Temple University Ambler Campus - Designing for Revitalization and Integration

DE S I G NI NG F OR R EVI TA L I Z ATI ON & I N TEGR ATI ON

TEMPLE UNIVERSITY AMBLER

SENIOR LANDSCAPE ARCHITECTURE STUDIO PROFESSOR LOLLY TAI, PHD - SPRING2018

SENIOR LANDSCAPE ARCHITECTURE STUDIO PROFESSOR LOLLY TAI, PHD - SPRING2018

TEMPLE UNIVERSITY AMBLER CAMPUS

TEMPLE UNIVERSITY AMBLER

TEMPLE UNIVERSITY AMBLER CAMPUS DESIGNING FOR REVITALIZATION & INTEGRATION

TEMPLE UNIVERSITY AMBLER

SENIOR LANDSCAPE ARCHITECTURE STUDIO PROFESSOR LOLLY TAI, PHD - SPRING2018

TEMPLE UNIVERSITY AMBLER CAMPUS DESIGNING FOR REVITALIZATION AND INTEGRATION

TEMPLE UNIVERSITY SENIOR LANDSCAPE ARCHITECTURE STUDIO PROFESSOR LOLLY TAI, PHD - SPRING 2018

Published by: Temple University Tyler School of Art Division of Architecture and Environmental Design Department of Landscape Architecture and Horticulture Senior Landscape Architecture Studio - Spring 2018 580 Meetinghouse Road, Ambler, PA 19002 Phone: +1 (267) 468 8181 Fax: +1 (267) 468 8188

Copyright Š 2018. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the author.

ISBN: 978-0-692-11486-5

2

Preface

3

TABLE OF CONTENTS

4

HISTORY

12

Historical Timeline

14

Historical Photographs

18

SITE INVENTORY AND ANALYSIS

26

Topography and Hydrology Earth Conditions Site Conditions Circulation, Land Use, and Zoning

28 32 36 54

70

DESIGN Team I: North Campus Team II: Leg Up Gardens, North Campus Team III: Woodland Wonders, South Campus Team IV: South Campus

74 120 190 236

CASE STUDIES

284

Campus Hippotherapy Playground

290 312 334

REFLECTIONS

358

Preface

5

ACKNOWLEDGMENTS We would like to thank Vicki McGarvey, Temple University Vice Provost of University College, Louis Castriota, Chairman of the Board of Leg Up Farm, and Tom O’Connor, President of Leg Up Farm for their input, encouragement, and feedback throughout the design process. We greatly appreciate the funding support from Vicki McGarvey that made this publication possible.

6

STUDENTS Alyssa Bodley Weiming Cui Evan Eisenhard Keye Faddis

Rob Gladfelter David Heckman Nicholas Hislop

Duong Lau Ronnie Ludwig Nicolas Moll

Stephanie Narisi Teresa Alvanitakis Sunnergren Mallory VanWhy

DESIGN STUDIO PROFESSOR Lolly Tai, PHD, RLA, FASLA

JURY CRITICS Vicki McGarvey ...............................................................Vice Provost of University College, Temple University Louis Castriota.................................................................................... Chairman of the Board of Leg Up Farm Jenny Ko .....................................................................Staff Architect, Planning and Design of Temple University Kate Gallagher .......................... Director Office of Clinical Practice & Field Education, School of Public Health Jacek Ghosh .................................................................Director of Sustainability Education, Temple University Baldev Lamba ............................................................................. LA-Hort Department Chair, Temple University Saul Katzman .......................................................................................... Director of Ambler Campus Finance Reid Overturf .................................................................................... Information Manager at Ambler Campus Susan Sacks.............................................................. Assistant Director, Center for Sustainable Communities Kathleen Salisbury ............................................................................................. Director of Ambler Arboretum Sandi Thompson ....................................................................................... Director of Ambler Campus Library Collin Wood ........................................................................................... Facilities Manager at Ambler Campus

Preface

7

OUR STUDIO DESIGN STUDIO PROFESSOR Professor Lolly Tai, PHD, RLA, FASLA Dr. Lolly Tai is a Professor at Temple University and a licensed landscape architect whose work is focused on sustainable landscape design. Tai’s experience includes a wide range of landscape architectural design projects of varying scopes and scales. She incorporates innovative technologies, best management practices, green infrastructure, and forwardlooking strategies into her classroom projects. Tai’s research focuses on designing spaces that afford children the opportunity to engage in creative and active play which is crucial to children’s mental, moral, emotional, and physical development. She is the author of the acclaimed books, The Magic of Children’s Gardens: Inspiring Through Creative Design (Temple University Press, 2017) and Designing Outdoor Environments for Children (McGraw-Hill, 2006). Tai is a Fellow of the American Society of Landscape Architects, a recipient of the Bradford Williams Medal from the American Society of Landscape Architects and the Award of Distinction from the Council of Educators in Landscape Architecture. She holds a BLA from Cornell University, a MLA from Harvard University, and a PHD from Heriot Watt University, Scotland.

8

DESIGN TEAM I Alyssa Bodley David Heckman Duong Lau

DESIGN TEAM II Ronnie Ludwig Teresa Alvanitakis Sunnergren Mallory VanWhy

DESIGN TEAM III Rob Gladfelter Nicholas Hislop, Book Coordinator Nicolas Moll

DESIGN TEAM IV Weiming Cui Evan Eisenhard Keye Faddis Stephanie Narisi

Preface

9

EXECUTIVE SUMMARY Temple University Ambler Campus: Designing for Revitalization and Integration was conducted by senior landscape architecture students at Temple University during the spring semester of 2018. The semester began with comprehensive research of case studies of healthcare facilities for users with special needs, hippotherapy, and inclusive playgrounds. This research provided the students with a thorough knowledge of the focus of the project as well as tremendous design inspiration.

They learned a great deal about successful projects in the United States and around the world. Most importantly, they learned the key design criteria integral to successful campus planning and healthcare facilities for users with special needs.

To familiarize themselves with the cultural and ecological context of the site, students conducted a thorough inventory and analysis of Temple University Ambler and the local community. They researched history and examined land use, vehicular and pedestrian circulation, vegetation, soils, geology, slope, climate, views, materials, and utilities. They used the results of this work to inform their designs.

A critical part of the project was visiting Leg Up Farm in Mount Wolf, Pennsylvania, hosted by Tom O’Connor and interviewing Louis Castriota, the founder of Leg Up Farm. Following analysis, Temple University students developed their design goals and objectives as well as created their concept plans. Design ideas were presented to Vicki McGarvey and Ambler staff several times during the semester for their input. Together, the visit and presentations yielded key ideas which guided the development of the program for the project.

As the design process proceeded, students worked in four teams to develop four alternative designs for integrating Leg Up Farm on the Temple University Ambler Campus. The designs followed each team’s goals and objectives as well as guidelines from Leg Up Farm. Each design alternative focused on creatively integrating Leg Up Farm as a facility for users with special needs on the Temple Ambler Campus, providing pleasant spaces for all users of the campus, and providing connections to adjacent buildings as appropriate. The goal is to design for revitalization of Temple University Ambler and the integration of Leg Up Farm.

< Photo courtesy of Jim Duffy

Preface

11

HISTORY

Examining the history of the site provided a wealth of information about the campus from its inception in 1911 as the Pennsylvania School of Horticulture for Woman, to periods of growth and expansion in the 1970s, 1980s, and into its present day Temple University Ambler Campus.

History

13

HISTORICAL TIMELINE

1900-2000

A new 50 room dormitory was built. James Bush Brown designed formal gardens.

First graduation was held with three students.

Jane Browne Haines purchased the 71-acre McAlonan farm. She founded the Pennsylvania School of Horticulture for Women (PSHW) which opened the following year.

Building (current Administration Building) was constructed across from the historic Haines farmhouse.

The land was predominantly used for farming.

14

1951

1941 1930

1920s

1929

1915 1914

Pre-1900

1910

Campus was closed due to WWII. The only one left on campus is the farmer.

PSHW first library was constructed.

The naturalistic Woodland Garden was created.

School expanded programs to include sheep, goats, pigs, and cattle.

Temple Music Festival and Institute began.

Under Provost Miller Gladfelter, campus transitioned to the Ambler Campus of Temple University.

1991 1983

1978 1973

1968 Campus stable closed and the last horse was sold.

1966

Dormitory burned. Cottage Hall was built as temporary residence hall.

1963

1961

1965

All animals other than horses were sold.

Landscape Architecture program was accredited.

Both West Hall, East Hall, and Dining Hall opened.

1960

1958

1958

PSHW merged with Temple University and became Temple Ambler Junior College. First year programs were open to men.

Widener Hall was constructed.

1992

Bright Hall opened and was dedicated to Jane Linn Erwin Bright.

Dixon Hall was built with science labs and classrooms.

TU Ambler Library was constructed.

John Collins, first Temple LA-Hort Chair.

History

15

HISTORICAL TIMELINE

2000-Present The Learning Center, a three story building with smart classrooms and computers, opened.

Athletic fields and Field House were constructed.

2008

2006 2005

2004 2003

2000

2001

Greenhouse was constructed.

Winter Garden was constructed.

EarthFest began.

Campus was recognized as an arboretum.

16

Greenroof was constructed on Field Building.

2014 2014

2010

2011

2009

2009

Ambler College name was changed to School of Environmental Design.

Masters of Landscape Architecture program was formed. On-site dorms were closed.

Temple School of Environmental Design merged into Tyler School of Art in the Division of Architecture and Environmental Design.

2015

Historic Greenhouse was converted to Visitor Center.

100th anniversary of the Ambler Campus.

Shoemaker Building was demolished.

Gilbert House was demolished.

History

17

HISTORICAL AERIALS

1940s

The campus of the Pennsylvania School of Horticulture for Women was compressed to core facilities.

18

1966

Ambler Campus after Temple University purchased PSHW. Campus was extended with new dorms and cafeteria.

Dormitory was destroyed in fire.

1973

Current Library Building was under construction.

1983

Trees on campus matured. Concert Hall, a major facility on the southern side of campus is visible in background.

1990s

Widener Hall was constructed. The Concert Hall was demolished.

Present

Learning Center and Field House with greenroof were constructed.

History

19

TEMPLE AMBLER GARDENS

20

1929-1971

1971-2000

1929 Formal Gardens

1984 Concert Hall Plaza

Perennial Formal Garden with a view of Bright Memorial.

Main plaza in front of Concert Hall with various seating.

1920s Rose Garden

1997 Sustainable Wetland Garden

Traditional rose garden next to historic Greenhouse.

Inspired by a Pennsylvania Horticultural Society Flower Show exhibit.

1971 Louise Stein Fisher Garden

1983 Viola K. Anders Herb Garden

Garden with a variety of Japanese maples.

Constructed in memory to faculty member Viola K. Anders.

2000-2010 2001 Greenhouse

2002 Research Garden

2010 Colibraro Conifer Garden

Landscape Architecture and Horticulture Department teaching and research facility.

Adjacent to Greenhouse, used for teaching and research.

Conifer garden with twenty-two different species of plants.

2005 Greenroof Garden

2008 Albright Winter Garden

2009 Healing Garden

PECO funded project. Sustainable sedum ecosystem on top of the Field House.

Various plants with winter interest.

In memory of Ernesta Ballard. Inspiration from Irish healing gardens.

Evaluation of Gardens:

Character

- Maintaining the gardens on the Temple Ambler Campus enhances the character of the arboretum.

- The gardens provide a reminder of the history of the PSHW and Temple Junior College.

- Each garden supports the goals of the arboretum to promote the love and knowledge of horticulture and the need for attaining environmental sustainability.

- The gardens provide a great resource for Temple colleges and schools such as School of Public Health as well as to future developments such as Leg Up Farm.

History

21

HISTORICAL PHOTOGRAPHS 1950s Lamb

1957 Egg Collection

1935 New Jersey Cattle

1915 Farm Stable

1950s Horse Stable

22

1911 Blast Demonstration

1920s Greenhouse

1915 Campus Entrance

History

23

REFERENCES > Ambler Campus. (n.d.). Retrieved February 2, 2018, from https://ambler.temple.edu/arboretum/about-amblerarboretum/arboretum-history/history-temple-university-ambler. > Carey, J. R., & Fry, M. A. (2011). A Century of Cultivation 1911-2011: 100 years from the Pennsylvania School of Horticulture for Women to Temple University Ambler. Langhorne, PA: Temple University. > Quattrone, F. D. (2015). Legendary Locals of Ambler. PA: Arcadia. > Temple University - Ambler Campus. (n.d.). Retrieved February 2, 2018, from https://tclf.org/landscapes/templeuniversity-ambler-campus.

24

History

25

SITE INVENTORY & ANALYSIS

A site inventory and analysis was conducted of the Temple University Ambler Campus to better understand the specific conditions of the campus. The information provided insights as to where and how the Leg Up Farm facility could best be integrated into the campus.

TOPOGRAPHY Steep slopes can cause limitations on site development, as well as increased building costs. Most of Temple Ambler Campus consists of slopes ranging from 0 to 8.33%, which means that most of the campus would be easily buildable and accommodate the new Leg Up Farm facility. However, there are a few areas of concern for development located along the edges of the soccer fields, athletics facility, and along the creeks.

28

0 - 2.0%

2.0 - 5.0%

5.0 - 8.33%

8.33 - 15.0%

SLOPE 0 - 2.0%

Best area for building placement and ADA parking

2.0 - 5.0%

Slope acceptable for parking areas and plazas

5.0 - 8.33%

Maximum range for ADA accessible ramps

K

EE

8.33 - 15.0%

Maximum range for roads to parking areas

15.0 - 25.0%

Maximum range for pastures

25.0 - 33.0%

Maximum range for mowable areas

33.0 - 75.0%

Areas unsuitable without modification

EY

CR

L

SE

L VA

LEARNING CENTER

RO

AD

O

P

LO

RO

EAST HALL

N

Y ER

RU

N

N TA

MEETINGHOUSE ROAD

SOCCER FIELDS

JOEL DRIVE

WOODS DRIVE

BUTLER PIKE

GREENHOUSE

FIELD HOUSE

0’

Inventory & Analysis

150’

300’

600’

29

HYDROLOGY DRAINAGE Primary drainage on the Ambler Campus is through infiltration into the porous landscaped areas and through the underground stormwater system. Rain gardens used as detention basins are a new development on the campus.

Due to the low permeability of the soils at the southern large parking lot, water sheet flows across the lot during heavy rains and then drains into three large basins at the edge of the baseball fields.

STORMWATER MANAGEMENT Two detention basins and rain gardens on campus are planted with riparian plants. Each has a small, planted swale to decelerate and direct rainwater flow into each basin. Across Loop Road, north of the Learning Center, is a berm which directs water from the surrounding woodlands and fields into Rose Valley Creek. One detention basin captures water from the Library Building and the other across from Loop Road captures water from the local topography. The rainwater on Dixon Hall drains directly into the Healing Garden. The Greenhouse has a closed loop water system where rain water is stored and used whenever water is needed in the Greenhouse.

The aerial map shows four square miles of the project study area including the tributaries of Rose Valley Creek and Tannery Run and their respective watersheds.

• There are two creeks that border Temple Ambler Campus: Rose Valley Creek and Tannery Run. • Both belong to their own separate respective tributaries and watersheds, but both drain into the larger Wissahickon Watershed.

• Tannery Run is a very slow moving creek due to most of the water from the campus draining into Rose Valley Creek.

30

HYDROLOGY Watershed Boundaries Berms and Detention Basins

K

EE

Creeks

CR

EY

L

SE

Regulatory Floodway

L VA

LEARNING CENTER

RO

1% Annual Chance of Flood Hazard

AD

Rose Valley Creek Watershed

P

O

LO

RO

Tannery Run Watershed Drainage

N

Y ER

RU

N

N TA

MEETINGHOUSE ROAD

SOCCER FIELDS

JOEL DRIVE

WOODS DRIVE

BUTLER PIKE

GREENHOUSE

FIELD HOUSE

0’

Inventory & Analysis

150’

300’

600’

31

SOILS The limitation for building on the site soils is based on the development of a small commercial building that is less than three floors. Most of the soils on the Ambler Campus is urban fill due to previous development. The urban fill soil type UusB is only on the north side of campus where all existing campus buildings are located. On the south side, urban fill soil type UgB is primarily the large parking lot. Soils AbA, AbB, Bo, BwA, CrA, CrB, and ReA should not be considered for a building site due to a high water table and poor permeability. These soils are hydric due to their proximity to Rose Valley Creek and Tannery Run. Both creeks require a minimum of a 150-foot wide riparian setback buffer on both sides of the centerline. Most of the Ambler campus site consists of LaB soils, which has been rated from slight to moderate limitations for a small commercial building. To build on LaB soils, amending the soil is recommended in order to build a suitable foundation. LaB is also prime farmland, where forest trails and equestrian stables for Leg Up Farm can be built without restriction. Ultimately, to be certain for site suitability, more research and soil surveys are required to determine the potential for building a small commercial building under three stories.

SOIL TYPE AbA—Abbottstown silt loam, 0 to 3 percent slopes Somewhat poorly drained, classified as important farmland.

LaB—Lansdale loam, 3 to 8 percent slopes Well drained, prime farmland.

AbB—Abbottstown silt loam, 3 to 8 percent slopes Somewhat poorly drained, classified as important farmland.

PlB—Penn-Lansdale complex, 3 to 8 percent slopes Well drained, prime farmland.

Bo—Bowmansville-Knauers silt loams Poorly drained with occasional flooding.

ReA—Readington silt loam, 0 to 3 percent slopes Moderately well drained, prime farmland.

BwA—Buckingham silt loam, 0 to 3 percent slopes Poorly drained soils, classified as important farmland.

RhB—Reaville silt loam, 3 to 8 percent slopes Important farmland and moderately well drained.

CrA—Croton silt loam, 0 to 3 percent slopes Poorly drained with frequent ponding.

UgB—Urban land, 0 to 8 percent slopes Not farmland, urban fill.

CrB—Croton silt loam, 3 to 8 percent slopes Poorly drained with frequent ponding, and higher slopes.

UusB—Urban land-Udorthents, shale and sandstone complex, 0 to 8 percent slopes Not farmland, well drained, and urban fill.

LaA—Lansdale loam, 0 to 3 percent slopes Well drained, prime farmland.

32

Hydric/Mesic/Porous/Nonporous Soils

LaA LaB

• Hydric and mesic soils are categorized based on their water table/saturation content.

• Hydric soils are typically found by waterways, such as Tannery Run and Rose Valley Creek by Ambler Campus.

• Porous and non porous soils are defined by how fast water can flow through the soils.

• Non porous soils can be impervious, with water flowing on the surface instead of permeating.

• Below is a composite of the existing soils map of Ambler Campus, which will define the buildability of new development.

ReA ReA

Hydric

PIB

LaB

Mesic K

CrA

EE

Y

LE

AbA SE

L VA

CR

LEARNING CENTER

RO

Porous

Nonporous

ReB LaB Bo

AD

P

O

LO

UusB

EAST HALL

RO

BwA AbB

LaA

ReB

TEMPLE DRIVE

LaB

RhB

CrA LaB

CrA ReA

RU

N

N TA

GREENHOUSE

CrA Bo

ER

PIB

JOEL DRIVE

SOCCER FIELDS

Y

WOODS DRIVE

BUTLER PIKE

MEETINGHOUSE ROAD

N

ReA

CrB

CrA

UgB

FIELD HOUSE

Bo

LaB

AbA 0’

Inventory & Analysis

150’

300’

600’

33

SITE SUITABILITY The north side of Ambler Campus is better suited for siting Leg Up Farm as 28.3% of the parcel is on buildable soils. Leg Up Farm can build on Parcel 2 across from East Hall which consists of 12.45 acres of buildable soils. A 100â&#x20AC;&#x2122; x 100â&#x20AC;&#x2122; equestrian riding facility could be easily fit in this location. The unsuitable building soils on both sides of Parcel 2 serves as buffers from the creek which minimizes manure contamination. This area could be ideal for walking trails.

On the north campus, Parcels 1 and 4 are far too small for building a 55,000-square foot therapy clinic and too close to Rose Valley Creek to provide an equestrian riding facility and stables without careful manure management. Parcel 5 is large enough to allow for the commercial footprint but is limited by Tannery Run. The south side is unsuitable for building unless it is on the large student parking lot, which has nearly eight acres of buildable soils.

