CAMPUS MASTER PLAN
3 | CAMPUS VISION
3.1 Framework
3.2 Campus Shifts
3.3 Early Action Projects
3.4 Major Projects
3.5 Other Projects
3.6 Phasing
3.7 Areas of Additional Studies
3.8 Campus Master Plan Summary
With Quaker tradition as its touchstone and academic excellence at its core, George School seeks to develop citizen scholars cheerfully committed to openness in the pursuit of truth, to service and peace, and to the faithful stewardship of the earth. We want our students to treasure learning for its own sake and to use it to benefit a diverse world. Above all, we want them to “let their lives speak.”
George School Mission Statement
3.1 FRAMEWORK
Campus Themes and Priorities
The planning process behind the campus master plan was guided by the Campus Master Plan steering committee, members of the George School community, the George School Board, and the school administration.
The following themes and areas of focus were:
• Redefine educational areas to accommodate an updated curriculum.
• Enhance the sense of community by upgrading communal areas.
• Elevate boarding by elevating residential facilities.
• Refocus sustainability efforts throughout campus
Campus Shifts
The campus shifts serve to direct the community vision and engage with the campus. The following objectives were defined:
• Refocus campus, academic and community cores.
• Strengthen educational opportunities.
• Expand connections to entire campus.
• Clarify pedestrian and vehicular circulation.
• Create a landscape framework.
Early Action Projects
To address George School’s current needs, the following early action projects were identified:
• Exterior campus signage
• Community fire pit
• Dorm common areas
• Walton Theatre lobby
Major Projects
The major projects are the largest changes to the campus that will require careful design and planning. These projects include:
• New academic interdisciplinary building
• New addition and renovation to Bancroft and Spruance-Alden Science Center
• New dining building and renovated student center
Other Projects
The remaining projects can be executed whenever funding becomes accessible. These were determined based on input from different constituencies and collaborative sessions with stakeholders.
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3.2 CAMPUS SHIFTS
Refocus Campus Academic, Community and Residential Cores
The campus shifts will have physical implications but are less prescriptive than early projects, major projects, and other projects listed. The plan includes the following campus shifts:
• Reinforce the academic walk and solidify an academic quad.
• Consolidate and shift multiple departments into interdisciplinary buildings with new construction, additions, and renovations to academic buildings.
• Upgrade and renovate so that the campus is universally accessible.
• Strengthen the residential core by shifting services and delivery away from Main and creating a residential quad.
• Extend access and awareness to the full acreage of George School’s campus.
• Reframe and reorganize maintenance and parking areas behind Main to present a clear and clean impression upon arrival.
• Reimagine South Lawn and circulation.
Reinforce Academic Walk
Students noted that their main pathway on campus was linear along the academic walk between Main and the FAC where most of the academic buildings are located. The master plan reinforces this pathway with new proposed academic buildings and a more intentional academic quad.
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Strengthen Educational Opportunities
Creating a learning environment that does not silo education departments is important for advanced learning and collaborative experiences. Connecting several departments within multiple buildings will begin to strengthen the academic core of the campus. The diagram below represents how academics will become unified rather than divided and siloed.
LoopRoad
Expand Connections to Site
George School has incredible resources on its 240 acres. In the initial campus observations by the design team, through stakeholder sessions, and specific student engagement sessions, it was evident that access to portions of the campus had connectivity challenges. These challenges ranged from physical barriers to a perceived lack of connectivity and awareness. The following were identified as areas for exploration and improvement to increase connectivity:
• Woods, creek and wetlands
• Main Drive Loop and South Lawn
• Academic walkway
• Visitor parking and maintenance
• Arrival of visitors to Main
• Dormitories
Proposed Vehicular Circulation
Improving the arrival experience at the Main Drive entrance is a primary goal of the master plan. Phase 3 proposes pulling maintenance away from the visitor parking area, allowing for clear and safe circulation to Main building. The new Student Center and Dining Hall would be adjacent to the existing student center, greeting visitors at the drop off loop and pulling service access away from Main allowing for a pedestrian-oriented residential quad behind Main.
Proposed Pedestrian Circulation
The aim would be to reinforce the academic walk, clarify the residential and academic quads, and expand awareness and access to the entirety of the George School campus. Rebuilding maintenance operations and service out of the center of campus and reinforcing the connection of paths will ease pedestrian travel between campus destinations. A community quad connecting Main, Marshall, the dorms, and the new student center and dining hall will strengthen community connections.
