Dalhousie University. natural environment. plan

Transcription

1 Dalhousie University natural environment plan April, 2014

2 acknowledgments Made possible by staff support from: Mary Jane Adams, Director of Planning, Facilities Management, Dalhousie University Rochelle Owen, Director, Office of Sustainability, Dalhousie University Natural Environment Committee contributors: Darwin Carr, Grounds, Agricultural campus Dr. Peter Duinker, Professor, School for Resource and Environmental Studies, Dalhousie University Jeff Morton, Professor, Grounds co-manager, Agricultural campus Gordon Ratcliffe, Landscape Architect, Gordon Ratcliffe Landscape Architects Dr. Eric Rapaport, Professor, Faculty of Architecture and Planning Carry Vollick, Landscape Architect, Vollick McKee Petersmann Mike Wilkinson, Environmental Services Manager, Dalhousie University Report edited, and compiled by: Stephen Cushing, Natural Environment Officer, Office of Sustainability Graduate student and staff support from: Chris Boyle, Office of Sustainability Matt Follet, Natural Environment Advisor, Office of Sustainability Charles Harrington, Office of Sustainability Raymond Jahncke, Analyst, Dalhousie GISciences Centre Kathrin Munro, Natural Environment Project Officer, Office of Sustainability Derek Robinson, GIS Analyst, Office of Sustainability James Steenberg, School for Resource and Environmental Studies Jennifer Strange, GIS Analyst, Dalhousie University Library Ellen Whitman, GIS Analyst, School for Resource and Environmental Studies Cover photo: Henry Hicks Academic Administration Building. Cushing, 2011 i

3 executive summary The natural campus environment has played an important role in defining the physical character of Dalhousie University. The future of campus vegetation is uncertain as campuses densify, as campus infrastructure needs change, as trees reach maturity, and as human values, and lifestyles change. This plan represents four years of collaborative research that will formally recognize vegetation, beneficial wildlife, water, and air quality in campus natural environment management activities. The four Dalhousie campuses (i.e., Carleton, Studley, Sexton, Agricultural campus) have been inventoried and analyzed to gain an accurate account of resources in the campus natural environment. Adapted from the CSA Standard for Sustainable Forest Management and the HRM Urban Forest Master Plan, this plan is organized into three main sections: planning, implementation, and operation and management review. Community engagement tools (e.g., surveys and interviews) were used to determine management priorities from University constituents. Community values, operational principles, and guiding principles have been considered in the development of 22 campus management actions. Annual, five, and ten-year reviews will be conducted to ensure that management actions are being met. With long-term plans for campus growth, Dalhousie is focused on green building development and sustainable campus management. This plan will provide guidance for new construction, grounds management, and climate change mitigation and adaption opportunities. Cornerstone projects under the new plan include: diameter tree-replacement, a campus-wide tree planting program, campus-wide plant biodiversity improvements, Sheriff Hall oak stand naturalization, Ocean Pond improvements, and the University Avenue redevelopment plan. ii

4 9 ii ii list of tables Table 1: CSA Z Sustainable Forest Management Planning Model. Table 2: Ecological value. Natural Environment Planning Framework for Dalhousie University. Table 3: Social value. Natural Environment Planning Framework for Dalhousie University. Table 4: Economic value. Natural Environment Planning Framework for Dalhousie University. Table 5: Halifax campuses landscape breakdown. Table 6: Tree and shrub data parameters. Table 7: LEED and STARS credits available for natural environment planning iii

5 9 ii list of figures Figure 1: University context (Whitman, 2013). 2 Figure 2: The VOIT conceptual framework (CSA, 2008). 5 Figure 3: Halifax campus tree distribution (Whitman, 2013). 10 Figure 4: Halifax campus landscape type and permeability (Whitman, 2013). 11 Figure 5: Agricultural campus landscape type and permeability 12 Figure 6: Historic campus tree (Smulder, 2009). 15 Figure 7: Studley campus tree distribution (Cushing, 2012). 16 Figure 8: Carleton campus tree distribution (Cushing, 2012). 17 Figure 9: Sexton campus tree distribution (Cushing, 2012). 18 Figure 10: Agricultural campus tree distribution (Cushing, 2013). 19 Figure 11: Tree origin (Cushing 2013). 20 Figure 12: DBH by category (Cushing, 2013). 20 Figure 13: Acer platanoides (University of Connecticut, 2001). 21 Figure 14: Quercus rubra (University of Connecticut, 2001). 21 Figure 15: Ulmus rubra (University of Minnesota, 2013). 21 Figure 16: Picea abies (University of Connecticut, 2001). 21 Figure 17: Tilia tomentosa (University of Connecticut, 2001). 21 Figure 18: Acer pseudoplatanus (University of Connecticut, 2001). 21 Figure 19: Betula papyrifera (University of Connecticut, 2001). 21 Figure 20: Species distribution (Cushing, 2013). 21 Figure 21: Forrest building, 1930 (Dalhousie University, 2013). 23 Figure 22: View from Forrest building tower in 1888 (Province of NS, 2013). 23 Figure 23: A densley-built Carleton campus in 2011 (Muise, 2008). 23 Figure 24: Cobb s Vision of Dalhousie (Dalhousie Art Gallery, 1986). 24 Figure 25: Studley campus, 1937 (Waite, 1994). 24 Figure 26: The 2010 vision for the Studley campus (Dalhousie University, 2010). 24 Figure 27: A 1921 aerial view of the Nova Scotia Technical College 25 (Natural Resources Canada, 2012). Figure 28: Sexton House (Cushing, 2011). 25 Figure 29: Sexton campus (Cushing, 2011). 25 Figure 30: A view of the AC campus in 1906 (Dalhousie University, 2012). 26 Figure 31: Agricultural campus (Dalhousie University, 2013). 26 Figure 32:Development opportunities for the Carleton campus 27 (Dalhousie University, 2010). Figure 33: Development impacts, Carleton campus (Cushing, 2011). 27 Figure 34: Development opportunities for the Studley campus 28 (Dalhousie University, 2010). Figure 35: Development impacts, Studley campus (Cushing, 2011). 28 Figure 36: Development opportunities for the Sexton campus 29 (Dalhousie University, 2010). Figure 37: Development impacts, Sexton campus (Cushing, 2011). 29 Figure 38: Carleton campus tree planting zones (Cushing and Duinker, 2011). 30 Figure 39: Studley campus tree planting zones (Cushing and Duinker, 2011). 31 Figure 40: Sexton campus tree planting zones (Cushing and Duinker, 2011). 32 ii iv