1 1 Area

Buildable Acres

Built Acres

North Parcel

75.53

Total Acres

% Buildable Areas

1.65

1.65

1.6%

2

12.45

12.45

11.8%

3

8.00

8.00

7.6%

4

3.25

3.25

3.1%

5

4.42 25.35

4.42

South Parcel 6

4.42

4.2%

75.53

105.30

28.3%

43.90

43.90

11.00

11.00

14.5%

7

2.77

2.77

3.7%

8

1.25

1.25

1.6%

9

8.90

8.90

11.7%

10 Total

7.64 11.00

20.56

43.90

% Unbuildable Areas

75.53

1

Total

34

Unbuildable Acres

7.64

10.6%

75.46

42.1%

71.7%

57.9%

SLOPE

BUILDABLE AREAS

0 - 2.0%

LaA

1

LaB

Buildable

2.0 - 5.0%

Built

5.0 - 8.33%

Unbuildable

ReA ReA

K

SE

ReB

4

15.0 - 25.0% Bo

25.0 - 33.0%

LaB

P

O

LO

RO

LaB

SOCCER FIELDS

TEMPLE DRIVE

Y

CrA

N TA

GREENHOUSE

3

RhB

CrA

Bo

ER

RU

N

CrA LaB

LaA

AbB N

9

PIB

WOODS DRIVE

BUTLER PIKE

MEETINGHOUSE ROAD

ReB

5 BwA

• Below is a composite of buildable areas, restricted areas, and existing built areas.

• The usable areas are suitable for building a small, less than three story commercial building.

ReA

UusB

AD

33.0 - 75.0%

8

LEARNING CENTER

VA

RO

8.33 - 15.0%

7

LaB

EE CR Y E LL CrA

AbA

PIB

2

LaB

ReA

CrB

CrA

FIELD HOUSE

10

UgB

Bo

6 LaB

AbA 0’

Inventory & Analysis

150’

300’

600’

35

CLIMATE WIND Wind direction varies between the summer months with April being the windiest month. Wind patterns are consistent and heavier in the winter months with the wind direction coming from the northwest. These wind statistics are a collection of data between 2012 and 2018 taken from Wings Field Airport located in Blue Bell, PA. SUN & SHADE Based on the operation times of Leg Up Farm between 8am and 8pm, it is important to focus on the campus locations that will provide the most natural light. At 8am, the shade between April and September heads west compared to the winter months between October and March, where the shade is slightly longer and towards the northwest. At 7pm between the summer months, the shade is towards the east, compared to the winter months at 5pm where the shade is more towards the northeast. The solar orientation map on pages 38 and 39 shows the areas on campus that are in sun or shade for most of the day.

36

N E

W S WIND DIRECTION Jan

Feb

Mar

Oct

Nov

Dec

11

12

14

6

7

9

Apr

May

Jun

Aug

Sep

17

6

4

1

3

Jul 1

Inventory & Analysis

37

SOLAR ORIENTATION SUMMER SOLSTICE: APRIL TO SEPTEMBER

8AM

7PM

38

WINTER SOLSTICE: OCTOBER TO MARCH

8AM

5PM

0’

Inventory & Analysis

250’

500’

1000’

39

VEGETATION New development should consider preservation of important, ecologically valuable native trees. Many varieties of invasive plants are located in the woodland areas around Loop Road and Woods Drive. Development in these areas would help to eradicate invasive plants. However, attention should be given in conjunction with other physical features of the site, such as soils, hydrology, and topography. Many fallen trees in the woodland areas along Woods Drive and parking lots should be removed.

VEGETATION Woodlands

K

EE

Lawn

EY

CR

L

SE

Meadow & Old fields

L VA

LEARNING CENTER

RO

AD

Design gardens

P

O

LO

RO

EAST HALL

Y

ER

N

U

R

N

N TA

GREENHOUSE

WOODS DRIVE

MEETINGHOUSE ROAD

SOCCER FIELDS

FIELD HOUSE

0’

40

200’

400’

800’

Japanese Honeysuckle North Campus: north section

Spicebush North Campus: north section

Black Walnut North Campus: north section

Japanese Stiltgrass North Campus: north section

Little Bluestem North Campus: west section

Multi-Flora Rose North Campus: west section

Red Cedar North Campus: west section

Honeysuckle North Campus: north section

Flowering Dogwood North Campus: center section

Kentucky Coffee Tree North Campus: center section

Red Maples North Campus: center section

Japanese Maple North Campus: center section

American Holly North Campus: south section

Sycamore North Campus: center section

Gingko North Campus: center section

Rhododendron North Campus: center section

Inventory & Analysis

41

GARDENS The gardens on the Ambler Campus present a positive potential for any new development. The historic and aesthetic landscape provides a truly unique enclave. Leg Up Farm can take advantage of enjoying the gardens and garden facilities such as the Greenhouse and Research Garden in coordination with the campus and academic programs.

VEGETATION Woodland

K

EE

Lawn

EY

CR

LEARNING CENTER

L

SE

Meadow & Old Field

L VA

RO

7

AD

Design Garden

P

O

LO

RO

Marsh

EAST HALL 8

Public Dumping

6 5 GREENHOUSE 4 3 9

1 2

ER

N

U

R

N

N TA

WOODS DRIVE

MEETINGHOUSE ROAD

Y

SOCCER FIELDS

FIELD HOUSE

0’

42

200’

400’

800’

1 Anders Herb Garden

2 Native Garden

4 Winter Garden

5 Formal Gardens

7 Rain Garden

3 Conifer Garden

6 Healing Garden

8 Wetland Garden

9 Woodland Garden

Inventory & Analysis

43

HARDSCAPES AND FURNISHINGS The inventory of all hardscape materials, furnishings, and lighting on the Temple Ambler Campus shows an apparent disconnect of an overall campus theme and character. The campus has three distinct zones which showcase unique hardscape materials, furnishings, and lighting choices. Of the three areas on campus, Zone 1 provides the best character and overall cohesiveness that should be emulated throughout the campus. Zone 1 utilizes thoughtfully laid out stone work. Many of the spaces include a level of detail and ornamentation that other zones lack. When selecting materials for a potential new facility, the aesthetic of Zone 1 should be used as an exemplar.

Zone 1 primarily consists of bluestone, brick, and gravel. Bluestone accentuates entries into Dixon Hall and paths throughout the formal gardens. Crushed red gravel is incorporated in a network of paths throughout the arboretum.

Near the Administrative Building, sidewalks and thresholds are constructed of brick and stone. Wooden benches are throughout this space and are in good condition.

KEY

K

EE

EY

Hardscapes SE

CR

LEARNING CENTER

LL VA

RO

AD

RO

Furnishing

LO

O

P

Lighting

EAST HALL

14

15

4 10

2 1 GREENHOUSE

13

3

9

Y

5 12

16

ZONE 1

ER

N

U

R

N

N TA

11 8

6 7

MEETINGHOUSE ROAD

44

0’

150’

300’

600’

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Inventory & Analysis

45

HARDSCAPES AND FURNISHINGS Zone 2 consists of a mix of various materials and furnishings. Brick, gravel, concrete, asphalt, stone, and wood are all used within this space and contribute to a lack of uniformity. Many surface materials are dated and in disrepair which creates an unaesthetic setting and suggests a lack of care for this space. Seating in this zone consists of wooden benches and metal picnic tables as well as student-fabricated chairs and tables. Many of these furnishings are in bad condition and need repair or replacement. The lighting in this space consists of two types of fixtures. The most prevalent are the green, 10-foot post lights with an oval lamp and integrated hanging Temple banner. This light standard is the only common fixture throughout the campus.

KEY

K

EE

EY

Hardscapes SE

CR

LEARNING CENTER

LL VA

RO

AD

RO

Furnishing

LO

O

P

Lighting

ZONE 2 22 21 25 19 26 31 17 18

EAST HALL

32

24

29

28

23

20

30

27

Y

ER

N

U

R

N

GREENHOUSE

MEETINGHOUSE ROAD

46

N TA

0’

150’

300’

600’

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

Inventory & Analysis

47

HARDSCAPES AND FURNISHINGS Zone 3 consists of asphalt, concrete, lawn, and athletic surfaces. Generally, there is a lack of transition between materials in this zone. Similarly to Zone 2, much of the asphalt and concrete used in this space are neglected and poorly maintained. Material detailing is minimal if at all present which reflects poorly on this zone’s overall aesthetic and character. Wooden benches, donated composite benches, and metal bleachers are the primary furnishings in this zone. Varied are the materials as well as their conditions which both do not contribute to an overall coordinated campus aesthetic.

KEY K

ZONE 3

EE

EY

Hardscapes

CR

46 LEARNING CENTER

LL

SE

Furnishing

VA

42

RO

AD

RO

41 35

36

LO

O

P

Lighting

47

48

33 34

39

43 EAST HALL

40 37

38 44

45

Y

ER

N

U

R

N

GREENHOUSE

MEETINGHOUSE ROAD

48

N TA

0’

150’

300’

600’

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

Inventory & Analysis

49

ARCHITECTURE The first mark was made on Ambler Campus in the 1900s. Since then, the campus has seen almost every style of architecture throughout the 20th century. All of the historical buildings are located on the south side of the north campus close to the Administration Building. There is a vast array of materials used among these buildings which leaves a lot of room for creating a new, but distinctive building that could easily blend in with the campus. Most of the older building facades consist of a variety of mixed materials, but the facades are predominantly stone. In contrast, the newer buildings are constructed of brick and concrete block.

BUILDING KEY Haines House

1908

2

Recreation Center

1908

3

Administration

1914

4

Hilda Justice

-

5

Visitors Center

-

6

Bright Hall

1951

7

Dining Hall

1965

8

West Hall

1965

9

East Hall

1965

10 Library Building

1973

11 Widener Hall

1978

12 Dixon Building

1983

13 Greenhouse

2000

14 Learning Center

2006

15 Field House

2006

K

EE

Y

CR

LE

SE

L VA

14

LEARNING CENTER

RO

14

AD

P

O

LO

RO

11

12

13 MEETINGHOUSE ROAD

Y

4 5

2

3

1

ER

N

U

R

N

N TA

SOCCER FIELDS

15 FIELD HOUSE

0’

50

9

8

6

GREENHOUSE

7

10

WOODS DRIVE

1

200’

400’

800’

STONE

WOOD

4 Hilda Justice

2 Barn/Recreation Center

7 Dining Hall

11

1

9

10 Library Building

14 Learning Center

6 Bright Hall

Learning Center

Widener Hall

Haines House

14

12

5

3

BLOCK

Dixon Hall

Visitors Center

Administration Building

East Hall

BRICK

13 Greenhouse

8 West Hall

15 Field House and PECO Greenroof Garden

Inventory & Analysis

51

UTILITIES The utility maps provided by Temple University Facilities Management and Campus Operations are from 2002 and 2004, before the Learning Center and the new athletic fields and Field House were built. These maps are unconfirmed for the current conditions. Although no information on either side of the campus is available, it is safe to assume that within the highly developed area, future utility needs will be easily accessible. Meetinghouse Road has water, gas, and sewer lines. There is a sewage pumping station along Meetinghouse Road, adjacent from the baseball fields. Additionally, the seismometerâ&#x20AC;&#x2122;s location is estimated and would have to be surveyed for exact placement.

52

Water

Gas

Sanitation

Electric

UTILITIES Water Gas

K

EE

Y

LE

Sanitation SE

L VA

RO

Seismometer

CR

LEARNING CENTER

AD

O

P

LO

RO

EAST HALL

N

Y ER

RU

N

N TA

GREENHOUSE

SOCCER FIELDS

JOEL DRIVE

WOODS DRIVE

BUTLER PIKE

MEETINGHOUSE ROAD

FIELD HOUSE

0’

Inventory & Analysis

150’

300’

600’

53

PEDESTRIAN CIRCULATION Students walk approximately ten to fifteen minutes from the student parking lot south of Meetinghouse Road through the student entry walk to the center of campus. Most of the pedestrian circulation is around the Learning Center, where the Tech Center is located and also where many classes are held. For Ambler based students, faculty, and staff, primary circulation is also surrounding Dixon Hall, Cottage Hall, Library Building, Bright Hall, Greenhouse, and Widener Hall. Secondary pedestrian circulation is within the garden spaces, and around West Hall. Tertiary pedestrian circulation is towards the athletic courts on the north part of the campus.â&#x20AC;&#x2039;

54

PEDESTRIAN CIRCULATION Primary Circulation Secondary Circulation

K

EE

Parking

CR

L

L VA

SE

LEARNING CENTER

RO

Site Boundary

✳

EY

AD

Garden and Arboretum Circulation P

O

LO

Major Entrance/ Exit

RO

EAST HALL

N

Y ER

RU

N

SOCCER FIELDS

✳

WOODS DRIVE

BUTLER PIKE

MEETINGHOUSE ROAD

✳

JOEL DRIVE

N TA

GREENHOUSE

FIELD HOUSE

0’

Inventory & Analysis

150’

300’

600’

55

VEHICULAR CIRCULATION The primary vehicular circulation to and from Ambler and Philadelphia is via PA-309 Expressway. Three primary traffic nodes are within close proximity to the Ambler Campus. Two are located at the intersection of Susquehanna/ PA-309 Expressway as well as Butler Pike/PA-309 Expressway. The other is located at the intersection of Limekiln Pike/Fort Washington Avenue. Most of the traffic during rush hours are at these locations. During non-rush hours, vehicular traffic is generally light due to the residential neighborhoods surrounding Ambler.

Several access points into the north campus currently exist off of Meetinghouse Road including the main campus entrance at the Administration Building, the student entrance walkway, and Loop Road. A new access point could be added within the southeast portion of the north campus along Meetinghouse Road. The soils on the north side of campus along Tannery Run are suitable for building a vehicular access point and bridge across into the campus.

VEHICULAR CIRCULATION Primary Circulation Secondary Circulation Service Roads Potential Bridge Access Parking

56

✳

✳ ✳

Potential Access Point Traffic Nodes Site Boundary Main Vehicular Entrance/ Exit Pedestrian Access

TO MAPLE GLEN

TO PERKASIE

HUTCHINSON’S DRIVE

N IL EK M LI IKE P

TALLY HO DRIVE

KANE DRIVE

K

EE

EY

CR

P

RO

O

✳

RU

N

N TA

LD

✳ ✳✳

N

Y ER

E

LO

✳

FORT WASHINGTON AVENUE

AD

LEE DRIVE

JOE

✳

WOODS DRIVE

TO GLENSIDE

RIV

BUTLER PIKE

MEETINGHOUSE ROAD

L VA

RO

TEMPLE DRIVE

E. BUTLER PIKE

L

SE

TO MONTGOMERYVILLE

30 9 EXP F O R RE T W SS A WA SHI NG Y

TO

N

0’

SUSQUEHANNA ROAD

200’

400’

800’

TO PHILADELPHIA

Inventory & Analysis

57

PARKING Both the north and south portions of the Ambler Campus currently has a total of 1,107 parking spaces and 50 handicap spaces. Parking areas cover 9.36 acres of impervious asphalt. Seventy-nine percent of the parking is located at the student lot on the southern side of the campus. This lot rarely reaches half capacity. However, the student lot is also used by the community during special events such as EarthFest. This parking lot is enormous and not aesthetically pleasing as well as unsustainable. Multiple parking spaces are located throughout the northern area of the campus. These parking spaces are all handicap spaces located at Dixon Hall, Widener Hall, Bright Hall, and West Hall. On a typical weekday, both the Visitors Lot off meetinghouse Road and the Learning Center Lot will be at or near full capacity. Any new development on the northern side of the campus will require additional parking on the same side.

PARKING INVENTORY Parking

K

EE

Buildings

Y

CR

LE

SE

L VA

3

LEARNING CENTER

RO

9

AD

P

O

LO

RO

5

8 6

7 Y

4

ER

N

U

R

N

N TA

GREENHOUSE

WOODS DRIVE

MEETINGHOUSE ROAD

SOCCER FIELDS

FIELD HOUSE

1

2

0’

58

200’

400’

800’

1 Visitors Lot: 128 total spaces

2 Student Lot: 917 total spaces

4 Dixon: 4 total spaces

5 Widener: 4 total spaces

7 West Hall #1: 2 total spaces

3 Learning Center Lot: 86 total spaces

6 Bright Hall: 3 total spaces

8 West Hall #2: 2 total spaces

9 Technology Center: 11 total spaces

Inventory & Analysis

59

PARKING The enormous student parking lot on the southern side of the Ambler Campus consists of 917 spaces or nearly eight acres. This area is already disturbed and compacted and would make a good building site for Leg Up Farm.

The northern portion of Ambler Campus consists of far less parking. In all, there are 112 spaces or 0.84 acres.

Any new development on this side of the campus would require more parking. Significant reduction of the current number of spaces would require adding overflow parking for events held on the campus.

Total Ambler Campus Parking Lot #

Spaces

Handicap

% of Total Parking

Total

Acres

Southern 1 2 Subtotal

125

3

128

11

0.88

891

26

917

79

7.64

1016

29

1045

90

8.52

Northern 3

82

4

86

7.7

0.73

4

0

4

4

0.3

0.02

5

0

4

4

0.3

0.02

6

0

3

3

0.2

0.01

7

0

2

2

0.2

0.01

8

0

2

2

0.2

0.01

9

9

2

11

1.0

0.04

91

21

112

10

0.84

1107

50

1157

100

9.36

Subtotal Total

60

0.15

3

0.25

5

0.35

7

K

EE

EY

CR

L

SE

L VA

LEARNING CENTER

3

RO

LK

1

3 MIN WA

0.05

5 MIN W ALK

Minutes

7 MIN

Miles

WAL K

WALKING DISTANCE TO CAMPUS CENTER

9 AD

P

LO

O

RO

5

8 6

7 N

4

Y

ER

RU

N

N TA

MEETINGHOUSE ROAD

WOODS DRIVE

BUTLER PIKE

GREENHOUSE

SOCCER FIELDS

FIELD HOUSE

1

2

0’

Inventory & Analysis

150’

300’

600’

61

CAMPUS LAND USE The Temple University Campus is an educational facility that also hosts many other uses. These additional activities occur on various parts of the property and many provide additional revenue for the campus. This information should be taken into consideration when determining a suitable space for a new development such as Leg Up Farm.

ACADEMIC BUILDINGS - This space is home to many Temple University programs such as Landscape Architecture and Horticulture. It has a 300 seat auditorium that hosts many school and community events. The Learning Center is used throughout the year for summer camps and testing centers. The space between the buildings is used for student activities and summer concerts in conjunction with Upper Dublin Township Parks and Recreation.

GARDENS - The historical gardens on the campus serve as a living laboratory for students to learn diverse plant species and specimens. They are also a beautiful backdrop for events such as Ambler in Bloom. These gardens are open to the public and visited by many.

RECREATION - The athletic fields, barn, and open fields are used by Temple University club sports, local colleges and youth leagues. The pool, basketball courts, and tennis courts are a big attraction to the summer camps.

UNUSED BUILDINGS - Currently there are two buildings that are unused on campus. The East Hall was closed in 2010, but was used for flower show construction by landscape architecture students until 2017. The Dining Hall was closed in 2010, but hosted various events as recent as 2015.

62

CAMPUS LAND USE Academic buildings Gardens

K

EE

Recreation

Y

LE

SE

Unused buildings

L VA

CR

LEARNING CENTER

RO

AD

O

P

LO

RO

N

Y ER

RU

N

N TA

MEETINGHOUSE ROAD

SOCCER FIELDS

JOEL DRIVE

WOODS DRIVE

BUTLER PIKE

GREENHOUSE

FIELD HOUSE

0’

Inventory & Analysis

150’

300’

600’

63

LAND USE Therapeutic facilities which offer treatment to children with special needs within a five mile radius of Temple Ambler were examined. All treatment centers offer varying services. However, it is important to note that Theraplay provides the most similar services to Leg Up Farm.

Therapeutic Facilities Organization

Services Offered

1

Medley & Mesaric

Special needs speech and language therapy.

2

Theraplay

Occupational therapy, speech and language therapy, physical therapy, feeding therapy, concussion rehab, early intervention, and group play.

3

Ruttenberg Autism Center

Evaluation & assessment, psychiatry, family & community support, and social therapy.

4

KenCrest

Early intervention therapy ages birth - Five years old, special needs adult home support and community integration.

In addition to therapeutic facilities, grocery stores within a five mile radius were explored. The scale of grocery buildings vary in size from large, box style grocery stores to smaller, independent stores as well as smaller, convenience style food markets. The style of grocery varies from health focused to budget focused.

Grocery Type

64

Brand

1

Large / Specialty Grocery

Whole Foods

2

Large Grocery

Giant Food Stores

3

Large Grocery

Giant Food Stores

4

Large Grocery

Giant Food Stores

5

Large Grocery

Walmart

6

Large Grocery

Giant Food Stores

7

Small Grocery

ALDI

8

Small Grocery

ALDI

9

Small / Specialty Grocery

Georges Market

10

Large Grocery

Giant Food Stores

11

Small / Specialty Grocery

Weavers Way Co-op

12

Small / Specialty Grocery

McCaffreys Food Market

Therapy facilities and food markets surrounding Temple Ambler are important land use considerations to the programming of Leg Up Farm. Alleviating competing land use development would be most ideal.

