocated to the former recycling center.

PROJECT INFORMATION

Building Size: 43,000 GSF (Renovation); 5,200 (Additions)

Number of Floors: 01

Building Program and/or Occupants: Facilities and Operations

Timeline Horizon: Near-Term

Potential Funding Sources: Future Major Project

Connected/Linked Projects or Secondary Effects: n/a

New Construction Renovation Replacement Building to Remain

GRADUATE STUDENT AND EMPLOYEE HOUSING

The City of Long Beach is experiencing a housing shortage, which results in limited affordable housing options for CSULB graduate students and employees. This project solves the critical need for more housing units on the campus. In addition, it will help to reduce Vehicle Miles Traveled (VMT), which aligns with the University’s sustainability goals to reduce emissions caused by commuting.

The building is along State University Drive, on the current Design Building site. Parking Lot E9 remains, resulting in a setback of approximately 180 feet from Palo Verde Drive and 55 feet from State University Drive. With the proposed housing building across State University Drive from the Bixby Hill Apartment Complex, the location extends the existing townscape character. There are planned improvements to State University Drive to support pedestrian safety, including enhanced pedestrian crossings and widened sidewalks.

The University is interested in a Public Private Partnership delivery method for the project. Planned programming in-cludes four stories of studios and one-and two-bedroom apartment-style unit ranging between 225-285 beds. Parking for residents will be located on the first two levels of the building, which preliminarily is planned to be approximately 360 spaces. It is important to note that residential parking is more stationary than commuter parking, resulting in fewer “in-and-out trips” from the garage. A more in-depth study will need to be conducted to understand the impacts on the intersection of Palo Verde and State University Drives. There is also an opportunity for ground level retail and din-ing to serve campus and community.

PROJECT INFORMATION

Building Size: 228,000 GSF (Living Floors)

Number of Floors: 04 (Housing); 02 (Parking)

Building Program and/or Occupants: graduate student housing, employee housing, parking, groundlevel retail

Timeline Horizon: Mid-Term

Potential Funding Sources: Donor/P3/Self-Funded

Connected/Linked Projects or Secondary Effects: Demolition of Design Building, pedestrian circulation improvements along State University Drive

WEST DISTRICT

The West District is the established housing zone of the campus defined by a majority of the residence halls. The improvements within the District will enhance the CSULB residential experience by accommodating additional beds, introducing missing social and collaboration spaces, and improving connectivity within the District and beyond.

To support on-campus residents, the West District is also home to two dining facilities that also serve as community commons buildings: Parkside Commons and the Hillside Dining Building. In addition, two major vehicular entrances to the campus are located within the District and a majority of the student parking resources. Because of its purpose as starting and ending point to many students’ days (for both residents and commuters), connectivity into the core of the campus is critical to enhancing a convenient and safe experience for students.

The Master Plan focuses on transforming this area of campus into a vibrant and active district by:

1. Expanding housing into higher density facilities

2. Improving connectivity with enhanced pedestrian links and nighttime lighting

3. Establishing iconic gateways

7New Parkside Housing Village

10International House Replacement Building

16Hillside College Renovations

56Improved Campus Entrance and Gateway

57 Pedestrian/Bike Lane Improvements

PARKSIDE HOUSING VILLAGE

The need for quality, affordable campus housing to handle current and future enrollment makes housing expansion and modernization strategies essential. This project will focus on increasing the density and quality of housing stock.

The vision for the Parkside Housing Village is to establish a new residential community of approximately 2,200 students. The driver to complete the remainder of the new Parkside Housing Village is to reduce the current inequities in the quality of on-campus housing communities. This project will demolish all 900 existing beds, the lowest-performing housing buildings, and rebuild six new housing buildings with approximately 1,725 new beds in pod and suite-style. In addition, the University recently completed the Parkside North Building, which includes 475 beds.

The buildings will incorporate active lounges to support student experiences, connect and socialize, and use passive lounges for studying and shared kitchens to encourage community and student services.

The building massing will create courtyards that offer students outdoor social areas. The community should support connectivity between the courtyards not to create socially isolated spaces. In addition, the exterior gathering and social environments should be coordinated with social spaces on the lower levels of the buildings.

To facilitate safer circulation and connect housing with core campus, the Bouton Creek Improvement project is critical to complete with the new housing development and the planned enhanced pathway through Parking Lots G7/G8.

PROJECT INFORMATION

Building Size: 605,000 GSF (total across seven buildings)

Number of Floors: 05 each

Building Program and/or Occupants: undergraduate housing

Timeline Horizon: Mid-Term

Potential Funding Sources: Donor/P3/Self-Funded

Connected/Linked Projects or Secondary Effects: Demolition of existing Parkside Residence Halls (G, H, I, J, K, L, M, N, P, Q, R, S, T, V)

New Construction

Renovation Replacement Building to Remain

RENDERING - PERKINS + WILL 2019 HOUSING

BEACH AND BELLFLOWER ENTRANCE

The Bellflower Boulevard and Beach Street entrance is a primary gateway into campus. However, the existing design is underwhelming and can benefit from enhanced features. Key updates include introducing a palm and understory tree allee, improving the current signage, and introducing a colorful speed table. These enhancements would make this gateway more iconic and memorable to students and visitors.

PRECEDENT IMAGERY

PROPOSED DESIGN DIAGRAM LEGEND

1. Enhanced Signage

2. Focal Trees in Planted Median

3. Palm Tree Allée

4. Bike + Micromobility Lanes

5. Gateway Speed-Table

6. Reflective Space

7. Parkway Planting

8. Amphitheater Steps at Signage

NORTH DISTRICT

The North District is a public front-door to the University with many public-facing programs, including most Athletics venues and the Carpenter Performing Arts Center.

The District encompasses a diverse range of existing programming and facilities, including the Walter Pyramid, the Carpenter Performing Arts Center, and the College of the Arts, Music, and Dance departments. These programs are located on the northside of a large land area of athletics and sports fields, and subsequently, they are disconnected from many campus services and amenities.

The vision for the District is to better serve and connect the programs to the remainder of campus.

The Master Plan focuses on enhancing this area of campus into a vibrant and active district by:

1. Creating new and enhanced pedestrian connections into and through the district

2. Expanding amenities in the district for campus users and visitors

3. Establishing an enhanced public realm featuring large outdoor gathering spaces, public art, and active ground floor programs

12Univ. Music Center Renovation/ Addition

39 Walter Pyramid Renovation

40George Allen Field Improvements

41 New Recreation Field

42Jack Rose Track / Commencement Facilities

43Baseball Field Conversion to Multi-Use Field

44New Baseball Infield

47 Relocated Archery Field

50Pyramid Outdoor Seating / Landscape

56Improved Campus Entrance and Gateway

57 Pedestrian/Bike Lane Improvements

ATHLETICS/SPORTS PROJECTS

The Master Plan Update includes several Athletics and Recreation projects that build upon the current framework of the North District but focus on better utilizing land area and improving connections to and through the sports precinct.

New Recreation Fields

The recreation fields are highly utilized at all hours of the day and throughout the year. The recreation fields are shared among Athletics, College of Human and Health Services (CHHS) departments, and Club Sports during the academic semesters. In addition, during summers, several sports hold youth campuses and tournaments that generate revenue. To serve club sports and intramurals better, additional multiuse recreational fields will be added by reconfiguring the existing field space.

• Baseball Field Conversion: The existing baseball field is used primarily for practice and converted to a recreation field. A new practice infield will be placed adjacent to the softball stadium. This project is feasible as long as the University maintains its lease with the City of Long Beach to continue using Blair Field as the primary facility for baseball.

• Removal of Lot E4: It was determined that removing a portion of Lot E4 and forming an additional full-size recreation field is the highest and best use for the land.

To increase the utilization of the fields after hours, permanent lighting will be added. In addition, several pedestrian pathways will be added throughout the fields to increase connectivity throughout the precinct. Grounds and Athletics staff reported that because of the high demand for the fields and little downtime in scheduling, it is challenging to keep up with the conditions of the fields. Therefore, the University should consider converting natural grass fields to synthetic turf. This investment would significantly reduce the maintenance and downtime needed to upkeep the natural fields, thus increasing utilization. Turf fields could also lead to expanded revenue opportunities from outside groups.

Athletic Venues

• George Allen Field Improvements: As an update to the project identified in the 2008 Master Plan, several improvements are planned for George Allen Field, including new seating for up to 2,500 spectators, a formal press box, and outdoor wi-fi. In addition, a new entryway into the venue would allow for concessions and a better path of travel for fans. Some minor renovations and alignment adjustments are needed to the existing Tennis Courts.

• Jack Rose Track and Commencement Facilities: To provide amenities for both Athletics track events and Commencement, improvements to the Jack Rose Stadium include expanded bleachers on the east side of the stadium, permanent lighting, and permanent concessions that could double as a food venue for academic programs nearby. In 2015, some upgrades were completed at the track by relocating commencement ceremonies from the quad to the track. If further upgrades are made, the University could host additional large-scale events generating significant revenue. There is also a need for locker room space for Track and Field and Cross Country.

• Beach Volleyball Competition Area: A new Beach Volleyball competition area brings more visibility for the program and Athletics Department. By relocating the outdoor facility closer to the campus core, adjacent to the new North Campus Quad and Beach at the Beach, the program can expand from three courts to six. Locker rooms for Beach Volleyball will be located within the Kinesiology Replacement Building.

• Softball Stadium Improvements: Improvements for the softball stadium would include permanent lighting, additional seating, sunken dugouts, batting cages, a formal press box, and outdoor wi-fi. To maintain Title IX compliance, any renovations made to Blair Field would likely trigger investments needed for the softball program. Planning for funding for each project should recognize this connection.

• Telecommunication Improvements: With streaming services providing access to games more often, there are space needs surrounding broadcast spaces at each sporting competition venue. A telecommunications hub is needed at all competitive venues mandated by the conference.

Walter Pyramid Renovation

Because of its dramatic appearance, the Walter Pyramid has become one of the most recognizable collegiate athletic facilities in the United States. However, the Pyramid is at a point in its lifespan where major investments are needed - primarily a new roof and interior improvements to serve student-athletes and fans better. The needs have been identified are upgrading the sound system, replacing the existing elevators, expanding concession stands, adding storage, and updating the restrooms. In addition, the open spaces around the Pyramid are planned to be enhanced for informal seating and gathering areas for campus users and visitors.

Blair Field

Blair Field is a top priority for capital improvements. The facility is located within aCity-owned park at the corner of 10th Street and Park Avenue in the City of Long Beach. CSULB operates Blair Field under an extended lease from the City of Long Beach. The facility is critical, and significant resources are spent addressing deferred maintenance. The Athletics Department is working to determine the future of Blair Field and where ultimately the Baseball program should be located, whether it is off-campus or a return to the main campus.

COMMUNITY ENGAGEMENT SITES

Partnerships with industry, businesses, and local organizations are central to the vision for CSULB. The Master Plan Update highlights several sites for accommodating partners on the campus.

This outward focus for the University is reinforced in the Master Plan Update by the proposed sites designed to facilitate engagement and collaboration between CSULB, private sector business partners, outside organizations, and public sector agencies.

CSULB seeks to attract strong relationships with partners, and these partnerships will be crucial to maximizing investments, promoting collaboration, and increasing opportunities for students.

Two sites are identified for Community Engagement functions. These sites are located at the campus perimeter and are prime opportunities for programming that invite partners onto the campus.

ADDITIONAL INFORMATION

ADDITIONAL INFORMATION

CONTENTS

A Campus History and Development

B Existing Campus Analysis

• Regional Context

• Buildings and Facilities

• Open Space and Landscape

• Campus Circulation

• Utilities

C Enrollment Information

D Space Optimization Study

E Additional Sustainability Information

F Additional Mobility Recommendations

G Master Plan Update Committees

H Campus Engagement Report

CAMPUS HISTORY AND DEVELOPMENT A

CAMPUS HISTORY AND DEVELOPMENT

THE EARLY YEARS

Known then as Los Angeles-Orange County State College, CSULB was founded by Governor Earl Warren in September 1949. In the first year of CSULB, 169 students were enrolled with thirteen full-time faculty members. Classes were offered to junior- and senior-level students consisting mostly of women and veterans, with emphasis on Teacher Education, Business Education, and the Liberal Arts.

In June 1950, the City of Long Beach authorized the City Council to purchase a 320-acre tract of land. It was deeded to the State to be the future home of the new college, renamed to Long Beach State College (LBSC). Students moved to temporary buildings on the new campus. The first graduating class consisted of 31 students. Over the next decade, the institution saw an influx of students, which created a need for new permanent facilities on the college’s new home site.

In 1955, the first permanent buildings were occupied after two years of construction. In 1958, the first campus dormitories were completed, which evolved CSULB from a solely commuter campus to a partially residential college.

THE TEMPORARY CAMPUS WAS LOCATED IN A CONVERTED APARTMENT BUILDING

TEMPORARY FACILITIES ON THE NEW 320-ACRE CAMPUS (1953)

A PERIOD OF GROWTH

During the 1960s, several new buildings were constructed and LBSC changed its name to California State College at Long Beach (CSCLB).

The 1970s saw great expansion of campus buildings, including a new library (1972), which was then the largest library facility in the then 19-campus CSU system. The Student Union, opened in 1972, was built at the center of campus, and quickly became the heart of CSULB student life. The three-story building occupies roughly 180,000 square feet, housing numerous offices and offered casual student hangout spaces, including a study lounge, a ballroom, a food court, a bowling alley, an arcade, and a movie theater.

The CSU Board of Trustees elevated the school to University status in 1972, and CSCLB became California State University, Long Beach, or CSULB.

STUDENT UNION (1970)

ENGINEERING BUILDING (1962)

CREATING ICONIC SPACES

During the 1980s -1990s, the campus continued to expand. The Earl Burns Miller Japanese Garden was dedicated in 1981. Encompassing over one acre on the campus, the garden was inspired by landscape architect Ed Lovell’s travels and appreciation for the Imperial Gardens in Tokyo.

The Walter Pyramid, constructed in 1994, has become a nationally recognized icon for the University and the City of Long Beach. Rising 18 stories above the campus, the structure’s distinctive cobalt blue exterior has permanently altered the campus’ skyline and can be seen for miles in all directions. Each side of the perimeter of Walter Pyramid measures 345 feet, making it a mathematically true pyramid, one of four true pyramids in the United States.

CSULB continued its exponential growth during the 2000s and 2010s. With the steady increases in student enrollment, CSULB has become one of the largest universities in the state of California. With this growth came several new signature buildings on the campus, such as the Molecular and Life Science Center and the Hall of Science. In recent years, a new Student Recreation and Wellness Center has opened, along with the Shakarian Family Student Success Center and the Bob Murphy Access Center.

SHAKARIAN FAMILY STUDENT SUCCESS CENTER (2019)

WALTER PYRAMID (1994)

EARL BURNS MILLER JAPANESE GARDEN

DEVELOPMENT OVER THE DECADES

ENROLLMENT GROWTH

CAMPUS DEVELOPMENT

THE CAMPUS AESTHETIC

Architect Edward Killingsworth served as the CSULB Master Planner and architect for over forty years. From the 1960s until 2004, his work resulted in CSULB becoming an icon in the architectural and design community within Los Angeles County, influencing building design outside the campus boundaries.

His vision for CSULB called for low scale, horizontal, approachable buildings, in Mid-Century Modern and New Formalist styles. Materiality lends to unified but not uniform buildings, all of which are composed of various combinations of red brick, exposed concrete, curtain walls, and large or ribbon windows. The effect is comforting and welcoming, projecting a level of lightness and playfulness despite being built with heavy, industrial materials. These guidelines remain largely intact today and can be seen in the newer architectural additions on campus.

In addition to bringing in large amounts of natural light, the buildings’ high windows give views to gardens of native plants carefully chosen by landscape architect Ed Lovell. A true best practice of indoor and outdoor integration, the buildings serve the landscape rather than being served by it, resulting in CSULB’s holistic park-like feel. Cars and vehicular transportation are relegated to the outer edge of campus, walkways are woven in and out of the buildings and lush landscapes to fully immerse the pedestrian into the campus. Killingsworth’s legacy at CSULB reached far beyond the buildings that he designed.

Architectural firm Gibbs & Gibbs worked frequently with Killingsworth and have contributed designs for many of the iconic buildings on campus. These building contributions include the Liberal and Fine Arts buildings, Psychology building, the Water Pyramid, the Carpenter Center for the Performing Arts, and the Martha B Knoebel Dance Theatre.

HEALTH AND HUMAN SERVICES BUILDING (HHS 2)

EDWARD KILLINGSWORTH PRESENTING THE CSULB MASTER PLAN (1973)

VIVIAN ENGINEERING CENTER

CARLSON BLOC BELL TOWER

FICUS GROVE ADJACENT TO MACINTOSH BUILDING

UNIVERSITY STUDENT UNION

THE HISTORY OF CSULB PLANNING

CSULB Master Plans have guided vision and growth of the physical campus environment over the past 50 years.

DR. P. PETERSON PRESENTING THE CAMPUS LAYOUT

THE 1962 MASTER PLAN

The first campus Master Plan for CSULB was adopted by the Board of Trustees in January 1963. The Master Plan was proposed by Edward Killingsworth, who served as the campus master planning architect of CSULB for over 40 years. This Master Plan provided the vision for the character that the campus embodies today, and paved the road for much of the early development and growth of the campus in the 1960s and 1970s.

The architectural and landscape guidelines put forth by the 1962 Master Plan, in partnership with landscape architect Ed Lovell, continue to influence new designs and projects 60 years later. The guidelines call for carefully calculated relationships between buildings and open spaces, pedestrian circulation patterns, and entrances, with primary building frontages being oriented toward the central campus. Transitions to the outdoors from interior spaces are to be seamless, incorporating roof overhangs, trellises, and courtyards. Rectilinear masses composed of brick and cement form many of the existing buildings, with newer buildings implementing the same look with a modern twist. Window and window scale are carefully placed in order to add depth, shadow, and dimension to buildings, and are placed with interior spaces and usage in mind.

Revisions to the 1962 Master Plan occurred multiple times between September 1965 and July 2008. Despite the revisions, the original Master Plan guidelines and plans remain largely intact today.

PERSPECTIVE OF CSULB CENTRAL CAMPUS ENTRANCE PROPOSED IN THE 1963 PLAN

HISTORIC AERIAL OF UPPER CAMPUS

THE 1962 MASTER PLAN VISION

Edward Killingsworth recognized many features of the original campus to develop the 1962 Master Plan. The Academic Core was developed, as Killingsworth envisioned a car-free campus core, promoting as much free pedestrian movement as possible. The perimeter road system was developed for campus circulation and parking.

The campus quad, then named The New Plaza and Quadrangle was described as a gathering place and a recognizable heart to the public portion of the College. It would be surrounded by the Library to the west and the nine story office building to the south, adjacent to a large reflecting pool with a sculpture and fountain features. Faculty offices would line The New Plaza to the west, with science buildings to the north.

Changes in the concrete aggregate would contrast with the exsiting paving, and within the paving will be set a large grove of trees. The Quad would become one of the most important pedestrian areas of the campus, sprinkled with sculptures, water features, and other works of art to create visual excitement and stimulation.

Plans to develop the Music Complex, Student Union, Fine Arts Center, Psychology and Science Centers, Student Housing, Industrial Arts Complex and Engineering Center were outlined within the 1962 Master Plan, noting large expansions of buildings and developments of courtyards and outdoor space.

THE PROPOSED MASTER PLAN, 1962

SKETCH OF THE VIEW OF THE PLAZA FROM THE ORIGINAL ADMINISTRATION CENTER, 1962

HISTORIC CAMPUS QUAD, 1949

MCINTOSH HUMANITIES BUILDING. 1970

EXISTING CAMPUS CONDITIONS B

CSULB IN THE REGION

California State University, Long Beach is located in Long Beach, California, just three miles from the Pacific Ocean and 25 miles from the City of Los Angeles. Located in the Los Altos neighborhood of Long Beach at the southeastern coastal tip of Los Angeles County, it is less than one mile from the border with Orange County. CSULB’s context and location shapes its ability to explore multiple partnerships, create a compelling campus perimeter, compete for students, connect with nearby City amenities, offer multimodal solutions, and attract and retain faculty and staff.

The University is surrounded mostly by residential neighborhoods, built-up urban areas consisting predominantly of single-family neighborhoods with some multi-family residential neighborhoods. As a neighbor and partner, the University engages with local programs of mutual benefit, such as the Southern California Marine Institute, that work with a select few CSU schools to pool their resources to more effectively explore the ocean and coastal regions. CSU Long Beach also partners with Long Beach Community College (LBCC) and developed the “Long Beach Promise” program, which allows high school students guaranteed admission to CSULB if they spend their first two years of college at LBCC. Still within the education community, CSULB works with other higher education institutions, both bringing students into CSULB programs, and helping students further their education through graduate programs.

Sprawling across 323 acres and 84 buildings, CSULB is physically the third-largest of the California State University schools. The campus hosts an assemblage of mid-century modern architecture, site and landscape features, and a collection of sculptures and public art. CSULB is one of the largest universities in the state of California by enrollment and continues to grow, often receiving the most undergraduate applications of any CSU campus, and enrolls one of the largest graduate student populations across the CSU system and the state of California.

CAMPUS BUILDINGS

BUILDING USE AND PRECINCTS

Campus Districts

Academics

Student-Focused Administration

Athletics / Rec / Kin

Housing Community M & O

BUILDING USE AND PRECINCTS

The existing inventory of 84 buildings on campus is a robust collection of varying program types and building uses.

The southern portion of the campus hosts most of the University’s academic programming. Academic facilities radiate outward from the historic campus quad. This concentrated cluster of academic buildings forms the true academic core of the campus, including the University Library. Within the west district of the campus, there is another concentrated area of academic buildings. There is an extreme topography shift between the north and south campus, and even though these buildings look close to the academic core, there are quite disconnected. The academic buildings within the west district have some support with a new dining facility (The Outpost), but outside of that, there is little student-focused space to support the academic programs within the area. North of the athletic fields, there is another small collection of academic buildings that are both geogrpahiclly disconnected from the rest of the campus, and exasperated by a lack of campus amenities such as places to purchase food and the library.