6 9 ii list of figures ii Figure 41: Carleton campus tree planting priority 33 (Cushing and Duinker, 2011). Figure 42: Studley campus tree planting priority 34 (Cushing and Duinker, 2011). Figure 43: Sexton campus tree planting priority 35 (Cushing and Duinker, 2011). Figure 44: Climate analysis (Cushing, 2013). 36 Figure 45: Slow drip tree irrigation bags (Cushing, 2012). 37 Figure 46: Surficial geology of Studley campus (Jamieson, 2013). 38 Figure 47: Soil and geology of the AC campus 39 Nova Scotia Department of Natural Resources (2004). Figure 48: Campus parking lot (Cushing, 2012). 40 Figure 49: Dalhousie campus bird survey (Cushing, 2013). 41 Figure 50: Apis mellifera (Beezations, 2011). 42 Figure 51: Harmonia axyridis (Shades of Green, n.d.). 42 Figure 52: Nothancyla verreauxi (Don s Garden, n.d.). 42 Figure 53: Diameter tree replacement ratio (Cushing, 2013). 44 Figure 54: Norway maple leaf 45 (Ontario Ministry of Agriculture and Food, 2006). Figure 55: Current condition (Cushing, 2012). 46 Figure 56: Proposal to increase soil volume (Cushing, 2012). 46 Figure 57: Soil volume requirements (Cushing, 2013). 46 Figure 58: Greening concept (Cushing, 2012) 47 Figure 59: Dalhousie s oldest tree, Quercus rubra (Cushing, 2013). 48 Figure 60: The Cobequid trail system (Cushing, 2013). 48 Figure 61: Harriet Irving Botanical Garden (Acadia University, 2011). 49 Figure 62: Harriet Irving Botanical Garden courtyard (Acadia University, 2011). 49 Figure 63: Formal allée of trees (Cushing, 2012). 49 Figure 64: AC campus community garden (Cushing, 2013). 50 Figure 65: Rain garden (Cushing, 2013). 51 Figure 66: Campus coectivity (MacKay-Lyons et al., 1991). 54 Figure 67: Agricultural campus rock garden (Cushing, 2006). 57 Figure 68: Studley campus in spring (Cushing, 2013). 58 v

7 9 ii ii table of contents Acknowledgements i Executive summary ii List of tables iii List of figures iv 1.0 Plan purpose and structure Defined project area Planning Plan research and process Guiding principles Values, Objectives, Indicators, Targets (VOITs) Ecological VOITs Scoial VOITs Economic VOITs Inventory Landscapes Landscape type and permeability Halifax campuses- Trees and shrubs Built form Carleton campus Studley campus Sexton campus Agricultural campus Infrastructure conflicts Carleton campus Studley campus Sexton campus Tree planting zones Carleton campus Studley campus Sexton campus Tree planting priority Carleton campus Studley campus Sexton campus 35 vi

8 9 ii ii Climate Water Soil and geology Halifax campuses Agricultural campus Air Beneficial wildlife Birds Insects Forecasting Tree protection and replacement Plant species Campus greening opportunities Soil volume requirements Greening existing structures Campus naturalization Design with native plants Campus agriculture Stormwater management Sustainable management credits Connectivity Implementation and Operation Operational strategy Campus vegetation actions Management Review References Appendicies A1 Approved plant lists A Tree selection A Shrub selection C Perennial selection E Natural Environment and Landscape Policy & Guidelines G vii

9 1.0 Plan purpose and structure Campus vegetation has played an important role in defining the physical character of Dalhousie University. The future of campus vegetation is the subject of concern as both the HRM and Bible Hill expand and densify, as campuses infrastructure needs change, as trees reach maturity in large numbers, and as human values and lifestyles change. The purpose of this document is to provide strategic direction for the management (i.e., planning, planting, and maintenance) of the campus natural environment. Detailed management actions will be implemented annually that meet the direction of the plan. The structure of the plan is adapted from the Canadian Standards Association (CSA) standard for sustainable forest management [1] (Table 1). The natural environment plan considers all campus natural resources biotic (i.e., flora and fauna) and abiotic (i.e., land, water, and air). With long-term plans for campus expansion and densification, Dalhousie is focused on green building development and sustainable campus management. This plan will provide guidance for new construction, grounds management, and climate change mitigation and adaption opportunities. Systems such as Leadership in Energy and Environmental Design (LEED) [2] will address how Dalhousie can meet sustainable site credits outlined in the LEED for new Construction and Existing Buildings: Operations and Maintenance. Dalhousie is a member of the Sustainability Tracking, Assessment and Rating (STARS) program [3]. STARS is a transparent, self-reporting framework for colleges and universities to measure their sustainable management practices. In addition, the natural environment plan will discuss relevant bylaws from the Halifax Regional Municipality (HRM) and the Municipality of the County of Colchester, Nova Scotia Transportation Infrastructure and Renewal opportunities, National environment laws, Dalhousie Climate Change Plan recommendations, campus master plan recommendations, HRM Urban Forest Master Plan recommendations, and planning precedents. Table 1: CSA - Z Sustainable forest management planning model A.PLANNING A.1 Define DFA- Define the forested area and its present conditions. A.2 Values/ objectives - identify and select values, objectives, indicators, and provisional targets. A.3 Inventory- prepare maps and other records associated with the chosen indicators. A.4 Forecast expected future conditions of chosen indicators a) under a no-action strategy; and b) under alternative strategies. A.5 Choose - Select the strategy with its associated indicator forecasts, that best meets desired targets. B. IMPLEMENTATION AND OPERATION B.1 Take action as prescribed in the selected strategy. C. CHECKING AND CORRECTIVE ACTION C.1 Measure all indicators. C.2 Compare implemented actions to planned actions, and actual indicator levels to targets. C.3 Understand the reasons for difference between actual and planned outcomes, and use that understanding to improve management through corrective action. D. MANAGEMENT REVIEW D.1 Periodically review overall progress in achieving SFM and implementing the SFM requirements. D.2 Return to planning for the next cycle. Dalhousie University Natural Environment Plan 1