Proposed Viewsheds
The proposed master plan maintains the existing meaningful viewsheds. With the placement of the new dining building, a new viewshed at the campus entrance is created to provide a clear entrance sequence for visitors.
Landscape Framework Plan
Vehicular and pedestrian circulation on campus was a major point of discussion throughout the campus master planning process. The following aspirations and programmatic goals were considered:
• Reduce/eliminate pedestrian-vehicular conflicts
• Reutilize existing structures
• Preserve the character of campus
• Enhance connectivity to the woodland and lake
• Provide a drop-off area on west side of the Athletic Complex
The recommendation of the Steering Committee is to pursue the reinforcement of Meeting House Lane / Academic Walk. The proposed master plan suggests a new residential quad and new academic quad as main key elements. Future relocation of the of dining and the facilities and grounds operation would significantly reduce service traffic impact on the top of campus. This would allow for a safer way to access the new residential quad and result in much less vehicular-pedestrian conflicts while preserving greenwood and fields.
LEGEND
3.3 EARLY ACTION PROJECTS
Exterior Signage
Wayfinding has been a challenge on campus. The current early action project would locate several opportunities for signage to assist those navigating its winding paths and roads.
Fire Pit
During the master planning process, a fire pit was proposed by the George School community near the main building. This project was viewed as supporting the desire for more community-centered spaces. Funding for the project was put in place and construction was completed.
Dorm Common Spaces
To offer more attractive residential spaces, existing dorm common spaces were highlighted as early action areas. With available funding, several dorm common spaces can receive finish and lighting upgrades and new furniture over summer breaks in the near term.
Walton Center Lobby
The existing Walton Center has limited lobby space, limited accessibility, mechanical upgrade needs and is short on bathrooms. Interest and funding is available to begin initial design studies focused on this building and a possible small lobby addition.
3.4 MAJOR PROJECTS
New Academic Building
Following completion of the master plan, the first phase major project should be a new academic building to replace Hallowell. The new academic building would house multiple academic departments including those currently located in Hallowell and Retford. Other spaces highlighted in previous campus programming studies that could also be included in the new academic building include maker spaces, collaboration spaces, and a black box theater.
Building a new academic building will also allow significantly more space to have full mechanical conditioning and an insulated building envelope (which is lacking in almost all of the current academic buildings).
Retford (for administrative and support programs)
Existing Spaces
Academic Spaces
New Academic Addition: Bancroft and Science Center
Building on the momentum of the first phase academic building, an addition and renovations project to join Bancroft and Spruance Alden Science Center and revitalization of the academic quad is proposed. The addition would make the buildings accessible with an elevator and accessible restrooms. It would also create much needed collaboration and social spaces for students, as well as new classrooms and offices.
Learning Environments
New Dining and Student Center
The third major project is the renovation of Marshall and a new standalone or connected community building with new dining facilities. Pulling dining away from Main will allow for deliveries to be screened and not at the center of campus, allowing for a pedestrian-friendly and aesthetic residential quad. A new dining facility will also allow for an upgraded and expanded kitchen. Dining capacity would be expanded to accommodate 550 people. The addition of the dining building along the entrance drive also provides a clearer destination and entrance sequence for visitors. Dining and food service require special design and planning considerations and a detailed study would need to be commissioned prior to moving into architectural design of the third phase. The combined new dining and student center would also provide much needed meeting, conference, and updated student spaces for boarders and day students.
Existing Spaces New Community and Dining
3.5 OTHER PROJECTS
Nature/Science Pavilion at Pond
An off-grid demonstration nature and science pavilion is proposed to go in the proximity of the pond and Neshaminy Creek. The suggested program for the science pavilion would be a classroom along with supporting spaces. Storage for outdoor learning materials such as kayaks, waders, specimen collection tools, etc. would be located in the pavilion.
Equestrian Covered Riding Ring
The Equestrian program at George School is a draw for prospective families and has been an important activity for George School students. Studies were done prior to the master plan by George School on building a covered riding ring and interior supportive spaces. Prior work had the riding ring located in a wooded area requiring the removal of an undesirable number of old growth trees. This master plan suggests a covered riding ring and interior supportive spaces in the general location of the existing riding ring as a future project.
New Faculty Housing
Faculty housing is in need of an upgrade. Much of the on-campus faculty housing is in smaller buildings that could be easily renovated if temporary housing could be found or if renovations could take place over a break. With the surplus of student dorm rooms, more larger family-friendly units could be created by joining rooms. These combined units could serve as temporary faculty housing for faculty temporally displaced by renovations to their units and serve to bolster longterm added units for dorm parents. The north coast property is also a possible location for new small faculty housing units.