A majority of student-centric facilities, including the University Student Union (USU), Cafeteria, Bookstore, and Student Success Center are also located within the southern portion of the campus, with some student dining halls and studnt support offices located within the eastern edge of campus within the campus housing district. As mentioned, there are programmatic gaps for student-focused space within the northern portion of the campus, adjacent to the College of the Arts Music and Dance programs. A goal of the Master Plan is to distribute studentfocused programs adjacent to academic and housing programs to best support students.

Athletics and recreation is concentrated into a large zone in the north section of campus, including the George H. Allen Field, Aquatics Center, and the recreation and baseball fields. The fields create the campus “doughnut hole” and exasperate the disconnect for the academic fucntions to the north. A goal of the Master Plan is to create more comfotable and conveinent pedestrian connectivity within the block of fields.

Student Housing is located within the east edge of the campus. This housing community has two student dining halls to support residents, but lacks other amenties such as study space and recreation space. A goals of the Master Plan is to add and enhance pedestrian connections from housing into the core of the campus to better connect residents to their most visited spaces.

Most of the campus’s early growth developed in the southern and central areas, which resulted in disjointment between the academic facilities to the south and available parking concentrated in the north. The physical separation and distance is exacerbated by student schedules and needs, as much of the parking is opposite most of the heavily-used campus facilities and buildings.

The central district of the campus has a mix of programmatic functions, but lacks a single purpose today. A goal of the Master Plan is to reimagine the central district to support vibrant academic and student spaces. Administrative programs are located throughout the campus, with the homebase in the central district at Brotman Hall.

BROTMAN HALL

HISTORIC CAMPUS CORE

BUILDING BY COLLEGE

CSU Long Beach has eight colleges that make up the University’s academic portfolio.

The College of Engineering and Health and Human Services are primaily located within the central and western districts. Along the campus’ historic quad are the College of Liberal Arts, College of Natural Sciences and Mathematics buildings, and a portion of the College of Fine Arts.

The College of the Arts is disperse throughout the campus. On the most southern point of campus, the University Theatre and Theatre Arts, and Fine Arts buildings sit opposite their Music and Dance counterparts on the northern campus. In between along the east edge of the campus is the Design building. These disconnects lead to redundancies in programming and support throughout each of the College’s departments. A goal of the Master Plan is to further consolidate the College of the Arts, and better connect the programs through enhanced pedestrian and multi-modal paths throughout campus.

The College of Education are the southern most academic buildings. The five-story library building creates a physical and visual seperation, isolated away from the academic core. A goal of the Master Plan is to relocate the College of Education along the campus quad.

In general, the Colleges lack a visual identity or visual indication of their presence within the complex fabric of the campus. Without identifying anchor points, it can be confusing for students and visitors looking for their destination. A goal of the Master Plan is to provide a “frontdoor” for each of the Colleges that include student-focused spaces, outdoor space, information, and visual branding. These front doors are also a place to display points of pride and acheivements.

On the opposite spectrum, there is a need for Colleges to share resources and collborate together. Currently, there are few few spaces on campus for academic collaboration. A goal of the Master Plan is to create shared space for interdisciplinary collaboration throughout the campus, for Colleges to work across silos.

ENGINEERING 2, COLLEGE OF ENGINEERING

CARPENTER PERFORMING ARTS, COLLEGE OF THE ARTS

College of the Arts

College of Business

College of Education

College of Liberal Arts

College of Engineering College Health and Human Services

College of Natural Sciences and Mathematics

College of Professional and International Education

Unaffiliated Space for Interdisciplinary Collaboration

BUILDING CONDITION RATED WITH THE FACILITY CONDITION NEEDS INDEX (FCNI)

Excellent Good Fair

Below Average

Poor

Replacement

BUILDING CONDITION

To support the facilities condition analysis and guide the development of the Beach 2030 Master Plan, an ISES facility condition report was generated that incorporated existing priority projects and the general condition or age of each building.

The building conditions classified the existing facilities into six condition categories, ranging from “Excellent”, with little to no maintenance required, to a designation of “Replacement”, which includes a multitude of maintenance tasks ranging from plumbing, to seismic, to accessibility upgrades.

The Facilities Conditions Index (FCI) compares the cost to modernize a building’s primary system against the cost of replacement with a new building. This assessment has identified six FCI levels:

• Excellent: Very few defects.

• Good: Minor deterioration.

• Fair: Moderate deterioration. Materials function may be somewhat impaired.

• Below Average: Significant deterioration. Materials function is impaired, but not seriously.

• Poor: Severe deterioration over a small percentage of the materials.

• Replacement: Critical deterioration has occurred over a large percentage or portion of the component.

Over one-half of the existing building inventory was categorized as below average or worse.

The ISES report findings provide a baseline for recommendations and decisions regarding the destiny for each building on campus. A goal of the Master Plan is to provide critical recommendations about the future of each building, including strategic demolitions and renovations.

Buildings that are below standard and have critical deferred maintenance issues will be removed, replaced, or renovated over the next decade. Buildings in fair, good, and excellent condition require moderate investment, but require strategic investments over the next two decades in maintenance and projects to keep them functioning at least at the level and condition that they exist in today.

OF CAMPUS BUILDINGS ARE CONSIDERED BELOW AVERAGE OR WORSE, DOES NOT INCLUDE PARKING STRUCTURES

BUILDING AGE

The CSULB campus experienced most of its growth in the 1950s and 1960s. In 2021, now many of the facilities are at or nearing the time for major investment or demolition.

Per the ISES report, a majority of these older buildings have major inefficiencies and higher levels of deferred maintenance needs, including plumbing and HVAC upkeep costs, and poor accessibility circulation.

In addition, facilities dating to the 1960s or earlier display generally inept functionality in terms of operation, maintenance, and user comfort. A major issue these older buildings pose is that they are ineffective for the way campus users teach, learn, and work today. Many of the interior spaces within these older buildings have inadequate layouts and proportions.

HISTORIC BUILDINGS ON CAMPUS

In 2019, the University conducted a historic survey of the CSULB campus. This provided a detailed narrative of the campus’s history and heritage resources in which all elements of its built environment, from landscape to the sculptures and public art, were evaluated for eligibility for the National Register of Historic Places and the California Register of Historical Resources. The surveys were initiated as many of the campus buildings and built features on the site had neared or reached 50 years of age. Prior to this survey, CSU Long Beach had not been evaluated for historical significance. Findings from the survey help inform current and future planning decisions by identifying areas of opportunity, as well as constraints, relating to historic resources on campus.

The survey identified two historic districts as eligible for listing in the California Register and National Register: the Upper Campus Historic District (1953-1972) and the Hillside College Historic District (1966-1969). Each district is unique in its characteristics of a historic time and period, and embody the tenets of the Master Plans (1953 and 1963) that they were adopted in. Both districts display unique blends of site and landscape that respond to CSULB’s characteristic of integrating building and site. The significance of these historic districts is seen not in the design of one sole building, but instead in the design of the entire area as a whole. Holistically, the districts paint a larger picture of the visions and character that shape the CSULB campus.

Contributor

Individually Eligible

None

Non-Contributor

Historic District HISTORIC DISTRICTS

UNIVERSITY STUDENT UNION

MCINTOSH HUMANITIES BUILDING

OPEN SPACE TODAY

Described by campus users and the community as “park-like” and a true “quintessential collegiate campus,” CSULB’s open spaces contribute significantly to the campus’s identity. Open spaces are the areas of campus that have been left undeveloped. Primarily consisting of turf and some of the largest trees in the campus’s urban forest, open spaces serve many functions including recreation, outdoor gathering and events, relaxation, and cultural expression.

The campus’ open space network is home to several key open spaces such as the Campus Quad, Japanese Gardens and Bouton Creek which runs through the campus.

CSULB’s campus open spaces can be broken down into the following major typologies: Quads, Plazas, Courtyards, Edges, Corridors, and Recreation Fields. In each category, there are precedents to be contined and areas for opportunity that the Master Plan addresses. A goal of the Master Plan is to enhance the campus’ park-like vernacular.

The qualities of the campus’ open spaces, inlcuding the urban forest, groundcover, and stormwater management and the amenities such as seating, shade, wifi, power, and plantings impact the experience, comfort, and ecology of the campus environment.

WALKWAYS NEAR THE UNIVERSITY MUSIC CENTER

CAMPUS EDGES

The edges of the campus establish an identity and gateway, creating a boundary and acting as a buffer between the surrounding streets, land uses, and the campus. The landscape of campus edges varies from dense screen plantings and natural vegetation to turf areas and manicured planting areas.

Edges provide an opportunity to communicate CSULB’s values and commitments to the public through design. The implementation of interventions in the 2012 Landscape Master Plan illustrates CSULB’s commitment to sustainability along campus edges. These include the Phase 1 and 2 water efficient landscape projects along 7th Street and the implementation of solar panels as part of the Lot G6, G7, and G8 Master Plan. CSULB has also employed methods to increase pedestrian safety and comfort, enhancing campus accessibility along Bellflower Street.

GATEWAYS ON CAMPUS

Gateways

DROP-OFF GATEWAY BY BROTMAN HALL

PEDESTRIAN CORRIDORS

CSULB’s campus corridors are thoroughfares that allow pedestrians to get to and from their destinations. Beyond providing clear routes, corridors give campus users opportunities to stroll, job, ride a bike, and reflect.

Campus corridors range from formal to informal in their arrangement and landscaping. Some serve as main pedestrian thoroughfares, incorporating events and programs and functioning as organizational spines for the campus. Others function strictly as pedestrian channels, connecting different areas of the campus.

Campus corridors play a role in achieving safety and sustainability goals on campus. In curating a pedestrian-oriented campus, it’s essential to consider how the design of campus corridors impacts the comfort, safety, and security of the students, staff, faculty, and community. CSULB aspires to become a steward of pedestrian, micromobility, and vehicular safety. By establishing a hierarchy of pedestrian movement throughout campus, CSULB can ensure the longterm safety of campus users while encouraging a community transition to alternative modes of transportation.

CORRIDORS ON CAMPUS

Primary Pedestrian Corridors

Pedestrian Hubs

CAMPUS CORRIDOR LEADING TO THE QUAD

URBAN FOREST

As part of the 2012 Landscape Master Plan, CSULB performed an inventory of the campus urban forest -- its collection of over 6,800 trees. Beyond its contributions to beauty and sense of place, the campus Urban Forest offers many benefits, including improving air and water quality, mitigating flooding and extreme heat, saving energy, and improving mental health.

CSULB has invested in tracking these benefits and prioritizing improvements to its urban forest through the tools ArborPro and iTree. By measuring information such as trunk diameter, canopy height and width, maturity, and species, the University can evaluate the amount of carbon sequestered, runoff avoided, cooling benefits, and particulate matter removed from the air by its Urban Forest. Measuring the ecological benefits of existing campus open spaces, like the Quad, will establish a benchmark for the Master Plan’s open space improvements. This information can be used to evaluate design alternatives, ensuring that ecosystem services are either maintained or increased.

Dense Tree Cover Light Tree Cover

LIGHT AND DENSE TREE COVER NEAR THE STUDENT UNION

CAMPUS FOREST

THE JAPANESE GARDEN

The nationally recognized Earl Burns Miller Japanese Garden is defined by the CSU System as a Campus Museum. The garden’s mission is “to provide a place of refuge, beauty, and learning for all who enter its gates,” amplifying the unique, park-like quality of the campus. Students, staff, faculty, and the community can take joy in seasonal blooms, retreat to moments of reflection, and celebrate the history of this cultural landscape.

Since its inception, the Earl Burns Miller Japanese Garden has sought to celebrate the “University’s continued interest in international education, student and community engagement, as well as Miller’s interests in nature and wellness.” The Garden has carried forward this commitment through its sustainable landscape practices; it will use reclaimed water for irrigation, serving as a case study to evaluate the long-term benefits of reclaimed water use at the University.

The Japanese Garden will be one of the first campus landscapes to use reclaimed water for irrigation; it will provide metrics to help the University evaluate the long-term benefits of reclaimed water use relative to sustainability, maintenance, and resiliency.

JAPANESE GARDEN BAMBOO

JAPANESE GARDEN POND

WILDLIFE IN THE GARDEN

BOUTON CREEK

Bouton Creek serves as a symbol of CSU Long Bouton Creek, a drainage easement that runs through the CSULB campus, is an important part of the campus’s identity and heritage. The creek provides opportunities to improve wayfinding, placemaking, and sustainability on campus. Currently, part of the creek runs through a channel underground; CSULB can consider daylighting the creek (bringing the water flow to the surface) to create a stronger sense of identity, wayfinding continuity, and connection to nature across the campus.

Previous Master Plans shared a similar vision for the creek. The Lots G6, G7, and G8 Master Plan emphasizes a pedestrian and bicyclefriendly corridor along Bouton Creek, including biofiltration basins, increased tree cover and tree diversity, and bike / pedestrian paths. Providing these types of interventions can support wellness, inspiration, and a sense of pride in students, staff, faculty, alumni, and community members.

Bouton Creek serves as a symbol of CSU Long Beach’s legacy and, thus, represents tremendous opportunity associated with wayfinding, identity, and sustainability on campus. Daylighting Bouton Creek shall prove to be a representation of the campus and community’s commitment to its regional heritage. Understanding this goal has the potential to inspire regional, national, and international case studies, CSU Long Beach shall consider the revitalization of Bouton Creek as the result of a series of collaborative interventions that nourish and purify its existing condition creating social, scientific, and wellness

opportunities that are beautiful, inviting, and instill a sense of pride in students, faculty, alumni, and community.

The CSU Long Beach Lot G6, G7, and G8 Master Plan, which celebrates a pedestrian and bicyclefriendly intervention along Bouton Creek through the implementation of biofiltration basins and diversity in tree and understory species, shall provide a framework for future opportunities to connect students, faculty, and the community back to nature. This particular location, for example, offers tremendous opportunity to expand the urban forest and establish a benchmark for environmental wayfinding throughout the campus, as this is a primary gateway for students.

Bouton Creek

Bouton Creek

Covered

Direction of Water

Flow

Heavy Flooding Area

Utility Storm Drains

Flood Areas

Roadways

Concrete/Brick

Parking Lots

Primarily Turf

Mixed Plantings

Undeveloped

CAMPUS GROUND COVER

CAMPUS GROUNDCOVER

CSULB’s campus landscape contributes to its collegiate identity and plays a key role in water conservation and ecological health.

Decisions about campus groundcover must balance the human experience with sustainability goals. The Steering Committee identified turf removal as vital to achieving CSULB’s sustainability goals related to water use; turf requires much more water than drought tolerant plants. However, staff, faculty, students, and community members value lawn areas as vital, park-like gathering spaces that reinforce the campus’s collegiate feel.

The updated Campus Master Plan has the opportunity to build upon CSULB’s past experiences to improve best practices. The CSULB Grounds and Landscape teams have shared lessons learned regarding landscape best practices, including mulch selection, drip irrigation, MP rotator irrigation, reclaimed water use, weed barriers, and successful plant substitution. Throughout the Master Plan Update process, the design team will continue these conversations to identify potential opportunities and constraints relative to plant species implementation and substitutions to ensure a beautiful, maintenance-efficient, and robust understory palette.

Location of Flood Areas

CDC 1

PRY 2

DC 3

UMC 4, 5

LOT G12 6

LOT G7 7

JG 8

LOT G4 9, 10

LOT E1 11

RH D 12, 13

RH E 14

RH A 15

RH B 16

LOT G3 17

LOT E1 18

HC 19, 20

KIN 21, 22, 23

HHS 24, 25

SSPA 26, 27

LOT E6 28

LOT E2 29

Flood Area #

CAMPUS FLOOD MAP

CAMPUS SLOPE

The 2012 Landscape Master Plan included an overall campus slope analysis in order to observe opportunities and constraints associated with potential site developments. This analysis continues to inspire conversation regarding potential design opportunities relative to an inventory of primary, secondary, and tertiary nuisance flood zones and opportunities to investigate potential runoff and stormwater collection, continuing to amplify the biodiversity of campus through the integration of drought tolerant biofiltration basins.

CAMPUS FLOODING

Average rainfall and runoff, due to clay soils, presents the campus numerous instances of flooding that impact safety, circulation, and longevity of program spaces. The image on the left represents catalogued occurrences of flooding that occur on the campus as a result of grading, permeability, tree coverage, and irrigation - as difficulty in locating leaks due to mulch have left some planter beds struggling and, therefore, incapable of retaining soil on slopes. Identified as a primary overlay to evaluating potential future projects, the campus flood map shall be a guide for demonstrating the proposed benefits of design that prioritizes the integration of tree canopy and seeks to improve existing conditions of permeability, thereby increasing water conservation.

CAMPUS SLOPE CONDITIONS

PUBLIC ART ON CAMPUS

1 In Irons - Guy Dill, 1974

2 Evening Shadows - Marin Hassinger, 1993

3 Room - Frederick Fisher, 1993

4 Heaven’s Gate - Woods Davy, 1996

5 Lovers Bench for the New Millennium - Eugenia Butler, 1993

6 Now - Piotr Kowalski, 1965

7 Long Beach Contract - Gabriel Kohn, 1965

8 Hardfact - Kosso Eloul, 1965

9 Carson/Bloc Tower - Andre Bloc, 1965-1972

10 Duet (Homage to David Smith) - Robert Murray, 1965

11 Sun Forces - Rita Letendre, 1965

12 Vietnam 1975 - Tom Van Sant, 1975

13 White City - Terry Schoonhoven, 1982

14 Window Wall - Robert Irwin

15 “U” as a Set - Claire Falkenstein, 1965

16 Homage to Kenn Glen - Anonymous, 1965

17 The Building, The Port, and the Island - Michael Davis, 1983

18 Bridge to Angel Island - Richard Turner, 1986

19 Homage to Simon Rodia - J.J. Beljon, 1965

20 Mu 464 - Kengiro Azuma, 1965

21 Conductor II - Bryan Hunt, 1993

CIRCULATION

INTRODUCTION

Being able to easily travel to campus and around campus is an important piece of serving the CSULB community by making the campus a welcoming, inspirational, and inclusive place. People who regularly travel to campus to enjoy the opportunities afforded by the exceptional educational institution include students, faculty, staff, friends and family, neighbors and community members, and guests. The circulation system should support large events, such as the first week of classes and sports tournaments, while also allowing for everyone, no matter their means or ability, to comfortably, safely, and easily access the resources and services they need for their day-to-day lives on campus.

Members of the CSULB community have different needs when it comes to transportation. Students may be juggling competing responsibilities and priorities, such as work or family. They may face long travel times due to living far distances from campus or facing limited public transportation options. The cost of traveling to or parking on campus may present a barrier. No matter these obstacles, a successful circulation system can provide safe and efficient travel options for accessing educational opportunities, create a welcoming and accepting atmosphere, and enhance recreational opportunities for the community. The following sections will explore how the campus currently supports these goals and the opportunities available to enhance the circulation system.

METHODOLOGY

The methodology for documenting existing transportation conditions on campus included review of existing programs, policies, and planning documents; analysis of parking data supplied by CSULB; review of Citywide programs, policies, and planning documents; review of available transit service; on-site observations on circulation on campus; on-campus outreach with students in Spring 2020 over two days; analysis of recent mode share surveys with both students and employees; and analysis of home zip code data for students and employees. More information related to the last two methods described here is provided in more detail in the following section.

GETTING TO CAMPUS

Thousands of California State University Long Beach students commute to campus every weekday to attend class, and access student services and campus facilities. Understanding how students travel to campus and use transportation services was the goal of an online survey conducted in November of 2019.

A total of 7,871 students participated in the survey, of which 90% were full-time students and 94% lived off-campus. Students were asked about their travel patterns for each weekday, and Tuesday was selected as the most representative travel day to campus. Distance to campus was only considered among students living in non-University off-campus housing. Students who live on-campus were surveyed about their preferred modes to get around campus, and many students selected multiple modes as their preference so reported results are not exclusive.

Students have a high tendency to drive to campus, even among those who live nearby. Based on the distance students live from campus and mode split within these travel sheds, there is an opportunity for mode shift. According to student survey responses:

Among off-campus students who live within 3 miles of campus:

• 34% drive alone

• 33% take transit

• 7% bike

Among off-campus student who live within 1 mile of campus:

• 26% take transit

• 20% walk

• 19% drive alone

• 10% bike

With targeted future investments, students living within 1 mile of campus may instead walk or skateboard to campus, those living within 3 miles may instead bike to campus, and students living within 5 miles can be well supported by transit.

Most students, 63%, drive alone and 16% take public transit to campus. Across all modes most students arrive to campus between 6am-10am (63%) or between 10am-2pm (25%). In addition to walking, the shuttle is the most used mode for students living on-campus.

Figure 1 illustrates the mode split among off-campus students. Figure 2 illustrates the preferred modes used by students living oncampus.

A 2020 survey conducted by CSULB for the South Coast Air Quality Management District provides information on commute mode share among employees, including faculty and staff. As with the student survey, Tuesday was selected as the representative day for which data was calculated. 83% of employees commute by car and 7% commute via transit. 3% of employees walk to campus and another 3% bike. Figure 3 illustrates the commute mode share among employees who arrive to campus within the peak time window.

In addition to mode share surveys, zip code data was analyzed to understand the distance and direction of commute patterns among students and employees. Nearly 90% of offcampus students live further than 3 miles from campus, with many living in other parts of Long Beach such as North Long Beach, as well as in communities to the north, such as Paramount, Bellflower, Downey and Norwalk. Students are also clustered in Orange County, with many living in communities such as Westminster and Fountain Valley.

Campus employees tend to live closer to campus than students. Approximately 25% of faculty and staff live within 3 miles on campus. Staff primarily live in the City of Long Beach, with some in western Orange County communities such as Cypress. Faculty are also concentrated in the zip codes around the campus within the City of Long Beach, on the Palos Verdes Peninsula to the west, as well as in Orange County cities such as Cypress, Seal Beach, Huntington Beach, and locations further south.