LEGEND Temple Ambler Therapy Facilities

5M il e

Large Food Markets

us di Ra

Small Food Markets

4

Convenience Food Markets 2 1

6 5

3

7

2 9

HW

Y. 3

1

09

8

11

UR

NP IK

E

12

10

P.A

.T

4

3 NTS

Inventory & Analysis

65

ZONING Local zoning established by Montgomery County and Upper Dublin Township mandates the development potential for specifically zoned parcels. The campus footprint is zoned for institutional use, and all elements such as building footprint size and height, parking lot size, quantity of parking spaces, and special uses on site such as livestock are strictly defined by the zoning code.

DESIGN AND ZONING GUIDELINES Local code permits: • Educational usage, licensed hospital usage, and medical center usage.

• Accessory agriculture usage.

Local code requires: • • • • • • • • • • • • •

66

All weather parking surfaces.

One parking space per 200 square foot of office space.

Additional parking for employees.

Drive space to accommodate emergency personnel vehicles.

Impervious surfaces not greater than 60% of lot size.

Minimum 80,000 square foot lot size total for development.

Building size: No more than 20% of lot size.

Distance between buildings: 35’.

Front yard: depth at least 100’.

Side yard: minimum 2 on either side of building at least 100’ width.

Rear yard: depth at least 50’.

Use of public water and sanitary sewer facilities.

Street minimum right of way: 60’.

LEGEND INST - Institutional AHS - Apartment House MD - Multi-Dwelling A - Residential A1 - Planned Residential 1 Temple Ambler

ZONING MAP

Inventory & Analysis

67

REFERENCES > Environmental Systems Research Institute (ESRI). (2012). ArcGIS Release 10.1. Redlands, CA. > Flood Mitigation and Stormwater Management in Ambler Area Watersheds. (n.d.). Retrieved April 06, 2018, from https:// amblerwatersheds.wordpress.com/. > Home | FEMA.gov. (n.d.). Retrieved April 06, 2018, from https://www.fema.gov/. > Land Suitability Analysis of Ambler Campus. (2018). First edition. Ambler, PA. > Web Soil Survey - Home. (2018). Retrieved February 14, 2018, from https://websoilsurvey.sc.egov.usda.gov/App/HomePage. htm.

68

Inventory & Analysis

69

DESIGN

Students in the studio class were grouped into four teams to effectively create four key concept designs for integrating Leg Up Farm on the Temple University Ambler Campus.

Legend EK

Recreation Services Visitors Center

E

Hilda Justice

F

Dixon Hall

G

Greenhouse

H

Cottage Hall

I

Bright Hall

J

Widener Hall

K

Library

L

West Hall

M

East Hall

N

Dining Hall

O

Learning Center

P

Pool

Q

Student Lot

R

Field House

Y

LE

SE

AD

C D

RE

C

RO

Haines House L VA

P

B

O

Administration

LO

A

RO

O

N

P

K

M

J L

I H

N

F G

N

N TA

E D

STUDENT ENTRY

RU

A

C

B

MAIN ENTRY JOEL DRIVE

MEETINGHOUSE ROAD

Y ER

Q W

OO

DS

R

DR

IVE

0’

100’

200’

400’

EXISTING SITE PLAN

Legend

Recreation Services Visitors Center

E

Hilda Justice

F

Dixon Hall

G

Greenhouse

H

Cottage Hall

I

Bright Hall

J

Widener Hall

K

Library

L

West Hall

M

East Hall

N

Dining Hall

O

Learning Center

P

Pool

Q

Student Lot

R

Field House

Y

LE

SE

AD

C D

EK

RE

C

RO

Haines House

L VA

P

B

O

Administration

LO

A

RO

O

N

P

K

M

J L

I H

N

Y ER

RU

N

F G

D

STUDENT ENTRY

A

C

B MAIN ENTRY

JOEL DRIVE

MEETINGHOUSE ROAD

N TA

E

Q R

W

OO

DS

DR

IVE

0’0’

100’ 100’ 200’ 200’

400’ 400’

Legend

3

Leg Up Parking

F

Dixon Hall

4

Equestrian Facility

G

Greenhouse

5

Leg Up Paddocks

H

Cottage Hall

6

Inclusive Playground

I

Bright Hall

7

Willow Walk

J

Widener Hall

8

Amphitheater

K

Library

9

Library Plaza

L

West Hall

10

Bistro

M

Learning Center

11

Dining Hall

N

Pool

A

Administration

O

Student Lot

B

Haines House

P

Field House

C

Recreation Services

5

7

AD

Hilda Justice

RO

Visitors Center

E

P

D

Leg Up Courtyard

O

Leg Up Building

2

EK

Y

E LL

SE

LO

1

RE

M

C

4

6

VA

10

RO

N

11 8

K

2 1

9 J

3 L I

H

N

F G

STUDENT ENTRY

RU

N

D

A

N TA

C

B

MAIN ENTRY JOEL DRIVE

WOODS DRIVE

MEETINGHOUSE ROAD

E

Y ER

O P

Design Team I

0’

100’

200’

400’

DESIGN TEAM I Goals & Objectives Fully integrate Leg Up Farm and its facilities into the Temple University Ambler Campus. Enhance the central campus green, pedestrian connections, and facilities to encourage cross pollination of Temple University and Leg Up Farm faculty, staff, and others. Provide unique opportunities for therapy through the Arboretum’s beautiful and ecological gardens, while incorporating sustainable design principles.

Integration • Determine a site on Temple Ambler Campus with a close proximity to existing facilities to cultivate physical connections between Leg Up Farm and Temple Ambler.

• Create a cohesive campus central green and paths that provide convenient connections to existing and proposed buildings.

Enhancement • Enhance and provide connections to existing nature trails and woods.

• Renovate current unused and dated Dining Hall into an active marketplace and bistro that can be used by both Temple Ambler and Leg Up Farm.

Aesthetics & Gardens • Provide beautiful views to and from the Leg Up Farm.

• Create intriguing, engaging, and inclusive gardens that will stimulate Leg Up Farm students and visitors as well as bring interest to the north side of campus.

Design: Team I

75

Legend

3

Leg Up Parking

F

Dixon Hall

4

Equestrian Facility

G

Greenhouse

5

Leg Up Paddocks

H

Cottage Hall

6

Inclusive Playground

I

Bright Hall

7

Willow Walk

J

Widener Hall

8

Amphitheater

K

Library

9

Library Plaza

L

West Hall

10

Bistro

M

Learning Center

11

Dining Hall

N

Pool

A

Administration

O

Student Lot

B

Haines House

P

Field House

C

Recreation Services

5

7

AD

Hilda Justice

RO

Visitors Center

E

P

D

Leg Up Courtyard

EK

EY

SE

O

Leg Up Building

2

LO

1

RE

M

C

4

6

LL VA

RO

10

N

11 8

K

2 1

9 J

3 L

I H

N

F G

N

D

STUDENT ENTRY

RU

A

N TA

C

B

MAIN ENTRY JOEL DRIVE

WOODS DRIVE

MEETINGHOUSE ROAD

E

Y ER

O P

Proposed Design 76

0’

100’

200’

400’

PROPOSED DESIGN Existing Conditions with Proposed Design Overlay The existing north campus landscape consists predominantly of lawn with small garden bed areas. East Hall and the Dining Hall are currently mothballed. The proposed design demolishes East Hall, renovates the Dining Hall, and adds a new building extension to the Dining Hall to create the new Leg Up Farm Building. A new Bistro wing is added to the Learning Center adjacent to the Dining Hall.â&#x20AC;&#x2039;

Proposed Sq. Ft. Leg Up Farm Land Development Building

Acres 8.87

24,000

0.55

183,400

4.21

-Arena Building

10,000

0.23

-Courtyard

13,500

0.31

4,400

0.10

62,700

1.44

88,400

2.03

Outdoor amenity areas: -Paddocks

-Inclusive Playground -Wetland Walk Parking: 130 Spaces, 36 HC Temple University Land Development

4.57

Renovated Dining Hall

7,800

0.18

Learning Center Bistro

1,300

0.03

43,560

1.00

146,400

3.36

Paths Central Green Total acres impacted

13.44

Design: Team I

77

K

EE

Y

LE

SE

L VA

CR

PHASE 2

RO

LO

O

P

R

O

AD

PHASE 1

PHASE 3

N

Y

R NE

RU

N TA

Phasing

78

0’

50’

100’

200’

PHASING Three Phases

Phase 1 1. Leg Up Farm Facility 2. Leg Up Farm Facility Parking: 114 spaces including 18 handicapped.

3. Inclusive Playground 4. Renovated Dining Hall 5. Wetland Walk 6. Bistro 7. Courtyard

Phase 2 1. Equestrian Arena Facility 2. Paddocks and Stables 3. Equestrian Parking: 24 spaces including 18 handicapped.

4. Service Drive

Phase 3 1. Central Green Amphitheater 2. Library Plaza 3. Shade Garden

Design: Team I

79

RO

SE

VA L

LE

Y

C

RE E

K

PADDOCKS

LO O

P

RO

AD

WILLOW WALK

COURTS

EQUESTRIAN CENTER

INCLUSIVE PLAYGROUND

LEARNING CENTER

POOL

DINING HALL

BISTRO

COURTYARD CENTRAL GREEN LEG UP BUILDING LIBRARY PARKING PLAZA

Y

ER

N

U

R

N

WEST HALL

Plan view 80

N TA

0’

25’

50’

100’

BIRDâ&#x20AC;&#x2122;S EYE VIEW Campus Design on the North Campus The proposed design seamlessly merges Temple Ambler with Leg Up Farm facilities and the community. It transforms the Temple Ambler Campus core through a system of cohesive pedestrian circulation and spaces along the central green. A renovated Dining Hall, a Library Plaza, and Bistro are a few of the proposed campus improvements.

The new entrance to Temple Ambler located along Meetinghouse Road is designed to provide pleasant views, way finding, and cohesiveness between the north and south side of campus.

Existing conditions Design: Team I

81

CAMPUS CORE

LE CE

Central Green with Amphitheater and Library Plaza The central green plaza is the meeting point for all paths, connecting all buildings on the northern portion of the campus. The redesigned space creates a central campus core with a beautiful, large water fountain as a central feature. A green lawn setting for the amphitheater provides a contrasting social space for students and the community.

Central Green features: • • •

A 3,000-square foot lawn space.

Existing paths and trees surrounding the new plaza.

The plaza, an open space for special events meetings.

Existing conditions 82

LEARNING CENTER

LEARNING CENTER

AMPHITHEATER AMPHITHEATER

CENTRAL GREEN CENTRAL GREEN

WEST HALL

WEST HALL

LIBRARY

LIBRARY

LIBRARY PLAZA PLAZA

LIBRARY PLAZA

Campus Core Design: Team I

83

LEARNING CENTER

COURTYARD

DINING HALL

PATIO

BISTRO

AMPHITHEATER BOLLARDS

FOUNTAIN

PLANT BEDS

WEST HALL

CENTRAL GREEN

CENTRAL PATH

Amphitheater 84

AMPHITHEATER Central Social Meeting Point The amphitheater is designed based on the existing pedestrian circulation through the northern portion of the campus. It serves as a central node and meeting place for the Ambler Campus community and provides an outdoor space for social hang outs, people watching, and eating. The space fits well within the central core while embracing the central green as well as the adjacent spaces and buildings.

The amphitheater will: • • • •

Be a gathering space for outdoor special events such as movie nights.

Embrace and reinforce the central green of campus.

Enhanced with aesthetic native plantings.

Connect directly to the renovated Dining Hall.

Existing conditions Design: Team I

85

CENTRAL GREEN

86

Design: Team I

87

BISTRO Indoor Dining with Green Wall and Indoor Arbor The Learning Center Bistro is designed for the best solar orientation and for the space to be brightly illuminated with natural sunlight. Conveniently located, it provides access to the recreational amenities behind it. The Bistro serves as a place for a quick bite to eat and a contrast to the more formal dining at the Dining Hall.

The Bistro features: • • •

10 tables each accommodating up to three or four people.

1,360-square foot space.

800-square foot vegetated wall.

Existing conditions 88

View from amphitheater Design: Team I

89

LIBRARY PLAZA Reading and Social Space The Library plaza is redesigned to serve as a secondary meeting point leading to the Central Green Amphitheater.

The design maintains all existing trees and shrubs while providing a comfortable seating and social space for the Temple Ambler community.

The plaza features: • • •

Tables, chairs, and seat walls.

Naturalistic landscape.

Planted beds with native plants.

Exisiting conditions 90

LIBRARY PLAZA

Library Plaza Design: Team I

91

CENTRAL GREEN AMPHITHEATER

CENTRAL GREEN

WEST HALL

LIBRARY

Planting Plan 92

LIBRARY PLAZA

0’

12’

25’

50’

Design: Team I

93

LEG UP FARM Entry and Facility The Leg Up Farm facility is a building with one and two story wings. The second story is partially subterranean to provide an ADA alternative access in addition to an elevator. The building is designed with large windows to allow for natural lighting with patterns to prevent bird strikes. The one-story section has solar panels and water from the gutters will be channeled into the gardens adjacent to the building.

Existing conditions

94

LOOP ROAD

INCLUSIVE PLAYGROUND

DINING HALL AMPHITHEATER

PAVILION

EQUESTRIAN CENTER

POOL BLDG COURTYARD

SWIMMING POOL

SERVICE DRIVE

ONE STORY

STABLES TWO STORY

DROP OFF

PARKING LOT

Proposed Leg Up Farm Plan

Design: Team I

95

ONE STORY

WATER FEATURE

VEGGIE GARDEN

DINING CENTER

LAWN

TWO STORY

SENSORY GARDEN

PATIO

PATH

Courtyard

96

PERGOLA

0’

5’

10’

20’

COURTYARD Healing, Therapeutic, and Sensory Garden The Leg Up Farm outdoor courtyard merges therapy with play in a naturalistic and protected setting. The courtyard is surrounded on all three sides by the Leg Up Farm building and Dining Hall. The threshold to the central campus is defined by the arbor and integrated swing benches.

The Courtyard Features: • • • • • •

Pergola for shade and an entrance threshold.

Swing seating for relaxation.

ADA entrance to Dining Hall.

Water feature for children.

Lawn for recreational uses.

Sensory and vegetable gardens for educational opportunities.

Existing conditions

Design: Team I

97

COURTYARD

98

Design: Team I

99

COURTYARD ONE STORY

DINING CENTER

VEGGIE GARDEN

WATER FEATURE TWO STORY

LAWN

SENSORY GARDEN

PATIO

PATH

Planting Plan

100

PERGOLA

0’

5’

10’

20’

Design: Team I

101

WILLOW WALK Rain Garden and Educational Nature Walk The Willow Walk connects the Leg Up Farm facility to the existing nature trails along the woodland edge of the campus. The walk transitions from an upland meadow into a wetland meadow that meets a raised platform surrounded by trees. This walk allows for both parents and kids to leisurely walk, explore nature, and relax on the benches throughout the Willow Walk area.

Features include: • Wetland meadow.

• Educational signage.

• Focal willow tree.

• ADA accessible paths.

Existing conditions

102

PADDOCKS

AD

OP LO

RO

SPECIMEN WILLOW

MEADOW

BOARDWALK

Willow Walk

Design: Team I

103

WILLOW WALK

104

Design: Team I

105

WILLOW WALK

PADDOCKS

AD

O

P

LO

RO

VOLLEYBALL COURTS

MEADOW

SPECIMEN WILLOW

Planting Plan 106

BOARDWALK

TENNIS COURTS

0’

12’

25’

50’

SPECIMEN WILLOW

Design: Team I

107

LEG UP FARM LANDSCAPE

SERVICE DRIVE STABLES

EQUESTRIAN FACILITY

LOOP ROAD

VOLLEYBALL COURT

TENNIS COURTS

Planting Plan 108

POOL

0’

12’

25’

50’

Design: Team I

109

INCLUSIVE PLAYGROUND Active and Passive Play The inclusive playground is nestled between the pool and multi-use courts within close proximity to other Leg Up Farm amenities. Various ADA accessible play structures provide sensory stimulation and educational benefits for children through climbing, hand-eye coordination, sound, movement, and communication with peers.

Inclusive Playground Features: â&#x20AC;˘ â&#x20AC;˘

Small water feature.

ADA accessible play structures.

Existing conditions

110

Playground view from pavilion

Design: Team I

111

View of Equestrian Center and Loop Road

112

EQUESTRIAN FACILITY Indoor Riding Arena and Paddocks The equestrian facility is across Loop Road from the main Leg Up Farm building. It is surrounded by pastures, attractive meadows, and woodland with a direct connection to the nature trails and the main Leg Up Farm facility.

The equestrian facility also has its own parking lot and service drive.

Existing conditions

Design: Team I

113

EXISTING RECREATION Merging with Inclusive Play The existing recreational amenities are preserved and enhanced through naturalistic plantings. One tennis court is removed to make room for the new inclusive playground. It is located between the pool and multi-use court within close proximity to other Leg Up Farm amenities. ADA accessibility is provided to all courts from the new inclusive play area.

Recreational Amenities Feature: • • •

Easier access to all courts.

Seventy-five percent of existing play amenities are preserved.

Stepping stones.

Existing conditions

114

Recreational amenities and inclusive play

Design: Team I

115

NIGHT SCENES

Birdâ&#x20AC;&#x2122;s eye view of north campus 116

Waiting for the movies Design: Team I

117

NIGHT SCENES

View from courtyard to Central Core 118

Crossroads to playground and Equestrian Center Design: Team I

119

Legend Leg Up Gardens

H

Cottage Hall

3

Equestrian Facility

I

Bright Hall

4

Inclusive Playground

J

Widener Hall

5

Paddocks

K

Library

6

Café

L

West Hall

7

Collins Green

M

East Hall

A

Administration

N

Dining Hall

B

Haines House

O

Learning Center

C

Recreation Services

P

Pool

D

Visitors Center

Q

Student Lot

E

Hilda Justice

R

Field House

F

Dixon Hall

1 EK

Y

LE

SE

4

2

RE

C

AD

2

RO

Greenhouse

L VA

P

G

O

Parking

3

LO

1

RO

O

6

5

P

7

K

M

J L

I H

N

Y ER

RU

N

F G

D

STUDENT ENTRY

A

C

B

MAIN ENTRY JOEL DRIVE

MEETINGHOUSE ROAD

N TA

E

Q

W

OO

DS

R

DR

IVE

Design Team II

0’

100’

200’

400’

DESIGN TEAM II Goals & Objectives Develop Leg Up Gardens to create a unique new brand of the Leg Up Farm organization which will foster a strong connection to Temple Ambler and its Arboretum.

Integrate and provide Leg Up Gardens with its own identity while connecting to the educational mission of Temple University. Design useful pedestrian spaces for students, staff, and all visitors to enjoy the open space between buildings. Provide unique therapeutic spaces throughout the campus that successfully support the Leg Up Farm mission. Create cohesive and aesthetically pleasing spaces that emphasize natural beauty and revitalize the campus.

• Site Leg Up Gardens in the woodland north of Loop Road to provide a sense of independence and privacy, while maintaining convenient proximity and connection to the Ambler Campus.

• Design a central green with a focus on creating usable spaces between the Learning Center, Dining Hall, Library, and West Hall, improving open spaces and connecting Leg Up Gardens across Loop Road.

• Create an exploration garden incorporating therapeutic activities at the existing East Hall site to attract a diverse population of people from the Ambler Campus, Leg Up Gardens, and the greater community.

• Use planting design to soften the building edges and create connections between indoor and outdoor spaces, fostering socialization and interaction.

Design: Team II

121

RE EK VA LL EY

C

Legend

Equestrian Facility

4

Inclusive Playground

5

Paddocks

6

CafĂŠ Collins Green Recreation Services

B

Visitors Center

C

Hilda Justice

D

Dixon Hall

E

Cottage Hall

F

Bright Hall

G

Widener Hall

H

Library

I

West Hall

J

East Hall

LO

O

7 A

4 2

AD

3

1

RO

Leg Up Gardens

P

2

SE

Parking RO

1

3

K

5 L 6

K

Learning Center

L

Pool

7

H

J

G

I F N

E

Y ER

RU

N

N TA

D

C

B

Proposed Design 122

A

NTS

PROPOSED DESIGN Existing Conditions with Proposed Design Overlay The campus currently has a poorly connected network of paths. Outdoor spaces do not connect well with indoor spaces and wayfinding can be confusing. There is no defined campus center, and nearly no attractive passive spaces. Over 5.5 acres of turf lawn, north of Bright Hall, are underutilized and require a great deal of regular maintenance. The woodland area located north of Loop Road is in poor health and consists of a large volume of invasive woody species.

