P PATTERNS RINCIPLE 11

PRINCIPLE 11 PRINCIPLE 11 from the book book the from known best is language” “pattern The term resolved. be might issues those which ways in suggest and issues design analyze and describe that statements are Patterns chapter. this in described as design, project considered be during shall pattern Each Patterns below. patterns consider the shall projects construction all issues, design campus about important dialog meaningful and To effective achieve language.” “pattern the language, design common acohesive whole on a built sentence, creating a in words as together function ideally Patterns design. and environment campus tothe pertain they held as commonly values of articulating ameans establish Patterns Principle language.” “pattern the language, design on acommon acohesive whole built asentence,in creating words as together function ideally patterns ( problem” solve this will which or plans buildings byall required features general the gives and occur, problem will this which in of contexts range the states environment, the in repeatedly occur may problem that clear a states principle, which planning general 1970s. early “any is the in process Apattern develop of University Oregon planning its the helped Alexander, author, Christopher Principle The Experiment Oregon P P 12 ATTERNS Christopher Alexander et al., A Pattern Language (New York: Oxford UP, 1977). York: (New Oxford Language APattern al., et Alexander Christopher RINCIPLE A Pattern Language A Pattern 11: , page 130)., page These . 12 Its Its the list of patterns selected. selected. of patterns list the completeness appropriateness and of the 13), page Participation,” on comment will and 1: (see “Principle Process project’s of the review process its during Committee, Planning The Campus list. pattern project adraft tocreate sponsor project the work with will Management Facilities and Planning Campus of aproject’s process design beginning bold-faceAt the in type. highlighted patterns include those must list pattern appropriate; (c) see below). project Every as (and add projects new patterns totheir relevant issues with patterns (page 62) List wide Pattern select and Campus- the review shall groups user All (a) Lists Pattern Project Process: Design the Application in of Patterns needs. development changing to yetadapt well understandings and traditions shared long-lasting articulate Patterns goal. helps this plan, toachieve master image” opposed as toa“ The of patterns, use development in long-term continuity decisions. of importance the emphasize and planning employ must It emerge. also long-range they as improvements forfacilities opportunities to able It be quickly torespond must campus. development physical on the of the perspective abalanced maintain must The university buildings. of those designers and planners the with effectively tocommunicate users building allow would that principles of design vocabulary toprovide anon-technical was language pattern Experiment book the in fully more described components are constituent its and The process UNIVERSITY OFOREGON-FourthEdition,2019 . The purpose of developing. The purpose a The Oregon fi xed xed

PRINCIPLE 60 11 61 PRINCIPLE 11 (c) As the user group de group user the As (c) Participation", 13.) page review. and 1: (See Process "Principle Planning Campus tothe reported design schematic its during Committee tobe are omission fortheir reasons not implemented, the are typeface bold in patterns any If designed. is project the considered as be shall List Pattern Campus-wide on the pattern Each (b) possible that although the problem is the although possible that properly it is some cases resolved. be In might identi issue the which ways in tosuggest and considered tobe needs that issue of an essence the tohelp intended identify should avoided. be is apattern The pattern of interpretation literal cases, most In (d) of new ornewly result added the patterns. as design project during togrow continue not patterns consider ortoinclude other previously to architect project the wishes group identi speci toaddress written toinclude new patterns grow may list text takes precedence. precedence. takes text only. purposes The pattern forillustrative provided are graphics The accompanying issue. the resolving of means alternate foran call Suchcases not appropriate. may be pattern bythe UNIVERSITY OFOREGON-FourthEdition,2019 fi ed, the solution suggested solutioned, the suggested fi ed. The list may may ed. The list fi nes the project, the project, the nes fi c issues the user user the c issues Historic Landscapes Good Neighbor Trees Campus composition of campus. entire the looks and atthe scale is formed greatest atthe Hierarchy of Streets of Streets Hierarchy Lockers and Racks, Paths, Bike campus. (includingsystems pathways) of entire the de This of set patterns TRANSPORTATION Welcoming toAll Road Crossings Road Crossings Spillover Parking Core Campus in Lots Parking Small Areas Service and Shielded Parking Parking Peripheral Pathways Pedestrian Goals and Paths Looped Roads Local Area Transport Local Shape Path Diameter ShapeUniversity and Access Universal DevelopmentSustainable Student Housing Core Historic the and Quadrangles Promenade Outdoor Classroom Open University Framework Open-space GatewaysMain Highlighted patterns tospeci issues global from roughly arranged is list The following Language for the University of Oregon Campus-wide Pattern List: APattern This This LARGE SCALE CAMPUS list. order, follows this alphabetical in arranged patterns with pattern, of each text The full project. every fi rst set of patterns de of set patterns rst

fi must be considered for be must c issues. c issues. fi nes the transportation transportation nes the fi nes how campus the