10 1.1 Defined project area Halifax campuses Dalhousie University s Carleton, Studley, and Sexton campuses are located in the urban core of the Halifax Regional Municipality (HRM), a municipality of some 400,000 people [4]. The Dalhousie University natural environment is made up of all the privately owned university vegetation, which includes 915 trees, 980 shrubs, and ornamental gardens. The HRM is responsible for trees in the municipal right-of-way (i.e. alongside roads). Here, more than 300 municipallyowned trees greatly contribute to the look and feel of the urban campuses. The Halifax campuses of Dalhousie University, 32 hectares in total [5], are composed of many landscape types including: tree-lined streets and paths, open greenspace, tree stands, expanses of impervious surfaces, and naturalized areas. Agricultural campus The Agricultural campus (AC) in Bible Hill, NS, is a sizable (some 200 hectares) campus that is composed of many different landscape types: ornamental gardens, food gardens, agricultural fields, tree lined paths, and naturalized areas. However, a smaller area (32 hectares) makes up the more actively managed campus. The AC campus has growing conditions that are different from the other three campuses. Specifically, soil and geology, plant hardiness, and topography. With ample land available, development pressure is low on the AC campus. A full campus inventory has been initiated on the AC campus that will see plant species identified and tallied. Halifax campuses Agricultural campus Figure 1: University context. Dalhousie University Natural Environment Plan 2

11 2.0 Planning 2.1 Plan research and process This planning document highlights landscape management activities at Dalhousie University. Specifically, it is an examination of the decision-making processes around campus vegetation. The management activities that have been reviewed include planting techniques, establishment procedures, tree protection and replacement strategies, contractor performance evaluation, campus tree monitoring, landscape design, and stormwater management. Many sources of data collection have informed the development of the natural environment plan: Professional consultation Consultation with grounds management staff Conversation with academics Campus tree inventory Campus tree values survey and interviews Campus bird studies Campus geological studies LEED and STARS study Campus sustainability surveys Climate change plan Campus master plans Public participation as specified in the CSA standard [1] gives the community an opportunity to be proactively engaged in management. The values driven process outlined by the CSA has been applied to two local and notable urban forest management projects, the Point Pleasant Park Comprehensive [6] and the HRM Urban Forest Master Plan [7]. Both management projects relied extensively on multiple points and methods of public engagement to elicit the values that citizens assign to urban forests. Until recently, how the Dalhousie University community valued campus landscapes was largely unknown. The natural environment plan has considered the landscape values of the campus community in the management process. Dalhousie University Natural Environment Plan Why the Natural environment? In 1900 the population of Canada was five million with 70% of people living in rural areas. Today, Canada has a population over 34 million, 80% of people living in urban areas [4]. This shift has brought major changes to urban infrastructure [8]. Compared to hinterland landscapes, the urban environment is inherently a harsh growing environment for trees. Cities are complex systems characterized by ubiquitous environmental and physical stressors such as limited rooting volumes; adverse climatic conditions; salt and chemical pollution from roads and run-off; and physical damage from mowers and construction activity [9],[10]. Keeping green infrastructure issues in the forefront is a constant challenge by planners and managers. The natural environment is increasingly recognized for the ability to contribute environmental, social, and economic value to cities [9]. The importance of the natural environment have been reaffirmed in the consciousness of Nova Scotians due to major storm and disease events affecting urban trees in particular. At Dalhousie University, increasing research and adaptive management will be required to confront growing challenges over the coming years - challenges of a changing climate, urban densification, and heavy public-use of green space. State of rural landscapes According to the 2006 Nova Scotia census [11], Colchester County was one of only four counties that saw positive population growth. Although development pressure is low on the Agricultural campus (AC), Municipal staff continue to see growth in Bible Hill and have developed a village master plan [12] to direct sustainable development. As the Village and AC campus change- the management of water, stormwater, and plant communities are of importance for municipal and university staff. The Province of Nova Scotia restricts the sale and use of non-essential pesticides [13]. In the HRM, cosmetic pesticides are banned from use. However, as an agricultural institution, the use of some pesticides is permitted on the AC campus. In support of sustainable landscape management practicespesticide use in this context is being phased out in ornamental landscapes. 3

12 2.2 Guiding Principles The seven guiding principles described below represent the values and contributions of Dalhousie University stakeholders and sustainable forest management standards. 1: Green infrastructure: Recognizing Dalhousie s natural environment as green infrastructure highlights the importance of the natural environment in management decisions. Dalhousie University s total infrastructure includes the campus property, built-form, and the green infrastructure dominated by vegetation. Through documents such as the Campus master plans, Climate Change Plan, natural environment policy and guidelines, and this plan- the natural environment is conserved and the benefits of natural, landscaped, and engineered green solutions are promoted. 2: Community Participation Involving the Dalhousie University community is essential to a long-term functioning natural environment. Natural environment values and concerns put forward by the community are unique. Engagement opportunities reveal campus environment visions from social, ecological, and economic perspectives. Providing an opportunity to be proactively engaged in the management of the campus creates a sense of ownership and engages the community in campus planning activities. 3: Sustainable campus development The natural environment is an essential component of the Dalhousie University landscape. A sustainable campus is one where the natural environment can persist as the campus changes over time. Management activities are informed and influenced by university operational principles, guiding principles, community values, municipal bylaws, and provincial legislation. The natural environment plan will accompany development request for proposals (RFPs) to ensure the natural environment is considered during the planning process. 4: Natural communities A sustainable landscape is not separate from the multi-level plant and animal communities within. In combination with landscape naturalization efforts, habitat restoration, creation, and protection will be vital to the long-term functioning of the landscape. Except under the most limiting urban conditions, natural patterns and processes of plant communities will be adopted to enhance the ecological integrity of the natural environment. 5: Healthy landscapes Prior land-use, construction fill, geological parent material, and maintenance practices have created soils that can be high in contaminants. Soil contamination may limit the species diversity and health of campus vegetation. Campus management activities are continually monitored and adjusted to reduce the impact on campus vegetation. Vegetation and other forms of low impact development will be used to slow the flow and restore the infiltration of stormwater. 6: Social campus landscapes The campus landscape is an ideal space for students, faculty, staff, neighbours, and the public to gather, socialize, relax, study, and connect with nature. Plant material will be used to define and create comfortable spaces. Interaction with campus flora and fauna will be promoted through signage, environmental curriculum, projects, and events. 7: Adaptive Management Much can be learned from campus management activities. Annual, five year, and ten year management reviews will be conducted to improve management actions. New actions may be set to ensure sustainable management of the campus natural environment. Dalhousie University Natural Environment Plan 4