Number of Students from Zip Codes

CAMPUS VEHICULAR CIRCULATION

Arterial Roadway

Major Campus Road

Minor Campus Road

Authorized Vehicles Only Road

“Cart Only” Service Road

Major Entry

Secondary Entry

VEHICULAR CIRCULATION

The CSULB campus is bounded by 7th Street to the south, Atherton Street to the north, Bellflower Boulevard to the west and Palo Verde Avenue to the east. Each of these roadways has four or more lanes for vehicle travel, with posted speeds of 35 mph or higher. Cars, shuttles, transit buses, and bicyclists can access campus through major entry points. These include entrances at Bellflower Boulevard/Beach Drive, Atherton Street/Merriam Way, along 7th Street at East Campus Drive and West Campus Drive, State University Drive, and two parking structure driveway entrances on Palo Verde Avenue. Additional vehicle entrances are located at various parking lot driveways. Pedestrian entrances, supported by sidewalks, are present at most vehicle entry points.

The major roadways – with four or more vehicle travel lanes - internal to campus are Beach Drive, Determination Drive, and Merriam Way. There are also several smaller campus roadways that give cars, bicyclists, and shuttles access to various parts of campus, including West Campus Drive, East Campus Drive, and Deukmejian Way. There are also service roads located on lower campus which run through the shared bikewayLot G12/ George Allen Field and around the Walter Pyramid. Where vehicular circulation is prohibited within campus, the “Cart Only” Service Roads give access to authorized carts to travel within campus. These service roads are found on upper and lower campus, with direct access to academic, student services, and facilities buildings as well as parking lots.

DRIVING TO CAMPUS

Driving alone is the primary mode that both students and employees use to travel to campus. Among students, nearly 80% arrive to campus by car - 63% drive alone, 8% are dropped off, and 8% carpool. Even among students who live within a mile of campus (excluding those on-campus and at Beachside), 30% arrive to campus via car. For students living between one and three miles from campus, more than half arrive by car.

According to the 2019 survey, most students, 97%, who drive do not have an electric or hybrid vehicle. Roughly 40% of survey respondents were interested in green parking passes, meaning they would pay slightly more to offset their carbon emissions. Of students living oncampus 78% did not purchase a parking permit. Carpooling is used by 8% of respondents and being dropped off by a car is used by another 8%. 57% of respondents were extremely or somewhat interested in being matched with a carpool buddy, and 53% were extremely or somewhat interested in carpooling if it provided access to designated carpool parking.

Among employees, 83% arrive by car - 71% drive alone to campus, 9% carpool, and 3% drive in a zero emissions vehicle (either alone or with others). Approximately 25% of faculty and staff live within three miles of campus.

CAMPUS RIDE-SHARE

Ride-share Locations

Main Vehicular Entry

Secondary Entry Roadways

RIDE HAILING SERVICES

The Parking and Transportation Services office has designated several geofenced “Rideshare” pick-up/drop-off zones for students, faculty, staff and visitors in order to maintain adequate campus traffic flow in a safe and efficient manner. A total of eight zones are provided – and are distributed along the peripheral roadways of the campus. These rideshare zones are located along Determination Dr, alongside Parkside College Dorms, Walter Pyramid, lot G-12, Palo Verde Ave, State University Dr/ East Campus Dr, and South Campus Dr loop. Drivers have four main access points to the campus from Bellflower Blvd & Beach Dr, Seventh St & West Campus Dr, Palo Verde & State University Dr, and Atherton St & Merriam Way.

In the 2019 Student Transportation Survey of travel mode to campus, approximately 8% of students reported that they were dropped off, which includes ride hailing services such as Uber or Lyft. In on-campus conversations with students in Spring 2020, we heard that students who may arrive at campus via another mode, such as transit, leave campus in the evening via ride hailing services due to reduced night-time transit service or safety concerns.

CAMPUS PARKING LOTS

General Parking

Residential Parking

Employee Parking

EV Chargers

CAMPUS PARKING

A majority of CSULB students drive alone to campus. As a result, parking can be a scarce resource that directly impacts the educational experience of students. Students share stories of regularly arriving late or missing class altogether due to the lack of available parking when they need it. To avoid these issues, many students described developing regular habits to ensure they get a parking space so that they can be on-time to class. These habits include parking in the same spot every day, arriving early (some told us they arrive as early 5:30 AM to secure free on-street parking), using their car as homebase throughout the day to exchange books, store sporting equipment, and even eat lunch or nap. These habits are driven not only by the lack of available parking spaces during peak hours of the day, but also the long distance between most general parking lots and the majority of academic buildings. Many students noted the long walk between the parking lots and their classes, noting difficulty when large or heavy materials were required for classes. One student noted to us that the employee parking lot in front of his classroom building opened up to general parking at 5:30 PM – the exact start-time of his class. Students were regularly 5 minutes late to this class as they waited until 5:30 PM for the opportunity to park conveniently.

PARKING CAPACITY

Parking on campus is divided into three categories: general, residential, and employee. There are eighteen General Parking locations, with approximately 14,000 available parking spaces. Twelve are general parking lots and three are general parking structures. Most general parking is available on lower-campus, with the exception of lot G15 which is located adjacent Fine Arts 3 (FA-3) building along East Campus Drive. The three residential lots have 386 combined parking spaces and are located on the westside of campus adjacent to the dorms Parkside College and Hillside College. The remaining eleven parking lots, located primarily near academic and student support buildings, are designated for employees, with 2,283 employee parking spaces available.

Electric-Vehicle (EV) parking is available in three general parking areas: thirty spaces in lot G-7, located between Determination Drive and Merriam Way, two spaces in the Pyramid Parking structure located along Merriam Way, and two in the Palo Verde South Structure. Employee Lot E8, located at on the corner of South Campus Drive and East Campus Drive, also has eight parking spaces reserved for EV parking. In Fall 2020, Electric Vehicle charging fees on campus will increase from $0.25 to $0.29/kWh for staff, faculty, students and auxiliary employees. Electric Vehicle charging fees are $0.40/kWh for campus visitors.

In Fall 2020, Lot E11 was converted to General Parking to provide parking for students closer to upper/central campus. Lot G5 was converted to employee parking.

PARKING UTILIZATION

Parking utilization on the campus is at nearly 100% capacity during peak hours, presenting issues that extend into student access to classes and other opportunities on campus. In October 2015, a parking utilization study found that by 10:00 AM, up to 99% of the campus’ student parking spaces were full. Parking felid staff interviewed in 2015 stated that the parking survey was consistent with their observations of the parking utilization pattern occurring Monday through Thursday. The study noted students were “circling for up to thirty minutes, anger, frustration and students missing or being late to class,” a pattern that was corroborated through on-campus discussions with students in Spring 2020. Figure 2 illustrates that general on-campus space are generally full by 10:00 AM and remain so through the afternoon, with significant capacity opening back up in the late afternoon and early evening. During these peak periods, there is very little turnover of parking spaces as students park once and use the same space for the several hours they are on campus.

A 2019 update to the 2015 parking study developed by CSULB transportation staff states that In response to the 2015 recommendations the campus has added more than 460 general spaces, restricted resident parking and increased overflow services, noting that “despite these efforts, we continue to exceed our parking capacity and have been unable to develop an effective supply cushion.” The 2019 study updated that there is still near 100% general parking space utilization between 10:00 AM and 1:00 PM Monday through Thursday, with significant underutilization of spaces on Fridays. The 2019 study notes that overflow services, including assisted on-campus parking at 550 spaces and 150 additional on-campus overflow spaces, are now needed for the first 8 weeks of the semester Monday through Thursday. Additional ingress and egress traffic assistance is also provided during the first 6 to 8 weeks of the fall semester.

Off-campus parking is also available to students. Free on-street parking along both sides of Palo Verde Avenue, on the eastern boundary of campus, is a popular option for students who arrive early at campus and the onstreet spaces remain full throughout the day. During the 2018-19 school year, the campus introduced reduced permit price for students who parked in an offsite overflow parking lot, providing additional capacity of several hundred spaces. Shuttle services were provided every 15 minutes between 8 AM and 5 PM, for a semester fee of $65.

FIGURE 02

SOURCE: CSULB PARKING STUDY, 2015

PARKING PERMITS & REVENUE

CSULB provides a wide range of parking options, including general parking, visitor/short-term, employee and resident parking. Parking is enforced 24 hours a day, 7 days a week (including holidays). The Parking and Transportation Services Department uses License Plate Recognition (LPR) and virtual permit technology – thus avoiding the further need for plastic hangtags and/or paper permits. Instead, the individual license plate number functions as the parking permit.

During the 2018-19 school year, parking revenue totaled $12.5 million, with 81% of revenue coming from permits, 7% from citations and 7% from events. Parking revenue supports the building and maintenance of parking structures and lots, as well as CSULB’s sustainable transportation services. In fall of 2019, the school sold 21,181 student parking permits.

Parking permit costs, including changes since 2016, are shown in Figure 3:

Several changes to parking permits will be implemented at the start of the

Fall 2020 semester. These changes include:

• To provide greater flexibility, a new monthly student permit will now be available at $40/month.

• Daily permits will now be valid only in the lot in which they are purchased.

• The Parkmobile App has been instituted for short-term parking, and will replace the current permit machines.

FIGURE 03: SELECT PARKING PERMIT RATE CHANGES

TRANSIT AND SHUTTLE

In a 2019 Sustainable Transportation survey, approximately 16% of students who live offcampus said they use public transportation to travel to campus. For students who live within 3 miles of campus, the share using transit is 33%. However, many students who travel far distances to reach school also rely on transit – 10% of student who live more than 25 miles away take transit. In a 2020 survey of faculty and staff, approximately 7% cited transit as their mode to campus.

In our discussions with students on campus in the Spring of 2020, most students we spoke to who used transit primarily lived relatively close to campus and several frequent bus lines. However, those who live farther away from campus and take transit stated that their commutes are long and that they would like to see more direct transit routes to campus. Students who live far from campus without access to a vehicle have limited options. Two students reported traveling several days a week to campus from Los Angeles – a 2-hour journey each way via light rail and bus. These students also discussed the difficulty of taking transit at night due to infrequent service, and would opt for Uber or Lyft instead.

IMAGE CAPTION

IMAGE CAPTION

LBT Route 45

LBT Route 46

LBT Route 81

LBT Route 91

LBT Route 92

LBT Route 93

LBT Route 94

LBT Route 96

LBT Route 121

LBT Route 171

LBT Route 173

LBT Route 175

OCTA Route 50/60

Long Beach Transit Bus Stops

Orange County Bus Stops

TRANSIT SERVICE

CSULB is served by more than 10 transit stops on and immediately adjacent to campus. The campus is served by bus service provided by Long Beach Transit, Los Angeles County Metro and Orange County Transportation Authority (OCTA). Most lines serve the western, northern and southern areas of campus, with limited service on the eastern side of campus.

Long Beach Transit serves the campus via 12 bus lines, which primarily connect the campus with point north and west, including Lakewood, Downtown Long Beach, and West Long Beach. Some Long Beach Transit routes serve campus as frequently as every 10 minutes during the day, with other service provided on an hourly basis. Stops on and around campus with the highest Long Beach Transit ridership are located at: West Campus Drive and Library East Side, Beach Drive and West Campus Drive, West Campus Drive & Library West Side, Seventh Street & Channel Drive, and Seventh Street & V.A. Long Beach Hospital. Each of these stops have combined daily boardings and alightings of 1,000 or more, according to Long Beach Transit 2016 data.

Regional bus service provided by OCTA serves the campus via Line 60 to Tustin, Line 50 to Orange, and Line 1 to San Clemente. Line 50 and 60 provide approximately 30-minute service on weekdays, and Line 1 provides hourly service. Metro Line 577 connects the campus with the El Monte Transit Center to the north, through southeastern Los Angeles County cities, such as Norwalk and Whittier, with weekday headways between 15 and 45 minutes. Very limited evening service is provided by these lines. All regional bus service serves the campus on 7th Street.

Major bus stops on campus generally include amenities such as shelters and benches, while other stops on adjacent roadways may lack benches or shelters.

BUS LINES SERVING CSULB CAMPUS

OPERATORDESTINATIONS SERVED

TRANSIT PASSES

CSULB previously provided partially subsidized transit passes to students and employees for use on Long Beach Transit. During the 2018-2019 school year, students and faculty using subsidized transit passes took more than 960,000 rides on transit. An LA Metro discounted student pass was also available to students, with more than 68,000 rides taken in the 2018-2019 school year. The subsidized transit pass program was discontinued in Fall 2020.

FIGURE 1: BUS LINES SERVING CSULB CAMPUS

SHUTTLES

There are four free campus shuttles serving destinations both on and off-campus. The Beachside Shuttle provides service to Beachside College housing. The Beachside shuttle serves the west side of the main campus. The remaining three lines travel within campus connecting lower and upper campus. West Loop travels from the Pyramid Parking structure (lower campus) to McIntosh Building (upper campus) and back via Determination Drive, Beach Drive, West Campus Drive, and South Campus Drive. East Loop travels from the North Parking Structure (lower campus) to McIntosh Building (upper campus) and back via shared bikeway- Lot G12/ George Allen Field, Atherton Street, State University Drive, East Campus Drive, and South Campus Drive. West Loop and East Loop each serve seven oncampus stops. The remaining line, All Campus Tripper, travels around the entire campus. It utilizes the routes of West Loop and East Loop combined with two additional stops on lower campus serving as a connection between the lines.

The Los Coyotes shuttle previously provided service between campus and the Traffic Circle area of Long Beach. Starting in Fall 2019, the Los Coyotes Shuttle was available only to students who purchased a $45 semester permit in advance. The Los Coyotes Shuttle was discontinued in Fall 2020, with Long Beach Transit serving the route between this area and campus instead.

Campus Shuttles are scheduled to run continuously every 15 minutes between 7:00 p.m. - 12:00 a.m. Monday through Thursday, and 7:00 a.m.5:00 p.m. pm Friday. All shuttles operate during fall and spring semesters only. Off-campus shuttles to Beachside are scheduled to run every 15-20 mins and 40 minutes after 7 p.m. and on weekend. The Ride Systems App provides real time information on shuttle arrival times. During the 2018-2019 school year, the shuttles were in service for a combined total of more than 17,800 hours.

In a 2019 Sustainable Transportation Survey, 58% of students who live oncampus said they use shuttles to get around the campus. Of the students who live off-campus at Beachside, 73% say they use the shuttle to get to campus. In our discussions on campus with students in Spring 2020, we heard two major themes emerge relating to shuttles. Several students told us that they do not know how to use the shuttles, including where they stop, and whether or they must pay a fare to ride. Among those students who are familiar with the shuttle system, or who ride regularly, we heard that there can be long wait times, the shuttles are often crowded with standing-room only, and that students may be passed up while waiting at a stop due to shuttles being at capacity. In these cases, many students walk to their destination instead.

CAMPUS SHUTTLE DROP-OFF NEAR MCINTOSH HUMANITIES BUILDING

“[The shuttles] are too full, and I’m too short to hold on to the bar.”

– CSULB STUDENT

“I was never introduced to the shuttle.”

– CSULB STUDENT

CAMPUS SHUTTLE

All Campus Tripper

West Loop

East Loop

Los Coyotes

Beachside

Shuttle Stops

BICYCLES/BOARDS

Off-Campus Bike Network

The major arterials adjacent to campus each have an existing bicycle facility, though there are gaps in the network along 7th Street. These facilities are summarized in Figure 1. Nearby campus, there are also several Class I bike paths, including the San Gabriel River Bike Path, Long Beach Bikeway Route 10 along the Los Cerritos Channel, and a path along Bixby Village Drive. However, there are some current gaps in the network, such as along 7th Street, that limit opportunities to reach these facilities from campus.

The Class IV bike lane, also called a separated bikeway or cycle track, along Bellflower Boulevard represents the type of “low stress” facility that the City of Long Beach plans to install on additional roadwaysCitywide, as documented in the City’s 2040 Bicycle Master Plan. Low-stress bike network improvements planned for the area surrounding campus include an extension of the Bellflower facility both north and south, upgrading the facilities along Atherton Street and Palo Verde Avenue, and providing a diagonal connection through campus along Bouton Creek.

On-Campus Bike Network

The on-campus streets of Beach Drive, West Campus Drive, East Campus Drive and State University Drive are all Class III shared bicycle facilities with sharrows and shared route signage. Additionally, West Campus Drive has a Class II bike lane in the southbound direction. There is one designated bicycle path, which runs between the athletic track field and the Pyramid Parking structure. This bicycle path connects to the all-wheel path on lower campus, however there is no direct connection between lower campus to the all-wheel path on upper campus. Bicyclists must walk their bikes or use major campus roads such as Beach Drive, West Campus Drive, South Campus Drive, East Campus Drive, and State University Drive to make these connections, requiring bicyclists to share space with vehicles and busses in most cases. In addition, all-wheeled paths are also utilized by pedestrians. This can often lead to conflicts and safety concerns for people biking and walking along these routes.

On-Campus Bicycle Parking and Supportive Infrastructure

EXISTING OFF-CAMPUS BICYCLE FACILITIES

SEGMENT FROM TO CLASSNOTES

ATHERTON STREET BELLFLOWER BOULEVARD PALO VERDE AVENUE II+BUFFERED LANE

BELLFLOWER BLVD. ATHERTON STREET 7TH STREET IV

PALO VERDE AVENUE ATHERTON STREET STATE UNIV. DRIVE II

7TH STREET BELLFLOWER BOULEVARD MARGO STREET II WITH GAPS

Separated Bike-way (Class IV)

Bike Lane (Class II)

Shared Route (Class III)

Long Beach Bikeway Route 10 Connection

All Wheeled Path

Designated Bicycle Path

Scooter Drop Zones

Bike Parking

Bike Fix-It Stations

Bike-share Stations

CSULB has both a “silver” status recognition as a Bicycle Friendly University, and “Gold” status for Bicycle Friendly Business. There are 64 bicycle parking racks on campus: 32 on lower campus, 15 on upper campus, and 17 in the campus residential area. Bicycle fix-it stations are found in three locations: adjacent to Parking and Transportations (PTS) building, G1 parking lot, and the Rhodes Tennis Center (tennis courts). When we spoke with students on campus in Spring 2020, we heard comments that students who want to ride their bikes around campus don’t because they either cannot locate bicycle racks near their destinations or the racks that are available are always full.

Bike Share

There are eight City-run bike share stations within the campus, with space for over 35 bicycles. Stations are located throughout campus, with more concentrated at the center of campus near buildings such as Student Health Services (SHS), Brotman Hall (BH) and the University Student Union (USU). All stations are near all-wheel paths, campus roads, and major intersections surrounding CSULB. The bike share system also provides campus users with the opportunity to connect to off-campus locations throughout Long Beach, with more than 450 bikes and 82 stations. Students, faculty and staff of CSULB are all eligible for student membership discounts, and can access the shared bike and station-area, real-time information system via the Social Bicycles Mobile App. During the 2018-2019 school year, more than 1,500 students and employees were members of the Long Beach bike share system.

Scooters

E-scooters may be used to travel to campus, but the scooters must be left at the established drop-off zones located on the campus perimeter prior to

entering the campus (along Atherton Street and Palo Verde Avenue). The University prohibits the use of e-scooters on campus. While on campus in Spring 2020, students asked if there was the potential for scooters to be allowed on campus in the future.

Skateboards

While skateboards are allowed on campus, there are some limitations to travel. A lack of designated skateboard routes means that paths are shared with pedestrians and bicyclists. In addition, the campus has strict pedestrian only zones on upper campus that prohibit use of other modes of travel, with students reporting that they have been cited by University Police for not adhering to the rule. While on campus in Spring 2020, we heard from students who skateboard that poor pavement quality and a lack of dedicated space for skateboarders can make for difficult riding conditions. Despite these issues, we heard that skateboards provide a faster alternative to walking, can provide a more reliable option than the shuttles, and don’t pose the issue of needing to find storage once reaching one’s destination like bikes do. For these reasons, skateboards are a popular mode on campus.

Mode Share

Among students who live off-campus, just 1% bike to campus. Among students who live within three miles of campus, 7% commute via bike. Among students who live on-campus, 14% use a bicycle, 20% use a scooter and 24% use a skateboard to get around campus. Among employees, 3% currently bike to campus.

When speaking with students on campus, we heard that fear of citations for using bikes, scooters and skateboards in the wrong areas of campus keeps them from using these modes more often.

BIKE AND BOARD DECAL ON A SIDEWALK

CAMPUS PEDESTRIAN CIRCULATION

A network of primary and secondary pedestrian paths provide access throughout the campus, with three larger pedestrian entry points and many smaller pedestrian entry points. Primary pedestrian entrances to campus, where wide sidewalks, wayfinding signage, and shade provide an inviting environment for people walking, are located at Beach Drive/ West Campus Drive and State University Drive/East Campus Drive. These campus entrance pedestrian amenities can be co-located with highridership bus stops and transit amenities, such as the pedestrian entrance to the Central Quad area near the library, and these entrances generally act as the transition point between transit modes off-campus and walking on-campus. People arriving to campus on foot may not find as inviting an experience. The roadways surrounding campus tend to be wide, with fast-moving vehicles, and long distances between marked crosswalks. Large intersections that serve as main entrances for vehicles, such as 7th Street/West Campus Drive, Bellflower Boulevard/Beach Drive, and Merriam Way/Atherton Street, are missing key pedestrian safety features such as marked crosswalks on all legs of the intersection. Other smaller vehicular entrances to campus lack sidewalk facilities. These conditions can provide unwelcoming pedestrian connections between campus and the surrounding community, making arriving at campus on foot feel unsafe or uncomfortable.

On campus, while many shaded pedestrian pathways are provided for students, some challenges do exist. Upper campus is at a higher elevation than lower campus without clear or direct pathways to connect the two areas of campus, often necessitating walking uphill, using stairs, or locating indoor elevators. This can also pose challenges for students will mobility challenges or those with mobility assistance devices. Additionally, accessible routes through campus are often shared with the primary pathways on campus, which can cause conflicts in high-density areas, including with students using skateboards and bicycles. In other areas, pedestrian routes through parking lots without meaningful separation from vehicles can also provide for uncomfortable walking conditions. Large campus uses, such as sports fields and parking lots or structures, can also be barriers to direct walking routes.