Research Ties Research Backs Quiet Sitting Wall Site Repair Spots Seat Room Outdoor Public Main Building Entrance Sports Local of Entrances Family Existing Uses/Replacement Connected Buildings Building Complex Activity Nodes Accessible Green toWaterAccess campus. of the apart tobecome should arranged be informs howThis of buildings set patterns SITE ARRANGEMENT Of Gradient Public Wait to Places Pools of Light No Needed Signs Operations and Materials Expansion Future Four-story Limit Faculty-Student Mix Departments of Fabric Storage Enough Distribution Classroom Longevity and Flexibility Building Hearth Context Campus and Character Building Style Architectural Arcades should designed. be informs howThis of building each set patterns DESIGN BUILDING Water Quality Use Wisely What We Have Places Tree FacingSouth Outdoors Squares Public Small Wings of Light Wings of Light Quality Organizational Clarity Operable Windows Positive Outdoor Space fi ce Connections UNIVERSITY OFOREGON-FourthEdition,2019

PRINCIPLE 62 11 63 PRINCIPLE 11 East Campus Area for Campus additionalEast Area patterns. plans such subject Campus asthe Refer Tree toseparate Plan Development the and Policy for the requirements. exact consideration their Refer design toensure the process. during principle toeach for aspatterns here (*) asterisk An identi Highlighted patterns Campus-wide Pattern Descriptions UNIVERSITY OFOREGON-FourthEdition,2019 fi must be considered for every project. must considered be project. for every es patterns that also are principles or are principle also that re patterns es they form a semi-covered system of paths throughout the campus. the throughout of paths system asemi-covered form they so paths campus with together arcades these possible, As knit arcades. tothese interiors open building and wings, their orbetween buildings sides of the along Whenever arcades possible, create THEREFORE: of most year. the during micro-climates outside under cover day. on arainy South-facing wonderful create arcades or for walking suited sitting isespecially climate Our at-large interact. society- and the waygroup role the territory in building—play avital outside inside the partly and edges atthe ofArcades buildings—partly Arcades paths. pedestrian of anetwork with nodes together these knit and them, between spaces outdoor private quiet, tothe contrast university, in the nodes throughout of these aseries nodes Create of public life. small toform buildings other with conjunction in place them buildings, Whenlocating THEREFORE: “neighborhoods”various on campus the tocoalesce. of centers small public them. life around They do tohelp nothing the campus,When do across evenly spread they not generate are buildings Nodes Activity building. on-campus of feet every 600 within direction, narrowest the in 100 across atleast feet and area in feet 50,000 atleast is square that outdoor use, space, oractive forpassive agreen Provide THEREFORE: them. discourage them often;them will anduse but distance even short afairly visit they When areas, people open close green work tolarge extremely Green Accessible spot. ahigh from waterfalling as dramatic pools oras water. touch standing simple toand These as as could be tolisten users campus allow that waterfeatures Whenpossible create THEREFORE: people todo. it, things touching and like near it are for of bodies water. it, People being yearning Hearing have afundamental toWaterAccess fi nements. They restated are and encourage them to use the resources and services offered within. offered services and resources the touse them encourage and students should attract The building campus. surrounding of the context the enhancing and respecting while facility of the nature unique the communicates clearly character exterior the that Ensure THEREFORE: versa. campus vice and fabric surrounding its occupants and their endeavors.occupants and their The image of abuilding isde perception of their building’s the impressions it,seeing these and affect Individuals develop impressions about upon immediately abuilding Context Campus and Character Building popularity. their and system path tothe adjacency appropriate their toensure lockers and of location racks tothe attention Pay particular lockers. and racks, of paths, system campus-wide to the contribute can development Consider how each orbuilding THEREFORE: storage. convenient, secure, need they and attractive and paths, on pedestrian topedestrians athreat be can they on streets, by cars They system. threatened component are transportation university’s tothe cheap, are Bikes healthy, goodfor environment, acritical and the 54forrequirements.] page Lockers* and Racks, Paths, Bike though they need not (and in some cases should not) (on campus), off of adjacent and design buildings the mimic with them.harmonious compatible and of new buildings design the Make THEREFORE: constructed. are of that buildings the styles architectural and character by the affected The campus ismaterially of environment university’s continuity the on 48 page forrequirements.] Preservation” bridges de bridges or byarcades connected should conceived be acollection as buildings needed, the is space more If high. stories orfour three not than more and facilities) recreation and libraries as such some notable exceptions (with feet 100,000 square gross than perhaps no larger small, them make buildings, campus in scale human To maintain THEREFORE: machine. agreater cogsin small feel like staff the who and aspersonalities, work there staff the them stop identifying use enormous in buildings.The People vanishes scale human who Building Complex Architectural Style* fi ning and embracing outdoor spaces. embracing and ning

