Landscape Master Plan 2021

Acknowledgements

Shasta College Staff

George Estrada Director of Physical Plant

David Gentry Art Faculty

Molly Greenwood Horticulture Faculty

Kirkwood Hale Community Member and Landscape Architect

Theresa Markword Bond Program Manager

Pat McNamara Grounds Foreperson

Rico Montenegro Community Member and Horticultural and Arboricultural Consultant

Andrew Patterson Art Faculty

Carlos Reyes Dean of Science, Language Arts and Math, and Chair of the Landscape/Aesthetics Committee

Susan Schimke Art Faculty

Dan Scollon GIS/Geography Faculty

Lonnie Seay Chief of Campus Safety

Leimone Waite Horticulture Faculty

Consultant Team

The HLA Group | Landscape Architects & Planners, Inc.

Greg Hauser, Prinicpal Landscape Architect

Andrea Strahlo, Project Landscape Architect

Nicole Limesand, Landscape Designer

The Landscape Master Plan is intended to direct and inform the future improvements on the Shasta College main campus located in Redding. With over 300 days of sunshine and proximity to some of the region’s most notable national and state parks, maintaining the connection to the outdoors is paramount. The objective is to create a campus environment that reclaims and utilizes the exterior spaces and combines the functionality of a college campus with water conscious and thoughtful design. This document will provide an overview of the existing conditions throughout the campus which have been identified in conjunction with the Facilities Master Plan –Amendment One – May 2018 (FMP) for improvements and guidance on achieving the goals as presented.

To create a more sustainable environment and retain a cohesive landscape aesthetic throughout the campus, specific areas have been outlined in Exhibit H in the FMP to guide the implementation. These landscaped areas will be concentrated around the buildings, main access points, and along paths of travel to provide the most impact. The planting schemes and legends have been developed with regionally appropriate, native and drought tolerant plants to provide a consistent palette throughout the campus and to maintain a sense of site identity.

Onsite irrigation systems will be modified and upgraded to reflect the reductions in the landscape areas and apply water only where needed and in efficient manners to align with current and future needs.

Identifying and providing implementation strategies for campus circulation, connections between various neighborhoods, and addressing security concerns in the short-term as well as long-term safety and security through various means and methods are included in this document.

As the campus has evolved over the years in response to the ever-changing environment and the campus functionality, the Landscape Master Plan, in conjunction with the FMP, lays out a road map to allow for consistency in aesthetic appearance and increasing the biodiversity on the campus. To properly plan and design for the future, both documents identify areas of the existing campus to be modified and transformed to fit the current and future needs.

Existing Campus Landscape & Site Conditions 02

GENERAL CONDITIONS

Understanding the existing landscape and site conditions is important to identify areas which need modification and improvement. Focus on the specific items below will ensure future development meets the needs and long-term goals of the campus environment.

PARKING LOTS

The existing parking lots which surround the campus have been designed in a manner that is efficient for parking, but does not consider pedestrian access and the heat island effect. The existing parking lots are void of planting islands, safe paths of travel and wayfinding signs. Improvements to the layout and orientation of parking lots as described in the FMP, the addition of planting islands to integrate trees and planting to reduce the heat island effect, and installation of wayfinding signs will ensure the long-term success of the redevelopment.

ENTRIES, ACCESS, CIRCULATION, & WAYFINDING SAFETY & LIGHTING

The current design of the campus entries does not create a connection to the surrounding environment and does not provide a sense of arrival. Although there is new planting at the southern entry sign, it is understated and should be further enhanced. Once on campus, the access and circulation do not provide a hierarchy directing users to key areas on campus and lacks wayfinding signage to direct users to key locations. The main pedestrian entries are not well defined and overall circulation paths meander through campus and need additional focus and direction to create order.

Safety is an ever-present issue when it comes to college campuses. Contending with mature and established landscapes drives the need for improvements in safety measures and design. The existing lighting has become obstructed by trees over the years, creating spotted and shadowed lighting. Planting areas which have become overgrown have created areas for possible concealment. Identifying these areas and providing basic landscape maintenance practices such as trimming and pruning trees and shrubs will help to resolve short-term concerns. Moving forward, considerations for safety and lighting should be at the forefront of future development plans.

ROOF DRAINS & SITE DRAINAGE EXISTING PLANTING

ROOF DRAINS

A challenge with the design of the original buildings is that it did not include roof drains. Instead, the design had a few collection points to which the water is channeled off the roof and onto the ground plane below. This has created depressions and splash areas at each location. A mix of existing underground structures, low areas and swales are present to convey water away from the buildings and pedestrian areas, but additional measures are required to alleviate future issues.

SITE DRAINAGE

At various locations, existing swales for site drainage are present but have not been planted to properly slow or treat the water as it flows through the campus. These areas should be designed with appropriate planting to slow the flow of water to reduce erosion and run off.

The existing planting throughout the campus varies widely; from large expanses of turf, to naturalized areas with native oaks, to overgrown shrub planting areas. The landscape lacks a cohesive thread tying the campus together. The existing planting should be reviewed and assessed to provide a clear direction for the future improvements on campus. Large expanses of turf should be eliminated and concentrated to areas where it will be utilized for active and passive uses. Additional naturalized areas should be developed, with shrub planting focused around buildings and high impact locations.