Renovation of Retford for Admin/Services
Retford can be renovated and repurposed for administrative function and offices currently housed in Main. The collective opinion was that Retford had architectural value to the school and that the existing exterior footprint and facades would be maintained. The interior layout of Retford makes it challenging to introduce mechanical upgrades, accessible bathrooms, expanded classroom sizes to accommodate flexible furniture arrangements, and collaboration spaces. It is suggested that relocating the academic programs in Retford into the new Academic Building happen in Phase One. Once Phase One is completed, Retford could be renovated and repurposed at any time.
Landscape Conversion of a Portion of South Lawn Areas into Meadow and Natural Landscaping
South Lawn is considered a key feature of the campus and views of it are important to the school community. However, the expanse of grass requires significant resources to mow. Converting portions of the lawn areas to wild meadow would bring the natural habitat further into the campus and create a more sustainable landscape. Several precedent projects were shown including several Quaker institutions and Valley Forge National Park. The plan calls for pilot project using small areas to test the level of care required and gauge how it is received positively by the community. If the pilot project is deemed a success, additional portions of the lawn could be considered for conversion to meadow.
Solar (North Coast)
Solar energy was of significant interest to the school. Beyond solar installations on roofs, solar panel fields were discussed. A site of interest was identified as the North Coast property since it is zoned for a solar field. This location presents a challenge as most of the acreage that would be suitable for a solar field is naturally rich with woodlands and wetlands. Given George School’s commitment to preserving the natural environment, removing this natural habitat to place solar panels would not be ideal. Other possible solar panel locations are areas for additional study as the master plan is implemented.
Geothermal (South Lawn)
Future geothermal well fields were considered. A well field under South Lawn could serve locally several buildings that are fronted on South Lawn. Additional information on geothermal proposals can be found in the Mechanical Report Appendix.
Repurpose Sunnybanke
Sunnybanke currently serves as the Head of School’s residence and is used for some small events. As a residence, the house is considered large for most single family needs. Repurposing the building as an administrative facility for the school such to house advancement or admissions is a consideration for the future.
New Head of School Residence
If Sunnybanke is repurposed, a new Head of School residence on campus would be required.
New Field Pavilion (demo Alumni gym)
Alumni Gym is suggested to be demolished in the long term. It was viewed as a possible swing space during Phases One and Two for departments that would be temporarily displaced. Once it is demolished, a small pavilion with drinking water, bathrooms, field equipment storage, and some openair shelter to serve the surrounding athletic fields could be built in the general vicinity of the existing Alumni Gym.
New Consolidated Maintenance/Grounds Facilities /Upgraded Parking Areas and Access Road
The current grounds and maintenance buildings, supply storage, and delivery areas are located in parking areas near Main building. Visitors often arrive in this area in search of parking and pass by if they are driving around the North Loop. This plan calls for the demolition of existing maintenance facilities and reconfiguring and consolidating them to allow for a clearer and more aesthetically pleasing entrance and parking for campus visitors.
3.6 PHASING
The proposed master plan calls for three major project phases. The plan is flexible in both the order of the major phases as well as when projects could be implemented. The master plan calls for early action projects to be implemented within 0-5 years from the completion of the Campus Master Plan; Phase One should be implemented in 5-10 years, Phase Two should be implemented in 10-15 years, and Phase Three should be implemented in 15-20 years.
Phase One
Phase One calls for Hallowell to be replaced by a new academic building and Retford to be renovated. The new academic building will house the departments currently in both Hallowell and Retford as well as new programmatic spaces such as a black box theater, maker space and collaboration spaces. Retford will be renovated to be used for administrative offices currently in Main. The new academic building will help strengthen the existing academic walk.
Phase Two
Building on the momentum of Phase One, this phase will create an addition to join Bancroft and the Spruance-Alden Science Center. The new academic building constructed in Phase One and the unified structure created in Phase Two will provide two integrated academic buildings, allowing for a reimagined integrated learning environment. Phase Two will also address accessibility issues in Bancroft and the Spruance-Alden Science Center with a new elevator and will add mechanical conditioning. The addition will embrace the reframed academic quad which will become a core of academic study and activity.
Phase Three
Phase Three implementation will focus on community spaces by renovating Marshall and constructing a new dining and student center. A key move will be pulling dining from Main to allow dining space to be updated and expanded while also pulling service and deliveries from the new residential quad. Ideally Phase Three will also reconfigure maintenance buildings and shift parking so it can be screened from visitors.