Proposed Sq. Ft. Leg Up Farm Land Development

Acres 5.94

Building

35,000

0.80

Equestrian Facility

15,000

0.35

46,000

1.10

-Courtyard

6,000

0.14

-Paddocks

64,000

1.50

-Main Entrance & Meadow

28,000

0.65

4,500

0.10

56,000

1.30

Outdoor amenity areas: -Playground

-Vegetable Garden Parking Temple University Land Development

3.80

Campus Plaza

66,700

1.55

CafĂŠ Building

2,400

0.05

Collins Green & Adjacent Spaces

78,700

1.80

Bush-Brown Library

16,000

0.40

Total acres impacted

9.74

Design: Team II

123

K

EE

Y

LE

SE

L VA

CR

RO

PHASE 1

AD

P

RO

O

LO

PHASE 2

PHASE 3

PHASE 4

N

Y ER

RU

N

N TA

Phasing

124

NTS

PHASING Four Phases

Phase 1 1. Leg Up Gardens Building 2. Leg Up Gardens Parking

Phase 2 1. Playground 2. Riding Ring & Grazing Paddocks 3. Deck

Phase 3 1. Campus Plaza 2. Dining Facility & CafĂŠ

Phase 4 1. Collins Green 2. Bush-Brown Library

Design: Team II

125

Leg Up Gardens

3

Equestrian Facility

4

Inclusive Playground

5

Paddocks

6

CafĂŠ

7

Collins Green

A

Recreation Services

B

Visitors Center

C

Hilda Justice

D

Dixon Hall

E

Cottage Hall

F

Bright Hall

G

Widener Hall

H

Library

I

West Hall

J

East Hall

K

Learning Center

L

Pool

RE EK VA LL EY

2

SE

Parking RO

1

C

Legend

1 4 2

P

AD

O

R

O

LO

3

K

5 L 6

7

H

J

G

I

F E

N

Y ER

RU

N

N TA

D

C

B

Campus Center 126

A

NTS

A NEW CAMPUS CENTER Bridging the Gap Between Indoor and Outdoor Temple University Ambler Campus developed without a long term master plan since transitioning from the Pennsylvania School of Horticulture for Women to Ambler Junior College of Temple University in 1958. The campus does not have a sense of cohesiveness. Facilities have been built and abandoned without unifying landscape design principles. A rejuvenation of the campus will create meaningful spaces for users, and will unify the landscape with a newly sited Leg Up Gardens.

• Ambler Campus is arranged in a typical campus design with several quads. However, all outdoor spaces are devoid of successful gathering spaces.

• Green infrastructure and ecological-minded plantings realign the campus with the mission of the School of Environmental Design.

• Multiple spaces are created with highly flexible programming to accommodate a diverse new user base.

Existing conditions Design: Team II

127

TECH PAD PATH TO COMMUTER PLAZA

RAINWATER RING

COLLINS GREEN

REFUGE GREEN

WEST HALL

BUSH-BROWN LIBRARY

Collins Green 128

NTS

COLLINS GREEN A Native Alternative Collins Green, named for former department chair John Collins, features a large flexible lawn space to accommodate a variety of events. A smaller adjacent shaded green offers comparable uses and is protected from sun by canopy trees. Additional spaces include a retention basin and a Tech Center patio with a pollinator garden.

• Collins Green, a central green, is planted with a native warm-season no-mow turf grass mixture and provides space for lounging as well as campus sponsored events and fairs.

• Refuge Green, a shaded green, provides flexible space under canopy trees to shelter summer heat.

• Rainwater Ring, a retention basin, accommodates stormwater from the Learning Center roof while allowing users to experience a unique space on a floating deck.

• Tech Pad, a patio which extends from the Tech Center, fosters a strong indoor-outdoor connection between spaces.

• Increased plantings and trees soften the intensity of the built environment throughout the landscape.

• Circulation created to the new commuter plaza welcomes users upon arrival and directs them towards Collins Green or Leg Up Gardens.

Design: Team II

129

COLLINS GREEN A Native Alternative Collins Green is the focal point of a new campus center. A no-mow native grass mix will cover approximately a half acre of land, creating a flexible space to hold a variety of events. Circulation around the space is improved so that access to adjacent facilities is seamless.

Existing conditions

130

Collins Green

Design: Team II

131

REFUGE GREEN A Sheltered Space The Refuge Green is a green space with canopy and understory trees to provide shade as well as seasonal interest.

Picnic benches provide users with flexible spaces. The Refuge Green is an extension of Collins Green that offers protection from intense sun.

Existing conditions

132

Refuge Green

Design: Team II

133

RAINWATER RING Putting the Water Back A stormwater retention basin is immediately adjacent to Collins Green and the Learning Center. The basin is designed to accommodate all stormwater runoff from the Learning Center roofs as well as adjacent hardscape surfaces. A deck is sited in the middle of the basin to provide a unique opportunity for users to experience and learn about stormwater management.

Existing conditions

134

Rainwater Ring

Design: Team II

135

TECH PAD Creating Indoor-Outdoor Connections The Tech Pad is an outdoor patio extension from the Technology Center. The space is flexible and users can access WiFi while doing schoolwork in an outdoor setting.

Existing conditions

136

Tech Pad

Design: Team II

137

PLANT PALETTE Bush-Brown Library - Rainwater Ring - Tech Pad The plantings around Collins Green embody the spirit for whom its moniker honors, John F. Collins. Layers of lush native plants create an attractive and diverse landscape. Native warm-season grass mixtures create a drought and moderate traffic tolerant lawn space. Canopy trees allow the shade tolerant plants to thrive, offering color and texture appeal. A pollinator garden provides a food source to insects and birds. A retention basin features plants adapted both drought and standing water with herbaceous, canopy, and understory tree species.

Bush-Brown Library

Garden Bed

Path

Rainwater Ring Deck Infiltration Basin

Rainwater Ring: South section elevation

138

Taxodium distichum Bald Cypress

Path

Garden Bed

Acer rubrum Red Maple

Tech Pad

Salix discolor Pussy Willow

Tech Center

Ilex verticillata Winterberry Holly

Chamaecyparis nootkatensis Alaska Cedar

Carex flaccosperma Blue Wood Sedge

Carex vulpinoidea Fox Sedge

Monarda didyma Bee Balm

Tradescantia virginiana Spider Lily

Asarum canadense Wild Ginger

Tiarella cordifolia Foam Flower

Design: Team II

139

COLLINS GREEN

REFUGE GREEN

GUNNEL CLASS-SPACE

BUSH-BROWN LIBRARY

THOMPSON TERRACES

Bush-Brown Library 140

NTS

BUSH-BROWN LIBRARY Creating Versatile Spaces The newly dedicated Bush-Brown Library, named in honor of famed Pennsylvania School of Horticulture for Women director Louise Bush-Brown, is designed to expand usable space outside the Library Building. With a diverse and growing user base, greater flexibility of space around the library demonstrates a more dynamic purpose. These spaces also serve as destinations for Leg Up Farm users and their families.

• Gunnell Class-Space, an amphitheater, adds a new lecture area close to the library and creates a passive space for reading and studying outside.

• A formal entrance, at the rear of the library, vastly improves views for all users entering from Loop Road.

• Thompson Terraces, a patio and lounge space at the rear of the library, creates additional passive spaces for studying as well as for fostering interaction among a population of users from Temple Ambler, Leg Up Gardens, and the Lifelong Learners.

Design: Team II

141

GUNNELL CLASS-SPACE Improving the Educational Environment Named for 20th century horticulture pioneer Miss Edna Gunnell, this outdoor class-space improves the learning environment and creates a unique, flexible space for a variety of venues. The Gunnell Class-Space accommodates 75 to 90 people. Plants are arranged along the library facade and windows to reduce sun glare inside, which interferes with the electronic moving book stack technology.

Existing conditions

142

Gunnell class-space

Design: Team II

143

THOMPSON TERRACES Fostering Connections The Library currently has no formal entrance facing the vehicular approach along Loop Road. The new space, named for beloved librarian Sandi Thompson, features a patio with a formal entrance and flexible spaces. Ambler staff, students, Life-Long Learners, and Leg Up Farm families can interact with each other and take full advantage of the amenities of the Library. Terraces run along half the length of the building to create spaces for people to gather, study, and enjoy the outdoors. To improve ecological function, the adjacent lawn space is converted into a meadow.

Existing conditions

144

Thompson Terraces

Design: Team II

145

PLANT PALETTE Bush-Brown Library - Refuge Green The Bush-Brown Library plantings create privacy in the outdoor classroom setting, while also adding seasonal interests. Other strategic plantings around the Bush-Brown Library serve as vegetative screens to unsightly mechanical equipment. Native groundcovers are used extensively underneath trees to minimize maintenance and to provide seasonal interests.

Bush-Brown Library

Garden Bed

Path

Bush-Brown Library: South section elevation

146

Amphitheater Class-Space

Path

Liquidambar styraciflua Sweetgum

Liriodendron tulipifera Tulip Tree

Quercus palustris Pin Oak

Cercis canadensis Eastern Redbud

Cornus florida Flowering Dogwood

Ilex opaca American Holly

Juniperus virginiana ‘Canaertii’ Red Cedar

Sorghastrum nutans Indian Grass

Heuchera americana ‘Peach Flambe’ Coral Bells ‘Peach Flambe’

Salvia pachyphylla Giant Flowered Sage

Rudbeckia fulgida Orange Coneflower

West Hall Refuge Green

Design: Team II

147

Leg Up Gardens

3

Equestrian Facility

4

Inclusive Playground

5

Paddocks

6

Café

7

Collins Green

A

Recreation Services

B

Visitors Center

C

Hilda Justice

D

Dixon Hall

E

Cottage Hall

F

Bright Hall

G

Widener Hall

H

Library

I

West Hall

J

East Hall

K

Learning Center

L

Pool

RE EK VA LL EY

2

SE

Parking

RO

1

C

Legend

1

4

2

P

AD

O

R

O

LO

3

K

5 L 6

7

H

J

G

I

F E

N

Y ER

RU

N

N TA

D

C

B

A

MEETINGHOUSE ROAD

North Campus 148

NTS

NORTH CAMPUS Plaza, Path, and Renovated Dining Hall Plan The current space includes a tennis court, pool, existing Dining Hall, and plenty of underutilized space. There are currently no seating or plantings within this area, leaving an unappealing and unwelcoming condition.

The proposed newly designed space features new circulation patterns, seating options, plantings, and the renovation of the Dining Hall with a Greenhouse CafĂŠ addition. The new path and elevated boardwalk creates an appealing, cohesive transition between Leg Up Farm and Temple Ambler Campus.

Renovating the Dining Hall and adding the Greenhouse CafĂŠ builds on the existing character of campus and the arboretum. Various new plantings and seating throughout the design will rejuvenate the liveliness of campus attracting students, staff, and visitors.

Design: Team II

149

TENNIS COURT POOL HOUSE

OUTDOOR SEATING CAFÉ

BUS DROP-OFF

PERENNIAL GARDEN

AA’

DINING HALL

LEARNING CENTER

Plaza entry

150

NTS

NORTH CAMPUS PLAZA ENTRY Bus Drop-off Area The North Plaza Campus Entry adjacent to the Learning Center and the Dining Hall is the new entry point for vehicles to the north campus. A plaza with an appealing walk through lush plant beds greets the pedestrian and guides them towards the north campus buildings through wayfinding of paths and landscape edges.

Existing conditions

Design: Team II

151

NORTH CAMPUS PLAZA ENTRY Appealing Bus Drop-off New fencing and plantings screen the courts and the utilities adjacent to the Dining Hall. Thus transforming the existing open pavement into an inviting plaza. Various paths provide the visitor with options to go directly to a destination or take a more scenic, leisurely route.

Underutilized space between Learning Center and Dining Hall

152

Inviting plaza entrance facing Leg Up Farm

Design: Team II

153

NORTH CAMPUS PLAZA ENTRY Bus Drop-off and Plant Palette New flowering trees and herbaceous plantings will enliven the existing paved spaces. Using different textures of plants and a triadic color palette will create an aesthetically pleasing plaza.

Bus Drop Off

Path

Plaza entry: North section elevation

154

Plant Bed

Path

Plant Bed

Cornus alba ‘Sibirica’ Red Tree DogWood

Begonia grandis Hardy Begonia

Amelanchier canadensis Serviceberry

Cersis canadensis Eastern Redbud

Rudbeckia subtomentosa Sweet Coneflower

Coreopsis verticillata ‘Moonbeam’ Threadlead Coreopsis

Conoclinium coelestinum Blue Mistflower

Asclepias tuberosa Butterfly Weed

Oenothera fruticosa ssp. glauca Sundrops

Gaura lindheimeri White Gaura

Symphyotrichum novae-angliae New England Aster

Stipa tenuissima Mexican Feathergrass

Stachys byzantina Lambs’ Ear

AA’

Amsonia hubrichtii Blue Star

Path

Liriope muscari Big Blue Lilturf

Dining Hall

Design: Team II

155

BOARDWALK

MEADOW

OVERHANG

TENNIS COURT

BB’

POOLHOUSE

PERENNIAL GARDEN

BUS DROP-OFF CAFÉ

North campus path

156

NTS

NORTH CAMPUS PATH Path Between Tennis Courts and Pool A pleasant landscaped path between the pool and tennis courts provides access between the north and south side of Loop Road from the Dining Hall to Leg Up Farm. Along the pathway are spaces to sit, relax, and eat lunch on benches surrounded by an oasis of plants. This ADA accessible path transitions to a boardwalk at Loop Road and provides a tranquil walk through a meadow landscape.

Improvements at the tennis and pool area: • • • •

New fencing at pool and tennis courts create a dedicated and unique space for the path.

Pockets of private spaces with swing nest chairs under shade trellises offer comfortable and open seating options.

An ADA accessible elevated boardwalk provides a calm and relaxing walk through the meadow landscape.

New plantings and trees create a sense of welcome, comfortable scale, and enclosure.

Existing conditions

Design: Team II

157

NORTH CAMPUS PATH Path Entry and Private Spaces New site furnishings and plantings transform the existing underutilized space into an intriguing space while providing effective circulation. Nest swings attached to overhead shade trellises add a unique and relaxing feature within the two private spaces.

Left: Existing conditions. Right: Private space with nest swings and plantings.

158

Entry heading towards Leg Up Farm and Boardwalk

Design: Team II

159

NORTH CAMPUS PATH An Inviting Path and Plant Palette Layers of lush plantings create a welcoming and unique environment. Shade tolerant plants will thrive under the canopy trees and offer color and texture appeal. Plants growing over the new fencing soften and screen the fence enclosure.

Pool

North campus path: South section elevation

160

Enclosure

Path

Begonia grandis Hardy Begonia

Actaea racemosa Black Snakeroot

Amelanchier canadensis Serviceberry

Athyrium filix-femina Lady Fern

Asarum canadense Wild Ginger

Cersis canadensis Eastern Redbud

Dryopteris erythrosora Austumn Fern

Persicaria virginiana ‘Painters Palette’ Knotweed

Wisteria sinensis Wisteria

Hosta sieboldiana ‘Elegans’ Hosta

Astilbe arendsii ‘Showstar’ Astilbe

BB’

Plant Bed

Tennis Court

Design: Team II

161

TENNIS COURT POOL HOUSE

CC’

OUTDOOR SEATING CAFÉ PERENNIAL GARDEN

LAWN

DINING HALL

OUTDOOR SEATING

Dining Hall

162

NTS

DINING HALL AND CAFÉ Renovated Dining Hall and Outdoor Seating Renovating the Dining Hall will help maintain the existing character of campus, create more seating options, and help rejuvenate the space. The Café will be a special feature that contributes to bringing the arboretum character to the east side of campus. A trellis emits trickles of sunlight on the outdoor seating area. An overhang extension of the roof creates additional shade seating. The total Café area consists of 2,000 square feet of seating in the Greenhouse and 1,250 square feet of seating under the shade structures.

Existing conditions

Design: Team II

163

DINING HALL AND CAFĂ&#x2030; Outdoor Seating Under Planted Trellis The addition of the Greenhouse CafĂŠ, seating options and plantings will significantly enhance the existing conditions of the Dining Hall. Continuing the existing facade of the building preserves the character of the Dining Hall.

Empty space located behind the Dining Hall

164

Outdoor seating under planted pergola and cafĂŠ entrance

Design: Team II

165

DINING HALL AND CAFÉ Outdoor Seating Under Extended Dining Hall Roof Various new plants will enliven the updated Dining Hall and new Greenhouse Café. Flowering trees, shrubs, and herbaceous plants will create pleasing views from inside and outside of the Greenhouse Café. Sun loving plants will produce a variety of colors, textures, and seasonal interests.

Outdoor Seating Under Extended Roof

Plant Bed Existing Dining Hall

Dining Hall: West section elevation

166

Cornus alba ‘Sibirica’ Red Tree DogWood

Amelanchier canadensis Serviceberry

Cersis canadensis Eastern Redbud

Coreopsis verticillata ‘Moonbeam’ Threadlead Coreopsis

Begonia grandis Hardy Begonia

Physostegia virginiana Obedient Plant

Wisteria sinensis Wisteria

Oenothera fruticosa ssp. glauca Sundrops

Conoclinium coelestinum Blue Mistflower

Amsonia hubrichtii Blue Star

Asclepias tuberosa Butterfly Weed

Stipa tenuissima Mexican Feathergrass

CC’ Café

Plant Bed and Path

Design: Team II

167

DINING HALL AND CAFÉ Transition Between Bus Drop-off and Café The Café and the surrounding plant beds will create an overall cohesive and inviting setting for all users. The outdoor seating area and the direct path from the bus drop-off to and from the Café makes it very convenient to stop for a drink or something to eat.

Path

Dining Hall: South section elevation

168

Café and Plant Bed

Outdoor Seating under Pergola

Path

DDâ&#x20AC;&#x2122;

Plant Bed

Path

Plant Bed

Bus Drop-off

Design: Team II

169

Leg Up Gardens

3

Equestrian Facility

4

Inclusive Playground

5

Paddocks

6

Café

7

Collins Green

A

Recreation Services

B

Visitors Center

C

Hilda Justice

D

Dixon Hall

E

Cottage Hall

F

Bright Hall

G

Widener Hall

H

Library

I

West Hall

J

East Hall

K

Learning Center

L

Pool

RE EK VA LL EY

2

SE

Parking RO

1

C

Legend

1 4 2

P

AD

O

R

3

O

LO

K

5 L 6

7

H

J

G

I

F E

N

Y ER

RU

N

D

N TA

C

B A

MEETINGHOUSE ROAD

Leg Up Gardens 170

NTS

LEG UP GARDENS Leg Up Gardens Building and Outdoor Facilities Plan A parcel of land on the northern portion of the Temple Ambler Campus is currently undeveloped. Siting Leg Up Gardens in this area allows for Leg Up Gardens integration, while providing them with autonomy.

• As shown on the plan, this land is tree covered. The Leg Up Farm building and parking lot will require the removal of trees. However, this woodland consists of mostly invasive plants and is completely taken over by aggressive vines. Placing Leg Up Gardens in this location allows for a wonderful woodland restoration project.

• The building and parking lot are located on a flat area.

• The access to Leg Up Gardens is from the existing Loop Road.

LOOP ROAD

Existing conditions Design: Team II

171

EEâ&#x20AC;&#x2122;

MAIN ENTRY ATRIUM

PAVILION PARKING LOT CROSSWALK

VEGETABLE GARDEN

LOOP ROAD

TO AMBLER CAMPUS

Main entry

172

NTS

MAIN ENTRY Access from Dining Hall Café and Learning Center The entry to Leg Up Gardens is across Loop Road from the Café and Learning Center. The approach to the facility is a landscape of old field meadows and grasses. Once across Loop Road, the main building entry is to the left and the stables and vegetable garden are to the right.

• A very simple path layout makes for easy navigation to and from the Leg Up building.

• The vegetable garden is located optimally for afternoon sun as well as for easy access for horticulture, landscape architecture, and other students to maintain the garden.

LOOP ROAD

Context map

Design: Team II

173

MAIN ENTRY Leg Up Gardens Entry Details and Plant Palette The existing landscape in the front of the proposed Leg Up building currently comprises of old field. To rejuvenate the woodland edge, more old field plants will be added. This will transition into a mesic meadow to blend in with the proposed meadow across Loop Road adjacent to the Ambler Campus Pool. The objective is to attain the feeling of peace while walking towards Leg Up Gardens.