CIRCULATION NEAR THE PALO VERDE PARKING STRUCTURE

PEDESTRIAN BRIDGE

PEDESTRIAN CIRCULATION ON CAMPUS

Primary Paths

Secondary Paths

Main Entry

Secondary Entry

Walking Mode Share

Just 1% of off-campus students report walking to school, though that share is 17% among off-campus students who live within a mile of CSULB. 3% of employees commute to campus via walking.

Perceptions of Walking

When we spoke with students on campus in Spring 2020 about their experience walking around CSULB, several patterns emerged. We heard that students have to walk far distances between their parking space and class, or between classes – as much as 30 minutes. These walks can often be uphill, while carrying heavy school supplies, and can be tiring. Other students mentioned to need for more separated space for walking, away from skateboards and bicycles. We also heard that students currently found difficulty with locating accessible routes through campus.

When asked what characteristics were most important to students for improving their experience walking on campus, we heard the following:

• Direct

• Quick

• Well-Lit

• Beautiful

• Accessible

• Safe

• Green

Students told us they most commonly walk to locations such as the library, the Liberal Arts buildings, Peterson Hall, the Engineering buildings, and the College of Business.

ENROLLMENT INFORMATION C

CAMPUS ENROLLMENT

ENROLLMENT PROJECTIONS

Both State and University leadership anticipate that enrollment gains will continue as the State of California’s population increases and more people choose to pursue higher education.

The on-campus enrollment projections are based upon the CSU Chancellor’s office suggestion of 1% annual growth in Full-Time Equivalent Students (FTES) until 2035.

The plan is less specific about the split between undergraduate and graduate student growth, and this will be determined as future enrollment planning is conducted. Also, it is assumed that these growth rates would be applied evenly across all eight colleges, and future planning at a collegiate level will determine more specific projections within each college.

ONLINE LEARNERS

As a result of the Beach 2030 Strategic Visioning process, the University has established the goal of significantly increasing online enrollment to serve more of the students who are denied admission to the campus and to aid in funding and enhancing the University’s programs and services.

31,197

Baseline Enrollment (AYFTE) 2019-2020 +4,906

36,013

Projected Enrollment (AYFTE)* 2034-2035

1% growth between 2020-2035

ON-CAMPUS ENROLLMENT TRENDS

ENROLLMENT PROJECTION TABLE

ASSUME

SPACE OPTIMIZATION STUDY D

SPACE OPTIMIZATION STUDY

In 2019, CSULB completed a Space Utilization & Optimization Study. The study dealt with five distinct types of space: Instructional Space, Office & Administration Space, Research & Creative Activity Space, Student Oriented Spaces, and Auxiliary Space. The following pages outline the summary recommendations for each of these space types. More detailed information can be located in the full report.

PURPOSE OF THE STUDY

• Provide comprehensive space usage assessment

• Identify space optimization strategies to address space needs

• Identify underutilized space to reclaim and re-purpose for the overall enhancement of the University

• Streamline space discussions to catalyze a cultural change around space

• Improve process for space assignment and scheduling

• Identify realistic solutions that reconcile state standards with campus-wide requests for more space

PROCESS

• Completed a building by building site assessment which surveyed 2/3 of space on the campus

• Conducted numerous engagement workshops to review, validate, and correct data

• Conducted meetings to discuss recommendations from the findings

• Defined a plan that outlines a strategy and realistic time-frames to implement the recommendations

PHYSICAL SPACE INVENTORY AND NEEDS

MAJOR FINDINGS

• The study found 70,000 SF of space was low usage or underutilized which could be used immediately with minor furniture or physical improvements.

• Identified a total of approximately 600,000 SF of space as “opportunity areas” where utilization could be increased through various strategies.

MAJOR RECOMMENDATIONS

Operational Changes & New Standards

• Implement scheduling changes to optimize existing spaces.

• Update and implement University space standards and policies towards equitable space usage.

Physical Space Modifications

• Renovate selected lecture, classrooms, and teaching labs to:

• Address functionality issues;

• And resolve mismatched room-size to course-size alignment.

Inform Master Plan Decisions

• Use the space optimization study findings to inform campus buildings’ potential for demolition, renovation, or modernization.

INSTRUCTIONAL SPACE RECOMMENDATIONS

RECOMMENDATIONS

Share multi-functional teaching labs to increase room usage and access to spaces

STRATEGY

Operational Change

TIME-FRAME RESPONSIBLE

Short-term (One year)All Colleges

Update lecture room allocations to better align with college and course demands

Operational Change

Short-term (One year)Enrollment Services

Utilize standard meeting times for lecture space to minimize “waste” and optimize student schedules

Operational Change

Short-term (One year)

University Leadership/ Academic Affairs/Enrollment Services

Standardize and simplify meeting times patterns to optimize room usage and students course schedules

Operational Change

Long-term (Five+ years)Enrollment Services

Upgrade specific lecture classrooms to improve functionality and usage

Renovation

Short-term (One year)

Academic Facilities & Scheduling Committee

“Right size” lecture classrooms and labs to align with current pedagogy and class sizes Renovation

Short-term Select Projects (Two-Five years);

Long-term (Master Plan Implementation)

Academic Facilities & Scheduling Committee (short-term)

Seminar rooms with low usage could be used for other purposes, in addition to instruction

Operational Change

Short-term (One year)Enrollment Services/AFMS

RESEARCH SPACE RECOMMENDATIONS RECOMMENDATIONS STRATEGY

Develop college-specific research success metrics, which may include student involvement, publications/ presentations, and/or grant funding

Operational Change

TIME-FRAME RESPONSIBLE

Short-term (One year)

University Policy / Customized by each College

Establish a process to evaluate Pl’s in research space every three years, utilizing college-specific metrics, for continued use of research space

Operational Change

Short-term (One-two years)

University Policy / Customized by each College

Use evaluation to identify and address ‘dormant’ labs to avoid non-productive research space

Operational Change

Short-term (One-two years)

University Policy / Customized by each College

INFORMATION CREDIT: AC MARTIN

STUDENT SPACE RECOMMENDATIONS

RECOMMENDATIONS STRATEGY

Continued book-stacks reduction and conversion to student study space in the library

TIME-FRAME RESPONSIBLE

Modernization

On-going (Library is already in the long-term process of bookstacks reduction) Library

Activate hallways and corridors and nooks in academic buildings to increase student study areas and enhance collaboration

Modernization

Short-term (One-three years)Campus Planning Committee

Activate outdoor spaces across campus to capitalize on usable space and increase student access to seating and study areas

Modernization

Short-term (One-three years)

Campus Planning Committee / Academic Facilities & Scheduling Committee

INFORMATION CREDIT: AC MARTIN

AUXILIARY SPACE RECOMMENDATIONS

RECOMMENDATIONS STRATEGY

“Right size” and/or reconfigure office spaces to improve layout and increase staff density

Renovation

TIME-FRAME RESPONSIBLE

University Student Union, CSULB Foundation, and 49er’s Shops

Provide proper storage space to improve and free-up multipurpose rooms for better student and staff use

Modernization

University Student Union and CSULB Foundation

Upgrade furniture for better student or staff use

INFORMATION CREDIT: AC MARTIN

Modernization

University Student Union and CSULB Foundation

OFFICE SPACE RECOMMENDATIONS RECOMMENDATIONS STRATEGY

Centralize conference rooms onto outlook for scheduling and interdepartmental sharing to increase room usage and improve meeting room access

Operational Change

TIME-FRAME RESPONSIBLE

Short-term (One year)

Information & Technology (technological) and the Space Allocation Committee (operational)

Adopt new office space standards for capital projects, reflecting modern design and construction practices, to save square footage and increase interaction

New Standard

Immediate applications to any new projects

PPFM & DCS

Adopt new office space standard for existing space, to equitize space assignment across the University and improve space usage

INFORMATION CREDIT: AC MARTIN

Operational Change & New Standard

In response to emerging space needs

Academic Facilities & Scheduling Committee

ADOPT NEW OFFICE SPACE STANDARDS

By implementing new office space standards for capital projects, the University will adopt modern design and construction practices. With the potential growth of faculty and staff on campus, CSULB will apply the new standards to all projects moving forward. These new standards will save space and costs, allow for higher personnel density and increase overall interaction and collaboration. The new standards include moving to a more open office environment, where appropriate.

SHIFTING WORKPLACES FURTHER

During Spring 2020, due to the COVID-19 pandemic, all faculty, staff, and students transitioned to remote working and learning environments. While this move was purely for the public health and safety of campus users, the nature of how people work and learn began to transition. Many campus users claimed this remote environment had many benefits, especially when it came to working environments. Telecommuting has become acceptable and, in some cases, ideal compared to traveling to and working on campus each day.

Before the pandemic, academic workspaces were already transforming away from personal private offices to shared and collaborative environments, as illustrated by the proposed guidelines to the right. In the future, the demand and need for office space may be lessened even further by social distancing guidelines that will intentionally depopulate the campus, and the proven experience of faculty and staff successfully working from outside their offices and workstations.

SPACE STANDARDS

TWO

THREE

THREE OR

TWO

THREE OCCUPANTS

FOUR

ADDITIONAL SUSTAINABILITY INFORMATION E

OVERALL WATER USE: GOAL 1

CONDUCT UPDATED WATER USE ANALYSIS BASED ON 2019 DATA IN ORDER TO FURTHER REDUCTION AND RECLAIMED WATER USE TARGETS FOR NEXT WATER ACTION PLAN.

To analyze current water use, benchmark current practices for irrigation, softscape replacement, mulch, and drought-tolerant plantings. How much water have these practices saved? How can future targets build upon current savings? An understanding of current water use can inform progressive but achievable targets for water use reduction and reclaimed water use in the next Water Action Plan.

Beyond establishing overall goals, benchmarking current water use will provide a baseline that can be used to evaluate design alternatives in new projects, ensuring that site-specific water use is maintained or reduced.

Test-plot interventions to identify the most effective combinations of irrigation, softscape, mulch, and drought-tolerant plantings, and establish these methods as best practices in forthcoming Landscape Guidelines (see Goal 2 in Landscape + Irrigation). These guidelines will ensure both environmental and economic savings for all future projects.

OVERALL WATER USE: GOAL 2

ESTABLISH A STANDARD TO USE RECLAIMED WATER FOR TOILETS IN NEW CONSTRUCTION PROJECTS.

Mandate that all new construction projects use reclaimed water for toilets. Study feasibility and costbenefit of including reclaimed water conversion of restrooms in buildings under renovation on a caseby-case basis.

ENVIRONMENT: Water reduction and increased use of reclaimed water

PEOPLE: n/a

ECONOMY: Cost savings through reduced water use

ENVIRONMENT: Increased use of reclaimed water

PEOPLE: n/a

ECONOMY: Cost savings through conversion from potable to reclaimed water

OVERALL WATER USE: GOAL 3

PRIORITIZE THE CONNECTION AND EXTENSION OF THE RECLAIMED WATER MAIN BEYOND BEACH DRIVE TO FURTHER MEET RECLAIMED WATER GOALS.

As part of new housing construction, a reclaimed water main is being constructed to end at Beach Drive, with the potential for future extension and hook-ups. Determine phasing to accomplish extension.

OVERALL WATER USE: GOAL 4

UTILIZE MOST CURRENT LEED WORKSHEET FOR WATER-RELATED TARGETS ON A PROJECT-BY-PROJECT BASIS.

Conduct a water system study for each project to assess all categories (indoor use, landscape + irrigation, stormwater, human impact, water quality, resiliency). Perform feasibility and cost-benefit studies of water savings measures such as no potable water for irrigation, fixture requirements, and sub-metering evaporative end uses.

This holistic approach will ensure that every new project aligns with established water goals, maximizing positive impact.

ENVIRONMENT: Increased use of reclaimed water

PEOPLE: n/a

ECONOMY: n/a

ENVIRONMENT: Water reduction and increased use of reclaimed water

PEOPLE: Ensures that projects address human impact, promoting health and well-being

ECONOMY: Cost savings through reduced water use

LANDSCAPE + IRRIGATION: GOAL 1

MANDATE ALL NEW LANDSCAPE BE IRRIGATED WITH RECLAIMED WATER AND DETERMINE STRATEGY FOR CONVERTING ALL EXISTING IRRIGATION TO RECLAIMED.

The use of reclaimed water for irrigation has been largely successful. CSULB can mitigate challenges by applying current successful practices, such as pumping systems to send water uphill. Irrigation lines cannot currently cross Bouton Creek; the University will need to develop a strategy to mitigate this limitation. Landscape + Irrigation can build upon existing efforts such as the extension of the reclaimed water main from Beach Drive (see Goal 3 in Overall Water Use).

LANDSCAPE + IRRIGATION: GOAL 2

NEW PROJECTS MUST FOLLOW IRRIGATION AND LANDSCAPE BEST PRACTICES BASED ON CALCULATED BENCHMARKING.

Conduct benchmarking to determine water and cost savings following irrigation nozzle replacement. Use this information to establish best practices for irrigation. Test the effectiveness of gravel-based versus bark-based mulch, drought-tolerant planting, and native planting to create best practices that balance maximum water savings with maintenance demands (see Goal 1 in Overall Water Use, which discusses benchmarking recommendations). Require new projects to adhere to new best practices.

ENVIRONMENT: Increased use of reclaimed water

PEOPLE: n/a

ECONOMY: n/a

ENVIRONMENT: Water reduction and increased use of reclaimed water

PEOPLE: Ensures that projects address human impact, promoting health and well-being

ECONOMY: Cost savings through reduced water use

LANDSCAPE + IRRIGATION: GOAL 3

WHEN REVISING THE WATER ACTION PLAN, CREATE NEW LANDSCAPE STANDARDS THAT ENSURE THE PRESERVATION AND INCREASE OF ECOSYSTEMS SERVICES.

Match or exceed current provision of ecosystem services when modifying a space. Use iTree and Arbor Pro data to benchmark existing ecosystem services provided by trees and landscape (including CO2 sequestered, runoff avoided, air benefits, urban heat island effect mitigation) (see Ch 02 Tree Benefits Diagrams). Consider improving the tree replacement policy beyond a one-to-one replacement; account for the dollar value of carbon loss associated with tree removal, and mandate that this amount be spent on reforestation of campus. For additional policy improvements, refer to Los Angeles’s tree planting ordinance related to residential development which requires 1 tree be planted per every 4 units of development.

When amending the plant palette, prioritize native and drought-tolerant trees with high carbon sequestration and stormwater pollutant filtration.

Use ecosystem services benchmarking to identify priority areas for landscape interventions (see Goal 1 in Overall Water Use, which discusses benchmarking requirements).

ENVIRONMENT: Maintains or increases ecosystem services provided by trees + plantings

PEOPLE: Maintains or increases shade cover, leading to more comfortable outdoor conditions

ECONOMY: Maintains investment in dollar value of carbon sequestration provided by trees + plantings

STORMWATER: GOAL 1

ENVIRONMENT: Maintains or increases ecosystem services provided by trees + plantings

In order to understand performance of existing conditions, benchmark ecosystem services and landscape performance as outlined in Goal 2 of Landscape + Irrigation and Goal 1 of Overall Water Use. Consider both surface runoff and incidental runoff when calculating impacts. Require that all new developments generate less runoff than these benchmarked pre-development conditions by implementing the strategies outlined in Goal 2 and Goal 3 of this Stormwater section.

Investigate implementation of Best Management Practices (BMPs) for Stormwater Management outlined under MS4. Refer to the existing Lot G6, G7, and G8 Master Plan for potential Low Impact Development interventions, including bioretention basins. LID prioritizes the use of landscape infrastructure over piping infrastructure, to protect water quality and manage stormwater volume, although LID strategies are frequently used in tandem with piping. Refer to the Lot 14 Greening Study and the completed inlet basin filters at Parking Structures 2 and 3 for additional intervention possibilities.

PEOPLE: n/a

ECONOMY: n/a

ENSURE THAT NEW DEVELOPMENTS PRODUCE LESS RUNOFF THAN PREDEVELOPMENT CONDITIONS OR MATCH PRE-DEVELOPMENT CONDITIONS AT MINIMUM.

STORMWATER: GOAL 2

DEVELOP A STRATEGY FOR MITIGATING SURFACE RUNOFF (HARDSCAPE, PARKING LOTS, PATHWAYS, ETC).

Conduct a study to evaluate the impact of traditional understory planting, drought-tolerant understory planting, and various hardscape materials on water usage and filtration. Establish best practices based on findings and update the next Water Action Plan accordingly. This effort connects to Goal 1 in Overall Water Use, which recommends a comprehensive analysis of existing water use. Reference the Campus Flood Map (Ch 03) when planning potential interventions to maximize impact.

To mitigate flooding and erosion, strategically increase campus urban forest cover based on ecosystem services benchmarking (See Goal 3 in Landscape + Irrigation). Re-evaluate 1-to-1 tree replacement strategy to increase ecosystem services such as infiltration, retention, and evapotranspiration. For precedent, look to Los Angeles’ tree planting ordinance related to residential development, which requires 1 tree be planted per every 4 units of development. For more in-depth description of ecosystem services, refer to Ch 03 Tree Benefit Diagrams.

Investigate implementation of Best Management Practices (BMPs) for Stormwater Management outlined under MS4. Refer to the existing Lot G6, G7, and G8 Master Plan for potential LID interventions, including bioretention basins. Consider alternatives to permeable pavement; its installation has been unsuccessful in the past.

ENVIRONMENT: Decreases runoff and flooding, filters stormwater pollutants, recharges aquifers

PEOPLE: Decreases maintenance effort associated with on-campus flooding

ECONOMY: Decreases maintenance costs associated with on-campus flooding

STORMWATER: GOAL 3

DEVELOP A STRATEGY FOR MITIGATING INCIDENTAL RUNOFF (BUILDING CONDENSATE, ROOF RUNOFF, ETC).

Capture and filter roof runoff by implementing biofiltration areas near externally accessible downspouts. Disconnect downspouts from sewer system if connected. Consider filtering and / or capturing building condensate through innovative building envelopes and systems (e.g. bio-mimicry).

ENVIRONMENT: Filters pollutants from stormwater, reduces runoff

PEOPLE: n/a

ECONOMY: Captures no-cost water source for re-use

STORMWATER: GOAL 4

INTEGRATE STORMWATER MANAGEMENT INTERVENTIONS INTO PLACEMAKING STRATEGY TO VISUALLY REINFORCE CSULB’S POSITION AS A COMMUNITY LEADER IN SUSTAINABILITY.

When planning stormwater management interventions, consider their role in creating a strong sense of place, building campus identity, and showcasing the University’s commitment to sustainability. Use interventions to craft an interactive landscape that tells the story of the local watershed and educates users about the processes of biofiltration, bioretention, and stormwater management.

While comprehensive place-making strategies related to stormwater have been proposed, they

ENVIRONMENT: Maintains or increases ecosystem services provided by trees + plantings

PEOPLE: Improves sense of place, educates users on water story, creates campus sustainability identity

ECONOMY: n/a

PROPOSED ECO-CORRIDOR ABOVE BOUTON CREEK (2012 LANDSCAPE MASTER PLAN)

HUMAN IMPACT: GOAL 1

CRAFT LANDSCAPE THAT CONNECTS USERS TO WATERSHED HISTORY, PROCESSES, AND CONTEXT.

Use wayfinding, landscape, and signage to educate campus users about stormwater runoff, water management techniques, and local watershed history. Evaluate feasibility of daylighting Bouton Creek to increase human awareness of and interaction with local water systems and stormwater management practices. Daylighting Bouton Creek could improve sense of place, bringing more enjoyment to campus users and establishing a landmark to showcase CSULB’s ethos of sustainability (See Place Section).

ENVIRONMENT: Promotes more sustainable behavior that can reduce resource consumption

PEOPLE: Improves sense of place, educates users on water story, creates campus sustainability identity

ECONOMY: n/a

HUMAN IMPACT: GOAL 2

AMEND EXISTING COMMUNICATION PLAN; MOVE BEYOND CAMPUSWIDE CONSERVATION AND BRING AWARENESS TO IMPORTANCE OF AND MAINTENANCE OF WATER QUALITY.

Water is a life necessity, but more importantly access to clean drinking water is a prerequisite for optimal health. Many of our current laws and regulations are rooted in the U.S. Environmental Protection Agency’s (EPA) Clean Water Act of 1972.

Drinking water contamination is a major public health issue. Although measures have been implemented by federal, state, and local governments to ensure clean and safe drinking water, many of those measures are now outdated. Threats to drinking water are increasing and we can no longer afford to take our drinking water for granted.

The most recent update to the Water Action Plan calls for an expanded conservation outreach effort. In addition to expanding conservation outreach, bring awareness to the importance of water quality and the processes that ensure quality. Promote equitable access to high quality water. Hydration stations throughout campus could not only be the focus when assessing the quality of drinking water, they could serve as a place to communicate the University’s efforts around water conservation and water quality.

ENVIRONMENT: Promotes awareness of conservation and water quality

PEOPLE: Raises awareness about health implications of water quality

ECONOMY: n/a

HUMAN IMPACT: GOAL 3

STUDY WATER QUALITY AND ESTABLISH GOALS TO IMPROVE WATER QUALITY ON CAMPUS.

While the University has performed extensive analysis on water use, there has not been significant emphasis on water quality. Focus on the issue has been reactive, addressing issues such potential lead contamination of the water in hydration stations. To proactively ensure future water quality, conduct analysis of current water quality across campus, particularly looking at two properties of waterturbidity and total coliforms as indicators of possible presence of many harmful contaminants. Once a baseline of water quality has been established on campus, set informed targets based on results and conduct periodic tests to monitor quality.

Selection of building materials influences water quality. Avoiding the top six classes of chemicals of concern in building materials will not only have direct impact on human health, it will help limit exposure into the water loop. The six classes of chemicals to avoid according to Green Science Policy Institute include: 1) Highly Fluorinated; 2) Antimicrobials; 3) Flame Retardants; 4) Bisphenols; 5) Some Solvents and 6) Certain Metals.

ENVIRONMENT: Promotes more sustainable behavior can reduce resource consumption

PEOPLE: Improves sense of place, educates users on water story, creates campus sustainability identity

ECONOMY: n/a

RESILIENCY: GOAL 1

AMEND DROUGHT MANAGEMENT PLAN. DETERMINE UNIVERSITY WATER HIERARCHY TO PRIORITIZE MAJOR POTENTIAL REDUCTIONS AND ALTERNATIVE WATER SOURCES IN CASE OF A DROUGHT.