NATIVE AREAS

Existing native areas with oaks should be retained to ensure their overall health and provide a shady oasis. Overgrown shrub areas should be assessed for the overall health, maintenance requirements and safety. Areas which have become a nuisance for maintenance personnel or identified by Campus Safety as areas of potential concealment should be removed and revitalized with new plant materials to conform to the overall themes and aesthetics outlined in this document.

EXISTING KEY AREAS

Key areas throughout the campus were identified to receive additional focus and enhancements to their current conditions. The specific areas identified for improvements are:

CAMPUS QUAD

The quad is bifurcated by various planting areas and green spaces which limit the line of sight and ability to hold large gatherings and events. The paving has become uneven and needs improvement to ensure accessibility and functionality at the heart of the campus. Seating is limited and should be improved upon to encourage use of the space both during events and at off-times. The existing planting is overgrown and does not create a sense of place or arrival and should be assessed for future success. The existing trees both surrounding and within the quad should be retained to maintain the existing shade canopy and feel of the site.

OUTDOOR CLASSROOM & LEARNING SPACES

The existing area between Buildings 1400 and 1600 which house the science department has been identified as an opportunity for an outdoor classroom. There are two existing water features that have fallen into disrepair over the years which will require updating for functionality. These water features should be retained and integrated into the outdoor classroom for enhanced learning opportunities. The landscape between the two building was formerly turf but has since been allowed to become more native and bare earth. Tables and seating have been installed in this area, but during the wet winter months this area is not accessible.

WATERFALL & SURROUNDING LANDSCAPE

The waterfall and surrounding landscape north of the amphitheater has become overgrown and is a maintenance concern. The existing trees should remain, but the surrounding shrub and groundcover plant materials should be replaced with lower growing and more maintenance friendly varieties. Plant choice and placement should be taken into account to retain the current aesthetic of this area while fitting into the new campus fabric.

AMPHITHEATER

The amphitheater located on the north side of Building 500 is currently not up to accessibility standards and has fallen into disrepair. The paving requires upgrades to eliminate cracking and uneven surfaces as well as integration of accessible amenities. The current design has little shade which limits the use and overall comfort of the venue. The lighting and sound systems should be evaluated and addressed to allow for an enhanced user experience.

NATIVE AREAS FOR ART DISPLAY

Located east of Building 300 is a native area currently utilized for art displays. It does not have any defined walking paths or specified locations for art. This area should be enhanced for increased utilization by the art department and for educational purposes.

These specific areas have been identified on the campus map as shown in Section 03.

Implementation 03

As identified in Part 02, various elements throughout the existing campus and as identified in the FMP will help direct the current and future development of the site. The following implementation strategies should be applied to the design and planning.

PARKING LOT IMPROVEMENTS

As a necessary component to most campuses, the parking lots should be functional as well as provide benefits to the site. The alignment, design and implementation of the parking lots should be evaluated to direct campus users to key entry points, provide safe and visible crossings, and provide a sense of identity for each lot. These should be accentuated with a variety of planting materials tied to the various neighborhoods to alert the users of their locations on the campus.

Planting islands should be integrated into the design to provide shade and reduce the heat island effect. Planting islands in the parking lot should be spaced a at a minimum of every 10 parking stalls to create even shading. Tree selections should be considered for their overall ability to adapt to the harsh environment of a parking lot with deep roots to avoid future damage to the paving. Trees that drop fruits or have the propensity to attract pests should be avoided.

Planting materials (shrubs and groundcover) should be selected with pedestrian safety and vehicular circulation in mind. Planting materials near the drive aisles should be no greater than 24” in height to ensure visibility to oncoming traffic. Plant material within the islands should be kept at a minimum 12” clear of the curb or planted with low growing plant material to allow car doors to swing freely and users to exit their vehicles.

Integration of water quality swales in the parking lot is highly desirable to capture parking lot site run-off and provide for storm water treatment. These water quality swales should be planted with appropriate material to not only treat the water but be sustainable in the long run.

Transition Landscape at neighborhood pathways shall be 5' wide on both sides of pathways. Planting shall be low level landscaping; groundcover shall be less than 1' tall.

Transition Landscape at collector pathways shall be 5' wide on both sides of pathways. Groundcover within 2'+/- of pathway shall be less than 1' tall. Shrubs beyond groundcover shall be a maximum of 3' in height.

Framing landscape at arterial pathways shall be 10' wide on both sides of pathways. Landscape shall contain trees that frame the axial pathway. Shrubs shall be between 1' and 3' in height.

Natural terrain shall be bark mulch and/or native landscape.

Neighborhood pathway shall be 6’ wide pedestrian pathways. Collector pathway shall be 12’ wide pedestrian pathways.

Collector pathway at parking lot, minimum 5' wide panting area with trees centered on landscape strip. Arterial pathway shall be 20’ wide. 10’ are designated for a 2-way bike lane and 10’ are designated for pedestrian pathways.