Entry Atrium and Public Health Classrooms

Main entry: East section elevation

174

Pathway to Leg Up

Raised Plant Bed

Pathway to Campus

Juniperus virginiana Easter Red Cedar

Magnolia virginiana Sweetbay Magnolia

Sorghastrum nutans Indian Grass

Robinia pseudoacacia Black Locust

Myrica pensylvanica Bayberry

Panicum virgatum Switch Grass

Solidago rugosa Wrinkleleaf Goldenrod

Carex pensylvanica Pennsylvania Sedge

Baptisia australis Blue Wild Indigo

Aster novae-angliae New England Aster

EEâ&#x20AC;&#x2122; Mounded Meadow and Old Field

Loop Road

Design: Team II

175

WELCOME TO LEG UP GARDENS The Entry to Leg Up Gardens Crossing over Loop Road from the Meadows of the Walk, a Leg Up Gardens sign greets visitors. The wood and glass building appears to be growing out of the natural landscape.

Existing old field on east side of campus

176

Leg Up Gardens sign

Design: Team II

177

FFâ&#x20AC;&#x2122;

TO STABLES

ORIENTATION FRAMES

CLASSROOM REFLECTION POOLS OVERHANG

MAIN ATRIUM

CLASSROOM

COCOONS TO STABLES

CLASSROOM

Healing courtyard plan

178

CLASSROOM

NTS

HEALING COURTYARD An Oasis for Relaxation In the heart of the Leg Up Gardens building is an open-air living courtyard. A place where supervised children can come to collect their thoughts, parents to relax, and students and faculty to enjoy a soothing break outside to eat or to study.

Features include: • Encompassed by windows, this courtyard is visible from the main entry atrium to provide a calming atmosphere.

• Underneath the second story overhang are tables and chairs for mixed-use programming: therapy, dining, studying, etc.

• Along the side of the courtyard are hanging cocoon chairs for an easy getaway for children that just need a break from it all.

• The central river stone covered Zen garden is accessible from the portals of “orientation frames,” where children can be one with the plants sitting within the trees on a rock.

• Reflection pools within the garden are shallow, designed to allow children to dip their hands and feel the water.

LOOP ROAD

Context map

Design: Team II

179

HEALING COURTYARD Courtyard Details and Plant Palette The planting of this courtyard is rather simple, following the design principles of Japanese rock gardens. A birch grove will be the star of the show, reaching up and out of the courtyard into the open air. Then, fern clusters contribute to a natural wetland feel, keeping the reflection pools slightly mysterious. Using a mixture of different ferns will produce a sensory feature for kids to touch and feel the leaf textures. The second story will also have a beautiful view of the plantings below.

Interior Hallway to Entry Atrium and Waiting Room

Cocoon Chair To Entry Atrium

Healing courtyard: West section elevation

180

Reflection Pool

Reflection Pool

Orientation Frames

River Stone Rock Garden

Dennstaedtia punctilobula Hay-Scented Fern

Onoclea sensibilis Sensitive Fern

Athyrium filix-femina Lady Fern

Betula populifolia Gray Birch

FFâ&#x20AC;&#x2122; Reflection Pool

Interior Hallway to Entry Atrium and Waiting Room

Design: Team II

181

HEALING COURTYARD Detail Perspective of Healing Courtyard at Leg Up Gardens The view from inside the main Leg Up Gardens atrium creates a major point of interest for all visitors. Itâ&#x20AC;&#x2122;s a yearround attraction. Meandering inside of the birch grove provides shelter and a calming sensation.

Invasive vines in the woodland

182

Top: View into the courtyard. Bottom: View inside the courtyard.

Design: Team II

183

HOP BOPS

BALANCE BEAM TRAIL

SPLASH STREAM MEADOW

MUSIC AREA

LOOKOUT DECK

MATTHEW’S TOWN

Play area

184

Patio

STABLES

GG’ NTS

GROUNDS FOR PLAY Detailed Plan of the Play Area at Leg Up Gardens The backyard of Leg Up Gardens is an extensive play zone for children of all abilities. The greater community has access to the play area from the parking lot entrance to the west. Although this playground is a massive therapeutic space, the elements are worked into the landscape in a fun way so that the kids won’t even know they’re at a therapy session.

• Vestibular therapy is a major practice at Leg Up Farm that focuses on improving balance and reducing problems related to dizziness. Multiple exercise features proposed on these grounds provide therapy exercises just for this challenge.

- Hop Bops: Raised circular platforms varying in size, that kids can hop from bop to bop.

- Balance Beam Trail: A vibrant raised balancing trail that flows with the topography of the site. The different colors represent difficulty levels of the beam.

• Big grassy reinforced mounds provide structure and added topography to the site.

• A sunken splash stream is located on the western portion of the grounds. This is a shallow hardscaped stream surrounding a meadow with a lookout deck in the middle.

• A covered patio area and open grass area adjacent to the hardscaping are for various events.

Design: Team II

185

GROUNDS FOR PLAY SECTION Playground Details and Plant Palette Leg Up Gardens is set at the woodland edge of Temple Ambler Campus. Kids, students, faculty, and parents will feel safe being nestled within the native trees and grassy mounds. All play equipment hugs the landscape in a whimsical, eye-catching way.

Balance trail wrapping around mound

Playground: East section elevation

186

Climbing Ropes

Rock Climbing

Quercus rubra Red Oak

Betula populifolia Gray Birch

Liriodendron tulipifera Tulip Poplar

Lindera benzoin Spice Bush

GGâ&#x20AC;&#x2122; Stables Covered Patio

Design: Team II

187

HOP BOPS Perspective of Balancing Play Equipment One of the play structures to help with vestibular development are the Hop Bops. Kids can jump from multi-colored blocks varying in height and width.

Existing wooded area with invasive shrubs

188

Playground with Hop Bops

Design: Team II

189

Hilda Justice

2

Intensive Greenroof

F

Dixon Hall

P

E

O

Leg Up Building

EK

Y

3

Extensive Greenroof

G

Greenhouse

4

Parking

H

Cottage Hall

5

Sensory Garden

I

Bright Hall

6

Deck Overlook

J

Widener Hall

7

Inclusive Playground

K

Library

8

Stables

L

West Hall

9

Paddocks

M

East Hall

10

Woodland Trail

N

Dining Hall

11

Wetland Walk

O

Learning Center

A

Administration

P

Pool

B

Haines House

Q

Student Lot

C

Recreation Services

R

Field House

D

Visitors Center

LE

SE

LO

1

RO

AD

Legend RE

C

O

L VA

RO

P

N

K

M

J L

I H

N

F G

D

STUDENT ENTRY

A

C

B

MAIN ENTRY

JOEL DRIVE

MEETINGHOUSE ROAD

RU

E

N

N TA

E

RY

11 9

8 Q

3 4

5

1

10

R

WO

OD

S

2 DR

IVE

Design Team III

7

6

0’

100’

200’

400’

DESIGN TEAM III Goals & Objectives Integrate Leg Up Farm on Temple University Ambler Campus. Commence a campus wide revitalization by repurposing an underutilized and unsustainable parking lot into an easily parceled piece of land that will promote movement between the north and south sides of campus. The project will be guided by ecological and sensory design principles.

•

Re-purpose the underutilized large impervious student parking lot to accommodate a new Leg Up Farm facility with minimal impact to existing open space on campus.

•

Take advantage of natural woodland backdrop along Tannery Run for the new building and other uses.

•

Practice sustainable concepts for storm water management by creating raingardens, greenroofs, and utilizing a native plant palette.

•

Redesign existing student parking lot to meet needs of both Leg Up Farm and athletic fields and facilities.

•

Use existing hydric soils between the existing student parking lot and Meetinghouse Road to create a wetland garden that will highlight Temple Ambler Arboretum on Meetinghouse Road.

•

Utilize the woodlands along Tannery Run to create a network of interpretative trails that connect to the north side of campus.

•

Design an inclusive playground available to the greater community thus increasing the target population for fundraising opportunities, while also providing an inclusive population of children to learn, socialize, play, and grow together.

•

Create a series of outdoor elements that support the therapeutic needs of Leg Up Farm.

•

Site the paddocks along Meetinghouse Road for a bucolic view and visibility of Leg Up Farm.

•

Place building further away from Meetinghouse Road to allow for sound attenuation and improved auditory experiences.

Design: Team III

191

Hilda Justice

2

Intensive Greenroof

F

Dixon Hall

P

E

O

Leg Up Building

EK

Y

3

Extensive Greenroof

G

Greenhouse

4

Parking

H

Cottage Hall

5

Sensory Garden

I

Bright Hall

6

Deck Overlook

J

Widener Hall

7

Inclusive Playground

K

Library

8

Stables

L

West Hall

9

Paddocks

M

East Hall

10

Woodland Trail

N

Dining Hall

11

Wetland Walk

O

Learning Center

A

Administration

P

Pool

B

Haines House

Q

New Student Lot

C

Recreation Services

R

Field House

D

Visitors Center

LE

SE

LO

1

RO

AD

Legend RE

C

O

L VA

RO

P

N

K

M

J L

I H

N

F G

D

STUDENT ENTRY

A

C

B

MAIN ENTRY

JOEL DRIVE

MEETINGHOUSE ROAD

RU

E

N

N TA

E

RY

11 9

8 Q

3 4

5

1 OD

S

2 DR

IVE

Proposed Design 192

10

R

WO

7

6

0’

100’

200’

400’

PROPOSED DESIGN Existing Conditions with Proposed Design Overlay The existing student parking lot is a massive impermeable surface devoid of any vegetation and does not positively contribute to the ecology of the site. Covering about 7.6 acres, the lot provides 917 parking spaces, which far exceeds what is needed on the Temple Ambler Campus. The proposed design shows 1.54 acres or 157 spaces for Leg Up Farm and 1.54 acres or 203 spaces for the Student Lot.

Proposed Sq. Ft. Leg Up Farm Land Development Building

Acres 13.41

44,000

1.01

-Playground

83,000

1.91

-Sensory Garden

46,500

1.07

-Entrance Gardens

13,000

0.30

8,500

0.21

-Lawn

149,500

3.43

-Paddocks

171,500

3.94

67,000

1.54

Outdoor amenity areas:

-Misc. Gardens

Parking Temple University Land Development Wetland meadow Student Parking (previously 333,000 sq. ft. or 7.64 acres, 917 cars. Now 203 cars) Total acres impacted

4.76 140,500

3.22

67,000

1.54 18.17

Design: Team III

193

MEETINGHOUSE ROAD

PHASE 4

PHASE 3

N

VE

DS

I DR

Y ER

N

N TA

OO

W

PHASE 1

PHASE 2

Phasing

194

0’

50’

100’

200’

RU

PHASING Four Phases

Phase 1 1. Leg Up Farm Building 2. Parking for Leg Up Farm and Temple Ambler

Phase 2 1. Playground 2. Sensory Garden 3. Deck Overlook

Phase 3 1. Paddocks 2. Access Drive to paddocks

Phase 4 1. New Bus Stop 2. Wetland Meadow

Design: Team III

195

E

IV

S OD

DR

O

W

AA’

STUDENT PARKING

LEG UP PARKING

MAIN ENTRANCE

LEG UP PARKING

Main entrance 196

LEG UP BUILDING

SENSORY GARDEN

0’

10’

20’

40’

MAIN ENTRANCE Enter Through an Allée of Honey Locust Trees The main entrance of Leg Up Farm is designed with an allée of trees that accentuates the driveway into the parking lot. The landscaped circular turnaround area provides an inviting and welcoming arrival for the visitor.

Design Features: • • • •

An allée of Honey Locust trees lead visitors towards the covered main entry circular turnaround.

A small landscaped area with an artful statue focal point is situated in the center of the circular turnaround.

Native plants provide visually stunning contrast to the modern facade of the Leg Up Farm building.

Modern style seating and hardscape complement the building while providing a user friendly atmosphere.

Existing conditions Design: Team III

197

ENTRANCE PLANTS A Splash of Color Welcomes Visitors Large structural canopy trees form the driveway and allée at the main entrance, accentuating the arrival to Leg Up Farm. A mix of bright and vibrant understory trees and flowers provide a colorful highlight at the main entry.

Trees: 1. Gleditsia triacanthos f. inermis - Honey Locust 2. Acer rubrum - Red Maple 3. Cornus florida - Flowering Dogwood 4. Hamamelis virginiana - Common Witch hazel Shrubs: 5. Itea virginica - Virginia Sweetspire 6. Callicarpa americana - American Beautyberry 7. Physocarpus opulifolius - Common Ninebark Herbaceous Plants: 8. Baptisia australis - Blue False Indigo 9. Coreopsis verticillata ‘Moonbeam’ - Tickseed 10. Asclepia tuberosa - Butterfly Weed 11. Salvia sylvestris ‘Caradonna’ - Meadow Sage 12. Liatris pycnostachya - Gayfeather 13. Phlox paniculata ‘Blue Paradise’ - Garden Phlox Grasses: 14. Andropogon gerardii - Big Blue Stem 15. Bouteloua gracilis - Blue Grama 16. No mow lawn (Fine Fescue mix) in parking lot tree islands

198

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Design: Team III

199

THE APPROACH Entrance from Meetinghouse Road Upon entering the main drive to Leg Up Farm and the student parking from Meetinghouse Road, pedestrians and motorists will see horses in the lush green paddocks on the left and the meadow to the right. An allĂŠe of Red Maples continue from the existing trees on the site. The paddocks along the road allows for additional exposure and visibility of Leg Up Farm.

An allĂŠe of Honey Locusts frame the entry drive and direct a view towards the impressive entry sculpture and the sleek modern facade of the Leg Up Farm building. Upon arrival, along the front of the building are plant beds with a display of stunning colors.

Entrance from Meetinghouse Road

200

Main entrance drive

Design: Team III

201

MAIN ENTRANCE A Welcoming Approach The drop off area under the 40-foot cantilevered roof overhang offers protection during inclement weather. The circular turnaround design ensures a large enough turning radius for buses and emergency vehicles. Modern and simplistic wooden benches provide comfortable seating with a view into the central garden bed and sculptural focal point.

AAâ&#x20AC;&#x2122;

Meadow

Woods Drive

Honey Locust allĂŠe

Main entrance: East section elevation 202

Circular turnaround

Plant bed w/ statue

Drop off & main entrance

Main entrance Design: Team III

203

LEG UP PARKING

EXTENSIVE GREENROOF

LEG UP BUILDING

BB’ RAISED PLANT BED

LEVEL PLANT BED W/ FOUNTAIN

PATH

OUTDOOR CLASSROOM

LA

ND

W AL K

INCLUSIVE PLAYGROUND

O

O

D

RU

W

Sensory Garden 204

TA NN ER Y

DECK OVERLOOK

0’

10’

20’

40’

N

SENSORY GARDEN A Garden Focusing on All Senses The Sensory Garden accommodates the needs of the majority of the children at Leg Up Farm who have sensory processing disorders that are extremely sensitive to sensory stimulation. Located at the rear of the building in the large outdoor courtyard, the sensory garden offers a relaxing and therapeutic environment for children and adults.

The garden is designed with diverse plantings as well as hardscapes and focal points that provide a calming place for children to explore their senses without being overwhelmed.

Design Features: • • • • •

Circular design that encourages movement around and through the garden space in a manner that will not confuse or disorient the user.

Plant palette that addresses all senses.

Central water feature.

An outdoor classroom that can be used for small gatherings or for general seating.

Underground cistern to collect stormwater runoff from the building to be reused for irrigation.

BB’

Path

Raised plant bed

Path

Level plant bed with fountain feature

Path

Raised plant bed

Outdoor classroom

Sensory Garden: East section elevation Design: Team III

205

SENSORY GARDEN PLANTS Plants that Affect the Five Senses The plant palette consists of native and non-native plantings that are chosen for their ability to showcase sensory attributes. Plants in this area will help children with sensory disorders to safely develop their senses by exploring and experiencing the plants. A mix of flowers, understory shrubs, and small trees creates a dynamic, lush space that feels safe while canopy trees cast comfortable shade. Included are spaces for raised plant beds at table height that accommodate wheelchairs. Visitors are encouraged to plant vegetables that can be interspersed with existing plants in the gardens.

Trees: 1. Amelanchier canadensis - Shadbush 2. Betula nigra - River Birch 3. Cercis canadensis - Eastern Redbud Shrubs: 4. Cephalanthus occidentalis - Buttonbush 5. Lindera benzoin - Spicebush Herbaceous Plants: 6. Achillea millefolium - Common Yarrow 7. Cosmos atrosanguineus - Chocolate Cosmos 8. Fragaria ananassa - Strawberry 9. Lavandula angustifolia - Lavender 10. Meehania cordata - Creeping Mint 11. Salvia lyrata - Lyreleaf Sage 12. Salvia officinalis - Common Sage 13. Sedum spectabile ‘Autumn Glory’ - Stonecrop 14. Solanum lycopersicum - Cherry Tomato 15. Stachys byzantina - Lamb’s Ear 16. Thymus vulgaris - Thyme

206

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Design: Team III

207

SENSORY GARDEN Outdoor Classroom and Water Fountain The Sensory Garden, the central node of the outdoor spaces, showcases a slow flow bubbling water feature that adds another form of sensory stimulation to the space. To the back of this area is an outdoor classroom that accommodates small gatherings or a place to rest and view the woods.

Outdoor classroom

208

Water fountain

Design: Team III

209

WOOD DECK Deck Overlook with Woodland View The Deck Overlook offers a relaxing refuge, a place for sitting with different views into the woods. A variety of seating options gives users choices as to how they would prefer to experience the lush plantings surrounding the space.

Existing conditions

210

Deck overlook

Design: Team III

211

LEG UP PARKING MAIN ENTRANCE

SENSORY GARDEN

LEG UP BUILDING

THERAPEUTIC ZONE INTENSIVE GREENROOF DECK OVERLOOK

CC’

ACTIVE ZONE

TRANSITION ZONE

K

Inclusive Playground 212

0’

12’

L WA

L

OD

WO

D AN

25’

50’

INCLUSIVE PLAYGROUND A Playground for All The Inclusive Playground is a space where children of all ages and abilities can come together to experience the joy of play. While fun is the main goal, this playground is a place where children can develop sensory, motor, cognitive, social, and emotional skills. Located immediately behind the new Leg Up Farm building, the play area wraps around the building and is visible from the parking lot to encourage community use.

Design Features: • • • • •

Active, therapeutic, and transitional zones separate the playground into several dynamic areas that provide different levels of activities.

Play equipment that promotes challenging play through spinning, climbing, and swinging.

Natural and fabricated shade structures that provide shelter and cool down spaces from the sun.

A planted border that serves as a perimeter barrier and helps blend the play space with surrounding existing woodland.

Rubber surfacing that provides a durable and safe play area.

CC’

Active Zone

Transitional Zone

Therapeutic Zone

Inclusive Playground: North section elevation Design: Team III

213

PLAYGROUND PLANTS Interesting and Safe Plants The plant palette featured in the playground consists of native plants that are commonly found in the plant communities of Pennsylvania. The playground is designated into three distinct zones, each with plants that mimic a specific plant community. The active, therapeutic, and transitional areas will reflect plant communities from a woodland edge, a tall grass meadow, and a flowering meadow respectively. The plant palette focuses on the seasonal interests that the plants will provide.

Trees: 1. Carya ovata - Shagbark Hickory 2. Magnolia virginiana - Sweetbay Magnolia 3. Nyssa sylvatica - Black Tupelo 4. Quercus alba - White Oak 5. Quercus rubra - Red Oak Shrubs: 6. Aesculus parviflora - Bottlebrush Buckeye 7. Aronia arbutifolia - Red Chokeberry 8. Clethra alnifolia - Summersweet 9. Ilex verticillata - Winterberry 10. Rhus aromatica - Fragrant Sumac Herbaceous Plants: 11. Aruncus dioicus - Goatâ&#x20AC;&#x2122;s Beard 12. Eurybia divaricata - White Wood Aster 13. Tiarella cordifolia - Foam Flower 14. Dennstaedtia punctilobula - Hayscented Fern Grasses: 15. Carex pensylvanica - Pennsylvania Sedge 16. Carex plantaginea - Seersucker Sedge

214

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Design: Team III

215

INCLUSIVE PLAYGROUND Active Zone The Active Zone consists of a dynamic net climbing system, spinning and swinging features, and plenty of open space for children to run around, to be excited, and to engage with others. All play features provide a unique challenge that focus on developing sensory and motor skills. In addition to the climbing and swinging pieces, part of this active area also includes outdoor music experiences where children can enjoy playing on chimes and other musical objects.

Existing conditions

216

Active Zone

Design: Team III

217

INCLUSIVE PLAYGROUND Therapeutic Zone In contrast to the Active Zone, the Therapeutic Zone offers a space where children can come to sit, relax, think, and play in a calm atmosphere. Additional equipment is added for use during therapy for students within this less active space.