[See “Principle 7: Architectural Style and Historic Historic Style and 7: [See “Principle Architectural [See “Principle 9: Transportation” on 9:[See Transportation” “Principle UNIVERSITY OFOREGON-FourthEdition,2019 fi ned also byned also

PRINCIPLE 64 11 65 PRINCIPLE 11 UNIVERSITY OFOREGON-FourthEdition,2019 Building Hearth university’s of the requirements removed, follow be must the trees any If trees. orrelocate preserve Whenever ways possible, that in build THEREFORE: needs. aesthetic and programmatic between considered upare for occupied acon sites setting are that by trees, open (for spaces example, edges). by creating often Building projects formation the of in part play important also an but trees trees, special otherwise and trees, memorial trees, unusual many there Not are only identi The atree and UO arboretum campus isan TreesCampus accommodated. is hearth building once the well appropriate as be may fordepartments hearths etc.Additional supplies, information, student coffee, foralounge, provide space mail, hearth the Within uses. everyone that beside apath and perceived center of building’s gravity at the hearth Place the building. forevery hearth asocial Create THEREFORE: exchange of ideas diminishes. chance for todevelop, of asense community of open an possibility the and When of abuilding acollection isjust without afocus, rooms islittle there pleasant outdoorpleasant spaces. tomake buildings of the arrangement the use sodoing, in and, buildings of older continuations as wherever possible. new buildings Try toform buildings toexisting new buildings Consider connecting THEREFORE: community. campus symptoms of be Isolated adisconnected buildings can Connected Buildings classes. next totheir easily walk can faculty and sostudents forclassrooms of campus center part the Reserve percentages: following to the pool according classroom total the among of seats)number distributed is (classi type each sothat classrooms Construct THEREFORE: on foot classes. ten the during minutes between reached be classroomsand cannot beyond circle aseven-minute walking for ten students seminars do notIntimate work huge wellin classrooms; Classroom Distribution 0 n p 1% 4% 12% 11% 39% up and 300 151 -300 91 -150 61 -90 31 -60 type ofthis classrooms ofseats numbers by Classroom type Percentage of Percentage type Classroom 6-3 30% 3% 16 -30 0 -15 Campus Tree Plan

.