While the current drought management plan identifies some emergency use reductions, it does not outline an in-depth strategy for prioritizing water uses during an emergency. Conduct a more comprehensive analysis to create a water hierarchy for drought management. Determine phasing for additional water uses that can be taken offline during varying levels of emergency, prioritizing hydration and sanitation needs over landscape and recreation. Consider implementing on-site storage for water retention in case of an emergency.

ENVIRONMENT: Ensures maximum water conservation during an emergency such as a drought

PEOPLE: Maintains essential functions and operations to meet stakeholder needs

ECONOMY: Preserves economic vitality of the University in case of emergency

EXAMPLE DIAGRAM: HIERARCHY OF WATER NEEDS

RESILIENCY: GOAL 2

Incorporate holistic, resilient design into all future campus developments.

While this goal is outlined in the 2017 WAP, further actions are required to achieve the goal. Understand the relationships between water and other sustainability-related systems such as waste, food procurement and production, energy, and vegetation. Understand the carrying capacity of the local watershed (specifically the Long Beach aquifer) and design systems that operate within this capacity to ensure long-term success and viability of current and future water systems on campus. Implement interventions that exceed water use reduction goals when possible. When evaluating design alternatives, weigh the sustainability impacts holistically across systems.

ENVIRONMENT: Promotes maximum sustainability impact across systems

PEOPLE: Maintains essential functions and operations to meet stakeholder needs

ECONOMY: Preserves economic vitality of the University in case of emergency

SUSTAINABILITY CONNECTIONS:

• Waste - ensure that all wasteprocessing systems, including on-campus recycling facility, use minimal water

• Food Systems - tbd based on future

• Energy + Carbon Reduction

• Place - implement landscape and place-making strategies that require minimal water to ensure functionality during emergency

ADDITIONAL MOBILITY RECOMMENDATIONS F

CONNECTING UPPER AND LOWER CAMPUS

A key recommended enhancement to the existing pedestrian network is the improvement of the connection between Upper and Lower Campus. The current accessible path through the center of campus is difficult to navigate, not intuitive, and requires traveling through the University Student Union. Topographic constraints limit the options for accessible pathways that follow existing grades. However, several more extensive intervention options could help bridge this connection, provide more direct route options for campus users needing mobility support, and appeal to all campus users, including:

• Outdoor Elevator - can act as an architectural statement in the center of campus and can provide more direct and efficient vertical transfer than the current accessible pathway of elevators within the University Student Union

• Fixed Transit - fixed transit options, such as funiculars, have been used elsewhere to help improve accessibility where there are changes in elevation

• Autonomous Vehicle Transit - a short Autonomous Vehicle transit route offers the most flexible option, and could provide for pilot testing of AV transit for the larger campus shuttle system

• Additional options with limitations for full accessibility: ramp system or continuation of using outdoor escalator

AUTONOMOUS VEHICLE TRANSIT

Connecting Upper and Lower Campus

PEDESTRIAN PATHS AND SIDEWALKS GUIDANCE

While California accessibility requirements call for 4 foot minimum walkways (Title 24, Part 2), wider facilities are more appropriate for campus environments. Sidewalks and pathways providing primary pedestrian routes through campus should be 10 feet wide at a minimum, with 15 feet preferred to provide sufficient capacity for passing and clear ADA access. Secondary pathways should be 6 feet wide at a minimum, with 8 feet wide preferred.

Paths designated as All Wheel Paths should be 12 feet wide at a minimum to allow for two-way use by pedestrians, bicyclists, scooters, and skateboards.

In locations where current sidewalks and paths do not meet the minimum guidance, the campus can plan for these upgrades as phased building and parking lot improvements are made. Due to environmental or topographic constraints, these minimums may not be possible to meet in rare cases.

A summary of the recommended width guidance is below:

• Primary pedestrian routes: 10’, 15’ preferred

• Secondary pedestrian routes: 6’, 8’ preferred

• All Wheel + Pedestrian Paths: 12’, 15’ preferred

PEDESTRIAN CROSSING GUIDANCE

Through the implementation of the Master Plan, CSULB may be interested in installing new crosswalks or enhancing crosswalks beyond those identified in this plan for recommended improvements. The following enhancements may be considered, and can be applied using the FHWA Guide for Improving Pedestrian Safety at Uncontrolled Crossing Locations:

• Rectangular Rapid Flashing Beacon (FHWA efficacy rating: 47% reduction in pedestrian crashes)

• Pedestrian Hybrid Beacon or Pedestrian Half-Signal (FHWA efficacy rating: 55% reduction in pedestrian crashes)

• Yield pavement markings (or advanced stop bars where intersections are stopcontrolled)

• Yield to pedestrian signs (in-street paddle or on post)

• Curb extensions

• Raised crosswalk

Additional general guidance for crossings on campus includes:

• Use high-visibility crosswalk markings

• Provide ADA ramps for all crosswalks

• Signalized intersections should provide a crosswalk on each leg, with an advanced stop bar ahead of each crosswalk

• All crosswalks should be illuminated

• Provide additional safety enhancements based on posted speed, number of lanes, and number of vehicles, using the FHWA guidance

HIGH-VISIBILITY

YIELD TO PEDESTRIAN SIGN

RAISED CROSSWALK

CROSSWALK MARKINGS

RECTANGULAR RAPID FLASHING BEACON

YIELD PAVEMENT MARKINGS

ADA CURB RAMPS

CURB EXTENSIONS

PEDESTRIAN HYBRID BEACON

LOCAL BICYCLE CONNECTIONS

The City of Long Beach, through their 2040 Bicyce Master Plan, have proposed development of a low-stress bike network surrounding campus, with the exception of 7th Street. The City’s Bicycle Master Plan also includes the proposal for providing a diagonal connection through campus along Bouton Creek. The on-campus elements of this proposed facility are described previously in this chapter. Offcampus, the City of Long Beach plans to install a path along the extents of Bouton Creek, which would improve local access connecting campus with destinations such as campus housing near the Traffic Circle and the City’s Bicycle Route 10 along Los Cerritos Channel. To support a seamless experience for those using the Bouton Creek path and further improve local bicycle connections, a new enhanced crossing is proposed across Bellflower Boulevard, to be coordinated with the City of Long Beach. Additional crossing improvements highlighted previously will help to build connections between the campus and surrounding community.

CSULB may want to consider future coordination with both the City of Long Beach and Caltrans to focus on improved safety and comfort for bicyclists along 7th Street to fill a network gap along the campus edge.

CAMPUS BIKESHED

A bikeshed is the area that can be reached by bike within a certain amount of time starting or ending a reference point. In the case of CSULB, the bikeshed origin is the campus, and the 10and 20-minute radii describe what area can be covered in these respective timeframes either starting or ending at campus.

SEPARATED SPACES

Providing spaces where modes such as walking, biking, skateboarding or scootering are separated from each other or from vehicles can provide for a safer and more comfortable experience on campus. Separation may be achieved through several different strategies:

• The development of two parallel facilities

• Using signs, paint, and pavement markings to deliniate space

• Using different ground materials or landscaping to provide visual cues of separation

• Using physical barriers, such as landscaping or curbs, to create separate space. Moveable barriers, such as planters, can allow flexibility to the campus to reallocate spaces when needed during special events

SHARED SPACES

A shared space road (or woonerf) is planned for Deukmejian Way to prioritize non-motorized modes through slowing vehicle speeds, vehicle access restrictions and traffic calming. ehicle access is proposed to be limited to parking pass holders, pick-up/drop-off and campus service or emergency vehicles. This access can be restricted using signage, gates, retractable bollards, gateway treatments, or information booth. Additional traffic calming strategies can be implemented, such as the use of pavers or non-asphalt surfaces, landscaping, signage, and roadway narrowing or use of curb extensions. In the long term, the elimination of elevation changes between the roadway and curbs or sidewalks can further enforce this shared space. In other areas of campus, such as All Wheel Paths, where multiple modes are expected to share space, the following strategies can be considered:

• Signage and pavement markings indicating shared space

• Development of “slow zones” (can replace some existing dismount or pedestrian only zones)

• Coordination with e-bike or e-scooter vendors to develop on-campus geofencing to enforce slow speeds, pedal only zones, or restrict night-time use

Shared Spaces: Pedestrians, Bicycles, Skateboards and Scooters

CONFLICT POINTS

Areas in which people on campus using different modes cross paths are conflict points and can present potential safety and comfort issues, particularly for those walking or using other non-motorized modes. In addition the crossing recommendations included in the prior section, additional conflict point safety enhancements include the following, and may be particularly important for driveway and other uncontrolled intersection locations on campus:

• Use of different ground materials to provide visual cues of conflict points

• Signage and pavement markings to alert users of all modes of potential conflict points

• During peak times in high volume areas, traffic control staff may be appropriate

• For locations where new bike facilities will cross driveways and uncontrolled intersections, high-visibility pavement markings, signage to alert drivers to the presence of bicyclists, and in some cases flashing beacons may be appropriate

BIKE PARKING

Bicycle parking encourages ridership by supporting the final stage of a bicycle trip. Throughout campus, both short-term and long-term parking should be accommodated, with a focus on buildings with high numbers of short-term and long-term visitors. The Association of Pedestrian and Bicycle Professionals “Essentials of Bike Parking” guide provides detailed information on selecting and installing bike parking facilities.

Short-term bicycle parking

Bicycle racks are a common form of short-term parking. Short-term bike racks should provide both convenience to riders and high levels of security, allowing at least two points of contact, such as the wheel and frame, to provide the most protection against theft and accidental damage. Rack styles should also prioritize ease access for all riders and types of bicycles, so vertical-style racks or racks that require a rider to lift their bicycle are not recommended.

The new “varsity dock” style racks (also called or “wheelwell-scure” racks) used on campus fulfill both the security and convenience needs for riders and should continue to be used for short-term parking locations. Older style “wave,” “arch” or “grid” racks should not be used, and should be replaced with more secure options where currently used on campus.

Bike parking should be included in all plans for new and renovated buildings on campus (including buildings not primarily serving students) - prioritized for well-lit areas near main building entrances, as well as entrances closest to bicycle paths and on-street facilities. All existing and future bike rack locations should be included on online campus maps. A bike parking needs assessment can be conducted for proposed buildings to understand both short-term and long-term bike parking needs based on building use, number of and type of expected visitors, and considerations for special events. Bike parking utilization can be monitored and parking redistributed on an as-needed basis.

Potential candidate locations for additional or upgraded short-term bike parking is include:

1. Dance Center

2. College of Business

3. Jack Rose Track

4. Facilities Management

5. Student Recreation and Wellness Center

6. Engineering 3

7. Molecular and Life Sciences Center Hall of Science

8. Fine Arts 1-3

9. CSULB Research Foundation

10. Family and Consumer Sciences

11. Nursing

12. Los Cerritos Hall

13. Los Alamitos Hall

Conflict Points: Pedestrians, Bicycles, Skateboards and Scooters

RACK STYLES

Short-Term Bike Parking

The majority of manufactured bike racks fall into one of the categories on pages 6-8. Within a given style, there is wide variation among specific racks, resulting in inconsistent usability and durability. APBP recommends testing a rack before committing broadly to it.

RACKS FOR ALL APPLICATIONS

INVERTED U also called staple, loop

POST & RING

WHEELwellsecure

RACKS TO AVOID

When properly designed and installed, these rack styles typically meet all performance criteria and are appropriate for use in nearly any application.

Wave also called undulating or serpentine

Because of performance selecting other racks

Not intuitive or user-friendly; often falls short of expectations; only one location when

Common style appropriate for many uses; two points of ground contact. Can be installed in series on rails to create a free-standing parking area in variable quantities. Available in many variations.

Schoolyard also called comb, grid

Does not allow locking damage. Inappropriate for temporary attended locations with no theft by recreational riders, tend to monitor their bikes

Common style appropriate for many uses; one point of ground contact. Compared to inverted-U racks, these are less prone to unintended perpendicular parking. Products exist for converting unused parking meter posts.

This style has a top bar can accommodate.

Racks that cradle bicycles provide suitable security, lead to wheel damage.

Includes an element that cradles one wheel. Design and performance vary by manufacturer; typically contains bikes well, which is desirable for long-term parking and in large-scale installations (e.g. campus); accommodates fewer bicycle types and attachments than the two styles above.

BOLLARD

This style typically does bike’s frame at two separate

SPIRAL

SWING ARM

SECURED

Despite possible aesthetic functional downsides and the need to lift a wheel These racks are intended and both wheels with accommodate only limited parts that create unneeded

BICYCLE CROSSING AT SIGNAL

GROUND MATERIALS MARKING CONFLICT POINTS

coathanger

wheelwell

BICYCLE RACK SELECTION

BICYCLE RACK SELECTION

Long-term bicycle parking

Long-term bicycle parking is intended for students and employees to protect bicycles for extended periods. Long-term facilities are more secure than short-term bicycle parking and should fully protect bicycles from theft and weather. Long-term bicycle parking includes bike lockers, bike cages, and bike rooms.

• Bike lockers are outdoor enclosures that accommodate one or two bicycles, typically using a long-term reservation system. Bike lockers can provide a more secure alternative to typical racks, as well as a storage option for riders who forgot or do not have locking devices.

• Bike cages are fully enclosed, roofed shelters that house racks of bicycle parking.

• Bicycle rooms are commonly found inside office or residential buildings, and provide secure indoor parking. Bicycle rooms may feature amenities such as bike pumps and quick-fix tools for employees and students.

The University Student Union, Upper Campus Quad, Kinesiology, Hillside Housing and Parkside Housing are proposed for the installation of a secure high-capacity long-term bike parking, to be provided for both student and employee use. Bicycle rooms are recommended for new residential buildings on campus. These new facilities can help to alleviate current capacity issues at certain short-term bike parking locations.

BICYCLE SUPPORTIVE FACILITIES

CSULB can support bicycle ridership on and to campus by providing facilities that complement paths, lanes, and parking infrastructure. These complementary facilities can reduce barriers to bicycle ridership that extend beyond the riding and parking aspects, such as convenience after the ride, bicycle maintenance, and security of personal property.

• Showers or changing rooms can be implemented in some campus buildings to address concerns about sweating during a bicycle commute or to accommodate the desire to change from activewear to more casual clothing after a ride.

• Bicycle repair stations with typical tools, such as wrenches or air pumps, as well as an on-campus bicycle shop for new parts or advice, can eliminate the hassle of seeking repair resources elsewhere and support ridership to campus. On-campus bike shops are open to the

public, often with a discount for students and campus community members. The GoActiveLB Hub powered by Pedal Movement in Downtown Long Beach provides a potential model for an on-campus bike shop. A mobile trailer option could be moved to serve different parts of campus more easily, and could also be used to support community events. A bike kitchen concept could also be considered for campus, depending on student group interest. Bike kitchens are generally volunteer-run spaces where people learn how to repair their bike and then make their own repairs, using on-site tools and aided by volunteer mechanics. This model - focused on building knowledge and community around bicycling - can help support campus multi-modal and sustainability goals, and serve as a resource for the neighborhood.

BIKESHARE, E-BIKES AND SCOOTERS

Electric bicycles (e-bikes) and other electric mobility devices such as electric scooters are a rapidly growing new transportation option. These devices provide a potential option to cover longer travel distances. By improving personal mobility without requiring use of a car, these devices may also be an appealing option to the CSULB community. Recent research supports the idea that e-bikes and other devices are expanding mobility options for many people. A survey of e-bike users across the United States and Canada found that users reported hills and distances as barriers that limited their use of regular riding, and that e-bikes helped overcome those barriers. Campus community members identified these same barriers at CSULB.

While e-scooters and e-bikes occupy similar spaces as traditional bicycles, there is nuance in their operation that must be planned for. E-scooters and e-bikes can increase the demand for existing bicycle infrastructure on campus, as barriers of usage, such as pedaling up hills or long distances, are removed. E-bikes are separated into three classes depending on their level of motorization, the highest of which, Class 3, requires regulation closer to that of a motor vehicle. This introduces the need for a curated approach to e-bikes in campus planning. Planning specifically for electric-powered bikes and scooters results in better cooperation with other modes of transportation on campus.

E-scooter and e-bike users consist of those who own their own scooter or bike, and those who utilize e-bike and e-scooter share. Policies can thus be directed at users, which includes both groups, or operators, which focuses on shared-mobility companies. E-bike and e-scooter share includes docked and dockless operation, both of which carry their own planning

considerations. Dockless systems, such as those present in Long Beach, introduce challenges in managing the safe and aesthetically acceptable placement of e-bike and e-scooters, potentially requiring designated parking pads or no-park zones. Both the City of Long Beach and CSULB have developed these designated zones.

Personally-owned e-scooters and e-bikes have a parking and locking demand, which can correspond with regular bicycle parking. A common campus policy is the requirement that e-scooters and e-bikes be parked in bike racks, which can increase demand for these racks as users of both modes compete for space. .

CSULB may want to consider updating current policies to allow for both e-bikes and e-scooters on campus to both respond to demand and allow for mobility options that help to overcome common mobility barriers on campus, such as hills and distance. Currently, the campus has designated e-scooter drop zones along the northern (Atherton Avenue) and eastern (Palo Verde Avenue) perimeters of campus. CSULB may consider increasing the number of drop off zones and placing them within the boundaries of campus, with points around Upper Campus and points near the Hillside and Parkside student housing, which has access to protected active mobility lanes on Bellflower Boulevard.

While bike share on campus is currently provided by Long Beach Bike Share, which does not provide e-bikes, CSULB may consider providing e-bike share to better serve students, staff, and faculty. This could be done in partnership with Long Beach Bike Share as the City of Long Beach updates its bike fleet. To ensure this convenient emerging mode is accessible to users of all socioeconomic levels, CSULB may consider subsidizing the cost of e-bike and e-scooter share. CSULB may also consider programs in which students may lease e-bikes owned by the University or purchase their own e-bikes at a subsidized cost.

Allowing for these modes on campus may alleviate concerns we heard from students, who have concerns about potential interactions with campus security resulting from mode choice and existing campus policies. Allowing and encouraging modes that students find best suited for their campus mobility needs can eliminate current mobility barriers on campus, including alleviating concerns about intersections with campus security.

SKATEBOARDS

Skateboards provide an opportunity for active, sustainable transportation on campus. However, they also present the potential for safety and property damage issues if not adequately planned for. As a transportation mode, skateboards have characteristics of both bicycles and pedestrians, with the speed capability close to that of a bike, but the flexibility of walking. Thus, it is often unclear on the policy enforcement side where and how skateboard users should operate. Including skateboards in campus planning is an opportunity to curate solutions to this issue.

Supplemental signage and education should be considered to ensure the proper operation of skateboard dismount zones, for allowing skateboard use on shared use paths, or “transportation only” policies. Skateboards are more vulnerable to cracks and potholes than other modes, so ongoing maintenance of pavement on All Wheel Paths is important. CSULB may also consider installing skateboard racks and fix-it stations at high-demand locations throughout campus.

Long-Term Bike Parking

Bicycle Supportive Amenities

BIKE CAGE

BIKE LOCKERS

BICYCLE ROOM

MOBILE BIKE REPAIR SERVICES

BIKE REPAIR STATION

CAMPUS BIKE SHOP

BIKE KITCHEN

BIKE ROOM AMENITIES

BIKE RENTALS

TRANSIT SUPPORTIVE FACILITIES

Bus and shuttle stops on campus should include shade and/or shelters, lighting, and high visibility signage, so that they are easy to locate and comfortable to wait at. Many on campus bus and shuttle stops provide shelters, lighting, and signage. However, not all stops provide these amenities, or they are insufficient to meet demand, such as the primary campus transit hub at the “Go Beach” sign, which has one small shelter. Adding a substantial amount of shade and shelter in this location is important to provide a more comfortable waiting environment and indicate this location as a primary transit hub. An additional key area for improvement includes the eastbound bus stop improvements on 7th street (larger shelter, real time arrival and clearer signage), which will require coordination with the City of Long Beach, Metro and OCTA.

Capacity needs for simultaneous bus loading/unloading at mobility hubs should be evaluated based on existing Long Beach Transit headways and potential campus shuttle headways depending on the routes and operating plans. While schedule adherence can vary based on unforeseen delays and congestion, the goal for mobility hub transit capacity should be to ensure capacity for at least two buses stopping per direction, with capacity increased as needed based on schedules to ensure little to no delay for transit caused by curbside loading capacity limitations. CSULB may also consider working with external transit agencies to identify smaller vehicles for routes with on-campus stops.

On-campus shuttle stops provide a key branding/design opportunity so it is visually clear from farther away that these locations are served by transit and can be seen as key “pearls” in a mobility necklace that stiches the campus together. Additional amenity recommendations for all transit and shuttle stops include accessible seating, WiFi and charging, waste receptacles, real-time transit information, and co-location with other mobility options, services, and retail

BIKE CAGE

REAL-TIME INFORMATION

MOBILE BIKE REPAIR SERVICES

BIKE REPAIR STATION

BIKE ROOM AMENITIES

BIKE RENTALS

BICYCLE ROOM CAMPUS BIKE SHOP

TRAFFIC CALMING

Traffic calming includes changes to roadway design, signage, and striping that aim to reduce vehicular impacts, by slowing or reducing traffic, while improving comfort and increasing safety of pedestrians and bicyclists. Traffic calming elements are specifically recommended for Deukmejian Way, West Campus Drive and East Campus Drive, but may be implemented by the campus elsewhere. Campus traffic calming tools include:

• Speed Feedback Signs: Speed feedback signs measure each approaching vehicle’s speed. Real-time speeds are relayed to drivers and flash when speeds exceed the limit. Speed feedback signs are typically mounted on or near speed limit signs.

• Centerline/Edgeline Lane Striping: Lane striping can be used to create formal bicycle lanes, parking lanes, or edge lines. As a traffic management measure, they are used to narrow the travel lanes for vehicles, thereby inducing drivers to lower their speeds.

• Turn Restriction Signage: Turn-movement restrictions involve the use of signs to prevent undesired turning movements without the use of physical devices. The restrictions may generally apply to turning movements in or out of a residential street to a larger street. The turn movement restrictions may be permanent or only during peak commute hours.