Playground elements for childrenâ&#x20AC;&#x2122;s exploration are also located in the transition area between the Active and the Therapeutic Zone.

Transition Zone

218

Therapeutic Zone

Design: Team III

219

GREENROOF Intensive Greenroof Courtyard and Extensive Greenroof Above the southern wing of the building is an Intensive Greenroof Courtyard that features a circular sitting area planted with trees to cool the area from the sun. The custom fabricated seating platform allows for users to choose how they wish to experience the space. There are areas within the seating arrangement to allow for people in wheelchairs to sit between their peers, creating a sense of inclusion.

An Extensive Greenroof is above the horse stables. Visitors and staff have colorful views of the greenroof out the windows. The Intensive and Extensive Greenroofs will reduce the amount of stormwater that would otherwise flow into the stream.

Extensive North Greenroof above stables

220

Intensive South Greenroof above classrooms

Design: Team III

221

GREENROOF PLANTS Intensive Greenroof Plants The plants on the Intensive Greenroof are capable of withstanding the harsh conditions on rooftops. The four-foot soil substrate level accommodates trees and shrubs. Once established, the plants will provide shade and seasonal interest.

Trees 1. Ostrya virginiana - American Hophornbeam 2. Prunus pensylvanica - Bird Cherry Shrubs 3. Ceanothus americanus - New Jersey Tea Herbaceous Plants 4. Allium cernuum - Nodding Onion 5. Coreopsis lanceolata - Lance-leaf Coreopsis 6. Echinacea pallida - Pale Purple Coneflower 7. Matricaria chamomilla - False Chamomile 8. Penstemon hirsutus - Hairy Beard Tongue 9. Waldsteinia fragarioides - Barren Strawberry 10. Yucca filamentosa - Adamâ&#x20AC;&#x2122;s Needle Grasses 11. Eragrostis spectabilis - Purple Love Grass

222

1

2

3

4

5

6

7

8

9

10

11

Design: Team III

223

GREENROOF PLANTS Extensive Greenroof Plants The Extensive Greenroof consists of plants that can survive in six inches of medium and still provide seasonal interests. A mix of native and non-native plants will assure lower maintenance once established.

Herbaceous Plants 1. Album superbum - Caucasian Stonecrop 2. Anemone hupehensis - Thimbleweed 3. Antennaria parlinii - Pussy Toe 4. Dalea purpurea - Purple Prairie Clover 5. Hylotelephium ewersii - Pink Mongolian Stonecrop 6. Hylotelephium telephioides - Allegheny Stonecrop 7. Phemeranthus calycinus - Fame Flower 8. Sedum spurium ‘Schorbuser Blut’ - Dragon’s Blood 9. Symphyotrichum ericoides - Heath Aster 10. Tulbaghia violacea - Society Garlic

224

1

2

3

4

5

6

7

8

9

10

Design: Team III

225

Boardwalk Trail

226

BOARDWALK TRAIL Through the Wetland Meadow The Wetland Meadow Boardwalk, sited on hydric soils, provides a meandering path system through a lush native wetland plant community. Connecting at the existing Ambler student walkway on Meetinghouse Road and Woods Drive, the Wetland Meadow Boardwalk highlights the Ambler Campus Arboretum. It offers an alternate, more scenic, and educational route to and from the north and south side of the Temple Ambler Campus.

Design Features: • • •

Elevated boardwalk trail that brings people up close to a wetland plant community.

Open nodes along the boardwalk with seating and meeting spaces that overlook the meadow.

A small Bus Stop situated on a semi-circular deck.

MEETINGHOUSE ROAD

ALK DW

AN

W

O

O

DS

DR

IV

E

TL WE

BUS STOP

Existing conditions

Plan view

0’

Design: Team III

35’

70’

140’

227

MEADOW PLANTS Wetland Meadow Plants Native wetland plants are used in this hydric area for their visually appealing and functional qualities to mitigate stormwater runoff from the adjacent parking lots. The plants chosen for this area can serve as another educational learning experience in the arboretum. As a new garden that is visible along Meetinghouse Road, it will highlight the arboretum and communicate to the public that there is an arboretum on the Ambler Campus.â&#x20AC;&#x2039; Trees 1. Taxodium distichum - Bald Cypress Shrubs 2. Cornus amomum - Silky Dogwood 3. Salix sericea - Silky Willow Herbaceous Plants 4. Asclepias incarnata - Swamp Milkweed 5. Eutrochium purpureum - Joe Pye Weed 6. Helianthus angustifolius - Swamp Sunflower 7. Hibiscus moscheutos - Swamp Rosemallow 8. Iris versicolor - Blue Flag 9. Lobelia cardinalis - Cardinal Flower 10. Monarda didyma - Scarlet Beebalm 11. Solidago caesia - Blue Stemmed Goldenrod 12. Symphyotrichum novae-angliae - New England Aster Grasses 13. Elymus glaucus - Blue Wildrye 14. Panicum virgatum - Switchgrass 15. Sorghastrum nutans - Indian Grass 16. Sporobolus heterolepis - Prairie Dropseed

228

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Design: Team III

229

BUS STOP Connection to Wetland Meadow Boardwalk A bus stop shelter with open screen walls and a greenroof is situated on a wooden deck that overlooks the wetland meadow. The bus stop area is directly across from a sidewalk that connects to Leg Up Farm and is in close proximity to the redesigned student parking lot and the new Leg Up Farm parking lot.

The cypress grove is a unique space along the boardwalk and provides a wonderful spot for refuge and observation.

Cypress Grove along boardwalk

230

Bus stop and shelter

Design: Team III

231

WOODLAND TRAIL Meandering Through a Woodland Ecosystem Taking advantage of the natural beauty that exists behind the proposed Leg Up Farm facility, a woodland trail is aligned to meander much like Tannery Run. A series of bridges are incorporated along the trail for crossing the stream. The trails connect from the far end of the parking lot to the entrance of Temple University Ambler Campus.

Its close proximity to Leg Up Farm affords visitors an opportunity to experience the natural setting within an urban environment.

Tannery Run existing conditions

232

Woodland trail across Tannery Run

Design: Team III

233

BIRDâ&#x20AC;&#x2122;S EYE VIEW

234

Design: Team III

235

Hilda Justice

2

Leg Up Parking

F

Dixon Hall

3

Equestrian Facility

G

Greenhouse

4

Paddocks

H

Cottage Hall

5

Sensory Garden

I

Bright Hall

6

Inclusive Playground

J

Widener Hall

7

Food Crop Garden

K

Library

8

Café

L

West Hall

9

Café Garden

M

East Hall

10

Wetland Garden

N

Dining Hall

A

Administration

O

Learning Center

B

Haines House

P

Pool

C

Recreation Services

Q

Student Lot

D

Visitors Center

R

Field House

P

E

O

Leg Up Building

EK

Y

E LL

SE

LO

1

RO

AD

Legend RE

O

C

VA

RO

N

P

K

M

J L

I H

N

F

RU

N

E

G

Y ER

N TA

D

C

9 A

STUDENT ENTRY

D

B

MAIN ENTRY

JOEL DRIVE

8 MEETINGHOUSE ROA

2 10

1

4

5

3

6 7

Q R WO

OD

S

DR

IVE

Design Team IV

0’

100’

200’

400’

DESIGN TEAM IV Goals & Objectives Foster Temple Ambler’s philosophy of sustainable design by integrating new development that applies LEED principles while providing opportunities for education, enhanced campus beauty, and improved cohesiveness of Temple University Ambler Campus. Incorporate healthcare service, teaching, and learning opportunities for the Leg Up Farm community as well as Temple University faculty and students of the School of Public Health as well as other programs.

Sustainability • • • • •

Create gardens using native plants throughout the site to enhance campus sustainability.

Remove invasive species in the natural woodlands and restore the stream bank.

Redesign existing parking lot to incorporate best practices for stormwater management and traffic flow.

Incorporate new buildings with extensive greenroofs that complements and enhances the campus while reducing water runoff.

Create a wetland garden along Meetinghouse Road to enhance the plant community and wildlife habitat.

Education • •

Develop gardens that provide opportunities for therapy, while coordinating the planting with the entire campus.

Provide walking and horse trails for students of all abilities, connecting the campus to outdoor recreation in the surrounding woods.

Therapy • •

Create inclusive play areas that are easily accessible and safe for children.

Create a 10,000-square foot indoor riding arena and stables for hippotherapy.

Integration • • •

Create a unified north and south campus by using common and compatible design elements.

Build a small Café that provides food for Temple Ambler, Leg Up Farm, as well as the surrounding community.

Enhance the pedestrian and vehicular entrances on Meetinghouse Road connecting Leg Up Farm and community to the Temple Ambler Campus.

Design: Team IV

237

Hilda Justice

2

Leg Up Parking

F

Dixon Hall

3

Equestrian Facility

G

Greenhouse

4

Paddocks

H

Cottage Hall

5

Sensory Garden

I

Bright Hall

6

Inclusive Playground

J

Widener Hall

7

Food Crop Garden

K

Library

8

Café

L

West Hall

9

Café Garden

M

East Hall

10

Wetland Garden

N

Dining Hall

A

Administration

O

Learning Center

B

Haines House

P

Pool

C

Recreation Services

Q

Student Lot

D

Visitors Center

R

Field House

EK

Y

LE

SE

P

E

O

Leg Up Building

RE

LO

1

RO

AD

Legend C

O

L VA

RO

N

P

K

M

J L

I H

N

F

RU

N

N TA

E

G

Y ER

D

C

9 A

STUDENT ENTRY

B

MAIN ENTRY

JOEL DRIVE

8

MEETINGHOUSE ROAD

2 10

1

4

5

3

6 7

Q R WO

OD

S

DR

IVE

Proposed Design 238

0’

100’

200’

400’

PROPOSED DESIGN Existing Conditions with Proposed Design Overlay The land development for Leg Up Farm consists of a total of 7.35 acres and the redesigned Temple University Ambler area consists of 7.63 acres. The chart below details the acreage for each programmatic item.

Proposed Sq. Ft. Leg Up Farm Land Development Building

Acres 7.35

35,000

0.80

140,000

3.20

32,000

0.75

7,000

0.16

-Play Area

17,000

0.40

-Sensory Garden

42,000

0.90

Outdoor amenity areas: -Paddocks -Main entrance & raingarden -Outdoor Classroom

-Vegetable Garden Parking

6,000

0.14

43,000

1.00

Temple Ambler Land Development Student Parking (previously 280,000 sq. ft. or 6 acres, 917 cars. Now 528 cars)

7.63 222,000

5.10

78,000

1.80

CafĂŠ building

1,500

0.03

CafĂŠ garden

31,000

0.70

Wetland Garden

Total acres impacted

14.98

Design: Team IV

239

Phase 3

Phase 1

Phase 4 Phase 2

Phasing 240

0’

100’

200’

400’

PHASING Phase 1 1. Leg Up Farm Educational Building 2. Leg Up Farm Therapy Building 3. Leg Up Farm Main Entrance 4. Student Parking Redesigned 5. New Bus Stop Phase 2 1. Inclusive Playground 2. Sensory Garden Phase 3 1. Equestrian Center 2. Paddocks 3. Food Crop Garden Phase 4 1. Café 2. Culinary Garden 3. Wetland Garden

233’ 537’

297’

383’

Leg Up Farm Building, Mount Wolf, PA

Proposed Leg Up Farm Building, Temple Ambler Campus, PA

Design: Team IV

241

Loop Road New Campus Sign

Meetinghouse Road

Woods Drive

Wetland Garden

Perennial Planting

Campus entrance

242

0’

7.5’

15’

30’

CAMPUS ENTRANCE Campus Intersection on Meetinghouse Road The new entrance to Temple Ambler Campus located along Meetinghouse Road is designed with a cohesive landscape that clearly identifies the Ambler Campus and Arboretum. It provides a sense of place, pleasant views, effective wayfinding, and a consistent landscape vocabulary between the north and south side of campus.

Design Features: • • •

The intersection of Meetinghouse Road and Loop Road is planted with grass and perennials to create a consistent look connecting Loop Road and the new Woods Drive.

New lighting along the Meetinghouse Road provides safety and security while walking to and from the academic buildings on the north side of campus.

New signage on both sides of Meetinghouse Road provide wayfinding.

Design: Team IV

243

THE APPROACH Campus Entrance on Meetinghouse Road Driving east on Meetinghouse Road, visitors are greeted with a stone wall sign on one side of the road identifying Temple Ambler Campus and an expansive landscaped area of tall grasses on the other. The consistent landscape between the new Woods Drive and Loop Road across Meetinghouse Road provides a seamless connection.

Existing conditions

244

The approach

Design: Team IV

245

Sundial

Culinary Garden

Café GreenRoof

Café Patio

Perennial Planting

Meetinghouse Road

The Café

246

0’

12’

25’

50’

THE CAFÉ Connecting Two Sides The new Café serves as a nodal point for connecting Temple Ambler and Leg Up Farm. Thus providing opportunities for interaction, socializing, and gathering.

Design Features: • • •

Leg Up Farm and the Café are designed with similar architectural character to form a cohesive look that visually connects the north and south side of campus.

A patio immediately outside the Café provides additional outdoor dining and gathering spaces with pleasant views of the garden surroundings.

The Culinary Garden behind the Café is designed to attract pollinators while providing pleasant views from inside the Café.

Design: Team IV

247

THE CAFÉ View from Meetinghouse Road The Café is created to be a fun, engaging, and vibrant gathering place for the Temple Ambler and Leg Up Farm community. It is framed by new plantings to enhance not only the building, but also the pedestrian crossing. A unique enclave with the first Culinary Garden in the arboretum, the Café is located adjacent to the Greenhouse, Conifer Garden, and Research Garden.

Existing conditions

248

The CafĂŠ

Design: Team IV

249

CAFÉ CULINARY GARDEN Greenhouse

Locally grown plants create a sustainable and organic option for the food served in the Café. Fruit trees echo the orchards which were historically grown on the campus.

Culinary Garden

Café

Patio

Meetinghouse Road

0’

250

25’

50’

100’

Common Fig

Red Delicious Apple

Rosemary

Sweet Basil Design: Team IV

251

Meetinghouse Road

Pedestrian Intersection

Perennial Planting

Parking

Entrance Plaza

Glass Canopy

Greenroof

Main entrance

252

0’

12’

25’

50’

MAIN ENTRANCE Welcoming Entrance A redesigned entrance from Meetinghouse Road welcomes visitors with a inviting entrance and convenient parking.

Design Features: • •

Glass canopy helps to shade and keep visitors out of inclement weather.

Seating at the entrance plaza provide a comfortable waiting area.

Pedestrian Circulation New paving, planting, and lighting provide clear and safe pedestrian connections between the north and south side of the campus.

Design Features: • •

The corner of the pedestrian walk and the entrance to Leg Up Farm are planted with the same mix of perennials to create a visual connection through similar colors and textures.

Street lights along Meetinghouse Road provide pedestrians with a safe and secure environment between the north and south side of the campus at night.

Design: Team IV

253

MAIN ENTRANCE Leg Up Farm Entrance A vibrantly colored perennial garden greets the visitor at the entrance on Meetinghouse Road. A circular drop off can be seen from the approach to the front of the building. Under the building entrance canopy, visitors can sit in the comfortable shade and enjoy the views while they wait to be picked up.

Existing conditions

254

Main entrance

Design: Team IV

255

MAIN ENTRANCE Café

Meetinghouse Road

Pedestrian Intersection

Leg Up Farm Entrance

Perennial mix extends to both sides of the campus

256

0’

25’

50’

100’

Sour Gum

Little Henry Coneflower

Moss Phlox

Cardinal Flower

Design: Team IV

257

Parking

Pond

Outdoor Classroom

Musical Instruments

Sensory Garden

258

0’

12’

25’

50’

SENSORY GARDEN A Place for Discovery The Sensory Garden provides the users of Leg Up Farm with the opportunity for individual and combined sensory experiences.

Design Features: • • •

A naturalistic pond is created in the garden for relaxation and added sensory experience.

Plants are chosen specifically to enhance the sensory experiences: smell, sight, taste, hearing, and touch.

An outdoor music area is nearby and easily accessible from the path.

Design: Team IV

259

OUTLOOK BRIDGE Sensory Garden Walk The Sensory Garden Walk meanders through the garden to the edge of the woodland. It then connects to a raised wood deck path where visitors can experience nature from a different perspective.

Existing conditions

260

Outlook Bridge

Design: Team IV

261

SENSORY GARDEN Parking

Sensory Garden

Leg Up Farm

Playground

This garden provides interesting sensations from fragrance, colors, textures, tastes, and sounds 262

0’

25’

50’

100’

Common Witch Hazel

Flowering Dogwood

American Smoke Tree

Sensation Lilac Design: Team IV

263

Leg Up Farm

Outdoor Classroom

Extensive Greenroof

Team Building Zone

Friendly Competition Zone

Food Crop Garden

Independent Play Zone

Mound

Inclusive playground

264

0’

12’

25’

50’

INCLUSIVE PLAYGROUND Inclusive Play The Inclusive Playground is designed to allow for individual and group play.

Design Features: • • • • •

Play equipment is by General Recreation, Inc. The playground is designed as a safe place where children of all abilities can play together.

Colored circles identify the different zones for the different types of play.

The shaded playground provides users with relief from the sun.

The greenroof collects rainwater while providing pleasant views from the second floor of the building.

Design: Team IV

265

PLAYGROUND Inclusive Playground The Inclusive Playground encourages the children to play, learn, and explore.

Existing conditions

266

Inclusive playground

Design: Team IV

267

FOOD CROP GARDEN A Place to Grow Edible Plants The food crop garden is located immediately outside the educational building. A small orchard of Summercrisp Pear and Red Delicious Apple, mixed berry shrubs, and vegetated raised plant beds are in this garden. This area is easily accessible from the building and the path from the playground.

Existing conditions

268

Food crop garden

Design: Team IV

269

GREENROOF & RAIN GARDEN Paddocks

Food Crop Garden

Inclusive Playground

Rain Garden

Rain Garden

Greenroof, food crop and rain gardens facilitate outdoor learning experiences

270

0’

25’

50’

100’

Swamp Milkweed

Summercrisp Pear

Rising Sun Redbud

Blue Carpet Stonecrop Design: Team IV

271

Meetinghouse Road

Paddocks

Wetland Garden

s od Wo Dri ve

Bus Stop

Woods Drive

272

0’

12’

25’

50’

WOODS DRIVE Vehicular Circulation The realigned Woods Road intersects Meetinghouse Road to Loop Road. This road provides a smooth vehicular transition from student parking on the south side of campus to faculty parking and academic buildings on the north side of campus.

Design Features: • • •

The existing wetland plant community is expanded on the west side of the drive. This updated area highlights Temple Ambler Arboretum on Meetinghouse Road, while providing seasonal interests and educational opportunities.

The wetland and rain garden will collect stormwater runoff from the student parking lot and will serve as a demonstration of green infrastructure.

The paddocks located on the east side of the Woods Drive provide visitors with views of horses.

Design: Team IV

273

WOODS DRIVE Realigned Student Drive The realigned Woods Road and new landscape provide views of the natural environment including fauna and flora. This setting will provide a natural traffic calming effect.

Existing conditions

274

Bus stop and Woods Drive

Design: Team IV

275

WETLAND WALK Student Path to and from Student Parking The Wetland Garden will be the first new garden to be added to the arboretum on the south side of the campus.

This garden will provide a visual cue along Meetinghouse Road with distinct plants of the wetland ecosystem.

Plants such as Highbush Blueberries and Weeping Willows that are currently not on the north side of campus will be introduced to increase the fauna and flora biodiversity within the arboretum.

Existing conditions

276

Wetland garden

Design: Team IV

277

WETLAND GARDEN Research Garden

Meetinghouse Road

Paddocks

Wetland Garden

D ds

o Wo e

riv

Bus Stop

Wetland Garden contributes to the biodiversity of the plant and wildlife ecosystem

278

0’

25’

50’

100’

Bald Cypress

Weeping Willow

Highbush Blueberry

Heritage Birch Design: Team IV

279

NIGHT SCENES

Safe night lighting at Leg Up Farm entry

280

Inviting night lighting at entry

Design: Team IV

281

NIGHT SCENES

Meetinghouse Road lined with streetlights

282

Safe environment in the inclusive playground

Design: Team IV

283

CASE STUDIES

Case studies were researched to provide design inspiration for integrating Leg Up Farm on the Temple University Ambler Campus.