Two way Traffic Parking Stall

ENTRIES, ACCESS, CIRCULATION, & WAYFINDING

A key component to a successful and functional campus is well defined entries and access points. This provides both visual and directional cues to the campus users to successfully navigate the campus in a safe and efficient manner. This can be accomplished not only by wayfinding signs and monuments, but also through the use and integration of enhanced hardscape, and planting to create landmarks and sense of place.

As the first impression when entering the campus, the main entry sign located on the south end of campus at Shasta College Drive sets the tone for the aesthetic and overall experience. Clearly identifying this main entry allows users to ascertain their arrival and navigate the campus to their destinations. Any future additions to the entry signage should be in compliance with the Shasta College main campus approved Wayfinding Document which sets forth signage standards.

Once on campus, defining the main pedestrian entries through wayfinding, enhanced hardscape and planting will provide visual cues and direct the users into the various neighborhoods defined in the FMP. The entry points throughout the campus should be cohesive but also provide a sense of place and identity. This can be accomplished not only by the wayfinding signs, but by utilization and integration of enhanced paving into the hardscape. This provides a ground plane indication of one’s location on campus.

The use of enhanced planting should be visually appealing and inviting to the users and be tied to the specific neighborhood to create a common thread while being cohesive with the remainder of the campus.

Circulation within the campus has been delineated into three categories per the FMP: “arterial walkways,” “collector walkways,” and “neighborhood walkways” to organize circulation into wayfinding typologies. Arterial walkways are 20’ wide main thoroughfares to accommodate and separate large amounts of multimodal student traffic and will include the campus’ internal loop. Safety on these arterial walkways is crucial and achieved through varying paving to differentiate the pedestrian, cyclist, and service vehicle spaces. Collector walkways are primarily linear 12’ wide paths of travel that serve as the bridge between arterial and neighborhood circulation and are designated to have low shrub and groundcover plantings and mark the slowing of faster modes of transportation. Neighborhood walkways are curvilinear 6’ connections to buildings and intended only for foot traffic and low groundcover planting.

Integral to circulation and accessibility is wayfinding which provides location and direction through signs. The approved Wayfinding Document developed for the Shasta College main campus prescribes the design hierarchy for wayfinding signage, from large-scale vertical vehicular and “arterial” pathway signs (intended to be seen from farther away and at higher speeds) to smaller “neighborhood” signs and building identification plaques. This document also includes signage to establish identity for the surrounding parking lots to further define users’ location on campus.

SAFETY & LIGHTING // SAFETY THROUGH LANDSCAPE DESIGN

Typical for all college campus environments, safety is paramount. The design and implementation for the future campus improvements should include new pedestrian scale site lighting that is unobstructed from tree canopies and ground-level planting. Post top lighting and pedestrian scale bollard lighting should be designed to create an environment that is well lit and provides for a comfortable user experience.

Choosing appropriate trees with open forms and higher branching structures will help mitigate future maintenance and security concerns. Maintaining a minimum of a 20’ distance clear from the tree trunk to site lighting will further reduce the impacts of tree canopies on lighting. This designed clearance will allow for the healthy tree canopy to grow with minimal maintenance and avoid shadowed and dappled light.

Shrubs and groundcover along circulation corridors should be chosen to reduce and/or eliminate locations where someone could be concealed. By utilizing a tiered planting design where low growing plants are closer to the paths and taller plants are further away will provide clear line of sight for both the pedestrian, security cameras, and Campus Safety personnel. Planting material should be a maximum of 36” in height along all circulation corridors.

Campus Safety staff should be consulted during the design of all new improvements to coordinate the locations of new and existing security cameras and lighting to ensure clear lines of site and proper clearances are met.

ROOF DRAINS & SITE DRAINAGE

With the existing drainage concerns created by the lack of roof drains on the buildings, a wellexecuted landscape can provide an opportunity to mitigate undesirable conditions with the design and integration of rain gardens. The inclusion of cobble arroyos to catch water from roofs and plantings to help clean the water provides new learning opportunities regarding water conservation, and filtering of water prior to any entry into storm drain systems and surrounding waterways.

As their primary function, the existing low areas and swales on campus are currently conveying storm water runoff away from buildings and walkways. These existing conditions provide an opportunity to create unique environments that not only serve a vital function of storm water management and cleaning but allow for the addition of plants to support the local wildlife. These low areas and swales should be planted with appropriate plant material that serves the function of slowing the storm water, allowing for percolation into the ground and cleaning the pollutants. The plant lists included in Section 04 Plant Recommendations should serve as guidance.

PLANTING, WATER USE, & IRRIGATION

Planning, design, and future environmental impacts should be considered as the campus continues to evolve. The overall campus goal of conservation and sustainability will be attained through a combination of strategies. These include reducing high water use turf, retaining existing tree canopy, installing plantings in highimpact areas, naturalizing designated areas on campus, and installing new and efficient irrigation systems.

Much of the interior of the campus is comprised of existing trees with large expanses of turf. To align with the current environmental constraints, the campus staff has reduced watering in various locations, leaving a patchwork of landscape allowed to return to a more native state with trees and bare earth or mulch. A more consistent and focused approach should be taken to limit the areas of turf to ‘high impact’ areas where users will be able to utilize the spaces in either an active or passive manner. The proposed areas of turf have been identified in the FMP, but additional consideration should be taken to limit new installation of turf, while maximizing its impact.