fi cation classroom. fi ed by fl ict ict Existing Uses/Replacement* on speci depending spaces discrete oras shared as either provided be may programs, forseparate storage as well as storage, items. Centralized for shared storage provide central and materials, and of equipment forstorage program each in space Provide THEREFORE: items. stored retrieving and valuable locating towaste time staff cause and areas work into storage spaces staff turn can of space Lack storage Enough Storage should contain less than less than should contain No parts one of these departments. of other parts with interlock they of about so 500 aradius feet within department of the parts the spread identi aclearly department Give each THEREFORE: identity. own its requires Yet compartments. knowledge by keeping watertight it in department each helps ofOveremphasis tofragment departments on individuality the Fabric of Departments replacement. fortheir funding identifying and bydeveloping plans intact uses existing keep projects) shall remodeling or landscape, fornew development plans (buildings, All THEREFORE: bene university. tothe Anew must important use not are uses university All Uses” on 43 page forrequirements.] 2. They are all clearly recognizable as entrances. as recognizable clearly all 2. They are the all from visible is each together, and visible 1. a group, are They form means: This afamily. toform entrances out Lay the THEREFORE: going. place tothe are they entrance whole the unless of the collection islaid entries see out can sothey When people enter acomplex of confusion buildings, mayexperience they Family of Entrances like. the table, and seminar microwave, journals, books, seats, contains which area acommon and entrance acommon cluster each of faculty workplaces student around Cluster THEREFORE: such groups. within occur that contacts cannot research and Learning groups. small to develop within common and interests mutual respect Students bene can and faculty Faculty-Student Mix others. fi t at the expense of an existing use. existing of an expense t atthe

fi ve faculty of faculty ve [See 5: “Principle Replacement of Displaced fi fl t most from each other if they are able if other are each they from t most ourish without the sustained, informal sustained, the without ourish fi ces. fi c program needs. c program fi ed home but base, UNIVERSITY OFOREGON-FourthEdition,2019 fi ces. Give

PRINCIPLE 66 11 67 PRINCIPLE 11 by Stewart Brand (1994), 13. page Brand Stewart by from Image UNIVERSITY OFOREGON-FourthEdition,2019 How Buildings Learn Buildings How do. traf encourage and collectors, orneighborhood arterials THEREFORE: DiscourageTHEREFORE: auto traf don’tcampus if appropriate more alternatives exist. Campus traf of Streets Hierarchy areas? other over into spill may impacts parking What boundaries? campus the outside from look like building the Forcommunity. example, will what and on project’s neighbors Consider each impacts THEREFORE: on neighbors. our impacts possible their weignore that for users their as aswonderful campus projects It’s sofocused on tobe making easy Good Neighbor oraddition. anew building when designing change and expansion of future possibility Consider the THEREFORE: needs. user toadapt over change time Buildings expand and inevitably tochanging Expansion Future individual. of the importance the and campus of the beauty the ensure to skyline shadows and resultant tothe given be must consideration but strong limit, this exceed may buildings afew It possible is that orless. high stories four of buildings majority the Keep THEREFORE: sky,the scale. human and of campus’s of the aspect views important tosunlight, An isaccess beauty Four-story Limit least the Provide THEREFORE: demolished. or be users its eitherchange, frustrate it will or poorly If built. it forplanned can’t future the adapt toprogrammatic if it disliked ispoorly eventually be Even today’s building will best Longevity and Flexibility fi and handling, power, air electrical as such systems building critical in capacity Finally, provide spare walls. orexterior on corridor risers electrical and ducts, major panels, For example, putdisruption. electrical major without removal future “soft” relatively toallow partitions interior center. make Third, alounge, oralearning aclassroom, as life a future to aspeci over is tailored that space Second, need. avoid designing programmatic independent of usefulness forgeneral planned carefully and long lasting revision of existing systems. of existing revision re alarms so that future intensi future sothat alarms re fi fl c use. For example, make sure that acomputer have may lab that Forc use. sure example, make exible systems, such as structure and mechanical systems, systems, mechanical and structure as such systems, exible fi c may seek short cuts through residential areas near the the near residential areas cuts through short c mayseek fl exibility through several concepts. First, make make First, concepts. several through exibility fi cation of use can occur without total total without occur can of use cation fi c on streets that do not connect to do not connect that c on streets fi c on streets that that c on streets culs-de-sac, so that through traf through sothat culs-de-sac, of loops asystem or form area the serve that roads local the make balance, To traf the bring THEREFORE: toscholarship. iscrucial precincts of quiet creation where the districts, university in true This isespecially Through traf Through Roads Local Looped storage areas. car- and totransit access create area transport local of edge the At the circuitous. slow and streets the keep and modes of travel, tothese roads and Adapt made on orscooters. foot,bikes, tobe paths area this within trips local encourage cases, special forvery Except diameter. in miles one totwo area transport alocal in university the Embed THEREFORE: under control istostop using it for trips. local shape in the front of the building. of the front the in shape avenues it give abold of and approach, main the from visible immediately ata point building entrance(s) of the main Place the THEREFORE: evolution the during taken of abuilding plan. Placing entrance(s) main the step isperhaps important most single the Main Building Entrance one away another. far and from Thestreets The life the on isdevastating: it social usoff of keeps impact car the Area Transport Local open courts, hoop, tennis basketball pool, gym, a swimming leisure— and of forsports aplace feet designed 600 within is point every sothat on campus forrecreation opportunities Arrange THEREFORE: diversion. physical work for chance without and the pace ahectic arelaxing with afactory Students like getagoodeducation aplace cannot runs in that Sports Local Plan. Landscape Heritage Campus cohesiveness. tothe Refer and order of campus-wide asense toenhance new areas into characteristics landscape historic consider integrating expands, campus signi upon historic based continuation) and restoration, rehabilitation, (preservation, approaches university. treatment evolving Select an of context the in landscapes historic steward and Therefore: Protect diminished. campus the and is context isdestroyed story landscapethe this to tell of ability and lost, integrity the landscape of are ahistoric features of signi repository The campus of landscape place, time, its isarecord isa and use and on 48 page forrequirements.] Preservation” Historic Landscapes fi cance, integrity, and contemporary goals for the space. As the the space. As forthe goals contemporary and integrity, cance, fi c destroys the tranquility and the safety of pedestrian areas. areas. of pedestrian safety the and tranquility the c destroys fi cant local and state history. When characteristic history. state and When local cant characteristic [See “Principle 7: Architectural Style and Historic Historic Style and 7:[See “Principle Architectural