13 2.3 Values, Objectives, Indicators, Targets (VOITs) Much of the greening of early North American universities was purely for beautification. Today, the role of greening has shifted to include and maximize a myriad of other social, environmental, and economic values that trees provide [14]. Originally developed for managing hinterland forests in Canada, the Value, Objective, Indicator and Target (VOIT) conceptual framework for sustainable forest management (SFM) has been adopted for the Natural Environment Plan (Figure 2) [1]. Rather than focus on landscape problems, the VOIT approach focuses on values that we want to sustain through sustainable natural environmental management. Dalhousie University natural environment values were identified in 2011 and 2012 through a series of university stakeholder interviews, a web-based campus tree survey, and a series of annual Office of Sustainability surveys on sustainable campus management. The values are organized into the following categories: ecological, (e.g., biodiversity, shade, carbon removal, wildlife), social (e.g., aesthetics, psychological wellbeing, education), and economic (e.g., energy savings, real estate value). A planning objective and one or more measurable indicators represent each value. Provisional targets for each indicator are set, later to be refined as targets are tested. To gauge sustainable progress, the conceptual framework can be reviewed during plan implementation. It is during this review where indicators are monitored to determine if targets are being met. This is the intrinsic nature of adaptive management; if targets are not being met then corrective action is taken. If targets are met, it is assumed that the objectives and values are also being satisfied [1]. For more information on VOITs please see: Canadian Standards Association (2008). CAN/ CSA-Z Sustainable forest management. Mississauga, ON. What are Values? A vision of sustainable landscape management includes the reliable provisioning of a full spectrum of values, within a suitable spatial context, except when natural or human disturbances disallow. A value is a quality or characteristic of the landscape that is deemed important by an interested party [15]. Values are pervasive in all aspects of human life [16]. Values are formed from social, cultural, historical, and geographical relationships between individuals and society [17]. Decision-making and management of the natural environment are positively influenced by human values [18]. Until recently, we did not have a full picture of what the Dalhousie University community valued about the campus landscape. We recognize that understanding what people value in the natural environment will help direct future campus management [19]. Value A forest characteristic or forest-related entity considered by an interested party to be important in relation to a defined forest area indicator A variable measuring the state or condition of a forest value Objective A broad statement describing a desired future state or condition for a forest value target A specific statement describing a desired future state or condition for an indicator. Figure 2: The VOIT conceptual framework is a unique framework for translating stakeholder values into action design. Dalhousie University Natural Environment Plan 5

14 2.3.1 Ecological values, objectives, indicators, and targets Table 2: Ecological values. Natural Environment Planning Framework for Dalhousie University Shade Summer shade/ UV control Shelter Shelter from weather Carbon removal Values Objectives Indicators Targets Carbon removal Air quality Particulate control Chemical control Biodiversity Ecosystem diversity Species diversity Increase the amount done by campus vegetation Increase the amount done by campus trees Maximize carbon removal by campus vegetation Increase the amount done by campus vegetation Increase the amount done by campus vegetation Increase area of naturalized ecosystems (landscapes left to grow and change naturally e.g. Sherrif Hall oak stand, Ocean Pond) Even out age-class diversity of campus trees to improve resilience of urban forest Raise native tree representation in the campus urban forest Percentage of campus zones that are adequately shaded Percentage of pedestrian walkways that are adequately sheltered Net annual carbon sequestration and total carbon storage Monetary equivalent of particulate control service Monetary equivalent of chemical control service Percentage of campus that is naturalized Percent of trees planted in the last 10 years Percent of campus vegetation that is native or indigenous Genera that comprise more than 10% of all campus trees Acadian old-growth species that represent at least 5% of all campus trees Baseline Target Establish baseline by 2015 Increase campus shading by 2025 Establish baseline by 2015 Increase the number of trees planted and increase the planting density of trees along major walkways and sidewalks Complete itree by 2015 Target based on i-tree analysis not yet completed Complete itree by 2015 Target based on i-tree analysis not yet completed Complete itree by 2015 Target based on i-tree analysis not yet completed Baseline measured in AC campus 10% naturalized; Halifax campuses less than 1% naturalized Baseline measured in 2010: 25% (Halifax); AC baseline by 2015 Baseline measured in 2010: 44% (Halifax campuses); AC baseline by 2015 Baseline measured in 2010: 30% of species are Acer spp., 12% Quercus spp. (Halifax); AC baseline by 2015 Baseline measured in 2010: red oak makes up 12% of all campus trees (Halifax); AC baseline by 2015 Identify naturalization opportunities by Target: 15% (AC) and 5% (Halifax) of campus area that is naturalized Stagger tree planting each year Increase campus vegetation that is native or indigenous. No genus comprises more than 10% of all campus trees Increase the number of Acadian oldgrowth tree species. Dalhousie University Natural Environment Plan 6

15 2.3.1 Ecological values, objectives, indicators, and targets Table 2: Ecological values. Natural Environment Planning Framework for Dalhousie University Ecosystem condition Values Objectives Indicators Targets Genetic diversity Expand gene pools of native species improve resilience of urban forest Range of cultivars of species Baseline Target Establish baseline by 2015 Ecosystem condition Increase canopy cover Percent canopy cover Baseline established in 2010: approx. 15% (Halifax); AC baseline by 2015 Tree condition Improve tree health More research needed Establish baseline by 2015 Water Stormwater control Increase the amount done by campus trees Water purification Increase the amount done by campus trees Noise buffer Amelioration of excess campus noise Increase the amount done by campus trees Microclimate Amelioration of adverse winds Increase the amount done by campus trees Air temperature reduction Reduce heat island effect Increase the amount done by campus vegetation Wildlife (birds) Bird habitat Increase amount of bird-atrisk habitat Erosion control Soil stabilization Increase the amount done by campus vegetation Monetary equivalent of stormwater control service itree baseline by 2015 More research needed Establish baseline by 2015 More research needed Establish baseline by 2015 More research needed Establish baseline by 2015 Campus canopy cover Establish baseline by 2015 Range of plant species that attract birds-at-risk Percent of slopes that are vegetated List of plant species included on page 42 Establish baseline by 2015 Increase number of cultivars per species planted, proportional to the number of trees planted 20% canopy cover (Halifax campuses) More research needed Target based on i-tree analysis not yet completed More research needed More research needed More research needed Increase shading of rooftops and paved surfaces (e.g., greenroof, tree cover) Increase number of species that attract birds-at-risk Slopes <30 degrees, 100% vegetated Dalhousie University Natural Environment Plan 7