The existing tree canopy on the campus is one of its greatest assets. The biodiversity and habitat created should be retained to the greatest extents possible. An arborist consultant performs ongoing assessments of the existing trees for overall health and structural integrity to ascertain the safety of

the users and health of the tree in the long run. Any trees observed to be in poor health or pose safety concerns are removed. New, regionally appropriate trees should be planted in their place to ensure the continued longevity of the tree canopy.

In addition to limiting turf, installation of the planting should be focused on areas where it will provide the most impact for the users. Locations for planting have been identified as Landscaping, Framing Landscaping, Transitional Landscaping and Natural Terrain in the FMP. Each of these designations provides for a smooth transition between paths of travel, adjacent landscaping, and the natural terrain, and allows for more traditional planting utilizing plant palettes included in Section 04 Plant Recommendations.

The areas identified as natural terrain provide an opportunity for the evolution of the design and appearance of the campus. By allowing these areas to be naturalized and planted with native species, the campus will not only save resources but provide an opportunity to the students, staff, and faculty to be surrounded by the native landscape in which the campus is located. These areas should be planted with regionally appropriate plant material that is not only drought tolerant but will integrate with the existing trees in the area.

Bark mulch shall be applied surrounding the trees and plantings to retain moisture in the soil. To ensure the efficient use of campus resources, the new landscape improvements including planting and irrigation shall align with the local climate and solar exposures to provide an efficient and effective design. The plant material should be regionally appropriate to both ensure overall health and vigor and also aesthetically blend into the native landscape of the campus. Choosing regionally appropriate plants will ensure water consumption is aligned to the overall campus goal and desired aesthetics of the campus. The plant lists included in Section 04 Plant Recommendations should serve as guidance.

Improvements to the onsite irrigation shall conform to the most current site requirements regarding equipment, materials, applicable ordinances, and local codes. The proposed equipment shall utilize the most current technology to ensure continued efficiency in application and conservation. The irrigation controllers should be ET capable to provide weather-based information for onsite conditions. A central control system should be explored by the Landscape Architect and Campus Staff for integration and long-term controls for the site. The emission devices should be low flow and provide irrigation directly to the plant. All irrigation systems are to be grouped by water needs and solar exposure to ensure healthy and sustainable growing conditions.

KEY OUTDOOR SPACES

College campuses are defined by their students, staff, faculty, and their interaction with the environment around them. As identified in Part 02, the implementation strategies below provide direction for some specific areas for improvement identified by site staff to meet the overall vision for the campus. These specific areas, as identified in Exhibit A, are:

• Campus Quad

• Outdoor classroom and learning spaces

• Waterfall and surrounding landscape

• Amphitheater improvements

• Native area with walking path and art display

• Locations for mitigation tree planting

New Construction

• Campus Quad

• Outdoor Classroom & Learning Spaces

• Sculpture Garden with Native Plants & Walking Path

Renovations

• Waterfall & Surrounding Landscape

• Amphitheater

• Swales for Improved Site Drainage and Roof Drainage Collection

Mitigation

• Tree Mitigation Locations

CAMPUS QUAD

At the heart of every campus is the Quad. As a space for the students, staff, and faculty to gather and interact to cultivate a sense of community, the Quad should be designed and reimagined to accommodate a variety of activities including informal study spaces, career fairs, and ceremonies. The space should be welcoming and accessible from the surrounding buildings with pedestrian connections from the proposed arterial pathway. The existing trees should be retained to the greatest extent possible to maintain the existing canopy to shade the Quad, and integrate thoughtful ground level planting to soften the space while maintaining visibility for the user’s overall comfort and security.

Hardscape should be designed to link the Quad with the surrounding pedestrian connections to ensure clear and safe access. The hardscape should be designed to complement the surrounding building architecture with contemporary and timeless materials.

Site furnishings, including picnic tables and receptacles, should be sited at optimal locations to facilitate the many functions of a campus Quad.

OUTDOOR CLASSROOM & LEARNING SPACES

The ability to utilize the existing campus landscape and existing amenities should be highlighted and expanded upon as the campus is developed and updated. As noted in Part 02, the existing area between Buildings 1400 and 1600 has been identified as a prime opportunity to bring the lessons from the classroom outside. This space should provide the ability to hold classes outside with tables and seating for students and an area for the faculty to teach. The site’s existing manmade water features should be integrated into the design to provide a hands-on teaching opportunity for the students. The existing trees should be retained to the greatest extent possible to provide shade to the site. The planting palette should be low water use to reflect the water conscious stance of the campus, while providing a diverse array of materials to create a bio-diverse environment.

The plant lists included in Section 04 Plant Recommendations should serve as guidance.

Learning should not be limited to the dedicated indoor or outdoor classroom spaces, but rather woven into the campus fabric. The geological locations of the multiple Shasta College campuses provide a unique opportunity to delve into geology and various rock formations indicative of each campus. A “Geology Garden” can take many forms but can be integrated seamlessly into the landscape as either an aesthetic formal display or multifunctional arrangement that

facilitates other activities such as seating or studying. These ‘gardens’ can be placed within the various neighborhoods to not only provide identity, but create unique areas for interaction and education. Any form the ‘garden’ takes should be accompanied by educational signs to provide information, history and an explanation about each formation. To make this geology garden relevant to teachings and the site, the types of rocks could be exemplary of the local geology at the different Shasta College campuses. The Landscape Architect should consult with site staff and the Geology Department to ensure the accuracy of educational materials included in the signs.