fi c and the pedestrian world into the right right world the into pedestrian the c and fi c is impossible.c is

fi rst step in bringing the car car the bringing in step rst UNIVERSITY OFOREGON-FourthEdition,2019 fi eld, etc. eld, etc.

PRINCIPLE 68 11 69 PRINCIPLE 11 UNIVERSITY OFOREGON-FourthEdition,2019 Any part of an area—large or small—that is to be identi istobe or small—that of area—large an Any part GatewaysMain framework and extend it as possible. it as extend and framework open-space existing the improve ways that in Build THEREFORE: heritage.physical of representation university’s the asa well, not but only serves functions framework also organizational landscapes. their pathways, and This openmalls, other and spaces T on 27 page Framework” forrequirements.] Open-space Open-space Framework* the two of two the of each made between perday of trips number the calculate organization, of between To distances establish THEREFORE: them. communication between one more than are to; if parts the need not asthey them asoften people move between apart, will too far are unit center, institute, of or an administrative department, If parts two Of planning. toovercome bad than rather tosupplement used good planning are signs possible as sothe guiding self as tobe buildings Plan THEREFORE: aspossible it tonegotiate through. aseasy making guiding, can people signs sothat toneed planned Some tohave been seem buildings No Signs Needed later. on toormodify ef energy are that buildings healthy,and creating tomaintain easy are that should materials select Designers THEREFORE: issue. not only isa major component budget of operating the but isahealth also Maintenance costs. contribute operating tohigh can designsfacilities all complex and Poorly inappropriate strategies, materials, selected energy Operations and Materials boundary. the cross paths entering major gateways the where welcoming great with meaning important has that boundary campus every Mark THEREFORE: by gateways. marked are boundary its crossing if paths the vivid more and reinforced or be made more distinct of will some kind a precinct the same same the he University of Oregon campus is organized as a system of quadrangles, asasystem ofhe campus University Oregon isorganized fi ce Connections ce Connections fi nd way. their Alternatively, self designed tobe be can abuilding fl fi oor within a reasonable walking distance of each other. of each distance walking areasonable oor within ces and ensure that those with frequent contact are located on are contact frequent with those that ensure and ces [See “Designated Open Spaces” in “Principle 2: Spaces” “Principle Open [See in “Designated fl oor apart, there will be almost no almost be will there oor apart, fi ces within the same same the within ces fi cient and easy toadd easy cient and fi ed by its users as ed by users its pedestrian nature and de-emphasize their former car nature. car former their de-emphasize and nature pedestrian their emphasize that pathways into old streets city Remake seating. for low walls and forbenches spots wide bycreating through to pass connectors just than rather places tolinger pathways Make THEREFORE: streets. alongside toformer or are which campus the parallel and has grown around on campus. streets the destinations former city Many of them are used travel. Generally, open or heavily spaces large pathways connect of Pathways ameans enough than more should tobe inviting be Path Shape bydevelopment caused canopy projects. tree lost total the it not possible always is toreplant that mean may This trees. placing and open when space of selecting the use Always consider the classrooms. foroutdoor required spaces open, sunny the Preserve THEREFORE: for classes).spaces teaching outdoor informal and farm, urban the areas, practice band marching open, (e.g., spaces sunny require classroom functions sports “classrooms.” asvital Many campus open serve spaces Many outdoor- Outdoor Classroom one another. join and relate parts convey building’s clearly how the that vistas interior and lighting, day interior landmarks, visible through cues each Ideally building. forthe scheme circulation and organization aclear Create THEREFORE: confused, easily long-time and getfrustrated. are users visitors First-time isdif Buildings whose organization Organizational Clarity as of People who con day work each hours in for several Operable Windows edges. on 28 page on 2: formore Framework” to“Principle Open-space Refer often. town the tovisit encouraged are sothey town tothe connections Foreasy make students, shunning. than rather totownspeople inviting and welcoming are town and university between boundary the marking gateways the and soft are edges campus the that Ensure THEREFORE: of aglori on character the takes university way the students townspeople and tend other; each asubtle isolated in tobe from boundary, by ahard town the from campus isseparated When auniversity Open University wholly or in part. wholly orin able be opened must tobe buildings of university windows exterior all contrary, tothe reasons of compelling absence the In THEREFORE: outside in by opening windows environments letting and own air. able toadjustAdditionally, when are their users accrue savings energy improves educational also achievement. such that access indicates fi ces bene fi t from access to fresh outside air. Current research outside research air. tofresh Current access t from fl oor would broadly resemble the others. Provide Provide others. resemble the oor would broadly fi cult to understand are dif cult are tounderstand fi fi ned spaces such spaces ned ed high school.ed high UNIVERSITY OFOREGON-FourthEdition,2019 fi elds, fi cult touse.