16 2.3.2 social values, objectives, indicators, and targets Table 3: Social values. Natural Environment Planning Framework for Dalhousie University Values Objectives Indicators Targets Baseline Target Aesthetics Urban vegetation triggers the senses Human health Sense of psychological well-being To maintain and improve upon a positive aesthetic appeal Increase sense of well-being Physical health Increase opportunity for active and passive recreation Marketing Vegetation as a University marketing tool Maintain a vegetated landscape for marketing and promotion Engagement Campus engagement Increase quality and quantity of opportunities for campus population to engage in urban tree management Degree of campus satisfaction Degree of campus satisfaction Inventory of campus greenspace and sports infrastructure Establish baseline by 2015 Establish baseline by 2015 Establish baseline by 2015 Degree of influence Baseline established in 2012: 10% of survey respondents chose Dalhousie partially because of campus aesthetics Degree of satisfaction with engagement opportunities Education Campus awareness Increase campus awareness Degree of campus awareness and urban vegetation values Working knowledge Increase working knowledge Scientific knowledge Increase scientific knowledge Investment in campus monitoring, research, and employee education programs Number of campus landscapes that provide learning opportunity, campus as a living laboratory Establish baseline by 2015 Establish baseline by 2015 Establish baseline by 2015 Establish baseline by 2015 Increase survey respondent satisfaction Increase survey respondent satisfaction Increase survey respondent satisfaction with recreation opportunities on campus Continue and improve campus aesthetics for campus marketing purposes. Increase survey respondent satisfaction Increase the number of values articulated by survey respondents Designate portion of grounds and planning budget for education Designate landscapes and define plant material suitable for education programs Dalhousie University Natural Environment Plan 8

17 2.3.3 Economic values, objectives, indicators, and targets Table 4: Economic values. Natural Environment Planning Framework for Dalhousie University Values Objectives Indicators Targets Baseline Target Energy savings Institutional energy savings Increase the amount done by campus trees Materials Food Increase the amount of edibles available from campus trees Wood Increase the amount of woody materials available from campus tree removal More research needed itree baseline by 2015 More research needed Establish baseline by 2015 More research needed Establish baseline by 2015 Target based on i-tree analysis not yet completed More research needed More research needed Dalhousie University Natural Environment Plan 9

18 2.4 Inventory Landscapes Dalhousie University s natural environment is made up of university owned trees, shrubs, lawns, ornamental gardens, food gardens, green roofs, naturalized areas, stormwater recharge areas, and turf. Trees are defined as a woody perennial growing to at least 4.5 metres [20]. All woody plants not meeting this criteria could then be considered shrubs. Vines, too, are woody perennials, but are characterized by climbing or trailing stems [21]. Turf is typically a monoculture of grass species found in yards, gardens and other open areas, and according to current maintenance standards, requires mowing. Ornamental gardens consist of a variety of managed plant species and turfed areas. Naturalized areas are sites that have been restored to more natural conditions [22]. Green roofs are planted with perennial plant species tolerant of small soil volumes and drought. The AC campus is home to a 183-hectare farm of pasture land, field and turfgrass facilities, greenhouses, and an orchard. Large-scale agricultural land is not included in this plan because management goals and objectives are very different than those established for intensively managed campus vegetation. In all trees and shrubs on the Halifax campuses were inventoried. Data were collected by individual tree and shrub area. Each plant was measured, identified, photographed and assigned values for specific criteria (Table 5). Detailed methods and findings are outlined in the Dalhousie tree and shrub inventory report (Appendix A). As trees and shrubs are removed and planted they are updated in the inventory database. There are 940 trees and 1150 shrubs on campus representing some 115 species of woody plants. The tree structure of the Dalhousie campus urban forest is similar to that of the HRM in terms of the need for a greater diversity of species and age of trees. Tree decline on the campus is visible and can be attributed in part to encroaching development, lack of rooting volume, compaction, vandalism, and winter salting. Figure 3: Halifax campus tree distribution. Dalhousie University Natural Environment Plan 10

19 Landscape type & Permeability Dalhousie University Natural Environment Plan Figure 4: Halifax campus landscape type and permeability. 11

20 Campus Landscape type & Permeability Non-permeable Permeable Building Turf Parking area Playing field Road Food garden Sidewalk Ornamental garden Naturalized area Parking Figure 5: Agricultural campus landscape type and permeability. Dalhousie University Natural Environment Plan 12

21 Campus Landscape type & Permeability Table 5: Dalhousie campus landscape breakdown. Campus Land type Area (ha) % campus Carleton Non-permeable Parking area & driveway Sidewalk & path Building Permeable Rooftop Turf Ornamental garden Studley Non-permeable Road Parking area Sidewalk & path Buildings At-grade rooftop Permeable Parking area At-grade rooftop Turf Ornamental garden Food garden Naturalized area Playing field Sexton Non-permeable AC *Land area calculations to the right account for central campus land (32.07 ha) only. Road Parking area Sidewalk & path Building Permeable Turf Ornamental gardens Playing field Non-permeable Roads & driveway Parking area Sidewalk & path Building Permeable Parking & storage (semipermeable) Campus agricultural Turf lands Playing field ( ha) are Ornamental garden not included in Food garden central Naturalized area campus land calculations. Dalhousie University Natural Environment Plan 13

22 Trees and Shrubs What is an urban forest? In the broadest sense, the urban forest is made up of all the trees and shrubs in an urban area [15]. Urban forest management includes the associated planning, planting, and maintenance activities [23]. The urban forest concept is multidisciplinary and includes horticulture, landscape architecture, urban planning, landscape ecology, social sciences, and forestry [9], [24]. The practice of urban forestry has been around for centuries, but it was Erik Jorgensen from the University of Toronto who developed the modern concept in Canada during the late 1960s [25]. The aim is not to maintain single trees as their own entity but as a larger green infrastructure influenced and utilized by urban populations [9], [24], [26]. Although strikingly different in character and form the Halifax and AC campus of Dalhousie University are located in urban areas. Statistics Canada defines a population centre as a population of at least 1000 people and a density of 400 people or more per square kilometre. Bible Hill is classified as a small population centre and Halifax a large urban population centre [27]. Urban conditions are not limited to the downtown core. Trees and shrubs on the AC campus are exposed to a myriad of urban conditions that impact tree health (e.g., road salt loading, compaction due to pedestrian activity, vandalism, utility conflicts). Planning the campus forest In the short-term, this plan will establish campus vegetation management targets and actions for the Dalhousie University campuses and identify options for the future landscapes at Dalhousie, both in the larger urban forest context, and the green infrastructure they represent. A long-term goal is to achieve a sustainable network of campus vegetation while allowing the campus to change and develop over time. This plan aims to make the campus community aware of the limitations that vegetation faces in the campus landscape and to highlight the value that urban vegetation contributes to the campus and the surrounding community. What is green infrastructure? Trees are part of municipal infrastructure in the same way as roads, sewers, electricity, and transit [7]. Although not always viewed as an equivalent to built infrastructure, green infrastructure is the interconnected network of green spaces that conserve ecosystem, social, and economic values for humans [28]. For green infrastructure to be successful, these values need to be maintained and promoted in longterm management programs. By implementing a diameter replacement ratio for the campus, Dalhousie University has recognized that the trees are an essential campus infrastructure [15]. Dalhousie University Natural Environment Plan 14