• Speed Lump/Cushion: Speed lumps are rounded raised areas placed across the road with two wheel cutouts designed to allow bicycles or large vehicles, such as emergency vehicles and buses, to pass with minimal slowing.

• Raised Crosswalk/Speed Tables: Speed tables are flat-topped speed humps. Their long flat fields, plus ramps that are more gently sloped than speed lumps, give speed tables higher design speeds than lumps and thus may be more appropriate for streets with higher ambient speeds. Raised crosswalks are speed tables striped with crosswalk markings and signage to channelize pedestrian crossings, providing pedestrians with a level street crossing. Also, by raising the level of the crossing, pedestrians are more visible to approaching motorists.

• Traffic Circle: Traffic circles are raised islands, placed in intersections, around which traffic circulates. Stop signs or yield signs can be used as traffic controls at the approaches of the traffic circle. Circles prevent drivers from speeding through intersections by impeding the straight-through movement and forcing drivers to slow down to yield.

• Bulb-Out/Curb Extension: Bulb-outs and curb extensions extend the sidewalk into the parking lane to narrow the roadway at intersections. Bulbouts can make intersections more pedestrian friendly by shortening the crossing distance and decreasing the curb radii, thus reducing turning vehicle speeds. Chokers are curb extensions at midblock that narrow a street.

• Volume Control Devices: Can include full closure of a street, half closure to restrict vehicles in one direction, forced turns, or other limited vehicle access.

SERVICE ACCESS

Service vehicle access is necessary for maintaining campus buildings, landscaping, and other facilities. Service vehicle interaction with other users on campus, such as pedestrians, may present challenges for safety and accessibility. Considerations for facilitating safe and efficient service vehicle access include:

• Scheduling service activities: Consolidating deliveries to reduce trips and limiting service times to off-peak class hours can help to avoid conflict with pedestrians and active transportation users on campus.

• Enhance conflict signage and pavement markings: Clearly marking service routes for awareness of people using all modes, as well as specifying service vehicle routes that utilize perimeter roadways and minimize travel through the center of campus can also improve safety and efficiency.

• Consider service vehicle types: Procuring and utilizing smaller service vehicles, such as electric golf carts instead of pickup trucks, can further reduce safety issues and improve sustainability.

EMERGENCY ACCESS

While active transportation-focused infrastructure supports safety and sustainability, it is important to consider these facilities in terms of emergency vehicle access. Lane width, clearance height, turning radius, load bearing capacity of the driving surface, and potential obstructions, such as bollards, are all important considerations for any route where emergency vehicles access is necessary or desired. Emergency and fire vehicles should be considered for service routes as well. Prevalent CSU, local and regional guideline jurisdictions, as well as compliance with guidance such as the International Fire Code (IFC), should be considered for all emergency access design requirements.

RIDE-HAILING AND PASSENGER LOADING ZONES

As ride-hailing Transportation Network Companies (TNCs, e.g., Uber and Lyft) grow in popularity, the demand for designated loading zones on campus will grow. Despite a steep drop-off during the COVID-19 pandemic, TNC ridership is largely expected to return to prepandemic levels, though with a slower return for some trip types, such as business travel. Adequately planning for TNCs and private vehicle passenger loading can help minimize their negative effects, including increased traffic congestion and emissions from drivers circling campus, and the use of ad-hoc drop-off locations that are in direct conflict with other curb uses, such as shuttle stops or through traffic. While the campus already has designated TNC zones, this plan proposes revisiting the quantity and location of these zones to better align with an increase in TNC popularity and its new designation as a transportation demand management (TDM) strategy by the City of Long Beach.

TNC and private vehicle pick-up/drop-off convert demand for parking into demand for curb space. While this shift may alleviate pressure on peak parking demand, the shift to passenger loading creates ripple effects at both the curb and in parking revenue for the campus. Effective planning can help alleviate the issue of ad-hoc pick-up/drop-off locations by aligning loading zones with high-demand land uses and providing wayfinding signage for both drivers and passengers.

Some studies suggest that TNCs serve as complements to rail transit systems, particularly those in larger cities. As the campus is approximately four miles from the Metro A Line, TNCs may increasingly serve as a convenient,

on-demand connection option to Metro’s rail network. TNCs role as an effective first-mile/ last-mile solution for transit, and CSULB may consider subsidizing or promoting TNC use for rail or regional bus transit connections.

To prepare for increased passenger loading activity on campus, an expanded number of pick-up/drop-off locations are proposed, as well as the co-location of passenger loading zones with key campus land uses and other transportation services, including parking lots and shuttle stops. The diagram on the following page shows the proposed locations of the 13 pick-up/drop-off zones around campus. Locations were determined considering factors such as adjacent campus land uses, location of other transportation services, and night walk pathways. Proposed locations take into consideration the following:

Near shuttle stop locations, the curb should be appropriately delineated to separate the shuttle stop (red curb) and loading zone (white curb) to minimize blockage of the campus shuttle. A co-benefit of aligning passenger loading zones with parking lots and shuttle stops is a consolidation of transportation services that streamlines wayfinding throughout campus, minimizing both passenger and driver confusion. The location of night-walk pathways is critical to ensure that passengers who are arriving/ departing campus late at night have access to security measures such as increased lighting and foot traffic.

All locations should be designed with accessibility in mind, prioritizing ADA-compliant curb ramps and minimizing the path of travel

from the curb to the designated loading zone. The following steps can be taken to minimize the congestion and GHG impacts of TNCs caused by drivers circling campus waiting for a ride request or their inability to locate their passenger:

• Pick-up/drop-off locations located in parking lots can include designated staging areas where TNC drivers can wait for a ride request.

• CSULB could consider a naming convention for passenger loading zones and coordinating with TNC providers to ensure passengers can designate their specific location and drivers are able to visualize locations within their apps.

• To minimize the GHG impacts of idling, passenger loading zone signage could include a recommendation that drivers turn off their cars while waiting for passengers.

AUTONOMOUS VEHICLES

Autonomous vehicles (AVs) are predicted to make up between 15 and 35 percent of the total vehicle fleet in 2035. Included in this growing share of users will be students, staff, and faculty who purchase personal AVs, as well as TNCs such as Uber, that provide service to campus using AVs. Because AVs have different parking, loading, and operational demands than driver-controlled vehicles, it is important to consider them in campus planning. These nuanced demands can translate to a necessary change in curbside management practices and a decreased need for parking spaces. Additionally, AVs have the potential to affect the demand for other modes operating on campus, including shuttles and

shared active mobility, making AV planning vital to larger campus transportation operations.

AV policy and infrastructure considerations differ depending on the expected mix of privately owned or exclusive vehicles, and those operated for TNC purposes. While privately owned and exclusive AVs may need a place to park (though this demand is likely reduced), TNCs are constantly looking for riders and rarely park. Additionally, AV TNC fleets may require staging areas in underutilized parking lots or dynamic curbside management along roadways. These dedicated areas raise the need for supplemental markings and wayfinding signage. Education and enforcement for proper use, parking, and loading of AVs on campus may also be necessary to supplement policies or physical infrastructure like staging areas. Lastly, while AVs may decrease the demand for parking lots, they do have the potential to increase congestion entering and leaving the campus, as some studies suggest commuters may choose the individual, passive nature of AVs over transit or active mobility.

CSULB can lean into the emergence of AVs by incorporating them into the campus transportation assets. It is recommended that the campus shuttle system be phased into an AV fleet when this technology becomes financially feasible to implement. A gradual phase-in of AV shuttles will allow the University to smoothly adapt to the operation of AV technology as it relates to all users. A recommended pilot site for introducing AV transit onto campus is a gap-bridging service between Upper and Lower Campus, aimed at providing accessibility to students, staff, and faculty with differing mobility needs.

On the infrastructure side, CSULB may consider efforts to prepare for the onset of AVs. This

includes ongoing maintenance and upgrades to roadway striping, including 6” reflective thermoplastic striping and signage that meets current traffic standards.

ELECTRIC VEHICLES

In California, the electric share of new vehicle registrations has steadily increased over the past five years. In 2020, over six percent of all new car registrations in the state were electric vehicles (EVs). In 2020, Governor Newsom’s Executive Order N-79-20 set the goal that 100% of new passenger vehicles sold in 2035 will be zero emission (which largely consists of EVs). Given this growing market share and evolving regulation, it is important to consider the role of EVs the future of CSULB as they have unique charging infrastructure and policy needs.

Similar to AVs, EVs will consist of multiple modes on campus; both private vehicles owned by students, staff, faculty, and visitors, as well as campus fleet vehicles. With the increase in private EV ownership, CSULB’s current charging stations will face additional demand. Currently, the CSULB campus has 44 EV charging stations. It is recommended that this number be gradually increased through 2035 to reflect area EV market share and demand. In the near-term CSULB can continue or increase the subsidized charging rate program for staff, faculty, and students to encourage EV usage (current subsidized rate for staff, faculty and students is $0.29/kWh; $0.40 per kWh for visitors). Campus fleets, such as service and shuttle vehicles, should be all electric by the Master Plan buildout year, requiring additional charging infrastructure on campus.

G MASTER PLAN UPDATE COMMITTEES

MASTER PLAN UPDATE COMMITTEES

COMMITTEE STRUCTURE

A structure for planning and approvals was established at the beginning of the project to established roles, responsibilities, and focus to standing committees, project-based committees, and departments. This structure allowed for comprehensive input from the campus as well as coordination with concurrent planning efforts.

APPROVES

COMMITTEE STRUCTURE AND RELATIONSHIPS AS DETERMINED BY CSULB

President’s Executive Cabinet

PROVIDES INPUT

Advisory Committee

PROVIDES INPUT

Focus Groups

Master Plan Steering Committee

INFORMS/INPUT

Planning & Sustainability Staff

COMMITTEE

President's Executive Cabinet

RESPONSIBILITIES

• Final decision regarding the direction of the plan

• Approve the Final Master Plan prior to Board of Trustees Approval Advisory Committee

Scott Apel, Chair

• Broad representation of campus users—including administration, faculty, staff, students, community, CSU system, and City of Long Beach representative

• Advocate for the plan during the process and through implementation

• Provide input and direction throughout the process

• Elevate recommendations to the President’s Cabinet

• Selected representatives from Planning and Design, Student Affairs, and Academic Affairs

Master Plan Steering Committee

• Coordinate the planning process

• Participate in monthly touchstone meetings with DLR Group Planning Team to review process

• Engage actively in public outreach and communications

Planning and Sustainability Staff

Beach Building Services

Beach 2030 Committee

• Coordinate the Master Plan effort

• Oversee project scope, schedule, and budget

• Evaluate recommendations at various stages of the planning process

• Advise on recommendations pertaining to the physical campus inventory, grounds, and capital projects

• Coordinate strategic planning elements with the Campus Master Plan Update

Focus Groups*

• Provide insight pertaining to specific topic areas and user groups

COMMITTEE AND STAFF ROLES AND RESPONSIBILITIES

PRESIDENT’S EXECUTIVE CABINET

Jane Close Conoley, President

Scott Apel, Vice President for Administration and Finance

Michele Cesca, Vice President for University Relations and Development

Jeffrey D. Cook, Associate Vice President for Strategic Communications

Andy Fee, Executive Director of Athletics

Shawna McKeever, University Counsel

Beth Lesen, Vice President for Student Affairs

Karyn Scissum Gunn, Provost and Senior Vice President for Academic Affairs

Christopher C. Fowler, Chief of Staff

Min Yao, Vice President for Information Technology

STEERING COMMITTEE:

Melissa Soto, Campus Planner

Michael Gardner, Director Planning & Sustainability

Christopher Reese, Associate VP URD

Piya Bose, Dean of Students

Colleen Ryan, Facilities Specialist

ADVISORY COMMITTEE

Chair: Scott Apel, Vice President

Division Representatives:

• Mark Edrington, Senior Assoc. Director of Operations & Event Management

• Janet Foster, Associate VP ITS

• Jeff Klaus, Assoc. VP Student Affairs

• Janet Foster, Associate VP ITS

• Steve La, Director of Network, Telecom & Security

• Mishelle Laws, Assistant VP

• Christopher Reese, Associate VP URD

• Colleen Ryan, Academic Affairs Facilities Specialist

College Representatives:

• Curtis Bennett, Dean CNSM

• Noreen Kimura, Safety & Facilities Officer

• Roman Kochan, Dean Library

• Monica Lounsberry, Dean CHHS

• John Lyons, Assoc. Dean CPIE

• Tracy Maples, Dean COE

• Daniel O’Connor, Assoc. Dean CLA

• Shireen Pavri, Dean CED

• Sabine Reddy, Assoc. Dean COB

Academic Senate Representative: Nancy

Meyer-Adams, Director School of Social Work & Member at Large

Staff Representative: Deborah Guilbeau, Executive Assistant to the AVP of ATS

ASI Representatives:

• Miles Nevin, Executive Director of ASI

• Xan Bayalan, USU |BOT Chair

• Omar Prudencio Gonzalez, ASI Student President 2020-2021

Housing: Corry Colonna, Executive Director of Housing & Residence Life

Parking: Robyn Ames-Woodyard, Director of Parking & Operations

49ers Shops: Clint Campbell, Manager

Facilities Management:

• Joshua Cichuniec, Director

• Tony Malagrino, AVP BBS

DCS: Martin Grant, Construction Program Manager

University Police: John Brockie, Police Captain

Academic Technology: Dennis Lupresto, Interim Executive Director ATS

Equity & Diversity: Larisa Hamada, Assistant VP

DSS: Mary Nguyen, Associate Director BMAC

Sustainability: Holli Fajack, Sustainability Coordinator

City of Long Beach Representative: Jonathan Iniesta, Planner

Community Representative: Bruce MacCrae

Beach 2030: Barbara Taylor, Associate Dean CNSM

Students at Large:

• Cynthia Agustin, Sustainability Intern

• Jennifer Hicks, Planning Intern

• Amanda Nazareno, Sustainability Intern

• Valerie Palacios, Sustainability Intern

• Eddie Rangel, Sustainability Intern

• Lennis Serrano, Planning Intern

CHANCELLOR’S OFFICE:

Hong Lin, CPDC University Planner

Anne Collins-Doehne, Principal Environmental Planner

H CAMPUS ENGAGEMENT REPORT

WHY ENGAGE?

Comments, ideas, and feedback received through both in-person and digital mediums were vital to the planning process, as they helped shape and refine the plan.

Through stakeholder engagement, the planning process defined goals, prioritized planning solutions, and encouraged participatory decisionmaking.

ENGAGEMENT OVERVIEW 1

CAMPUS ENGAGEMENT

Though guided by planners, architects, and consulting experts, the 2035 Campus Master Plan Update is, at its core, a community effort. A successful plan is built with critical input from the people who experience the campus each day. The planning team conducted a series of workshops with the CSULB communityincluding students, faculty, staff, and community members.

Listening sessions, focus group workshops, open houses, interviews, tabling activities, digital tools and presentations were methods used to connect with campus users and gather experiences, ideas, and feedback from the campus community.

Most of these interactions included interactive components where stakeholders worked alongside the planning team to advance the plan in real-time. Over 100 meetings plus a campuswide survey were the venues in which more than 5,000 campus users participated throughout the process.

The holistic view that results from this level of engagement informed the final deliverables and outcomes of this Master Plan Update. This engagement creates momentum and stakeholder buy-in that is critical for both long-term success and for implementing the Master Plan.

5,000+ CAMPUS USERS

Interacted in our planning process through workshops, focus groups, listening sessions, and surveys

300

50 ADVISORY COMMITTEE MEMBERS

The Advisory Committee is comprised of campus users representing students, faculty and staff, and all administrative divisions and academic colleges

25 LISTENING SESSIONS

Faculty participated during our process in a multitude of ways including three open house sessions, faculty senate report outs, and five focus groups

Conducted to gain a better understanding of the needs and desires of the campus users

15,000+ STUDENT COMMENTS

Over the process of the plan, we collected over 15,000 comments from students within focus groups, workshops, surveys, and listening sessions

1,300+

FACULTY MEMBERS INVOLVED FACULTY COMMENTS

Over 250 faculty participated in the survey which resulted in over 1,300 comments

FACULTY OPEN HOUSE

ADVISORY COMMITTEE WORKSHOP

ACTIVE LEARNING WORKSHOP

MOBILITY WORKSHOP

FACULTY OPEN HOUSE

ADVISORY COMMITTEE WORKSHOP

Together, we created a prioritized road map for the future with a focus on program, place-making, community, and investment.

Campuses greatly benefit from the genuine, equitable, and far-reaching engagement that occurs throughout the planning process. A Master Plan is strengthened by the inclusion of participants who have a vested interest in the future success of the campus. A collaborative approach provides opportunities for the campus and community stakeholders to envision a campus through a dynamic process that establishes a sense of community and crafts a shared vision for the future.

SEPT. 2019 - MARCH 2020

APRIL 2020 - SEPT. 2020

PLAN PLACED ON HOLD DUE TO COVID-19

PROCESS AND SCHEDULE

The project kicked-off in September 2019, with the initial completion date of December 2020. However, due to COVID-19 and delayed planning workshops between March and October 2020, the schedule was extended six months. The planning resumed in the Fall of 2020, and the project will be submitted for approval by the Board of Trustees in Spring 2023 following the completion of the Environmental Impact Report.

Host kick-off meetings and listening sessions

Physical campus analysis (buildings, open space, circulation, utilities)

Determine issues and opportunities

Sustainability Planning Campus Experience Guidelines

Integrate sustainability planning

Create campus experience guidelines

Develop concepts and alternatives

Determine priority projects

Determine project prioritization and implementation (phasing plans) Develop cost estimates for priority projects and campus infrastructure improvements

Develop final presentations and obtain feedback

Deliver final report

Begin Environmental Impact Report (CEQA)

08/H-8 CALIFORNIA STATE UNIVERSITY, LONG BEACH

PHASE 03: PRIORITIZATION AND IMPLEMENTATION

PHASE 02: BIG IDEAS AND CONCEPTS

COMPLETION OF THE ENVIRONMENTAL IMPACT REPORT

Ideate for the future

DIGITAL ENGAGEMENT

Digital communication through a project website and social media accounts complemented in-person sessions by providing easy access to presentation materials and a conduit for stakeholders to ask questions and provide input. These methods became critical to the project during the COVID-19 pandemic when in-person workshops and meetings were not possible.

PROJECT WEBSITE

A project website was developed for the 2035 Campus Master Plan Update and served as an active homepage that charted the schedule and progress while providing a platform in order to transfer information and communication to the campus community. Throughout the planning process, the project website included workshop reminders, updates, and reports.

SURVEY

A survey of CSULB students, faculty and staff, alumni, and community members was conducted to better understand the experiences of individuals and their ideas for a future campus. Topics focused on Services and Resources, Circulation Patterns, Wellness, Dining and Retail, and Points of Interest. In total, 4,500 individuals participated in the survey.

MURAL

Because the pandemic hindered the ability of stakeholders to collaborate face-to-face, the planning team pivoted to using digital engagement platforms such as MURAL to allow the campus to engage virtually (both synchronously and asynchronously) with the same powerful outcomes as in-person participation. For a majority of the planning process, MURAL was the primary tool for our interactive engagement. MURAL is an online visual collaboration space much like a whiteboard. Paired with Zoom, the planning team engaged with stakeholders and collaborated throughout the project.

VISIONING 2

During Phase 1 of the 2035 Campus Master Plan Update, DLR Group established several key engagement workshops critical to outlining the existing conditions, including buildings, open space, circulation, and utilities, in order to acknowledge issues and opportunities that are important to the final plan. The common themes that arose in the initial kick-off meeting (see word cloud below) shaped the planning process and the final vision.

students safe 08/H-12 CALIFORNIA STATE UNIVERSITY, LONG BEACH

faculty community diverse staff

experience wellbeing supportive learning accessible employees lifeskills feels

values sustainability supports physical collaborative

CAMPUS TODAY

PERCEPTION: IDENTIFYING STRENGTHS, WEAKNESSES, & OPPORTUNITIES

A large cross-section of stakeholders provided their input on what they believed are strengths, weaknesses, and opportunities on the CSULB campus. Campus users placed dots on an existing campus map to indicate campus strengths (green), campus weaknesses (red), and opportunity areas (yellow).