Case Studies

285

LEG UP FARM

Location:

Mount Wolf, PA

Ages:

Infant – 21

Size:

18 Acres

Leg Up Farm is a non-profit therapy center for children with disabilities and developmental delays. Their distinctive “Circle of Care” program provides comprehensive therapies by bringing therapists of different specialties together to create a customized program with a team approach. This approach emphasizes their mission to enrich the lives of families with special needs children through customized therapeutic experiences.

Leg Up Farm is home to various outdoor elements that are utilized for the therapeutic needs of children.

Each is located within walking distance to ensure that even those with physical disabilities are able to access all that Leg Up Farm has to offer.

Case Studies

287

Paddock Parking Lot

Barn

Leg Up Farm

Playground

288

Leg Up Farm is situated on farmland donated by Barbara Warren. Program elements incorporated on the site include play therapy, speech-language therapy, aqua therapy, and hippotherapy. As therapy sessions tend to be hours long, a loop trail around the facility provides parents with an activity while waiting for their children. The paddocks, barn, and indoor arena are located all to the north side of the property to ensure all elements of the hippotherapy program work together cohesively.

Right > Indoor and outdoor spaces ensure a variety of therapy opportunities during all seasons of the year.

Opposite < Master plan of Leg Up Farm showing recent additions.

Case Studies

289

CAMPUS

Examining a variety of campuses that serve users with special needs provided design details and insights for the Leg Up Farm and Temple Ambler Campus project.

THE CENTER FOR DISCOVERY AUTISM CAMPUS Location:

Harris, New York

Ages:

5 â&#x20AC;&#x201C; 18

Size:

15 Acres

The success of the Center for Discovery Autism Campus is in the architecture which is sited to follow the topography thereby creating a seamless flow of buildings in the landscape reinforced with gently curving paths.

The colors of the buildings repeat, adding familiarity to the overall campus. These features target those with Autism Spectrum Disorders by creating clarity in the differentiated spaces. The buildings can be seen from a distance while walking towards them. Each building is vibrantly colored, making each space distinct and visually appealing. The campus makes up for the lack of on-site activities via the numerous facilities located offsite just minutes away.

The gently winding paths that guide people from one building to another are designed to prevent sudden spatial changes. Pathway designs with gentle elevational transitions are beneficial to all users on the campus.

Case Studies

293

Vibrantly colored buildings stand out in the landscape while keeping a repetitious design. Very few shrubs block the facade of the buildings and trees rise above the landscape and the building rooftops. The campus in enchanced by a range of deciduous and evergreen plants from low ground covers and shrubs to tall canopy trees provide the overall enhancement of the campus.

294

The building roofs are artfully designed to move with the slope of the surrounding area. The new Leg Up Farm facility would benefit from examining the existing features of the Temple Ambler Campus so that compatible architectural and landscape architectural design vocabulary can be integrated into the design.

Case Studies

295

THE DEVEREUX GLENHOLME SCHOOL Location:

Washington, Connecticut

Ages:

10 â&#x20AC;&#x201C; Adult

Size:

110 Acres

Devereux Glenholme School is a non-profit 501 (c) (3) independent boarding and day school which caters to the needs of individuals with special needs. Milieu therapy is employed to help students achieve competent social and academic levels. This form of therapy involves the use of therapeutic communities for psychotherapy.

Within this environment, the patient learns adaptive coping as well as interaction and relationship skills. The school is situated in semi-rural Connecticut. It serves individuals with Aspergers, ASD, ADHD, OCD, Tourettes, depression, anxiety and various learning differences.

The colonial revival building named â&#x20AC;&#x2DC;Glen Holme,â&#x20AC;&#x2122; pictured above, was designed by architect Ehrick Rossiter and completed in 1898. It currently holds the administrative offices for the Glenholme School.

The remaining grounds and buildings of the school were donated by Jean White Van Sinderen in 1968 after observing the work being conducted by Helena Devereux for children with special needs. The organizational mission and historical campus setting make the Glenholme School a valuable model for siting Leg Up Farm on the Temple Ambler Campus.

Case Studies

297

The Devereux Glenholme School Campus is located on a former country estate owned by late 19th century New York City industrialist William Leslie Van Sinderen. Historic architecture is nestled on rolling Connecticut hills and surrounded by a mature woodland. Program elements on the campus include academics, behavioral therapy, and active recreation.

Positive Behavior Interventions and Supports (PBIS) and Applied Behavior Analysis (ABA) are used to create a positive treatment model. Campus circulation is defined by a historic layout of cottages and maintained by the academic and therapeutic missions of the school.

298

Right > Designed spaces offer students opportunities to enjoy the landscape throughout the campus.

Opposite < The axonometric plan illustrates the organizational principles of the Devereux Glenholme School.

Case Studies

299

WENDELL FOSTERâ&#x20AC;&#x2122;S CAMPUS FOR DEVELOPMENTAL DISABILITIES Location:

Owensboro, Kentucky

Ages:

All

Size:

9 Acres

Wendell Fosterâ&#x20AC;&#x2122;s Campus started in 1947 at the private residence of Edith and Wendell Foster. Since then, this private, non-profit 501(c)(3) corporation has grown to serve the region. Their mission is to provide therapy and training to individuals with special needs so they can realize their potential.

In 2006, Wendell Foster completed the renovation of their outdoor area. It was designed by Hawkins Partners, Inc., Landscape Architects, under principal Laura Schoeder.

The program included a 1.7-acre sensory park, a large gathering space, and connection of the two sides of campus across Seventh Street. The project was 100% funded by the community and other donors.

Many of the elements of the sensory park are designed with the help of a committee consisting of licensed physical, occupational, and speech therapists, as well as a behavior specialist. These professionals provided services that were consistent with the program needs at Wendell Fosterâ&#x20AC;&#x2122;s. The park is open to the public and is most used on weekends with community events in the large gathering area. These special occasions provide the general public an opportunity to gain a deeper understanding of this facilityâ&#x20AC;&#x2122;s capabilities and how people with special needs are an important part of the community. Other elements in the outdoor area that are not visible in the image include interactive sculptures from local artists and wheelchair obstacles that challenge users to be prepared for real world constraints.

Case Studies

301

Residential Center

Young Community Center

Residential Center

Tripplett Street

East Seventh Street

LEGEND 1 Gateway 2 Community Area 3 Overhead Structure 4 Play Area 5 Quiet Atea/Treehouse 6 Raingarden/Pond 7 Secondary Gathering Area 8 Co-op Garden Area 9 Additional Parking Sculpture and/or Interactive Opportunities

Robert Green Therapy Pavilion

Center Street

Elmer Administration Building

Technology Annex Addington Development Center

The master plan created by Hawkins Partners gives insight to how they solved the challenges of the site. East Seventh Street previously separated the campus in half which provided a constraint for people in wheelchairs to cross the street. Creating a central space to the campus fosters maximum group integration. Onsite stormwater management via a bioswale directs water to a built pond. However, the pond had to be filled in, as many felt it was not safe for the children. The bioswale now runs into a rain garden. All main pathways have 5% slope or less, with secondary paths taking advantage of steeper topography to provide users with a different experience. It was expressed that more shade was needed around the large gathering area, especially from the summer afternoon sun.

302

Should Leg Up Farm project be incorporated on the Ambler Campus, the program should consider interactive sculpture, musical instruments, wheelchair accessibility, and a plaza. A large gathering space is especially appropriate and could be used by both Leg Up Farm and Temple Ambler. The images above show how color is used to create cohesiveness between the two main sections of the park. It is important to consider color and materials details when designing Leg Up Farm to ensure that is will fit seamlessly within Temple University Ambler.

Right > Top left: Shade structures for gathering space. Bottom left: Gathering space for events. Top right: Wheelchair accessible table that can be used for creating different challenges. Bottom right: Wheelchair accessible playground.

Opposite < Master plan for Wendell Fosterâ&#x20AC;&#x2122;s campus renovation.

Case Studies

303

THE MONARCH SCHOOL Location:

Houston, TX

Ages:

5 â&#x20AC;&#x201C; 21

Size:

11 Acres

The Monarch School is a therapeutic school, which offers each student a curriculum that uniquely blends psychology and education, provided in a highly individualized program. Monarch has learned that a strong focus on ecological education empowers students to gain control over themselves and their world.

In doing so, the Monarch School is quickly emerging as an environmental leader in the community.

The Chrysalis Building is the first of three educational buildings to reach completion. Chrysalis currently houses the entire school, although it was designed for and will ultimately only serve the highly sensitive students in the Novice and Apprentice Programs. The building design therefore provides a highly controlled, safe environment for these students to open themselves up to learning. Students in the Challenger and Voyager Programs eventually move to the more complex environments of the Butterfly Building and the Monarch Center.

Case Studies

305

Butterfly Building Pond

The Chrysalis Building

Playground Outdoor Athletic Facilities

Teaching Facility

Outdoor Athletic Facilities

The Monarch School Studios are â&#x20AC;&#x153;living buildingsâ&#x20AC;? that serve as an environmental stewardship and educational tool that engages students and the Houston community. It achieves a two-fold mission as a demonstration, hands-on space as well as a place for students to connect with nature. Climate responsive design features allow for both active and passive technologies which can be controlled by the students through daily choices and interactivity.

306

The Butterfly Building is the first Net-Zero building in the Monarch School. It includes a 600-square foot conditioned classroom studio, a 320-square foot NetZero energy studio, a 200-square foot open space, a 330-square foot covered, unconditioned porch; and a 600-square foot courtyard.

The courtyard at the middle of teaching facilities provide a good place for students to relax and play. At the same time, it is also used for an outdoor classroom and event area.

Right > Butterfly building with basketball court.

Left < The courtyard between of two wings of teaching facilities and playground.

Case Studies

307

YELLOWSTONE BOYS AND GIRLS RANCH Location:

Billings, Montana

Ages:

10 â&#x20AC;&#x201C; 18

Size:

410 Acres

The site is located 100 miles to the northeast of Yellowstone National Park and about five miles outside of Billings, Montana. The ranch is surrounded by large plots of farmland. The Yellowstone Boys and Girls Ranch (YBGR) utilizes evidenced-based treatment for disabilities such as Cognitive Behavior Therapy, Trauma-Focused Cognitive Behavioral Therapy, Dialectical Behavior Therapy, and Motivational Interviewing.

Founded in 1956, the Yellowstone Boys Ranch purchased the Sawyer Dairy Farm in 1957 for $85,000. Seven founding board members co-signed the loan and backed it with their personal finances. The Residential Treatment is located on a 410-acre, working farm and ranch.

Case Studies

309

The ranch specializes in treating troubled youth who struggle with social, emotional, and behavioral disorders. The ranch also has four other Community Based Services locations in Livingston, Lewistown, Dillon, and Billings. With all of the locations the facility impacts about 650 kids each day. Throughout their history, YBGR has impacted close to 10,000 youths and their families.

310

Yellowstone Boys and Girls Ranch believes in the importance of giving the students the opportunity to experience a greenhouse, as well as learn how to grow and tend to plants. YBGR provides great connections to the natural environment of woodlands, large sports fields, and a Canyon Creek that flows through the campus. These features give the students and patients a chance to have unique outdoor experiences that they may otherwise not have. Leg Up Farm can have exposure to similar opportunities via the greenhouse, formal gardens, woodlands, meadows, as well as Rose Valley Creek and Tannery Run.

Case Studies

311

HIPPOTHERAPY

The therapy and rehabilitation treatment uses horseback riding for improving a personâ&#x20AC;&#x2122;s coordination, balance, and strength.

TERI: CAMPUS OF LIFE Location:

Marcos, California

Ages:

6 â&#x20AC;&#x201C; 22

Size:

20 Acres

Located on 20 acres in San Diego County, the campus provides an inspiring and therapeutic environment for individuals with Autism and other developmental disabilities of ages 6 to 22. The new campus will be home to many of the educational centers in the area including the Lifespan Institute, Kilmer College, Learning Academy, and the Child Development Center.

TERI project may be the most ambitious special needs project to date. It is a state of the art campus that will offer innovative facilities and cutting edge research in a world-class environment focused on community building, acceptance and empowerment of the individual.

Phase I of the Harriet E. Pfleger Therapeutic Equestrian Center is complete. This includes the property acquisition, zoning, planning, and construction of the equestrian center. TERI partnered with the militaryâ&#x20AC;&#x2122;s innovation readiness training (IRT) program to build a part of phase I on their new campus. Harriet E. Pfleger Therapeutic Center, the first building on the campus was built with one million dollars in donations.

It is an equestrian center with stables for six horses, a riding arena, and riding trails. It serves up to 150 students with special needs.

Case Studies

315

Plan view of the proposed future campus.

The campus promotes lifelong learning and independence through enriching programs. Career-focused certification programs are available in fields such as food service, agriculture, equestrian, sustainability, and the arts. The campus has a large crop production farm and a greenhouse, both provide therapy and life skills. The greenhouse is also a source of funding for the TERI campus, because students can sell their produce. The future campus has a large open quad and various colored awnings at each of the entrances that provide shade while differentiating each building by colors. The campus also plans to become LEED certified by utilizing solar panels over the parking lot to reduce the carbon foot print and green infrastructure for stormwater management.

316

The equestrian center provides stables for six horses, a riding arena, as well as riding trails. Students have individual sessions that strengthen both body and mind.

Jarred, a student with muscular dystrophy began riding at the equestrian program. He required his instructor to ride double with him to provide extra support to his upper body and could only ride for short periods of time before he soon tired.

Otherwise bound to a wheelchair, Jarred discovered the freedom and mobility that horseback riding provides and he began to show progress in his balance, stamina, and coordination.

Right > Student rides horse inside riding arena.

Left < Jarred, one of the students riding a horse at the equestrian center.

Case Studies

317

QUEST THERAPY

Location:

West Chester, PA

Ages:

Infant â&#x20AC;&#x201C; 21

Size:

10 Acres

Quest Therapy is a full time pediatric therapy clinic which serves special needs children with a broad range of disabilities, from infanthood to 21 years old. The campus provides a clinical facility, indoor and outdoor riding arenas for hippotherapy, and 11 horses, with .8-acre of paddock area per horse.

The success of the campus is due to the numerous programs offered in partnerships with universities. Quest Therapy can serve as a model for Temple University and Leg Up Farm to provide internship opportunities which focuses on working with horses or special needs education.

Case Studies

319

Quest Therapy was used as a case study by Leg Up Farm to create their own model. The facility provides for and treats a wide range of medical issues and disabilities, such as Cerebral Palsy, Autism, Down Syndrome, Low Muscle Tone, Developmental Delay, Muscular Dystrophy, Speech Delay, Spina Bifida, Genetic Syndromes, Cystic Fibrosis, Angleman Syndrome, HH, and Attention Deficit Disorders/Hyperactivity. Through a combination of a variety of treatments, such as occupational, physical, hippotherapy, speech, and early intervention, a healing program is created and tailored to each individual.

320

During hippotherapy, a child typically focuses on developing motor skills, confidence, and coordination. Core values of Quest Therapy are as follows. Integrity: to always act with principle. Excellence: to always strive for improvement.

Respect: for each other, and our environment. Equality: to recognize the best in everyone. Humor: to enjoy our work and each other.

Right > View of outdoor pastures and scenic surroundings.

Opposite < View of horse stables and barns. Traversing different terrains to get to the barns provides therapy.

Case Studies

321

OAKLAND SCHOOL Location:

Troy, Virginia

Ages:

5 â&#x20AC;&#x201C; 18

Size:

68 Acres

Oakland School emphasizes basic skills. These skills range from language and communication techniques to standard academic courses. However, since each child has an individual program, a child with severe reading problems may spend six of the daily ten periods focused on reading.

The school prioritizes individual plans to create a nurturing environment that helps advance specific academic, emotional, and social needs. Every child is unique and learns differently, so the academic program must be tailored for the individual. The goal of Oakland is to encourage and help students achieve their fullest potential. This will develop a love of learning as well as a firm sense of self-worth and respect for themselves and others.

Students take part in various physical activities such as horseback riding, swimming, fishing, camping, hiking, tennis, basketball, archery, and drama. Sustained academic and physical education are the main form of therapy and training. Students with learning differences, particularly language based learning disabilities, ADHD or organizational difficulties may be appropriate for the program. To create a new campus environment with adequate learning facilities, private donations helped to expand historic garden and campus facilities in 2006. The school is a private co-ed boarding school and runs a successful summer program.

Case Studies

323

The equestrian program at Oakland School builds confidence for students. Students develop the ability to communicate through the continued bond with horses. In addition to the riding arena, trails into the forest provide ample, challenges to a novice rider.

Right > Student receives award for excellent equestrian skills.

Left < Students riding together inside the riding arena.

324

An important part of the equestrian program is promoting the success of the students. Achievements within the program are rewarded with ribbons, and expressed praise. Students who participate in the equestrian program gain social skills.

Oakland School promotes academics such as advanced reading and mathematics. The school tailors individual learning programs to each student. The goal is to have every student succeed at a public school with state proficiency.

Oakland School not only promotes sound academics, but vocational skills. Their goal is to embrace the surrounding natural landscape and open the studentsâ&#x20AC;&#x2122; thought process.

Right > Student working to repair damaged fence post.

Left < Carol Williams Head of School, Oakland School.

Case Studies

325

CHILDREN’S THERAPLAY FOUNDATION Location:

Carmel, Indiana

Ages:

18 months – 13

Size:

5 Acres

The Children’s TherAplay Foundation is a non-profit pediatric outpatient clinic north of Indianapolis. Their first steps into hippotherapy was an occupational therapist contacting the owner of Lucky Farms asking to borrow some horses for treating children. In 2001, Children’s TherAplay was founded by the owner of Lucky Farms, Craig Dobbs. The facility provides physical and occupational therapy to children with special needs through the use of rigorous and fun hippotherapy sessions. Their riding area is heated to allow for year-round treatment. The foundation also offers physical and occupational therapy that are not hippotherapy. TherAplay has a child-friendly clinic with indoor play areas and therapy rooms.

Therapy sessions at Childrenâ&#x20AC;&#x2122;s TherAplay are one-on-one and include time in the clinic and on horseback.

They treat children with Autism, cerebral palsy, PVL, down syndrome, sensory integrative dysfunction, attention deficit, stroke, brain trauma, developmental delay, spinal cord injuries, genetic disorders, and any other issues that may be assisted by hippotherapy. The foundation covers the gap between the cost of treatment and reimbursement from insurance companies. Much like Leg Up Farm they do not charge the families the difference between the two. They have a scholarship program for families whose insurance has been maximized. They are part of the United Way agency which evaluates and supports their endeavors.

Case Studies

327

Childrenâ&#x20AC;&#x2122;s TherAplay grew from utilitarian needs and by adopting grounds and buildings that were formerly part of Lucky Farms. With Craig Dobbs as the owner of both organizations, opportunities for growth and adaptation similar to those found at Leg Up Farm have been possible. However, their current facilities are very basic and they are looking to create branding for their company in a way that Leg Up Farm has already achieved. They are working with architects who specialize in the design of medical buildings to create a modernized 24,000-square foot therapy building to provide better services for the children.

328

The Childrenâ&#x20AC;&#x2122;s TherAplay Foundation has many similarities to Leg Up Farm, but it does not have the allinclusive treatment available at Leg Up Farm.

The foundation works with many organizations that share their goals. However, they do not have any research opportunities. Much like Leg Up Farm, they get their patients and the community involved in many activities throughout the year, including helping with gardening, building small structures, and taking care of the animals.

Case Studies

329

THE NATIONAL CENTER FOR EQUINE FACILITATED THERAPY Location:

Woodside, California

Ages:

1 â&#x20AC;&#x201C; 75

Size:

12 Acres

The National Center for Equine Facilitated Therapy (NCEFT) is a non-profit public benefit corporation that was founded over 45 years ago. Their mission of horses, hope, and healing provides hippotherapy for children, adults, veterans, and first responders who have neurophysiological, cognitive, sensory processing, and psychological challenges. The property has a fully restored 1920â&#x20AC;&#x2122;s dairy barn, a covered and an open arena, sensory trail, indoor therapy clinic, a covered mounting lift and ramp, and viewing platforms. They use these amenities to accommodate over 5,000 treatment sessions per year that are specialized to treat every individual no matter what their needs are.

NCEFT provides a wide range of opportunities for people with disabilities, works alongside with special education school programs, and offers tranquil farm experience to the children. Their summer camps are open to children with disabilities and their siblings even if they are not disabled. Their veterans and first responders programs operate entirely on donations. Neither the clients nor the government are billed for the program. This very open approach of caring for people and not for profit, is similar to the ideals of Leg Up Farm.

Case Studies

331

NCEFT works hard to care for the needs of the people they treat. Above is an opening ceremony for an in-house horse show performed by the veterans they treat to help fund raise for the program.