An important component of outdoor education is interpretive and educational signage. When developing different areas of the campus, educational and interpretive signs should be incorporated into the different landscape features and planting areas to provide explanations and information about its significance. In addition to educational and interpretive signs, the existing trees on campus provide an opportunity to learn about arboriculture. A program should be developed to label the new and existing trees with both botanical and common names.

Signage for relevant site components is based on location and included design features and should be identified during the design process in coordination with the campus staff and faculty.

WATERFALL & SURROUNDING LANDSCAPE

Over the years the campus has been transformed by various passion projects, one of which is the existing waterfall and surrounding landscape located north of the existing amphitheater. The water feature provides a unique area for students to be transported to a lush watery oasis. The existing landscape has been allowed to become overgrown and is a concern for the staff regarding maintenance and campus safety. The surrounding landscape should be thinned and replanted with plants that maintain the aesthetic of the atmosphere while retaining a smaller and more maintenance friendly nature. Existing seating should be retained in this area to continue to provide an oasis for its users.

AMPHITHEATER IMPROVEMENTS

In the heart of the Visual & Performing Arts neighborhood on the north side of Building 500 is the amphitheater. With the potential to be the gem of the performing arts programs, the existing facility requires aesthetic and functional updates to improve aged features and bring the amphitheater up to current accessibility standards. In addition to addressing the accessibility and safety needs, improvements to the user experience should be considered, such as the addition of areas shaded with structures or tree canopy, introduction of natural boulder seating, and softer ground plane surfacing materials such as decomposed granite. These improvements will create a softer and more inviting experience and allow for increased use by both the department as well as students, staff, and the community.

Upgrades and improvements should be reviewed for new lighting, not only for the performance area, but surrounding the seating and walkways leading to and from the amphitheater to create sense of place and ambiance and to also allow for a safe and well-lit experience.

The existing trees and surrounding landscape should be reviewed and evaluated for overall health and maintainability. Where planting has become overgrown or undesirable, new planting should be installed to adhere to the goals of the campus to be more water conscious and fit within the neighborhood planting palette.

SCULPTURE GARDEN WITH NATIVE PLANTS & WALKING PATH

Adjacent to the amphitheater and east of the Building 300 is an unprogrammed area that has been identified as a prime location to create a sculpture garden. This location provides an opportunity to tie the performing arts at the amphitheater with the visual arts to further engage the users on the campus. These two sites should be tied together though connecting pathways and visual ques to create a seamless experience. The design of the sculpture garden should be an experiential space to enhance the display of, and interaction with, the students’ artwork. Design techniques such as hide-and-reveal and maximizing view axes should be utilized when creating the overall concept.

Decomposed granite or other permeable material should be considered for the paths to create soft and natural feeling in the space and allow for circulation and access to sculptures. The surrounding planting should be composed of regionally native plants to highlight and accent the pieces and follow the aesthetics of the neighborhood. The plant lists included in Section 04 Plant Recommendations should serve as guidance.

TREE MITIGATION LOCATIONS

As a vital component to the landscape, trees provide a wide array of ecosystem services. From reducing the urban heat island effect, to providing clean air through carbon sequestration and creating habitat for local flora and fauna, it is important to replace trees impacted by development. The retention and/or replacement of native trees and oak woodlands is imperative to maintain the overall health and viability of the natural setting. As outlined in the campus adopted California Environmental Quality Act (CEQA) document, mitigation measures have been put in place to ensure the campus retains its tree canopy and continues to be a steward of the native environment in which the campus is nestled.

Tree mitigation should be sited in natural areas with sparse existing tree canopy cover. During studies conducted in compliance with CEQA, existing areas throughout the campus have been identified as possible locations for mitigation planting. Some of these areas are; along Shasta College Drive by the entrance, south of the Shasta Head Start Development Center, the field between the two parking lots at the campus core’s southeast corner, open space between the baseball field and solar panels, and a swath in the far northwest corner. In particular, the campus favors the region to the northwest where the fire training yard and Public Safety Training Facilities are located for future tree mitigation. Campus staff should be consulted and confirm all locations.

Planting Recommendations 04

The campus planting recommendations for Shasta College have been divided into separate planting palettes for the different established campus neighborhoods and to correspond to the terminology established in the FMP for the various landscaped areas throughout the campus.

While individual neighborhood plant lists were selected to set them apart as unique neighborhoods, the lists also share plants across multiple palettes so that there will be an overall cohesive campus landscape. The differences in plants will differentiate between neighborhoods and signal passage between neighborhoods as students, faculty, campus staff, and visitors navigate the landscape. All plants included were vetted for reliability in cultivated landscapes, low maintenance, and drought tolerance. Low maintenance plants on a college campus are particularly important to aid the maintenance staff with upkeep of the landscaping.