HIGHLIGHTED STRENGTHS

• Student Recreation & Wellness Center

• Walter Pyramid

• Central Quad

• Earl Burns Miller Japanese Garden

• Carpenter Performing Arts Center

• Solar panels

HIGHLIGHTED WEAKNESS

• Undeveloped land along Bellflower Boulevard

• Vast surface parking lots on campus

• Buildings in poor condition

HIGHLIGHTED OPPORTUNITIES

• Undeveloped land along Bellflower Boulevard

• More lighting and recreational services near Jack Rose Track and Rugby Field

• Pathway opportunities between buildings from residence halls

• Gateway and branding opportunity at major roadway entrances to campus

Strength: existing campus assets, great places to be

Weakness: existing campus weakness, problem areas

Opportunity: areas of campus that could or should be transformed

COMPOSITE SWOT MAP

PERCEPTION: IDENTIFYING STRENGTHS, WEAKNESSES, & OPPORTUNITIES

ADVISORY COMMITTEE

• Undeveloped land along North Bellflower Boulevard - “Plan site fully to fix community issues”

• Opportunity: “Entrance to campus” on North Bellflower Boulevard

• Jack Rose Track and Rugby Field - “Expand infrastructure to host world class track meets and commencement”

• Jack Rose Track and Rugby Field - “Lights/turf enhance space for students to recreate and rental remake opportunity”

• “Maximize building footprints to optimize”

• “Space for stadium to host major events, concerts, festivals”

• “Missing opportunity to welcome and brand campus” at the corner of E Atherton St and Palo Verde Ave

• “Outsource (P3) older buildings” in south campus

ADVISORY COMMITTEE

• Undeveloped land along North Bellflower Boulevard - “valuable space”

• “Opportunity to connect residential area to rest of campus”

• “New pathway from housing”

• “West Campus Drive is a cluster”

• “More charging stations”in south campus parking lots

• “Ellis Education Building (EED) needs a face lift”

ADVISORY COMMITTEE

• Undeveloped land along North Bellflower Boulevard - “For community engagement - cultural recognition”

• Housing needs a better connection to the rest of campus

• Need for “centralized study area for students in housing”

• “Connect all food services with more open space”

• “Update buildings”

• “Too many programs in one building”

• Sports fields - “Amenity for students? I’d like a place to shower on long days”

• Student Recreation & Wellness Center - “Amazing facility and amenity”

ADVISORY COMMITTEE

• Undeveloped land along North Bellflower Boulevard - “Need to utilize”

• “Update/organize for efficiency”

• Crosswalks

• “Re-purpose more green space”

• “Classroom upgrades - furniture and technology”

PERCEPTION: IDENTIFYING STRENGTHS, WEAKNESSES, & OPPORTUNITIES

ASI FOCUS GROUP

• Opportunity to “connect campus” north to south

• Ramp near Kleefeld Contemporary Art Museum - “people on wheels not paying attention”

• “Dim light” on the way to the Pyramid parking structure

• “Activate plaza” in front of Brotman Hall

• Strength: “large art” near Student Union

• Opportunity for “cultural centers” near Fine Arts

• Opportunity for more ADA accommodations near Fine Arts“needs an elevator”

ASI FOCUS GROUP

• Strengths: Japanese Gardens, Student Health Services, courtyard in front of Brotman Hall, Student Recreation & Wellness Center, Social/Science Public Affairs, Faculty Office 3

• Weakness: Uncovered parking lot near Pyramid parking garage, green space in front of Bookstore, Liberal Arts 5, Microbiology, Peterson Hall 1, Ellis Education Building

• Opportunity: Property along the east side of N Bellflower Blvd, Child Development Center, green space to east of University Music Center, parking lots to the east of Palo Verde North and South Parking Structure, Engineering Technology, Human Services & Design, Design, Engineering Center, Social Science/ Public Affairs, Brotman Hall, Student Union, Cafeteria, Success Center, Liberal Arts 4, Library, Academic Services, Faculty Office 4

ASI FOCUS GROUP

• Strengths: Japanese Gardens, Walter Pyramid, Dance Center, Student Recreation and Wellness Center, Student Health Services, College of Professional and International Education, Student Union, Molecular and Life Sciences Center, Bookstore, Student Success Center

• Weaknesses: Parkside Housing, Hillside Housing, Kinesiology, Family and Consumer Sciences, Faculty Office 3, Fine Arts 4, Humanities Building

• Opportunities: International House, Los Cerritos Hall, Student Health Services, Track, Athletic Administration Center, Student Recreation & Wellness Center, Engineering Center, Human Services & Design, Student Union, Cafeteria, Liberal Arts 5, Liberal Arts 1, Library, Ellis Education Building, Humanities Building, Telecommunications Center

FACULTY OPEN HOUSE

• “Maintain views and great presence” at the Walter Pyramid

• Need “food close by,” near Carpenter Performing Arts Center

• “Improve connection” across parking lot near Palo Verde North Parking Structure

• Strength: University Music Center HVAC improvements

• Student Recreation and Wellness Center

• Traffic light at the corner of State University Drive and Palo Verde Avenue

• Opportunity for “inner campus shuttle” near Kinesiology

• “Replace with a garage” - parking lot near Brotman Hall

• Weakness of “building conditions” at the Theater Arts; “offices need improvement and light”

• “Bike and pedestrian mobility separation” in south quad

PERCEPTION: IDENTIFYING STRENGTHS, WEAKNESSES, & OPPORTUNITIES

STUDENT AFFAIRS FOCUS GROUP

• Strengths: Walter Pyramid, Performing Arts Center, Child Development Center, Japanese Garden, Jack Rose Track, Student Recreation and Wellness Center, Kinesiology, Student Union, Hall of Science, green space in south campus

• Weaknesses: Walter Pyramid, north parking lots, Central Plant, parking near the CSULB Research Foundation, Humanities Building

• Opportunities: Whaley Park, Walter Pyramid, land to the east of Bellflower Boulevard, Brotman Hall, rugby and soccer field, Student Union, Library

STUDENT AFFAIRS FOCUS GROUP

• Strengths: Child Care Development, Pyramid parking structure, land to east of Bellflower Boulevard, Japanese Gardens, Los Cerritos Hall, Student Recreation & Wellness Center, Palo Verde North and South Parking Garage, Student Success Center

• Weaknesses: Parkside Housing, parking lots, north entrance, Kinesiology, Hillside housing, Cafeteria

• Opportunities: Walter Pyramid, land to east of Bellflower Boulevard, Hillside housing, Student Health Services, Brotman Hall, Kinesiology, Student Union, soccer fields, Peterson Hall

1, Liberal Arts 4, Liberal Arts 1, green space in south campus, both parking lots on far south side of campus

STUDENT AFFAIRS FOCUS GROUP

• Strengths: Walter Pyramid, land to east of Bellflower Boulevard, Student Recreation & Wellness Center, Horn Center, College of Professional & International Education, Student Union, Student Success Center

• Weaknesses: Student Union, Cafeteria, Bookstore, Library

• Opportunities: Parkside housing, land to east of Bellflower Boulevard, Carpenter Performing Arts Center, Kinesiology, Student Union, Cafeteria, parking lot to east of Brotman Hall, Student Union, Cafeteria, Psychology, Faculty Office 3, Library

CAMPUS TODAY

POINTS OF INTEREST

Through an interactive map exercise, participants provided feedback on points of interests (blue dot) in and around the campus. This helped determined popular destinations and nodes for students, staff, faculty, and community members.

HIGHLIGHTED POINTS OF INTERESTS

• Downtown Long Beach including the Long Beach Convention & Entertainment Center

• Long Beach Airport (LGB)

• Port of Long Beach - Queensway Bay

• Blair Field

• Long Beach City College Pacific Coast Campus

• Other campus locations

• CSULB Downtown Village

• CSULB Beachside College

• Local communities and neighborhoods

• Belmont Shore

• Bixby Village

• College Estates

• Retail locations

• Marina Shores - Marina Pacifica Mall

• Marketplace Long Beach

• Transportation options

• The Metro Blue Line

Point of Interest: off-campus destination or impact to the campus

COMPOSITE MAP

Port of Long Beach

Downtown Long Beach

Community Partnership

College Neighbors

CSULB Beachside College

Blair Field

CSULB

Bixby Village

New Mall Beach

Long Beach Airport

POINTS OF INTEREST

ADVISORY COMMITTEE

• Downtown Long Beach

• Metro Blue Line

• “New mall”

• Long Beach Airport

ADVISORY COMMITTEE

• “More off-campus locations needs in communities”

• Downtown Long Beach

• Long Beach City College, Pacific Coast Campus

• 2nd Street in Belmont Shores

• Retail at Marina Shores

ADVISORY COMMITTEE

• “Disconnected from North Long Beach”

• “Community partners internships” near 4th Street Corridor

• Downtown campus

• Downtown: “Community partners internships”

• Burnett Neighborhood Library

• “Unhappy neighbors” east of CSULB campus

• Retail near Marina

ADVISORY COMMITTEE

• Long Beach Airport: “Airport connection for jobs and industry”

• Blair Field - Dirtbags Stadium

• Downtown engagement and City Hall

• Port relationship for career paths

POINTS OF INTEREST

ASI FOCUS GROUP

• Downtown Long Beach

• Long Beach Convention and Entertainment Center

• Alamitos Beach

• 2nd Street in Belmont Shores

• Long Beach City Beach

• Woodrow Wilson High School

• Marina Center

• Marina Shores - PCH & 2nd Center

FACULTY OPEN HOUSE

• Downtown Long Beach - Edison Garden Theatre

• Renaissance High School for the Arts - potential partnership

• PCH & 2nd Center - Art Space collaboration?

STUDENT AFFAIRS FOCUS GROUP

• Downtown Long Beach

• Long Beach Convention and Entertainment Center

• Alamitos Beach

• 2nd Street in Belmont Shores

• Woodrow Wilson High School

• Marina Center

• Marina Shores - PCH & 2nd Center

• Traffic Circle Area

• Stratford Square

DEFINING EXPERIENCES

Highlighted Social Location:

Highlighted Intellectual Location:

• Brotman Hall

• Library

Highlighted Creative/Innovation Location:

• Performing Arts Center

• Library

Highlighted Accepted Location:

• Brotman Hall

• Student Union (USU)

Highlighted Healthy Location:

• Student Recreation & Wellness Center and other athletic fields

• Open space

Highlighted Comfortable Location:

• Japanese Garden

Highlighted Frustrated Location:

• Undeveloped land east of Bellflower Blvd

Highlighted Unsafe Location:

• Campus entrances

• Surrounding campus roadways

Frustrated

Unsafe

CULTURAL CONTINUUM

Through an exercise called cultural continuums, participants indicated on a slider bar graph CSULB campus today (green) and where it should be in the future (yellow) based on several different design concepts. The exercise highlighted gaps between current and future ideologies and also outlined levels of aspiration for each of the four categories –Buildings, Facilities and Interiors, Open Space, Sustainability, and Campus Circulation.

CSULB Today

Indication of certain design aesthetics

CSULB possesses today

CSULB in the Future

Aspiration for the campus for the future

Ornamental Landscape

Formal Courtyards/ Plazas

Sunny, Exposed Individual, Personal Space

MAJOR SHIFT

INDICATES BOTH/AND

INDICATES A NEED FOR CHOICE AND VARIETY

Native Landscape

Informal Learning Environments

Shaded, Sheltered Gathering, Communal Space

Multi-modal/ Transit-focused

LARGEST SHIFT INDICATED

&

Single Commuter Neutral, Directional Signage Vehicular Focused Environment

Unique Branded Wayfinding Pedestrian Focused Environment

Water Use and Conservation

Energy Use and Conservation

Waste Management and Reduction

Social or Cultural

Sustainability, Equity

CULTURAL CONTINUUM SELECTED AVERAGE ON EACH TOPIC

CAMPUS OF THE FUTURE

PYRAMID-SIZED IDEAS

Thinking about the future of the CSULB campus, stakeholders had the opportunity to answer the questions outlined to the right. Participants were encouraged to “think big,” beyond concerns of funding and time. These are some of the key words and comments that were prominently mentioned.

WHAT PHYSICAL CAMPUS IMPROVEMENTS COULD ENHANCE WORKPLACE EXPERIENCE?

Areas for cross-disciplinary collaboration. Improve workspace with emphasis on team collaboration

Networking Areas and/or Social Club

ADDITIONAL HIGHLIGHTS:

• Upgraded Technology. Mobility with hybrid office stations and laptops to promote workplace flexibility.

• Accessibility. Defined pedestrian pathways and improved accessibility to buildings.

More conference rooms (8-10)

“GET RID OF INDIVIDUAL OFFICES AND CREATE COMMUNAL WORKSPACES.”

“ADEQUATE SPACE FOR PROGRAMS TO OPERATE TO THEIR FULL POTENTIAL.”

Communal Office Spaces

Lounges. Space for faculty and staff to network and socialize

Faculty Housing

WHAT

ADDITIONAL HIGHLIGHTS:

• Amenities. Enhanced and amenitized USU and more resource centers for students. Meditation and nap areas were a popular comment.

• Improve Transit Options. Better commuter stations for mass transit, including night and weekend service hubs.

• Reflection of Diversity. Murals around campus made by students to reflect cultural diversity.

• Gathering Spaces. More hangout spaces, including hammocks and outdoor work spaces.

• Landscape improvements. The center of campus could be more vibrant.

• Wayfinding. Information and direction kiosks, including the possibility of having a campus webpage for construction updates.

PHYSICAL CAMPUS IMPROVEMENTS COULD ENHANCE STUDENT EXPERIENCE?

“A BETTER CONNECTION TO THE USU, UDP, BOOKSTORE, AND OPEN SPACES.”

On-Campus Housing. Provide additional housing (grad, temporary)

USU. New and/or improved

ADDITIONAL HIGHLIGHTS:

• Sustainable Options. Develop a sustainable living campus.

• Food Options. Aside from the popular comment of a fast-food burger chain, people want more food options on campus.

• Better campus entries

WHAT SINGLE PHYSICAL TRANSFORMATION COULD BECOME THE ICONIC MOMENT FOR THE CAMPUS IN THE FUTURE?

Event Space. Space to host concerts, festivals, and events

Improve the Heart of the Campus

Public Transit Hub. Connect Long Beach, Los Angeles, and Orange County

Multi-modal pathways. Bike and pedestrian trails around the campus

Conference Center and Hotel. Provide more on-campus meeting space

USU Rebuild

“LET’S BE CUTTING EDGE.”

“ACCESS FOR COMMUNITY, BIKE, WALKING, COFFEE, MUSIC.”

CSU LONG BEACH NEEDS MORE...

TOP COMMENTS:

• Outdoor areas

• Event space

• Outdoor seating

• Collaboration spaces

• Gathering

CSU LONG BEACH NEEDS LESS...

TOP COMMENTS:

• Construction

• Cars/Traffic

• Parking Lots

WHAT WILL CSULB STUDENTS OF THE FUTURE EXPECT, VALUE, AND/OR ANTICIPATE FROM THE INSTITUTION’S PHYSICAL ENVIRONMENT?

Technology. Wifi, charging, technology-rich learning environments

Engaging with others. Collaboration spaces for studying and projects, social spaces

ADDITIONAL HIGHLIGHTS:

• Accessibility. Better ways up the hill.

• Circulation and Parking. More sustainable transportation options.

• Collaboration/Gathering. Interior and exterior work spaces for collaboration and projects.

• Technology. Access to cutting edge technology.

• Wellness. Spaces that promote health and wellness.

• Services. Resources available so campus users don’t have to leave campus.

Services and Resources. Comprehensive, oncampus, immediate

Multi-modal Transportation. Incentivize, convenience, improve

Wellness. More spaces that promote health and well-being

Accessibility. Improved physical accessibility

“AN ENVIRONMENT THAT FACILITATES HEALTHY CHOICES (FOR PEOPLE AND THE PLANET).”

FOCUS GROUPS 3

FOCUS GROUPS

In the process of assessing existing campus conditions, the planning team led interviews and workshops that provided targeted stakeholders the chance to share personal experiences and programmatic insights. These focus group sessions solicited input through interactive and active brainstorming and small group discussions.

REOCCURRING CONVERSATIONS

*2035 CAMPUS MASTER PLAN UPDATE FOCUS GROUPS

1. Associated Students

2. Athletics

3. Active Learning Spaces

4. Historic Resources

5. Events/Scheduling

6. Facilities Operations

7. Grounds and Landscape

8. 49er Shops

9. University Student Union Dining and Retail

10. Disability Services (BMAC)

11. Student Affairs

12. Health and Wellness

13. Institutional Sustainability

14. Environmental Sustainability

15. Circulation and Parking

16. Student Cultural Groups

17. On-Campus Housing

18. City of Long Beach

19. Greek Life Organizations

20. Information Technology

21. Club Sports

22. Child Care

SURVEY RESULTS 4

SURVEY RESULTS

CONTENTS

PARTICIPANT PROFILE

FIRST IMPRESSIONS OF THE CAMPUS DID YOU VISIT THE CAMPUS? FOR WHAT REASON?

WHAT DO YOU REMEMBER FROM YOUR VISIT? WHY DID YOU ATTEND CSULB?

THE CAMPUS TODAY

STUDENT LIFE: WHERE DO YOU LIVE/PLAN TO LIVE? WHERE DO YOU EAT?

WHAT QUIET SPACES DO YOU USE?

LEARNING AND STUDYING: WHAT DO YOU ENJOY MOST ABOUT YOUR LEARNING ENVIRONMENTS?

MEMORABLE SPACES: WHAT ARE THE MOST MEMORABLE SPACES ON THE CAMPUS?

PLANNING A FUTURE CAMPUS

THINK BIG THE CAMPUS NEEDS MORE, NEEDS LESS.. WHAT SINGLE TRANSFORMATION CAN DEFINE THE CAMPUS?

RESOURCES AND AMENITIES WHAT RESOURCES/AMENITIES WOULD YOU BENEFIT FROM?

WHAT FROM HIGH SCHOOL OR OTHER INSTITUTION?

POST-COVID RETURN TO CAMPUS

PURPOSE OF THE SURVEY

A campus / community-wide survey was administered in October 2020. The survey was a large portion of the Beach 2030 Campus Master Plan’s engagement process and outreach. Due to the pandemic, no face-to-face meetings, workshops, or town halls were held after March 2020; therefore, this survey was a primary data collection method and visioning.

The purpose of the survey was to gather feedback about the campus from the current campus users (faculty, staff, students - first year and returning) and community members and alumni. The survey data complements other analyses to identify needs to be addressed in the Campus Master Plan.

The survey was distributed via email from the Vice President of Administration & Finance, Scott Apel, to all students, faculty, staff, and distributed to alumni and community members by the Office of University Relations and Development.

The survey remained open between October XX, 2020, and October XX, 2020. Total involvement of the survey was 4,513 individuals, and 3,906 students completed the survey.

Incentives were provided to students who completed the survey to encourage participation. The incentives included one semester of tuition valued at $3,500, as well as thirty $50 gift cards.

The following report outlines the findings from the student population, both first-year and returning students. An additional report is also available that outlines the aggregated results of all participants.

ASI PRESIDENT, OMAR PRUDENCIO GONZALEZ NARRATED A SURVEY INTRODUCTION VIDEO. THIS VIDEO PROVIDED SURVEY PARTICIPANTS CONTEXT AND BACKGROUND INFORMATION BEFORE THEIR SURVEY PARTICIPATION.

4,513 RESPONSES

SURVEY KEY FINDINGS

Students desire more spaces to study on campus.

Campus users enjoy the outdoor landscape and park-like open spaces.

3,906 RESPONSES

There is a desire for more events and social gatherings on the campus.

Parking is a challenge for students - availability and location.

There are accessibility issues on the campus that are important to address.

The current hours of operation for campus amenities do not support a 24/7 campus experience.

FIRST IMPRESSIONS OF THE CAMPUS

FINDINGS

Around 70% of student participants indicated that they visited campus prior to the Fall 2019-Spring 2020 academic year.

Many students visited on their own time to check out the campus environment or to pick up their Student ID, or others visited in a more structured way through atending a campus tour.

When asked what they remember from their first visits to the campus, most students responded, placing the pyramid, campus open spaces, and landscape. The campus’s cleanliness and beautiful aesthetic were the most memorable aspects of their first-visits.

Other students indicated that the architecture, nature and greenery, the spaciousness, and the welcoming feeling.

Student participants indicated that their main reasons for choosing to attend CSULB were because of the campus’ location. Academic programs and University reputation were also high on the priorities for student attendance.

Future physical planning on the campus should embrace the existing campus’ iconic and parklike aesthetic and the campus’ unique location by taking advantage of the climate with unique outdoor gathering spaces, celebrating the campus’s proximity to the coast, and embracing the City and region’s culture.

“I visited recently this summer because I personally wanted to see what it was like to be on campus, considering that this year and next year will be online. I wanted to get a feel of the campus.”

WHAT WAS YOUR REASON FOR VISITING CAMPUS?

DID YOU VISIT CAMPUS PRIOR TO THE ACADEMIC YEAR?

“It was very beautiful and the staff were inviting and helpful. I felt very welcomed on campus, and it made me want to work even more at my job so that I can eventually afford to live on campus.”

TOP ‘OTHER’ RESPONSES

WHY DID YOU ATTEND CSULB?

WHAT DO YOU REMEMBER MOST ABOUT CAMPUS?

“The campus felt like home when I toured.”

THE CAMPUS TODAY

STUDENT LIFE FINDINGS

Because this survey was distributed during the COVID-19 pandemic and while the University was operating remotely, most student participants indicated that they are currently living offcampus, with a tiny percentage of students living on-campus. When asked about their return to campus, post-COVID-19, most students indicated that they would continue to live off-campus. About 9% of students are unsure of their living situation post-pandemic.

When asked about their dining experiences, most students indicated that they bring their food to campus to eat. Most of those who did utilize on-campus dining facilities indicated that they eat at Nugget Grill and Pub and the Student Union.

A Housing Master Plan and Market Study were completed in April 2019. As summarized in the report, the 2017 occupancy totals 2,533 beds. The Housing Master Plan indicated the need for an additional 1,500 beds on campus. The Housing Master Plan will be integrated into the Beach 2030 Campus Master Plan.

Through on-campus engagement and parking studies, it is known that many students remain on campus for most of the day; therefore, they eat multiple meals a day on the campus. Future physical planning on the campus should include various spaces for students to store and prepare their meals.

WHERE DO YOU TYPICALLY EAT? (STUDENTS)

CURRENTLY, WHERE DO YOU LIVE? (STUDENTS)

ONCE FULLY IN-PERSON CLASSES RESUME BACK ON CAMPUS, WHERE DO YOU PLAN TO LIVE? (STUDENTS)

LEARNING ENVIRONMENT FINDINGS

The majority of respondents selected the library as their favorite learning environment on the campus. The library is a place where students feel comfortable, relaxed, inspired, and focused. The most common comment about the library was the convenience of having various space types available within the library, including group study, quiet, individual study, and amenities such as Starbucks, the natural light, and ocean views. Students also use the library as a social and collaborative space to meet with classmates and friends. Many students mentioned the library’s fifth floor as their favorite space to work together and study together. Another common comment was that while the library was their favorite space, it was often “too busy” or challenging to find a place to sit, indicating a potential need for additional library/study space on the campus.

Students also stated that they enjoy being outdoors in the natural environment between classes, within shaded, quiet areas to study and gather. Students commented that the campus’ outdoor environment feels peaceful, serene, and tranquil. Like the library, many respondents cited a need for additional shaded outdoor space with wifi and electrical outlets.

Additionally, students reported enjoying the study spaces within the new Student Success Center, the Horn Center Computer Lab, and the Student Recreation and Wellness Center

WHAT DO YOU ENJOY MOST ABOUT THE CAMPUS’ LEARNING ENVIRONMENTS?

(STUDENTS)

“I enjoy the library because of the guidelines of each and every floor in order to ensure you are given the space you can work in comfortable. I would like more areas such as this around campus due to the limited space.”

“I love the trees and the shade they provide all over campus. The green space is really calming even when school is stressful.”

Students indicated a desire for more quiet, personal spaces on the campus.

The majority of respondents indicated that they use the library’s quiet floors when they need to concentrate and focus.