332

Located in a suburban area between San Jose and San Francisco, the site has a feeling of rural serenity. It is surrounded by mature trees that screen the freeway nearby and the surrounding areas. The style of the building is reminiscent of the old farm buildings.

NCEFT uses many materials and features consistently throughout the site which creates good branding. Leg Up Farm has also used this at their therapy facilities and market. The open-sided riding enclosure at NCEFT provides a view of the surrounding landscape which is important for their therapy sessions. However, this would not be possible in Pennsylvania due to the cold winters.

Right > NCEFT maintains their grounds well to keep the serenity of the area.

Opposite < NCEFT is nestled in between small hills which provides shelter from the freeway and surrounding areas.

Case Studies

333

PLAYGROUNDS

Inclusive playgrounds ensure not only access, but also inclusion.

These playgrounds are thoughtfully designed for children with and without disabilities. Inclusive playground design follows seven principles of universal design including: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use.

HAZELWOOD SCHOOL Location:

Glasgow, Scotland, United Kingdom

Ages:

2 â&#x20AC;&#x201C; 17

Size:

2.5 Acres

A competition was held to select an architect to design a school for children and teens with cognitive impairments and physical disabilities. Glasgow city council selected architects Alan Dunlop, Gordon Murray, and landscape architect Richard East to tackle this project to create a safe and easy environment for the children to traverse throughout their school day. It was Alan Dunlopâ&#x20AC;&#x2122;s intent for the school to look non-institutional and to blend in with the existing parkland setting and mature trees in the residential area.

The Hazelwood School is nestled in a tight pocket of green bordered by two main high traffic roads and a high rise apartment complex. The architects brilliantly incorporated the school with the surrounding community to the north while buffering out the noisy lanes of traffic to the south. Positioning the classrooms on the northern quieter side helps the students focus within their classrooms. Hazelwood is an exceptional role model for Leg Up Farm as they plan and design their facilities on the Temple University Ambler Campus and its surrounding neighborhood.

Case Studies

337

Within the halls of Hazelwood is a crucial navigational tool, the â&#x20AC;&#x153;trail rail.â&#x20AC;? This unique sensory trail wall weaves throughout the school, enabling students to practice mobility and orientation. Doubling as a storage wall, the rail is also made out of cork which keeps the building insulated and the sound attenuated. The corridors of the school are designed for ease of access with all navigational elements located at the same height for quick detection.

338

Both the inside and outside of the school are easily navigable for the students. A network of paths around the school and the gardens vary in materials from bound rubber to timber decking. Each area is defined by separate finishes which feel and sound different when walking. The external cladding on the building was thoughtfully considered for sensory stimulation. Simple playground equipment allows each student the freedom to play on his or her own level.

Right > One of the outdoor play areas at Hazelwood School.

Left < A student using the â&#x20AC;&#x153;trail railâ&#x20AC;? in the main corridor.

Case Studies

339

BELVUE SCHOOL PLAYGROUND Location:

London, United Kingdom

Ages:

11 â&#x20AC;&#x201C; 18

Size:

39.5 acres

Belvue School is a secondary school for children with moderate to severe learning disabilities between the ages of 11 to 18 years. Understanding the importance of outdoor play and learning, the school renovated their grounds to accommodate the needs of all children.

The collaboration between artist Peter Fink and Studio Loci Landscape Architects focused on the goal of an inclusive design. The project was built to fit the needs of children with disabilities ranging from Autism Spectrum Disorder, mental health, Down Syndrome, and others.

The key emphasis at the school are sports, play, social interactions, and creativity.

The Belvue School Playground cost a total of $180,000 and was completed in 2014.

Case Studies

341

1 2 3 4 5

SITE PLAN 1 Outdoor Gym 2 Rubber Crumb Moundings 3 Rubicon Play Net 4 Tarmac Track 5 In ground Amphitheater

342

Creating a design to focus on sports, play, social interactions, and creativity was accomplished by implementing an outdoor workout space, rubber mounds with various colored stripes, a tunnel creating a sense of refuge, and a bicycle track. Other features include an allotment garden, a magic forest garden to provide space to relax and examine the natural environment, and a grass mounding that creates an in ground amphitheater.

Right > The various activities which occur at the school daily.

Case Studies

343

MAGICAL BRIDGE PLAYGROUND Location:

Palo Alto, California

Ages:

1 â&#x20AC;&#x201C; 18

Size:

1 Acre

The Magical Bridge playground is an inclusive playground catering to the needs of children with cognitive and physical disabilities. All play spaces are designed to be universally accessible and also consider the needs of individuals with stimulatory and social sensitivity.

The inclusive design is intended to reduce the stigmas associated with special needs populations and reinforce inclusion in a public setting. Different play spaces are defined by distinct borders and punctuated with childengaging themes based on the associated activities.

The playground came to fruition with collaborative efforts between the City of Palo Alto, the Magical Bridge Foundation, two landscape architecture firms, private donors, and the greater community.

344

Innovative design principles were implemented into every detail of the Magical Bridge playground in Palo Alto. ADA-based playground design guidelines were considered but ultimately improved upon by addressing more than just accessibility. A major focal point within the playground is the slide mound, pictured above, which is universally accessible and utilized. Magical Bridge playground serves as an innovative design model for the potential Leg Up Farm playgrounds to be located on the Temple Ambler Campus.

Case Studies

345

Separate spaces within the playground are clearly distinguished by differences in paving and thematic art associated with play activities such as â&#x20AC;&#x2DC;flyingâ&#x20AC;&#x2122; in the swing zone. Each space was carefully designed to include multi-sensory stimulation through color, music, and tactile engagement. Conversely, there are designed spaces which act as a safe retreat from over-stimulation in the environment. Play structures were custom designed to accommodate children with all abilities. Minor alterations in a play structure ensure that children with all abilities can enjoy the equipment harmoniously. The Magical Bridge Playground is a proven play space with universal appeal.

346

Right > Thoughtful details contribute to a successful park for all children.

Left < A digitally rendered plan illustrates the distinct play zones and the various activities within the playground.

Case Studies

347

NORTHERN SCHOOL FOR AUTISM Location:

Reservoir VIC 3073, Australia

Ages:

5 â&#x20AC;&#x201C; 18

Size:

6.2 Acres

Located in Victoria City, Australia, the Northern School for Autism provides a campus with many outdoor playgrounds for children, inclusive to the full spectrum of Autism. The campus is arranged around a central courtyard surrounded by subschools with multiple uninhibited accessways for students. These paces are sized to provide opportunities for learning and play for small groups of children. The four outdoor play areas are grouped by age, featuring shade sails and specialized play ground equipment.

The division of outdoor and indoor areas provides an excellent example of play space designs for children with Autism, which could be applied to children with other special needs. Outdoor spaces can be adapted to spaces for horses, providing a campus where children could play outdoors and interact with therapy animals.

Case Studies

349

Senior School Middle School Early School External Withdrawal Zone Internal Withdrawal Zone Support

Staff Multipurpose Site Plan 1:2000 The site plan shows the hierarchy of indoor and outdoor spaces. The outdoor spaces are arranged around the building, with the early play area located in the center of the site for easy monitoring. The outdoor spaces increase in size based on age, which allows for growth and independence. The axonometric drawing depicts the different components on the site including the buildings, facilities, and subschools. This large facility is all inclusive and provides for up to 200 students of ages five to eighteen.

350

Featured above is the early play area for the youngest children, ages five to ten. White lines around the curvilinear bike path delineates the path and lawn, which helps to soothe and direct students. The bright and colorful playground is easily accessible for the students. The centrally located play area surrounded by buildings on all sides provides a space that can easily be monitored by faculty and staff, while providing children the freedom to play.

Right > The early play area with play structures, picnic areas, and bike paths.

Left < Plan and axonometric drawing of the site provided by Hede Architects.

Case Studies

351

SUNEDEN SENSORY PLAYSPACE Location:

Mitchell Park, Australia

Ages:

5 â&#x20AC;&#x201C; 21

Size:

.05 Acres

Suneden Specialist School provides a stimulating environment for 70 students between 5 to 21 years of age with intellectual and physical disabilities. Working with a tight budget of $40,500, WAX Design and the local community were able to create a space that focuses on improving problem solving skills, creativity, body awareness, cognitive thinking, and overall happiness.

Four outdoor rooms fabricated from concrete sewer pipes, creates sensory activities within different spaces where children can socialize, play, and retreat.

Rubber and asphalt create the ground plane of the play space. Variations in topography creates simple mounds for all students to understand and experience visual and physical changes in a landscape. The birdâ&#x20AC;&#x2122;s nest swing can be an exciting element and also a comfortable place for a student to relax. Colored lines and markings on the ground can be used as a game board. The lines also delineate level changes and guide students with visual impairments as they negotiate the terrain.

Case Studies

353

1

3

2

4

5 6

SITE PLAN 1 Water play pipe and sand pit 2 Organ pipes 3 Mirror mosaic and rope pipe 4 Blackboard pipe 5 Line markings and undulating mounds 6 Birdnest swing 7 Existing tree

354

7

The existing tree creates a pleasant shaded area that can be used as an easy, natural climbing element. Water play opportunities are provided with irrigation tubing that are attached to the top of the water play pipe allowing water to trickle down the side of the textured wall. Located on the ground plane of the water play pipe is a sandpit where children can experience creative play as they make sand castles. The organ pipe is covered in artificial turf with multiple sized PVC pipes going through the concrete wall. Chutes allow students to drop objects such as marbles and toys down into the room. The PVC pipes also allow students to make noises and communicate with each other. A mosaic from mirrors lining the inner surface of the pipe is meant to replicate the constant movement of the world around the student. Inside the blackboard pipe is a space for children to explore their imagination and creativity. This tube also supports childrenâ&#x20AC;&#x2122;s social interactions and collaborations with others to create the ever-changing artworks together.

Top Left > Existing tree Top Right > Blackboard room Bottom Left > Organ Pipe Bottom Right > Mosaic Mirror

Case Studies

355

REFERENCES CAMPUS > The Center for Discovery. (2013). The Center For Discovery. Retrieved January 25, 2018, from http://www.thecenterfordiscovery. org/.

Turner Brooks Architect. (2017). Turner Brooks Architect - Center For Discovery. Retrieved January 26, 2018, from http://www. turnerbrooksarchitect.com/center-for-discovery. > Glenholme School Photos courtesy of Denise Watson, Director of Public Relations, The Glenholme School. > Wendell Foster. (2018). Retrieved January 26, 2018, from http://www.wkatc.org/sensory_park/Sensory_Park_Amenities.php. > School Profile and Campus. Retrieved March 30, 2018, from http://www.monarchschool.org/about-us/school-profile-andcampus. Brentano, E. Temple Grandin Shares How to Help Students on the Autism Spectrum Thrive. (n.d.). Retrieved Janurary 26, 2018, from http:// www.monarchschool.org/about-us/school-profile-and-campus Home Page. > Yellowstone Boys and Girls Ranch. (2018). Retrieved January 26, 2018, from http://www.ybgr.org/.

EAGALA Primary site. (n.d.). Retrieved January 25, 2018, from http://www.eagala.org/works.

Roemmich, J. N., Epstein, L. H., Raja, S., Yin, L., Robinson, J., & Winiewicz, D. (2006). Association of Access to Parks and Recreational Facilities with the Physical Activity of Young Children. Preventive Medicine, 43(6), 437-441. doi:10.1016/j. ypmed.2006.07.007.

HIPPOTHERAPY > Teri Campus of Life. “Teri’s Future Campus Vision 2018.” Retrieved January 24, 2018, from https://www.teriinc.org/campus- of-life/.

VODA Landscape and Planning. “In Progress: TERI’s Campus of Life, San Marcos,CA.” Retrieved January 23, 2018, from http://vodaplan.com/2012/02/in-progress-teris-campus-of-life-san-marcos-ca/.

Whipple Russel Architects. “Teri Campus of Life.” Retrieved January 22, 2018, from http://www.whipplerussell.com/ architecture/teri-campus-of-life. > Quest Therapeutic Services. (n.d.). Retrieved January 26, 2018, from https://www.questtherapeutic.com/. > The Oakland School. (Photo girl of on horse). Retrieved January 26, 2018, from https://s3-media3.fl.yelpcdn.com/ Photo/9cYJmsZjnvw6KY7_rYttQQ/ls.jpg.

Oakland School. (Photo of boys on horse). Retrieved January 26, 2018, https://images2.privateschoolreview.com/ photo/780x600/28000/28330/Oakland-School-hSTdMa.jpg.

Oakland School. (Main school building). Retrieved January 26, 2018, http://oaklandschool.net/images/uploads/bighousefall.jpg.

Oakland School. (Reading to students). Retrieved January 26, 2018, https://images2.boardingschoolreview.com/ photo/780x600/0/446/Oakland-School-pJv0of.jpg. > Hsieh, Y. et. al. 2017. “Effects of Hippotherapy on Body Functions, Activities and Participation in Children with Cerebral Palsy Based on ICF-CY Assessments.” Disability and Rehabilitation 39, no. 17. Retrieved January 26, 2018, from www. childrenstheraplay.org.

356

PLAYGROUND > Dunlop, A. (n.d.). Hazelwood School Sketchbook. Glasgow, UK: Alan Dunlop Architect. Retrieved January 23, 2018, http://www.glasgowarchitecture.co.uk/wp-content/uploads.

Dunlop, A. (n.d.). Hazelwood School Sketchbook. Glasgow, UK: Alan Dunlop Architect. Retrieved January 23, 2018, http:// www.worldarchitecturenews.com/news_images/10304_5_ad5big.jpg.

Institute for Human Centered Design. (n.d.). Hazelwood School. Retrieved January 23, 2018, http://www.dev.ihcdstore. org/?q=node/128.

Edfacilitiesinvestment-db.org. (2009). Best Practices in Educational Facilities Investments. Retrieved January 26, 2018, from http://edfacilitiesinvestment-db.org/facilities/42.

World Architecture News. (2018). WAN:: Hazelwood School by Alan Dunlop Architect Limited in Glasgow, United Kingdom.

Retrieved January 25, 2018, from: http://www.worldarchitecturenews.com/project/2010/15449/alan-dunlop-architectlimited/hazelwood-school-in-glasgow.html. > Grillmeier, B 2015. Outdoor Play Spaces for Children Victoria 3170, Australia: The Images Publishing Group Pty Ltd. Belvue School. (n.d.). Retrieved January 29, 2018, from https//www.belvueschool.com/welcome.

Sachs. N. & Vincenta, T. (2012, April). Outdoor Environments for Children with Autism and Special Needs. Retrieved January 29, 2018, from https://www.informedesign.org/_news/april_v09-p.pdf.

Studio Loci Landscape Architects. (n.d.). Retrieved January 29, 2018, from http://studioloci.eu/project-belvue-schooleducation-northolt-london.php.

Studio Fink. (n.d.). Retrieved January 29, 2018, from http://www.studiofink.eu/c-79/belvueschool-playground/.

Irish. J. (2015, December). Many Perspectives: Design for Autism Spectrum Disorder. Retrieved January 20, 2018 from http://www.designforall.in/newsletterdec20151.pdf. > Northern School for Autism photos. Retrieved January 23, 2018, from http://hedearchitects.com.au/Northern-Schoolfor-Autism/.

Bozikovic, A. (2015, April 15). â&#x20AC;&#x2DC;Design empathyâ&#x20AC;&#x2122; Builds Inclusive Spaces for People with Autism. Retrieved January 25, 2018, from https://www.theglobeandmail.com/life/home-and-garden/design/design-empathy-builds-inclusive-spaces-forpeople-with-autism/article23966012/.

Northern School for Autism. (n.d.). Retrieved January 25, 2018, from https://a4le.org.au/awards/awards-2013/2013-category1-new-construction/northern-school-for-autism.

Reservoir Campus. (Photos courtesy of John Brash). (n.d.). Retrieved January 25, 2018, from http://www.northernautism.vic. edu.au/?page_id=84;. > Kreates, W. (2014, July 3). Suneden Sensory Playspace. Mitchell Park Australia WAX Design. World Landscape Architect, 1.

Sachs. N. & Vincenta, T. (20122, April). Outdoor Environments for Children with Autism and Special Needs. Retrieved January 29, 2018, from https://www.informedesign.org/_news/april_v09-p.pdf.

Special School. (2014). Retrieved January 29, 2018, from http://www.suneden.sa.edu.au/. > Magical Bridge photos and renderings courtesy of Cordelia Hill, Tom Fitzagerald, Jimmy Chan, and RHAA Architects.

Case Studies

357

358

REFLECTIONS 16-WEEK DESIGN PROCESS INTRODUCTION

WEEK 1

CASE STUDIES

WEEK 2

INVENTORY AND ANALYSIS

WEEK 4

DESIGN CONCEPT

WEEK 7

DESIGN DEVELOPMENT

WEEK 9

FINAL DESIGN

WEEK 11

BOOK PRODUCTION

WEEK 13

COMPLETION

WEEK 16

Reflections

359

360

VISITING LEG UP FARM The students visited Leg Up Farm in Mount Wolf, Pennsylvania to meet with Tom Oâ&#x20AC;&#x2122;Connor, President of Leg Up Farm to learn more about their organization and their indoor and outdoor facilities. During the trip, the students gained a much better understanding and appreciation about a facility for users with special needs. It provided the students with an informed design program and a more effective approach to their designs.

< Students at the Leg Up Farm Playground under basketball hoop

Reflections

361

1

4

1. Pavilion 2. Koi pond 3. Play structure 4. Koi pond adjacent to playground

362

2

3

1

2

3

4

1. Indoor riding ring 2. Dr. Tai in the horse stables 3. Mechanical horse riding simulator 4. Paddocks

Reflections

363

1

2

3

4

5

6

1. Activity equipment 2. Mathew’s Town front entrance 3. Calming room 4. Sensory bridge entering Mathew’s Town 5. Mathew’s Town back entrance 6. Re-purposed gas pump in Mathew’s Town

364

1

2

3

4

5

6

1. Fitness room 2. Kitchen 3. Sensory lighting computer room 4. Therapy pool 5. Hippotherapy observation room 6. Storefronts in Mathewâ&#x20AC;&#x2122;s Town

Reflections

365

1

2

3

4

5

6

1. Playing on the xylophone 2. Entrance into the playground 3. Climbing on the wall 4. Balancing on the steps 5. Exploring the music sensory garden 6. Traversing the balance bridge

366

1

2

3

4

5

6

1. Paddocks behind the main building 2. Tom O’Connor explaining about the rain garden 3. Tom O’Connor providing details about the site 4. Tom O’Connor showing the paddocks 5. Wheelchair accessible raised plant beds 6. Touring the horse stables

Reflections

367

368

STAKING After completing the initial concept designs, the students staked their designs in the field for the first time to visualize how the building would fit on the site. They made adjustments to their designs accordingly.

Staking was done a second time after the completion of their final designs. Vicki McGarvey joined the class to observe the final staking and we were happy it met with her approval.

< Team IV staking their South Campus Design

Reflections

369

Teams I and Team II staking their North Campus Design

370

Teams II and Team IV staking their South Campus Design

Reflections

371

372

AFTERWORD Throughout the spring semester of 2018, thirteen undergraduate landscape architecture students collaborated in their design studio class to create four alternative unique designs to integrate Leg Up Farm on the Temple University Ambler Campus. Under the guidance of Dr. Lolly Tai, the students researched the history of Temple Ambler Campus and its surrounding area, conducted a comprehensive inventory and analysis of the site, and created four alternative designs, complete with detail sketches and phasing plans. This book documents the entire design process. The designs provide preliminary ideas that will assist Temple University Ambler and Leg Up Farm as they pursue a successful collaboration.

Temple students creatively designed the project focused on the needs and desires of Leg Up Farm and Temple University Ambler. They learned a great deal from this project including campus planning, concepts of green infrastructure, facility for users with special needs, inclusive playgrounds, hippotherapy, and equestrian facilities.

The students gained valuable knowledge from this project which will carry over into their professional careers.

< April 25, 2018: Students and Dr. Tai at the final presentation

Reflections

373

1

2

1. Team I presenting their North Campus Design using their Lumion fly-through video 2. Team II presenting their North Campus Design, â&#x20AC;&#x153;Leg Up Gardensâ&#x20AC;?

374

1

2

1. Team III presenting their South Campus Design â&#x20AC;&#x153;Woodland Wondersâ&#x20AC;?

2. Team IV presenting their South Campus Design

Reflections

375

1

2

1. Louis Castriota providing insightful feedback 2. Jury membersâ&#x20AC;&#x2122; focused attention on the presentations

376

1

2

1. Louis Castriota and Vickie McGarvey discussing the details in the designs 2. Team IV presenting their South Campus Design using their Lumion fly-through video

Reflections

377