PRINCIPLE 70 11 71 PRINCIPLE 11 UNIVERSITY OFOREGON-FourthEdition,2019 without the darker places in between. places in darker the without you can’t have pools of that light Remember form. they spaces of the character social the bubbles, toreinforce like tables and chairs encompass which pools of light, individual toform Place lights THEREFORE: people makes and feel disoriented unbounded. and of space nature whatsoever. social the fact, it purpose destroys In useful Uniform illumination—the conventional lighting solution—serves no Pools of Light noise. excessive make might that groups large attract entrances and of classroom near space circulation generous Provide THEREFORE: but have no they place todo so. students tocontinue wish often and teachers class, in conversations begun a classroom when class out gets preceding the late. class Also, after Students outside have towait often of an Places toWait campus. entire of the width the tocross having without of time amount areasonable in destinations their to cars their from walk people can sothat pattern) Area” Transport “Local (see campus of edges the the along parking Distribute THEREFORE: may suffer. away, toofar are learning and areas teaching Butenvironment. if parking campus the tooverwhelm maythreaten parking grows, university As the Parking Peripheral open-space framework. campus of the considered part be will system pathway This sidewalks. tostreet alternative an as pathways of interconnected asystem bycreating walking Promote THEREFORE: automobile and discourages encourages interaction use. that environment an creates activity campusthe Pedestrian experience. should travel component encouragedPedestrian essential be asan of on 28 page forrequirements.] Framework” Pathways* Pedestrian goal. the around should swell paving their goals; between curving orgently straight be may paths The paths. the toform toone another goals the Then connect interest. To lay out paths, THEREFORE: imagine). one might than subtle more isfar (and walking walking compatible with The and comfortable right layout seem only when of will it is paths Goals and Paths fi ces, with benches or other seating, but not so much as to but not as somuch seating, orother benches ces, with [See “Pathways” in “Principle 2:[See Open-space “Principle “Pathways” in fi rst place goals at natural points of points atnatural place goals rst fi ce force appointment an or outside framework of quadrangles and axes. and of quadrangles framework open-space existing the enhance and support that oradditions buildings core, create campus historic the in Whenbuilding THEREFORE: toconsider fail them beyondprojects bounds the of project. the building or lost because diminished maybe of open-space the framework Withoutframework. aspeci of campus’s the campus core,historic which isapart open-space larger of of University Oregon’s the framework basic the are quadrangles and such open asmalls spaces axial opento other spaces. These rectilinear, that onto axes them by and cross open that public entrances building by the large open punctuated spaces outdoor spaces. Each iscomplete building itself, in form walls yetthe form buildings coherent their that unusual in larger College are campuses Core Historic the and Quadrangles Outdoor of Room. example aPublic an is kiosk of Campus The Heart buildings. of view many within and path important Place it beside an atrellis. perhaps places tosit, with and roof, columns, some but with enclosed place, walls, without partly outdoor room—a an into land common apiece of the make campus, the On THEREFORE: neighborhoods where people hang out can comfortably for atatime. hours of and modern towns along streets the few exist spots avery Only OutdoorPublic Room domains. private and areas, private more slightly the into leads then entrance, the near building of the public most parts the with begins that asequence tocreate abuilding in spaces out Lay the THEREFORE: awkward. alittle maybe guests or made of by visits privateness, strangers the degree corresponds totheir that asequence in arranged are abuilding in Unless spaces the Public Gradient of apromenade. walk tenminutes’ within is campus the in point each sothat placed centrally nodes and activity main linking campus, of the heart the of through promenades formation the Encourage THEREFORE: seen. tobe and others go tosee acenter needs for public its Each subculture life, aplace where people can Promenade outdoor spaces. connecting toother travel and space the through freely pass so people can outdoor “room” tothe points atseveral toleave entrances Be sure walls. de are space some sides outdoor of the sothat landscape the Design form. they spaces outdoor the embrace they sothat Always place buildings THEREFORE: not used. be will “left merely general, buildings outdoorIn over” are that between spaces Positive Outdoor Space fi ned by buildings and some sides by arcades, trees, orlow trees, some sides and byarcades, ned bybuildings fi c effort to preserve them, components these topreserve c effort fl ow through them, themow through connecting fi nally leads to the most most tothe leads nally UNIVERSITY OFOREGON-FourthEdition,2019