The planting palettes are divided by the terminology established in the FMP. “Transition landscape” refers to the planting area within 5 feet of the walkway’s edge and roughly correlates with the landscaping immediately along “neighborhood” and “collector” pathways. These transition landscapes should be planted with low to mid-level plants, with the lowest near the path of travel, and can blend into adjacent plantings. “Framing landscape” is defined as the first 10 feet of landscaping usually adjacent to the “arterial” pathway’s edge and characterized by trees that frame the axial pathway. The “landscaping” typology is depicted as larger, designed areas of maintained plants, usually in association with specific buildings or entry points as opposed to a path of circulation, as shown in Exhibit H of the FMP.

An important and key aspect of planting in California is fire safety. Climate appropriate, drought tolerant plants are a requirement for fire safety, as they do not dry out as much during periods of water and heat stress. Additionally, the planting areas should be designed to not have plants under the eaves, near the building facades, or close to vents. Bark mulch should be avoided within five feet of the building facade, and non-flammable mulch such as gravel, pea gravel, or decomposed granite is recommended in this buffer area.

The concepts behind the various plant palettes, for not only the various landscape conditions but the neighborhoods, speak to the spirit and individual nature of their location on the campus.

PLANTING CONCEPTS

ACADEMIC NEIGHBORHOOD NATURAL TERRAIN

Embodying the landscape’s use, the Academic Neighborhood recommended plants support the concept of “growth” and, when combined, create a landscape lush and verdant in appearance. The plant list also includes plants associated with “knowledge” like Ficus carica, a general symbol of knowledge, and Malus, a reference to Newton’s intellectual discoveries.

VISUAL & PERFORMING ARTS NEIGHBORHOOD

An area of theatrical flair and artistic exploration of form, line, color and texture, these concepts were the foundation of the Visual and Performing Arts Neighborhood’s plant palette. Plants included were chosen for their architectural, sculptural, textural, and colorful attributes and should be used in combinations that delight the sensory experience. Mixing plants that greatly contrast in these characteristics will maximize this effect.

AGRICULTURE & CAREER TECH NEIGHBORHOOD

The Agriculture and Career Tech Neighborhood is a place of studies reliant on the land, the climate, and the weather. To reflect this in the landscape, the plants for this neighborhood pull from a Mediterranean-inspired, climate-adapted palette and also focus on those plants that are agriculturerelated, hardy, and drought tolerant.

STUDENT SERVICES & STUDENT LIFE NEIGHBORHOOD

Within the campus neighborhood centered on cultivating student life and supporting the students’ college experience, the landscape should nurture these goals. The chosen plant list for the Student Services and Student Life Neighborhood is designed to be “collegiate,” colorful, maximize variety for visual interest, and maintain safety and visibility with an assortment of low, spiny, and open-foliage plants.

Perimeter Natural Terrain – Along the east and southeast perimeter of the Shasta College campus, the campus landscape is designated as “natural terrain” per the FMP, Exhibit H. Abutting the surrounding natural environs, which are typical of the California oak woodland plant community, the east and south east perimeter should be planted with regionally appropriate, native plants with a focus on plants that are native specifically to the Shasta College area. Plants installed in these perimeter natural terrain landscapes should fit to the regional ecology and maximize support to the local ecosystem.

Cultivated Interior Natural Terrain – Within the campus core exist pockets of regionally-native oak trees. In many of these occurrences, there are sparse or no understory plants, as the deep shade of oaks proves challenging to commonly used landscape plants. However, these interior natural areas present an opportunity to plant regionally appropriate and native plants strongly associated with the California oak woodland plant community.

Such plants have co-evolved with oak trees and are well adapted to conditions beneath their dense canopies. The plant recommendations listed in Section 04 for the interior natural terrain focused on understory plants that are native to the region and oak woodlands, supplementing with other reliable and climate-appropriate California native plants and cultivars shown to thrive in the shade of oak trees. Additionally, the selected plants were chosen with the intent that these interior natural areas would have a more manicured, cultivated aesthetic than the perimeter natural terrain.

Additionally, regional and California natives are included in all the various plant palettes for the campus neighborhoods, as this is a priority of the college.

WATER CONSERVATION AREAS ENTRY & PERIMETER

As previously highlighted, much of the existing drainage and topography lend themselves to conversion to water-conserving landscapes, and Shasta College is prioritizing these conversions. Water conservation areas are divided into three different categories: inundation, upland, and upland accent plants. Those listed as inundation zone recommendations are fundamental plants proven to thrive in the extreme dichotomy of drought and submerged conditions typical of inundation zones. The upland plants are recommended for their ability to tolerate occasional saturated soil with a focus on riparian, swale-tested regional and California natives. The upland accent category is an aesthetic guidance for plants that provide pops of color and structural or textural contrast to the plants in other zones. These plants should not be installed in locations that experience wet conditions often.

Having a single entrance and a perimeter road encircling the campus core as Shasta College does enhances the experience of arrival. Any plantings as one is heading onto campus should complement this experience and indicate a collegiate sense of place. The plants recommended in Section 04 for these areas were chosen for their visual impact when framing the entry and perimeter in mass plantings.

Listed trees have an erect or spreading habit to create allées or tree tunnels along these key, axial roads. The selected shrubs, grasses, and groundcovers also have architectural or impressive foliage and inflorescences to intensify the perceived grand passage onto campus.