23 Trees and Shrubs Table 6: Tree and shrub data parameters. Map # Tree # Common Name Botanical Name DBH Crown width Tree Height Bole Height Paper maps were printed and numbered; relates specific tree to map number. Location of plant placed on map, to be transferred to GIS map manually. Number assigned to each plant, some plantings were assigned a single number in field and later adjusted in data file Common name of plant (if known) Botanical name of plant (if known). The majority of plants were identified to species level, however time of year/knowledge of plant precluded positive identification of some species Diameter standard height (approx 1.3 meters), measured with a metric Spencer logging tape Crown width measured with a metric tape, taken perpendicular, two directions Total tree height measured with laser hypsometer Distance from ground to first substantial lower crown portion % crown loss Estimated by viewing tree from two directions and estimating percentage of crown missing % Die-back Estimated by viewing tree from two directions and estimating percentage of dead terminal twigs Light exposure Number of sides unobstructed to light; 4 sides plus top for total of 5 % impervious ground cover Estimated percentage area within dripline covered in hardscape % shrub cover Estimated percentage area within dripline covered in shrub growth Photograph number Comments Each plant photographed and file number recorded Comments pertaining to health, structure, data collection abnormities, suggested maintenance routine Wood condition Overall condition of structure rated, scale 1-5 Leaf condition Overall condition of leaves rated, scale 1-5 Figure 6: Historic campus tree. Charles Harrington and Matt Follett measure the large red oak behind Sherriff Hall. The parameters described above were used to inventory this and all the trees on the Halifax campuses. This tree in particular is the oldest tree inventoried with a DBH of 167 cm, estimated to be over 300 years old [29]. Dalhousie University Natural Environment Plan 15

24 Trees and Shrubs Studley campus Figure 7: Studley campus tree distribution. tree species Abies balsamea Acer amurense Acer campestre Acer griseum Acer negundo Acer palmatum Acer platanoides Acer pseudoplatanus Acer rubrum Acer saccharinum Acer saccharum Aesculus glabra Aesculus hippocastanum shrub species Berberis spp. Buxus sempervirens Chamaecyparis pisifera Chaenomeles spp. Cornus sericea Cornus stolonifera Euonymus alatus Euonymus fortunei Forsythia x intermedia Hydrangea arborescens Juniperus horizontalis Amelanchier spp. Betula nigra Betula papyrifera Betula populifolia Castanea dentata Celtis occidentalis Cledastris lutea Cornus alternifolia Cotinus coggygria Crataegus monogyna Fagus sylvatica Fraxinus americana Fraxinus excelsior Juniperus procumbens Juniperus virginiana Ligustrum vulgare Lonicera spp. Mahonia aquifolia Philadelphus coronarius Physocarpus spp. Pieris japonica Pinus mugo Potentilla fruticosa Prunus avium Dalhousie University Natural Environment Plan Fraxinus pennsylvanica Gleditsia triacanthos Laburnum x watereri Liriodendron tulipifera Malus spp. Magnolia soulangiana Magnolia stellata Metasequoia glyptostroboides Picea abies Picea glauca Picea pungens Picea rubens Morus alba Prunus x cistena Prunus virginiana Rhododendron spp. Ribes alpinum Rosa spp. Rubus oderatus Salix purpurea Spiraea spp. Syringa vulgaris Taxus baccata Vaccinium spp. Pinus nigra Pinus resinosa Pinus strobus Pinus sylvestris Platanus x acerifolia Populus x canadensis Prunus serrulata Pyrus spp. Quercus palustris Quercus robur Quercus rubra Quercus veluntina Robinia pseudoacacia Viburnum spp. Weigelia spp. Salix alba Sorbus aucuparia Syringa reticulata Thuja occidentalis Tilia cordata Tilia tomentosa Tsuga canadensis Ulmus americana Ulmus glabra Ulmus pumila Ulmus rubra Zelkova serrata vine species Hedera helix Parthenocissus quinquefolia Parthenocissus tricuspidata *lists may include cultivars of species listed above 16

25 Trees and Shrubs Carleton campus Figure 8: Carleton campus tree distribution. tree species Acer platanoides Acer pseudoplatanus Acer rubrum Amelanchier spp. Fraxinus pennsylvanica Ginkgo biloba Liriodendron tulipifera Pinus nigra Pinus strobus Quercus robur Quercus veluntina Tilia tomentosa Ulmus rubra shrub species Berberis spp. Buxus sempervirens Cornus sericea Cornus stolonifera Cotoneaster spp. Euonymus alatus Euonymus fortunei Juniperus communis Juniperus procumbens Juniperus virginiana Ligustrum vulgare Physocarpus spp. Potentilla fruticosa Prunus x cistena Rhododendron spp. Rosa spp. Spiraea spp. Taxus baccata Viburnum spp. vine species Parthenocissus tricuspidata *lists may include cultivars of species listed above Dalhousie University Natural Environment Plan 17

26 Trees and Shrubs Sexton campus Figure 9: Sexton campus tree distribution. tree species shrub species vine species Acer palmatum Acer platanoides Acer pseudoplatanus Acer rubrum Aesculus hippocastanum Betula papyrifera Betula pendula Castanea dentata Celtis occidentalis Fraxinus excelsior Fraxinus pennsylvanica Gleditsia triacanthos Malus spp. Picea pungens Pinus nigra Pinus sylvestris Prunus spp. Quercus robur Quercus rubra Tilia cordata Tilia tomentosa Ulmus glabra Ulmus rubra Cornus stolonifera Cotoneaster spp. Euonymus fortunei Forsythia x intermedia Ilex spp. Juniperus communis Ligustrum vulgare Pinus mugo Rhododendron spp. Ribes alpinum Spiraea spp. Taxus baccata Viburnum spp. Parthenocissus quinquefolia Parthenocissus tricuspidata *lists may include cultivars of species listed above Dalhousie University Natural Environment Plan 18