PRINCIPLE 72 11 73 PRINCIPLE 11 UNIVERSITY OFOREGON-FourthEdition,2019 movement more of a priority than car movement. car than movement of more a priority people. pedestrian of blind Make safety toconsider the Be careful lanes. between islands roadway; and/or it install the above raise and crossing the through path pedestrian the tocontinue materials paving different only; use lanes through of the width tothe road the narrow crossing: the at a“knuckle” make pattern) Area” Transport (see “Local campus the within aroad crosses path At apedestrian where apoint THEREFORE: right-of-way. have legal the even when pedestrians the pedestrians, subdue and havepower the tofrighten roads, cars cross Where paths Road Crossings facilities. support and interaction forsocial opportunities as domains the between links Use spaces. heated these enclosed, and level, covered, possibly with domains research Link THEREFORE: information share ideas. and can sothey colleagues their near be to need equipment moved be around. researchers other and Scientists can shared sothat toeach other connected tobe need often areas Research Ties Research open spaces. converge on that alleyways of along quiet ribbon toform walks to other that the path is not a natural shortcut for busy foottraf forbusy shortcut not is anatural path the that certain Make buildings. and distance and noise bywalls from protected but is sunlight full it gets sothat building the from enough far is that awalk build back quiet noise. this Along the away from and them behind “back” aquiet of campus parts busy the in Give buildings THEREFORE: situation. natural amore in quiet with able refresh to be and topause Anyone who has towork noise of in or in Backs Quiet computer screens. on glare toeliminate arrangement furniture and devices defusing and appropriate should shading considered. doors Provide be windowed or windows, interior windows, clerestory as such building of the perimeter the from further areas into light natural tobring opportunities appropriate, Whenpossible and public areas. and private both in building the throughout fordaylight ample opportunities Provide THEREFORE: computer monitors. for employees daylightingeyestrain maycause who from use glare bene psychological and comfort towellness foraspect building users; it isalso important isan savings, energy in of use Daylight, the which results of Light Quality fi cial to many of the tasks performed by occupants. building However, performed of tomany tasks cial the fi ces with people all around needs people around all with ces fi c, and connect it connect c, and earth berm, orhedge. berm, earth wall, alow landscape abuilding, be may wall The surrounding facilities. of these users of the security the account into take time same at the passing; in seen be cannot dumpsters and cars the sothat wall, screening of some kind behind areas service and lots parking all Put THEREFORE: dumpsters. (See “Shielded Parking and Service Areas” pattern.) Areas” (See Service and “Shielded Parking berm. low alow hedge, wall, orearth enclosed with lot and bounded each lots, aspine, along 20-30-car of these it acollection up build as parking, more alot requires If for20-30 cars. small, lots parking pattern), make Area” Transport (see “Local campus of the core the In THEREFORE: land the for people.Vast lots wreck parking Core Campus in Lots Parking Small tops. their along skateboarding todiscourage walls these places. Design Look forsunny meeting. achance with conversation begun on a people togive ortocarry watch aplace tosit and of activities areas alongside especially 12-14 Dothis sitting. toaccommodate wide inches about 17-19 walls landscape and Make high inches THEREFORE: or world watch the think, places goby. tosit rest, and great make also edges or at the of which open along areas, walkways are these levels. Often landscape needed toaccommodate different places many lowIn are walls Wall Sitting site. of the parts pleasant least the in new structures healthy, build and and comfortable, beautiful, precious, most the are that areas those are they as Leave unit. asingle as opposite.do buildings its the site and Consider the fact, places. In beautiful most the in Never place buildings THEREFORE: conditionworst not best. the the in of land are the that on parts Buildings built must those be always Site Repair garbage- unattractive containing unkemptcluttered and spaces are also areas by service them. and docks them or Loading walk to see one wants dead and spaces—no inhuman are of cars lots full Parking Areas Service and Shielded Parking activities. face can seats where look foropportunities and sun, the orin sun the facing locations Choose perfect. of is seat kind simple most the right, spotis the if Indeed, benches. fancy building than important more far is foroutdoor good spots seats Choosing THEREFORE: useless. be certainly almost will they for climate, and view down without regard set Where outdoor are seats Seat Spots UNIVERSITY OFOREGON-FourthEdition,2019 fi lled