AESTHETIC CONCEPTS

ACADEMIC NEIGHBORHOOD

VISUAL & PREFORMING ARTS NEIGHBORHOOD AGRICULTURE & CAREER TECH NEIGHBORHOODS

STUDENT SERVICES & STUDENT LIFE NEIGHBORHOOD

PERIMETER NATURAL TERRAIN

CULTIVATED INTERIOR NATURAL TERRAIN

WATER CONSERVATION

REDWOOD GROVE ENTRY & PERIMETER

PLANTING RECOMMENDATIONS

ALL NATIVES FOR NATURAL TERRAIN

Botanical Name

Common Name

Achillea millefolium** Yarrow

Arctostaphylos manzanita 'Dr. Hurd'* Dr. Hurd Manzanita

Arctostaphylos 'Emerald Carpet'* Carpet Manzanita

Arctostaphylos viscida** Whiteleaf Manzanita

Botanical Name

Common Name

Arctostaphylos uva-ursi 'Point Reyes'* Point Reyes Bearberry

Artemisia californica* California Sagebrush

Trees Shrubs, Grasses & Groundcovers (cont.)

Shrubs, Grasses & Groundcovers

Acer circinatum ** Vine Maple

Acer macrophyllum** Big Leaf Maple

Acer negundo* Box Elder

Aesculus californica** California Buckeye

Alnus rhombifolia** White Alder

Arbutus menziesii** Madrone

Calocedrus decurrens** California Incense Cedar

Cercis occidentalis** Western Redbud

Cercocarpus betuloides** Mountain Mahogany

Chilopsis linearis* Desert Willow

Cornus serica** Red Osier Dogwood

Fraxinus latifolia** Oregon Ash

Juglans californica var. hindsii** Northern California Black Walnut

Pinus ponderosa** Ponderosa Pine

Pinus sabiniana** California Foothill Pine

Platanus racemosa* California Sycamore

Populus fremontii** Western Cottonwood

Quercus douglasii** Blue Oak

Quercus kelloggii** Black Oak

Quercus lobata** Valley Oak

Quercus wislizeni** Interior Live Oak

Achillea millefolium** Yarrow

Arctostaphylos manzanita 'Dr. Hurd'* Dr. Hurd Manzanita

Arctostaphylos 'Emerald Carpet'* Carpet Manzanita

Arctostaphylos viscida** Whiteleaf Manzanita

Arctostaphylos uva-ursi 'Point Reyes'* Point Reyes Bearberry

Artemisia californica* California Sagebrush

Baccharis pilularis 'Pigeon Point'* Dwarf Coyote Bush

Berberis aquifolium** Oregon Grape

Baccharis pilularis 'Pigeon Point'* Dwarf Coyote Bush

Berberis aquifolium** Oregon Grape

Calycanthus occidentalis** Western Spicebush

Carex barbarae** Santa Barbara Sedge

Carex pansa* Sand Dune Sedge

Carex tumulicola* Berkeley Sedge

Ceanothus griseus* Carmel Creeper

Ceanothus maritimus 'Valley Violet'* Valley Violet Ceanothus

Ceanothus Snowball'* White Ceanothus

Deschampsia cespitosa** Tufted Hairgrass

Elymus glaucus** Blue Wild Rye

Encelia californica* Bush Sunflower

Epilobium canum* California Fuchsia

Eschscholzia californica** California Poppy

Festuca idahoensis 'Siskiyou Blue'** Blue Fescue

Festuca rubra 'Molate'** Creeping Red Fescue

Frangula californica** Coffeeberry

Iris douglasiana* Douglas Iris

Iris douglasiana 'Canyon Snow'* Pacifc Coast Hybrid Iris

Juncus patens* California Grey Rush

Leymus condensatus 'Canyon Prince'* Canyon Prince Wild Rye

Lupinus albifrons** Silver Bush Lupine

Mimulus aurantiacus* Sticky Monkey-flower

Muhlenbergia rigens* Deer Grass

Penstemon heterophyllus** Foothill Penstemon

Polystichum munitum** Western Sword Fern

Ribes sanguineum* Flowering Currant

Ribes viburnifolium* Evergreen Currant

Rosa californica** California Wild Rose

Rubus ursinus** Pacific Blackberry

Salvia clevelandii 'Winnifred Gilman'* Cleveland Sage

* California native plant or cultivar

Calycanthus occidentalis** Western Spicebush

** Regionally native plant

Carex barbarae** Santa Barbara Sedge

Carex pansa* Sand Dune Sedge

† Appropriate for “transition landscapes”

Carex tumulicola* Berkeley Sedge

‡ Appropriate for “framing landscapes”