The Japanese Gardens is another popular space to be alone, with many students indicating visiting the gardens when they need to decompress. The remote location of the gardens prevents students from using the area more often. Similar space types could be replicated on upper campus to fill this need.

There were also multiple small-scale outdoor spaces that students indicated visiting often - different courtyards, grassy areas, staircases, benches, tables, patios located across campus. These nooks provide the more intimate spaces that students need to decompress and be alone.

Unfortunately, many students reported sitting in their cars between classes because they felt there was nowhere to be alone since the campus “felt crowded.” There is a need for additional small-scale open spaces throughout the campus and interior spaces that can accommodate quiet seating areas or private spaces that can be rented out, such as individual study rooms and nap pods.

IS

THERE A PLACE YOU GO FOR A QUIET, BREAK TIME, OR TO BE BY YOURSELF? (STUDENTS)

“There’s a small bench by the psychology building. So quiet”

“If I can find a space in the library I go there but that’s hard to find. if not, I sit in my car.”

Overwhelmingly, students reported that student parking availability and location in proximity to academic buildings as the biggest challenge to their learning experience. Many of the responses highlighted that parking is difficult to find after 9:00 am, and many students reported walking up to 20-30 mins from their parking space to their classroom. Many commented that there is a desire for additional student parking located adjacent to the library. The size and topography of the campus in general poses a challenge for students.

Additionally, hours of operations was a highly reported item as a challenge to learning, especially for student who take classes in the evening. Many students commented that the library hours should be extended or 24/7 and that tutoring, student centers, dining, the Beach Pantry, and computer labs close too early. In addition, there were many comments about the perception of feeling unsafe walking around the campus during evening hours due to a lack of site lighting on the campus, especially between upper campus and the student parking lots and structures.

Limited seating and overcrowding was also a common response, specifically noted within the library, as well as study centers, and dining and gathering spaces. Also, there were comments about many of the current classrooms feeling “old” and “run down” as well as many neagtive comments about classroom furniture (small, uncomfortable, fixed, crowded, etc.).

“I think the only challenge is the parking availability and the frequency of the shuttle pick up. Those two really determine if I make it to class on time or if I make it to class late.”

“Grad classes are in late evening, so we need more hours of operation for coffee or after hour study spaces.”

WHAT PHYSICAL CONDITIONS POSE THE BIGGEST CHALLENGES TO YOUR LEARNING? (STUDENTS)

FACULTY AND STAFF SPECIFIC QUESTIONS

WHAT DO YOU ENJOY MOST ABOUT YOUR WORKING AND TEACHING ENVIRONMENT?

The campus, classroom space, landscape, and other peer faculty and staff members were indicated as the most enjoyable aspect about the working and teaching environment.

The beauty of the campus, buildings, and outdoor space were also among the most enjoyable aspects.

ARE THERE PHYSICAL CONDITIONS ON CAMPUS THAT POSE A CHALLENGE TO YOUR WORK?

Staff and faculty responded that classroom size, layout, tehchnology, and lack of space as physical conditions that post challenges to their work.

Outdated facilities and equipment also pose challenges.

Other responses fall under the category of work space and its current condition.

WHERE IS YOUR FAVORITE PLACE TO DO QUIET WORK? (FACULTY)

The majority of faculty enjoy doing quiet work in their personal offices or the library.

Various classrooms, Starbucks, Faculty Office 2 and 4, were among some of the more common spaces that faculty enjoy doing their work.

WHERE IS YOUR FAVORITE PLACE TO TAKE A BREAK? (STAFF)

Many of the campus’ outdoor spaces were popular areas for staff to take a break during their work day. The Earl Burns Japanese Garden, the quad, Friendship walk, and campus fountains were the most popular responses.

Other popular break areas include the University Student Union, hallways, courtyards with shade, and patios.

MEMORABLE OR ICONIC SPACES

The GO BEACH Letters, Walter Pyramid, and the Earl Burns Miller Japanese Garden were indicated as the three most iconic places on the campus.

These spaces are iconic and unique to CSULB and provided branded “moments” for students to snap photos and share their pride of attending the University.

GO BEACH LETTERS

FOUNTAIN AT BROTMAN HALL

WALTER PYRAMID

STUDENT WELLNESS AND RECREATION CENTER

CARPENTER PERFORMING ARTS CENTER

UNIVERSITY STUDENT UNION

FOUNTAIN AT MCINTOSH HUMANITIES BUILDING

QUAD LIBRARY

FRIENDSHIP WALK

KLEEFIELD CONTEMPORARY ART MUSEUM

JAPANESE GARDENS

COMMUNITY SPECIFIC QUESTIONS

There were 27 community responders. The unique questions for the community focused on visiting the campus.

27 RESPONSES

When asked, What do you typically come to the campus for? Most respondants answered Other. The Other responses included:

• Teaching

• Lecturing

• Cleaning up the Campus

• Meeting with Friends

• Protecting and honoring Puvugna

In addition, most community members reported coming to campus to utililize open space for exercising and dog walking.

We also asked what challenges and barriers folks face in visiting the campus. Most respondants answered Other. The Other responses included protecting and honoring Puvugna.

In addition, most community members reported parking availability and parking costs as a challenge in visiting the campus.

WHAT DO YOU TYPICALLY COME TO CAMPUS FOR?

WHAT ARE SOME OF THE CHALLENGES / BARRIERS YOU FACE IN VISITING THE CAMPUS?

THINK BACK TO BEFORE COVID / SAFER AT HOME. HOW OFTEN DID YOU VISIT CAMPUS?

POST-COVID

Overwhelminly, students reported missing their friends, and collaborating with classmates in-person. Interaction, the college experience, connections, classmates and clubs were also aspects that students are looking forward to when they return to campus.

WHAT ARE YOU MOST EXCITED ABOUT WHEN RETURNING TO CAMPUS? (STUDENTS)

PLANNING A FUTURE CAMPUS

THINK BIG!

Students were asked to describe elements that CSULB needs more of in five words or less.

Parking, study space, and outdoor seating were the most common answers among the students. Dining and public art were also popular responses.

CSULB NEEDS MORE...

CSULB NEEDS LESS...

Students were also asked to identify elements that CSULB needs less of.

Inaccessible buildings and inaccessable pedestrian circulation (such as stairs)were the top responses.

Additional repsonses were car-centric environments, less paved surfaces and older and dated spaces.

WHAT PHYSICAL RESOUCES AND AMENITIES WOULD THE CAMPUS BENEFIT FROM?

The survey asked students what resources and amenities the campus would benefit from in the future.

The categories outline options such as:

• Private / Collaboration / Social Space

• Healthier / Cheaper Food Options

• Outdoor WiFi / Charging

• Small, Medium, and Large Event Space

• Grocery / Pharmacy

• Wheel Paths / Scooters on Campus

• Cultural amenities such as Prayer Space

• Native Landscaping / Open Space Types

• Distributed Campus Amenities (food, CAPS, etc.)

Students were then asked to rank those options to prioritize their answers. “Private / Quiet Space” and “Healthy Food Options” were ranked as the the top priorities, with “Outdoor WiFi” and “More Shade” following. Future physical planning on the campus should incorporate these elements into future facilities and open space projects.

From the top responses, it is evident that outdoor spaces are very important to students. Students desire more outdoor seating spaces that take advantage of the climate, but also need amenities such as wifi, charging, and shade that will extend the time period that students can spend outdoors.

In addition, private and quiet spaces can be integrated into outdoor spaces that are

IS THERE AN AMENITY FROM YOUR HIGH SCHOOL OR ANOTHER INSTITUTION YOU’D LIKE TO SEE AT CSULB?

designed for reflection and meditation, as well as indoor quiet study spaces located throughout the campus.

When asked about amenities they’ve experienced at other institutions most students stated the CSULB campus has everything they could imagine, however, some students desire more study areas, updated facilities, as well as expanded services and social events for students.

“CSULB has a great open campus. It feels comforting, and welcoming and I love that about it. The campus has all the resources that I can think of.”

BIG IDEAS 5

BIG IDEAS RECAP

During Workshop 03 the planning team worked with the Advisory Committee to create and visualize their “big ideas” for the future campus. Through a series of targeted questions and activities, participants brainstormed and visualized ways to improve and enhance the campus environment. These ideas informed the campus concepts.

CAMPUS ENTRANCES

Participants were asked to vote on a series of precedent images of gateway entry points. The group then discussed what elements they liked from each of the images. The results were:

• The entries to the campus should be clear

• The design of the entryways should be both iconic and collegiate and match the look and feel of the current campus

• The entrance should be anchored by landscape and have a vertical element with a lighting feature

• All entrance points should have consistent elements

PEDESTRIAN + BIKE NETWORK

Participants were asked to vote on a series of precedent images of pestrian and bicycle paths. The group then discussed what elements they liked from each of the images. The results were:

• Above all, there needs to be a physical separation between pedestrians and wheeled objects

• Ensure the design of the pathways is intentional and inviting

• Incorporate shade and landscape along the pathways

• Ensure pathways are well-lit in the evening hours

WHAT BUILDINGS WOULD YOU

RENOVATE/DEMOLISH?

Participants were asked to indicate buildings they would either renovate and demolish. The following summarizes the highlights:

• Kinesiology Building: #1 voted building for demo; underutilized space; large building footprint; center of campus; need to be taller, more iconic; should accommodate more programs; all reasons make it a priority; pool should be added to new building

• Design/Human Services & Design Site

Location: site potential! needs major updates (VEC); optimal location for public/private partnerships; needs more connection with arts/other design programs; needs better aesthetics; entrepreneur opportunities; could be utilized with different program (i.e. childcare)

• Education 2 Building: site potential!; needs upgrades, still 1960’s construction; possible relocation (“out of sight, out of mind!”)

• Theatre Arts Building: historic building; “needs love” and major upgrading; opportunity to engage with community

• University Music Center: major destination for community; needs major upgrades

• Fine Arts 2 & 3: ADA and accessibility issues; FA buildings should be densified + include film

WHAT COULD BE ADDED TO THE OUTDOORS TO ENHANCE THE CAMPUS’ WELCOMING OF VISITORS? WHAT IS MISSING FROM OUR OUTDOOR SPACES THAT ENABLE STUDYING, GATHERING, AND COMMUNITY BUILDINGS?

Participants were asked to ideate about enhancing the outdoor environment. The following summarizes the highlights:

Interior Campus Nodes: These are smaller scale spaces interior to the campus that need additional amenities such as outdoor seating, shade, solar charging stations, campus network wifi, etc.

• Campus Quad

• Open space at VEC

• Friendship Walk

• Housing Communities

• North Campus District

Campus Edges: Opportunities for the perimeter of the campus including enhanced signage, wayfinding, lighting, public art, landscape, etc.

• Along West Campus Drive

• Beach Drive/Bellflower Boulevard

Entrance

• Merriam Way Entrance

• Palo Verde Avenue Parking Structure

Entrance

Open and Green Space: Additional ideas about open space opportunities on the campus, many aligned with physical and mental health. Ideas included:

• Campus loop for walking to promote wellness

• Outdoor performance spaces and classrooms througout the campus

• Amphitheather at Hardfact Hill

• Horticulture and plant sale area

• Garden and retreat areas

• Student art showcase that rotates

• Native gardens

• Calming pathways

WHAT BUILDING OR SERVICE

WOULD YOU MOVE TO THE CENTRAL DISTRICT? WHAT WOULD YOU REMOVE?

Theme 1: Entrepreneurship: Partnership with technology companies, wework-like workspaces, multi-purpose and come as you need (unassigned space)

Theme 2: Community-Focus: Adjancency to USU is ideal for events, food trucks, farmers market, expanded dining and retail within a mixed use environment

Theme 3: Live-Learn: Add housing to bring residents closer to the core of campus, ground floors academic and administrative space with housing above.

Theme 4: Learning and Study: Create a resource for all campus users in the center of campus that is multipurpose and focused on comfort. This includes study space, flexible and active classrooms, and hybrid spaces.

Theme 5: Wellness: More active and passive spaces for students to relax and rejuvinate, relocate health and wellness functions to the core of campus.

Theme 6: Student-Life: Expanded Student Union that includes meetings spaces, dining/retial, lounge areas, student spaces, and gathering / socilization space.

Theme 7: Culture and Equity: Multi-cultural center as a hub with student services, wellness and academic support spaces directly adjacent.

WHERE WOULD YOU RELOCATED THE COLLEGE OF EDUCATION?

Overall, partipants agreed that the following critera was imporant to consider for the College of Education relocation:

• Ideally it would be centrally located

• Encourage collaboration with other Colleges

• Easily accessible

The following sites were identified as potential relocation options:

Existing Bookstore Site

• Located on Upper Campus

• Easy access for evening classes

• Close to College of Liberal Arts, who the College of Education collaborates with often

Existing Kinesiology Building Site

• Heart of the campus

• Located near major classroom hub (Horn Center)

• Better collaboration with other Colleges such as CHHS and Engineering

East Edge of the Campus Quad

• Close to College of Liberal Arts, who the College of Education collaborates with often

• Centrally located on upper campus

• Located near library

• Replaces older Fine Arts buildings

WHAT ADDITIONAL HOUSING TYPOLOGIES WOULD YOU LIKE TO SEE ON THE CAMPUS?

• Graduate Student Housing

• Faculty Housing

• Family Housing

• Senior Housing

WHERE WOULD YOU SITE A HOTEL AND CONFERENCE CENTER?

Overall, partipants agreed that the following critera was imporant to consider for the Hotel and Conference Center siting:

• Locate hotel and conference center together for events

• Locate on campus edge to promote public partnerships

• Provide easy access to transportation and ample parking

The following sites were identified as potential siting options:

• North Edge of campus along Atherton Street

• Existing Foundation Building Site

• Existing College of Education Site

• Existing Cafeteria/Bookstore Site

• Existing International House Site

• Existing Parkside College Site

WHAT ARE IDEAL/POTENTIAL LOCATIONS FOR THE MULTICULTURAL RESOURCE CENTER AND STUDENT CULTURAL ORGANIZATIONS?

Overall, partipants agreed that the following critera was imporant to consider for the MultiCultural Resource Center siting:

• In most cases Multicultural Center and Student Cultural Organizations were colocated

• Showcase for “this is what we stand for” invites people into the campus and conversation

• Visible location

• How to share stories outward will be important if a central location is chosen.

• Public art on the edges of campus

The following sites were identified as potential siting options:

• Within new housing buildings (Parkside)

• Existing International House Site

• Existing Bookstore/Cafeteria Site

• Within the Library

• Within the USU

• Adjacent to the existing Student Success Center

• Repurposed HHS1/HHS2

• Adjacent to the Horn Center

• Close to visitor amenties (North District) and paired with a large event space

WHAT IS MISSING? WHAT NEW ICONIC OR UNIQUE FEATURE HAS THE POWER TO BRING PEOPLE TOGETHER AND FEEL UNIFIED ON CAMPUS?

IS THERE A FACILITY FROM ANOTHER CAMPUS YOU’VE SEEN THAT WOULD BE GREAT HERE?

Ideas included:

Outdoor Space

• Beach at the Beach

• Amphitheather

• Themed Pathways

• Outdoor Classrooms

• Network of Fountains

• Outdoor Game Spaces

Support Spaces

• Napping Pods

• More Study Areas

• Conference and Meeting Spaces

• Online Production Studios

• Start-up Spaces Buildings

• Greenhouse

• Anchor Building in the Quad

• Iconic Architecture

• Sustainability Center

• Mixed-Use Buildings

• Affordable Housing

WHAT MAJOR BUSINESS OR SERVICE FROM THE LOCAL COMMUNITY WOULD YOU BRING ON CAMPUS TO CREATE A PUBLIC-PRIVATE PARTNERSHIP TO ENHANCE THE STUDENT EXPERIENCE?

Ideas included:

• Cafe

• Grocery Store

Events

• Concerts and Festivals

• Outdoor Yoga

• Farmers Market Honor our Cultures

• Partnership with local Native American tribes

• Japanese Temple

• Interpretive Signage

• Use Campus to Showcase History

Edges

• Beautifual and Majestic Entrances

• Iconic Signage

Wellness

• Wellness Spaces

• Meditation and Spiritual Areas

Food Options

• Coffee Carts

• Food Trucks

• Faculty Housing (P3)

• Hotel/Conference Center

• Native American Museum

• High School Partnership

• Technology Partnerships with Arts

• Start-up Space for Film Industry

• Energy Partnership

• Graduate Student Housing (P3)

• Maker Space

• Wework Office Space for Industry partners

• Dining/Retail

• Port of Long Beach

• Boeing

• IBM

• Aquarium with Shark Lab

• Green Energy Training Center with Facilities

CAMPUS CONCEPTS 6

CAMPUS CONCEPTS

Three concepts were created after compiling all the Focus Groups and the Big Ideas workshop.

The concepts focused on the Central District. This is because the greatest opportunity for change and framework alignment is within the Central District - from a programmatic level and a land-use perspective.

By removing the existing Kinesiology and other low-density buildings, there is a new focus on this large amount of land for its highest and best use. Removal of the low-density buildings:

• Opens up the view access to the pyramid

• Creates new active open spaces

• Relocates programs into new, more efficient buildings

The central district is accessible to all students. It is planned to become a new heart and true center of campus through improvements that give the district a sense of place and become a destination for students, campus users, and visitors.

CONCEPT A: BRING DIVERSE AND ACTIVE USES TOGETHER

• New multi-level Kinesiology Replacement Building and Campus Quad located on the existing Kinesiology Building site.

• New Engineering Replacement Building + Key Engineering Renovations

• Grad Student Housing with ground-floor retail located at the existing Design Building site

• Upper campus programs are consolidated and create a new east side academic complex - COTA Consolidation, COED Replacement, Online Learning Resource Center (east edge of quad)

• Student Life Renovation (bookstore) and Expansion

• Hotel, Paired with Mobility Hub along 7th Street

• Open Space promotes open spaces that are always active and filled with vibrant lifestyle. These spaces are more organic in nature and left unstructured to adapt to student life or the impromptu hangout.

CONCEPT B: CONSOLIDATING STUDENT SUCCESS AND SUPPORT SPACE

• New Academic Commons and Student Center Building located on the existing Kinesiology Building site

• New multi-level Kinesiology Replacement Building located adjancent to Engineering and Computer Science Building

• New Design and Engineering Building located at the existing Design Building site + Key Engineering Renovations

• Grad Student Housing with ground-floor retail located at existing International House site

• Upper campus programs are consolidated and create a new east side academic complex - COTA Consolidation, COED Replacement Online Learning Resource Center (east edge of quad)

• Hotel, Paired with Mobility Hub at existing Bookstore site

• Open Space operates at a slower, personal pace which creates room for discovery within the open spaces. Students are encouraged to focus on well-being and social and emotional success within these inspirational, outdoor environments.

CONCEPT C: MIXING CAMPUS AMENITIES + COMMUNITY RESOURCES

• New Academic and Industry Partnership Building located on the existing Kinesiology Building site

• New multi-level Kinesiology Replacement Building located adjancent to Engineering and Computer Science Building

• New Engineering/Industry Partnership Building located at the existing Design Building site + Key Engineering Renovations

• Grad Student Housing with within existing housing community

• Upper campus programs are consolidated and feature interdisciplinary spaces - COTA Consolidation (east edge of quad), COED Replacement (on existing bookstore site), Online Learning Resource Center (library addition), and a new Academic Collaboration Building

• International House renovation/addition for Hotel

• Open Space creates open space destinations that are incubators for the community and showcase real-world experiences. The spaces are populous, yet structured, and can adapt to the cohesive needs of the students and community.

POST-COVID FOCUS GROUPS

DETERMINING FUTURE NEEDS

The pandemic brought about great change to higher education institutions. With campuses shut down between the Spring 2019 and Spring 2021 semesters, students, faculty, and staff experienced working and learning from home. While this remote working and learning situation was unplanned, there are potential opportunities for long-term change on our campus environments.

This study was not an exercise in the immediate planning of returning to campus but instead looking out into the future for long-term planning opportunities. The purpose of the focus groups and the subsequent study was to understand how the experiences of campus users may impact recommendations from the ongoing campus Master Plan.

The goal was to hear from campus users about what they will expect and need upon returning to campus to better plan for space and amenities. Because this is such a critical time in the evolution of our campuses, we understand that this time to create change.

KEY TAKEAWAYS

ALTERNATIVE INSTRUCTION

All groups have expressed interest in options for some sort for hybrid or alternative instruction moving forward.

WORK/LIFE BALANCE

Staff and Faculty want to prioritize their new better sense of work life balance.

CHOICE IN SPACE

More designated spaces for a varied set of learning and studying styles.

SEAMLESS TECHNOLOGY

Objective to integrate new technology practices on campus.

SENSE OF BELONGING

All groups have communicated aspirations for community involvement.

PRODUCTIVITY

Staff and Faculty enjoy the level of productivity they can achieve at home.

EXPANDING ACCESS

Appreciation for the accessibility of virtual events in the future.

EQUITY

All groups acknowledge the efforts made towards equity in communication.

ACTIVE AND FLEXIBLE LEARNING SPACE

Classrooms need to be resilient to be able to accommodate lecture and active learningstudents and faculty BOTH desire this change.

ALL THE INTROVERTS

Introverts reported more comfort with interaction in a remote working and learning setting.

FACULTY SKILLS

Some faculty were more content interacting with students remotely than others. It appears those faculty who were more comfortable with the technology were superior at soliciting engagement with their students.

STUDENTS JOURNEY MATTERS

Students who were later in their academic career were more likely to prefer/accept with hybrid/ off-campus options. First year and incoming students wanted to return to campus, and their answers reflected this!

EMERGING SPACE TYPES

ACADEMIC “LIVING ROOMS”

PRIVATE SPACES FOR STUDENTS

OUTDOOR SPACES FOR STAFF

CURB PARKING NEEDS BY TELECOMMUTING

LECTURE TO ACTIVE LEARNING

SPACES FOR DIGITAL INTERACTION

STAFF SUITES

HYBRID STUDENT LEARNING SPACES

PRIORITIZE WELLNESS INVESTMENTS

MORE STUDY SPACES ON CAMPUS

IAQ AND CLEANLINESS

OUTDOOR CLASSROOMS