27 Trees and Shrubs Agricultural campus Figure 10: Agricultural campus tree distribution. tree species Abies balsamea Acer amurense Acer campestre Acer griseum Acer negundo Acer palmatum Acer platanoides Acer pseudoplatanus Acer rubrum Acer saccharinum Acer saccharum Aesculus glabra Aesculus hippocastanum shrub species Berberis spp. Buxus sempervirens Chamaecyparis pisifera Chaenomeles spp. Cornus sericea Cornus stolonifera Euonymus alatus Euonymus fortunei Forsythia x intermedia Hydrangea arborescens Juniperus horizontalis Amelanchier spp. Betula nigra Betula papyrifera Betula populifolia Castanea dentata Celtis occidentalis Cledastris lutea Cornus alternifolia Cotinus coggygria Crataegus monogyna Fagus sylvatica Fagus sylvatica Fraxinus americana Juniperus procumbens Juniperus virginiana Ligustrum vulgare Lonicera spp. Mahonia aquifolia Philadelphus coronarius Physocarpus spp. Pieris japonica Pinus mugo Potentilla fruticosa Prunus avium Dalhousie University Natural Environment Plan Fraxinus excelsior Fraxinus pennsylvanica Gleditsia triacanthos Malus spp. Magnolia soulangiana Magnolia stellata Metasequoia glyptostroboides Picea abies Picea glauca Picea pungens Picea rubens Morus alba Pinus nigra Prunus x cistena Prunus virginiana Rhododendron spp. Ribes alpinum Rosa spp. Rubus oderatus Salix purpurea Spiraea spp. Syringa vulgaris Taxus baccata Vaccinium spp. Pinus resinosa Pinus strobus Pinus sylvestris Platanus x acerifolia Populus x canadensis Prunus serrulata Pyrus spp. Quercus palustris Quercus robur Quercus rubra Quercus veluntina Robinia pseudoacacia Salix alba Viburnum spp. Weigelia spp. Sorbus aucuparia Syringa reticulata Thuja occidentalis Tilia cordata Tilia tomentosa Tsuga canadensis Ulmus americana Ulmus glabra Ulmus pumila Ulmus rubra vine species Hedera helix Parthenocissus quinquefolia Parthenocissus tricuspidata Clematis spp. *The following list of species is a partial list of campus trees and shrubs. A full inventory is expected to be completed by

28 Halifax Campuses- trees and shrubs existing campus Tree structure Tree Origin Figure 11: Tree origin. The Halifax campuses are facing a similar situation to that of the greater urban environment, over 50% of trees species are not indigenous or native to Nova Scotia. Invasive species comprise 20% of the trees on campus. Figure 12: Diameter at breast height (DBH). Although not always the case, DBH can be indicative of tree age. The trees on the Halifax campuses are unevenly distributed, there is a predominance of young and mid-mature trees with only a small presence of mature trees. Quick campus tree facts: 16% canopy cover 1040 trees 1100 shrubs 20% Norway maple (invasive species) Oldest tree on campus over 250 years old Dalhousie University Natural Environment Plan 20 9

29 Halifax Campuses- trees and shrubs Most frequent campus tree species Figure 13: Acer platanoides Norway maple Figure 14: Quercus rubra Red oak Figure 17: Tilia tomentosa Silver linden Figure 18: Acer pseudoplatanus Sycamore maple Figure 15: Ulmus rubra Red elm Figure 16: Picea abies Norway spruce Figure 19: Betula papyrifera Paper birch Figure 20: Halifax campuses tree species distribution. This chart illustrates the dominance of Norway maple on campus. The second most dominant species is the native red oak with less than half of the frequency as Norway maple. Dalhousie University Natural Environment Plan 21

30 2.4.2 built form Campus infrastructure There are more than 150 structures associated with Dalhousie University. The majority of the campus buildings were built within the last 90 years [30]. Facilities Management faces on-going challenges with these buildings due to high user traffic users and damaging winter conditions. There is ongoing research and planning to develop solutions for safe and efficient campus transportation, active transportation, parking, pedestrian movement, energy, and stormwater and sanitary sewer management. These infrastructure needs will impact and can be influenced by campus vegetation. Dalhousie University Natural Environment Plan Infrastructure conflicts Urban areas in North America are facing a shift where urban tree cover is decreasing in area while urbanization is expanding greatly [31]. Dalhousie, too, will see unprecedented growth in the coming years [30]. The campus environment creates many opportunities for vegetation conflicts. Conflicts often come in the form of sidewalk, sewer, building, and overhead power line interference [10]. This plan will be essential to minimize conflicts between the built environment and campus vegetation. 22

31 Carleton Campus In 1886, after many years of faltering college governance, poor student enrollment, and waning funding, Dalhousie College moved from the Grand Parade to the Forrest Building on today s Carleton Campus. The Forrest building remains the oldest building structure at Dalhousie University. Grand visions for Dalhousie University included a long central Avenue. Morris Street was continued west toward the Campus, the street was renamed University Avenue in the 1950s. The Queen mother, the 16th Earl of Dalhousie and Prime Minister Pearson opened Tupper Tower in 1967 [32]. Figure 21: Forrest Building, This photo shows the former Dalhousie College surrounded by lawn and dense tree planting. Figure 22: View from Forrest building tower in The surrounding landscape of an early Carleton campus was largely open with little natural plant material remaining. The landscape was initially cleared for agriculture and subsequently for residential development. Urban greening efforts began with trees planted along streets and walkways. Dalhousie University Natural Environment Plan Figure 23: A densley-built Carleton campus in