Ceanothus griseus* Carmel Creeper

Ceanothus maritimus 'Valley Violet'* Valley Violet Ceanothus

Ceanothus Snowball'* White Ceanothus

Deschampsia cespitosa** Tufted Hairgrass

Elymus glaucus** Blue Wild Rye

Encelia californica* Bush Sunflower

Epilobium canum* California Fuchsia

Salvia spathacea* Hummingbird Sage

Stipa pulchra** Purple Needlegrass

Symphoricarpos albus** Common Snowberry

Vitis californica Roger's Red'** California Grape

Woodwardia fimbriata** Giant Chain Fern

OAK WOODLAND REDWOOD GROVE

Botanical Name

Common Name

Botanical Name

Common Name

Trees Trees

Shrubs, Grasses & Groundcovers

Aesculus californica** California Buckeye

Arbutus menziesii** Madrone

Cercocarpus betuloides** Mountain Mahogany

Pinus sabiniana** California Foothill Pine

Platanus racemosa* California Sycamore

Quercus douglasii** Blue Oak

Quercus kelloggii** Black Oak

Quercus lobata** Valley Oak

Quercus wislizeni** Interior Live Oak

Arctostaphylos uva-ursi 'Point Reyes'* Point Reyes Bearberry

Ceanothus maritimus 'Valley Violet'* Valley Violet Ceanothus

Ceanothus Snowball'* White Ceanothus

Elymus glaucus** Blue Wild Rye

Mimulus aurantiacus* Sticky Monkey-flower

Penstemon heterophyllus** Foothill Penstemon

Polystichum munitum** Western Sword Fern

Ribes sanguineum* Flowering Currant

Ribes viburnifolium* Evergreen Currant

Salvia spathacea* Hummingbird Sage

Stipa pulchra** Purple Needlegrass

Vitis californica Roger's Red'** California Grape

Woodwardia fimbriata** Giant Chain Fern

Shrubs, Grasses & Groundcovers

Acer circinatum** Vine Maple

Berberis aquifolium** Oregon Grape

Carex tumulicola* Berkeley Sedge

Iris douglasiana* Douglas Iris

Iris douglasiana 'Canyon Snow'* Pacifc Coast Hybrid Iris

Polystichum munitum** Western Sword Fern

Ribes sanguineum* Flowering Currant

Rosa californica** California Wild Rose

Rubus ursinus** Pacific Blackberry

Woodwardia fimbriata** Giant Chain Fern

* California native plant or cultivar

** Regionally native plant

† Appropriate for “transition landscapes”

‡ Appropriate for “framing landscapes”

Maintenance & Site Management 05

With all projects comes the ever-present concerns of both short- and long-term maintenance. The goal is to create an environment that is relatively self-sustaining and reduces constant maintenance of the landscape and irrigation.

Choosing tree and plant varieties with desirable characteristics in growth patterns and size will limit the need to continually address concerns with branching structure in trees, and overgrown shrubs. The plans developed for the implementation of the planting on campus should consider the recommended spacing for trees and shrubs. Although the planting may look minimal with initial installation, proper spacing will encourage healthy growth and allow each plant to reach its mature size without the need for hedging and additional care.

For the areas identified as native or where only trees are located, installation of bark mulch will help with moisture retention and reduce weed growth. A minimum of four inches of bark mulch is recommended for these areas. All other planting areas should receive a minimum of three inches of bark mulch or more if recommended by the site staff.

Proper irrigation design and implementation will be imperative to achieving a healthy, selfsustaining, and efficient site. Overall site control and management through a central control system will ensure the maintenance staff can control select areas and identify maintenance concerns.

For long-term and continued site maintenance, the campus has developed a separate ‘Management Plan’ document to provide additional and specific direction for the long-term care of the site.

This Landscape Master Plan sets the guidelines for all future Shasta College main campus improvements in conjunction with the FMP, approved Wayfinding Document, campus safety, and the college’s evolving needs for the campus landscape.

An increased focus on the main campus entry will allow for a sense of arrival. Once onsite, the campus will be transitioned to a more pedestrian friendly environment by increasing the visibility of the main entry points to the campus. Access to a car-free campus core, with a hierarchy of circulation and wayfinding will facilitate smooth and safe campus navigation. Safety for campus users will extend into the campus core via increased lighting and sightlines enforced by careful plant selection and location.

Improvements to the parking lots along the perimeter of the campus will help orient users to their location on campus with implementation of wayfinding signage. Pedestrian friendly crossings and lighting will provide additional safety and visibility. The integration of new trees, vegetation and low impact development features will help to reduce the urban heat island effect and enforce the campus goals of better water management.

Water consciousness will be the focus of many improvements within the Shasta College main campus. To address the everchanging climate, the implementation of strategies such as reducing the use of turf to only key areas and utilizing drought-tolerant plants will limit the amount of water dedicated to the landscape. Designing with and implementing new irrigation technology will increase overall efficiency within the landscape. Creating swales and rain gardens in response to the site conditions will redirect site drainage and create an opportunity for increased on-site water infiltration.

Central to achieving these goals and a key component of the Landscape Master Plan is plant selection. Plant selection will work towards a consistent and cohesive landscape across the Shasta College main campus. Each neighborhoods’ aesthetic will be highlighted and distinguished with plant palettes that reflect the neighborhood’s character. The plant palettes will provide biodiversity with the integration of regionally native and appropriate, non-invasive plants. Additionally, all future design should consider ease of landscape maintenance and fire resilience.

All these strategies will be used when enhancing or creating the identified key outdoor spaces – the Quad, waterfall, amphitheater, outdoor classrooms / learning spaces, and sculpture garden. With the renovation and design of these key spaces, future development will establish a signature Shasta College main campus landscape.