PRINCIPLE 74 11 75 PRINCIPLE 11 UNIVERSITY OFOREGON-FourthEdition,2019 certainly be longer. be certainly can length Its direction. short the in appliesThis width toits only 70 across. feet never than more 45 across, to60feet no than more usually THEREFORE: Make a public square much smaller than than smaller much apublic square Make THEREFORE: campus.the But toolarge, look they when andfeel deserted. are they public most A campus on largest, rooms needs public the squares; are they Squares Public Small which is generally more affordable, and livability. and affordable, more generally is which housing, dense between abalance Establish students. hall for residence tofoodservice access ensure Also experience. residential the with life academic the of integrating goal the it supports sothat students entering for housing hall residence on-campus undergraduate locate and Design students. undergraduate forentering housing particular in housing, student when locating of value proximity the Recognize THEREFORE: academic bene primary the gain especially of campus lifequality of andasense community. Undergraduate students onof campus, living and on-campus housing contributes vitality tothe life. educational bene the Aside of from university part be When campus, students from it too far ismore dif live Student Housing 54.)page on (See 9: Transportation” campus. “Principle the surrounding streets residential of on the vehicles long-term storage of Eugene todiscourage City the work with and areas, parking off-street of existing use better gain supplies. Take to steps parking metbycurrent be cannot that parking for demand creates that use new institutional any with conjunction in parking appropriately Provide placed, off-street adequate THEREFORE: problems residential neighborhoods. for surrounding adopted systems Parking for campus the should avoid parking creating Spillover Parking it serves. building the from area asunny of shade separate never let strip adeep And shadow of buildings. Avoid the open in side space buildings. south of the on putting the is open intended foruse space the sothat Place buildings THEREFORE: People open if use it space issunny, don’t they and it if use it isn’t. FacingSouth Outdoors fi t of on-campus housing. fi cult for them to fi rst imagined, rst imagined, fi ts to students