Meals are viewed as a special time every day and a chance to connect with one another at George School. As a boarding school, the campus is not only a school but also a home to many students. Meals and modern spaces suitable for student life and activity are central to this idea.
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Phasing Summary and Other Projects
The concluding phasing of the masterplan project for the campus represents the culmination of extensive planning and collaboration. Its flexible implementation guides the school and the community to begin transforming the campus and aligning its needs while staying true to its core mission and values.
Although consensus was reached regarding major phases and sequence, the plan can shift implementation based on needs. While significant to the school, the “other projects” were categorized as secondary priorities and have the versatility to be executed at various stages of the comprehensive master plan timeline, contingent upon the availability of funding.The other projects not shown in the graphic are:
• Nature/science pavilion at pond
• Covered riding ring for equestrian program
• Renovation of Retford for administrative offices/ services
• Landscape conversion of portion of lawn areas into meadow and natural landscaping
• New geothermal well field - South Lawn
• New photovoltaic installation - North Coast
• New faculty housing
• Repurpose Sunnybanke
• New Head of School residence
• New field pavilion (demolition Alumni gym)
• New consolidated maintenance/grounds facilities/upgraded parking and access road
3.7 AREAS OF ADDITIONAL STUDIES
Several topics were identified as areas for additional study, including solar, geothermal systems, and future sustainable infrastructure opportunities and faculty residential units. Dining and food service were also identified as requiring special consulting for prep studies before a significant major project is undertaken.
Ventilation
Much of the required ventilation for the existing buildings is provided via “natural ventilation,” meaning operable windows. Mechanical ventilation would be accomplished by providing a portion of conditioned and filtered outside air and continuous exhaust through the HVAC system—either a dedicated energy recovery unit, dedicated outdoor air system, or via the larger air handling units. Regardless of the campus heating and cooling infrastructure options selected, providing mechanical ventilation throughout campus is recommended. This would improve the indoor air quality of the spaces and allow better control of particulates and biologics. Studies have shown improved student performance within spaces that are well-ventilated. Energy recovery strategies can be incorporated into air handling units to transfer the energy from the exhaust air to pre-cool or pre-heat the incoming fresh air. Where possible, major HVAC upgrades should include mechanical ventilation air for all occupied spaces.
Solar
Producing energy for the campus was discussed as part of the master planning process. Currently, George School has solar panels on a variety of school roofs. There are additional rooftop areas that could hold panels along with rooftop areas on future building construction. The future academic building, future connector addition, future dining/student center addition and future covered riding ring offer the best and largest opportunities for rooftop solar panel installations.
Beyond rooftop solar installations, solar panel fields were discussed. The North Coast Property is zoned for a solar field, but most of the suitable acreage is naturally rich with woodlands and wetlands. Replacing this habitat with solar panels conflicts with George School’s commitment to preserving the natural environment. However, there are a number of open field areas on campus that would be suitable for solar field installations of various configurations and sizes. The challenge lies in balancing the benefits of energy security and sustainability with the aesthetic impact of the installation. As the master plan is implemented over time, careful attention should be paid to available government funding, location, ease, efficiency of scale, and aesthetic impact of installations.
Geothermal
Geothermal systems could be a viable alternative energy option. With recent passing of the inflation reduction act, significant direct funding is available to non-profit organizations for both solar and geothermal installations. For scaling purposes, a quick test was performed on the total gross square footage of campus buildings and the initial assessment was that a field large enough to serve all of the campus square footage could fit under the lawn. However, integrating and retrofitting existing buildings to run on geothermal systems can be costly and invasive.
The committee concluded that if geothermal systems continue to be of interest, the fields and systems would likely be focused on the new building as well as buildings going through extensive renovation work. New geothermal fields could likely be localized to buildings and areas of the campus that they serve. Initial areas that would be under consideration for localized geothermal would be the new academic quad, South Lawn, the new residential quad, and under future reconfigured parking adjacent to current maintenance and grounds buildings. Given the heavy tree cover around the parking lot adjacent to current maintenance and grounds buildings, additional care would need to be given to locations of wells so as to not interfere with root structure and drip lines of old growth trees.
Heating and Cooling Approaches
The heating and cooling requirements of each building on campus can be met in several ways. The typical approach on campus thus far has been to serve new or renovated buildings from the existing campus steam loop using steam-to-hot water heat exchangers and hot water distribution within the building. One advantage of this approach is the central steam plant can be operated and maintained locally without disruption elsewhere on campus. And the steam piping as well as the boiler plant have plenty of useful life remaining.
For cooling, the typical approach has been to add localized cooling in the form of split systems or chillers where feasible. The chillers at Main were configured to serve multiple buildings via existing steam tunnels. In the MDA Library, a ground-coupled heat pump system was provided for both heating and cooling. Looking ahead, there are several options for each new or renovated building and the selection of HVAC systems may be influenced by many factors.
A holistic and long-term view is recommended and consideration can be given to the systems that are attached in the appendix, each of which poses advantages and disadvantages.
Residential Opportunities
Improving residential offerings was a key theme and concern. With current enrollment numbers of boarding students and the target number of boarding students moving forward, George School has extra capacity which allows for flexibility in accommodating students. This extra space allows for shifting students at the start of the year in order to upgrade residential spaces.
Additionally, the extra capacity could lend itself to combining dorm rooms into larger units. As part of the early action projects, dorm common spaces were highlighted. Plans are in place to upgrade finishes, furniture, and lighting in common residential spaces.
A key challenge for residential living is the need for additional types and sizes of residential units for faculty dorm parent housing. There are a limited number of multi-bedroom apartments within the dorms suitable for faculty dorm parents with a partner, spouse, and/or children. A further detailed study of dorm layouts and possible opportunities for combining dorm rooms into larger flexible faculty apartments is needed.
3.8 CAMPUS MASTER PLAN SUMMARY
This Long-Range Campus Master Plan aims to:
• Safeguard and enhance the campus.
• Align the physical campus with the school’s mission, strategic vision, and core values.
• Expand and adapt for a contemporary learning.
• Foster a sense of community that involves all students, families, faculty, staff, alumni, and supporters of the school.
• Uphold George School’s traditions and Quaker principles.
• Promote the environmental stewardship through sustained environmental choices.
• Extend connections to the physical campus and increase access to natural elements such as the woods and creek.
This plan is the result of a collective planning process facilitated by the Campus Master Plan steering committee, with contributions from various members of the community, board, and the school administration.
Rooted in the school’s dedication to delivering an outstanding educational setting, the plan establishes immediate project objectives to address current community needs. The plan is designed for gradual implementation and offers flexibility in its phases, adapting as the school experiences growth and evolution. It also maintains a strong focus on long-term planning to ensure that George School continues to provide an optimal learning environment for both current and future generations of students
PA-413
PA-332
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ACKNOWLEDGEMENTS
ACKNOWLEDGEMENTS
George School Board of Trustees
Lisa Parry Becker ’89, p ’22
Rebecca Boucher, p ’09, ’17 (Clerk)
Marguerite Chandler, p ’86, ’87
Betsy Cotton, p ’16
Gloria Denoon, p ’23
Christian Donovan ’95
Kevin Edwards ’97
Katherine Hahn Falk, p ’99, ’05, ’15
Ashley Garrett ’76
John Gibb
Linda Espenshade Heinemann, p ’01
Ed Huff
Kenny King ’97
Kassem L. Lucas ’90 (Assistant Clerk)
Chiyo Moriuchi, p ’11, ’16
Rajeev Patel ’99
Lee Price ’61
Janet Roy p ’08, ’09, ’13
Betty Lou Leedom Thompson ’56
Peter Vari, p ’96, ’08
Brian Wise ’93
Lynn Wooten, p ’20
Toni Yonce, p ’09
Physical Plant Committee
Chris Beck
Marguerite Chandler
Jane Curry
Gloria Denoon
David Henderson
Jennifer Holtz
Ted Nickles
John Orr
Peter Vari (Clerk)
Ben Walmer
Brian Wise
Sam Houser
Robert Kleimenhagen, Jr.
Pat Renshall
Marlin Stroh
Michael Toohey
Master Plan Steering Committee
John Gibb
Linda Heinemann
Sam Houser
Robert Kleimenhagen, Jr.
Brian Patton
Joanna Sima
Carter Sio
Scott Spence
Marlin Stroh
Michael Toohey
Peter Vari (Clerk)
Brian Wise
Jaime Zamparelli Abramov
Campus Master Plan Design Team
WRT
Maarten Pesch, Principal-In-Charge
Keiko Tsuruta Cramer, Landscape Architect
John Keene, Project Manager, Lead Architect
Richard King, Architect
Katarina Marjanovic, Architectural Designer
Paul McGehee, Landscape Designer
Educational Consultant
Gabrielle Russomagno
MEP Consultant:
Bruce Brooks & Associates / IMEG
Brad Randall
Tyler Kepiro
Cost Estimator:
Becker & Frondorf
Tim Kenny
Image Credits
All images provided by George School and WRT