32 Studley Campus Despite the on-going debate of debt and political conflict, the board of Dalhousie University purchased the Studley farm in 1911 with the intention of expanding the University. Formerly the outer limits of town, the farm had adequate space for a new grand campus. In August of 1912, the corner stone was laid for the new Science building [32]. Toronto architect Frank Darling and landscape architect Professor Mawson from the University of Liverpool, were responsible for planning the 16-hectare Studley Campus. Nova Scotian architect Andrew Cobb was the local architect on the project. Cobb conceptualized his Vision of Dalhousie in the 1920s. The large rectangular property was designed with an intersecting oval - intended to separate the site into individual components of the university. Academic buildings were designed to be included inside this oval while athletics and residences were to be positioned outside this ring. A great grass court lawn was the heart of the oval connecting to the long boulevard of Morris Street (now University Avenue). The western portion of this new campus was designated as woodland and left for future generations. Georgian-style architecture of the 18th century was recommended for the campus. Most of these early buildings were constructed of ironstone quarried close to the campus [33]. Figure 24: Cobb s Vision of Dalhousie Figure 25: Studley campus, 1937 Figure 26: The 2010 vision for the Studley campus Dalhousie University Natural Environment Plan 24

33 Sexton Campus The Nova Scotia Government enacted a Provincial Act of April 25, 1907, citing three levels of technical education to be developed, vocational schools, courses in provincial mining issues, and technical colleges offering the final two years of professional engineering education. From 1907 to 1947, Dr. Frederick Sexton was the founding principal and president of the Nova Scotia Technical College, preceded the development of the Technical University of Nova Scotia (1980), DalTech, and the present Dalhousie Faculty of Engineering. In 1909 the Nova Scotia Technical College moved into a new building on Spring Garden Road at Brunswick Street, designed by architect Herbert Gates. The 1950s and 1960s brought an expansion of the campus to include new departments, such as architecture. In the 1980s and 1990s, the campus expanded to include urban and environmental design programs. Dalhousie amalgamated with the Technical University of Nova Scotia (TUNS) on April 1, This expansion incorporated the satellite campus and expanded the range of academic disciplines. Figure 28: Sexton House. Figure 27: A 1921 aerial view of the Nova Scotia Technical College. At the time, the campus was largely undeveloped with few trees. The building outlined in yellow is the academic building designed by Gates. Dalhousie University Natural Environment Plan Figure 29: Sexton campus, This photo shows a more developed and treed landscape than when the Nova Scotia Technical College first opened. 25

34 Agricultural Campus With a history that goes back to 1888, the Nova Scotia College of Agricultural was founded in The Nova Scotia College of Agricultural was formed when the Provincial Farm and the School of Agriculture in Truro merged with the School of Horticulture in Wolfville. The former Nova Scotia Agricultural College merged with Dalhousie University in September of 2012 to form the Agricultural Campus, home to the Faculty of Agriculture [34]. For more information on the Agricultural Campus see: Dalhousie University (2013). Agricultural campus. Retrieved from Figure 30: A view of the AC campus in Natural Environment History 1888: acres of land purchased along the Salmon River. 1892: Four and a half acres acquired to the west of the 1888 purchase. 1894: Roadside planting of street trees along College Road. 1895: Establishment of a half-acre orchard and vegetable garden. 1913: Horticulture building built. Horticultural work expanded on a 30-acre plot east of the campus. 1928: Campus beautification project initiated. 1939: New greenhouse built beside the horticulture building 1942: Four acres acquired for campus expansion. 1944: A rural beautification project initiated that involved the surrounding community. 1947: Twenty acres of farm land acquired for campus expansion. 1953: Horticulture building expansion. 1962: Campus roads and parking lots paved. 1974: Establishment of Alumni Gardens. 2007: First season of the campus community garden. 2009: New campus greenhouses and campus community gardens double in size to 40 plots. 2011: First season of the two-acre campus Chef s Garden. Figure 31: Agricultural campus. The current campus spans more than 250 hectares. The campus form and distribution of infrastructure and services is different than the three Halifax campuses due to low land pressure, geography, history, and agricultural land-use. Dalhousie University Natural Environment Plan 26

35 2.4.3 Infrastructure conflicts with campus trees Carleton campus Figure 32: Proposed development opportunities for the Carleton campus. Figure 33: Development impacts, Carleton campus. The potential impact of development on the root systems and canopies of Carleton campus trees. Trees that are shaded red will be removed and canopies shaded yellow could be removed if development ensues. This illustration does not take into consideration the timing of development. Dalhousie University Natural Environment Plan 27

36 Studley campus Figure Figure 34: Proposed development opportunities for the Studley campus. Figure 35: Development impacts, Studley campus. The potential impact of development on the root systems and canopies of Studley campus trees. Trees that are shaded red will be removed and canopies shaded yellow could be removed if development ensues. This illustration does not take into consideration the timing of development. Dalhousie University Natural Environment Plan 28

37 Sexton campus Figure 36: Proposed development opportunities for the Sexton campus. Figure 37: Development impacts, Sexton campus. The potential impact of development on the root systems and canopies of Sexton campus trees. Trees that are shaded red will be removed and canopies shaded yellow could be removed if development ensues. This illustration does not take into consideration the timing of development. Dalhousie University Natural Environment Plan 29

38 Dalhousie University Natural Environment Plan 30 Figure 38: Carleton campus tree planting zones. Suitable planting locations have been identified based on the level of campus disturbance Tree planting zones Carleton campus

39 Studley campus Dalhousie University Natural Environment Plan Figure 39: Studley campus tree planting zones. Suitable planting locations have been identified based on the level of campus disturbance. 31

40 Sexton campus Figure 40: Sexton campus tree planting zones. Suitable planting locations have been identified based on the level of campus disturbance. Dalhousie University Natural Environment Plan 32

41 2.4.5 Tree planting Priority Carleton campus Dalhousie University Natural Environment Plan Figure 41: Carleton campus tree planting priority. The campus has been categorized and prioritized into four landscape types. Each landscape has an approximate count of the number of trees that can be accommodated (Cushing and Duinker, 2012). 33

42 Studley campus Figure 42: Studley campus tree planting priority. The campus has been categorized and prioritized into four landscape types. Each landscape has an approximate count of the number of trees that can be accommodated. Dalhousie University Natural Environment Plan 34

43 Sexton campus 5 20 Dalhousie University Natural Environment Plan 15 Figure 43: Sexton campus tree planting priority. The campus has been categorized and prioritized into four landscape types. Each landscape has an approximate count of the number of trees that can be accommodated (Cushing and Duinker, 2012). 35

44 2.4.6 Climate Halifax campuses Positioned at the south end of the Halifax peninsula, Dalhousie University s climate is greatly influenced by the Atlantic Ocean. Unlike the nearby Point Pleasant Park, where distinct stands of plant species predictably grow in specific environmental conditions, the landscapes of Dalhousie University have been artificially created. Winter in the south-end of Halifax is relatively mild; spring is long and cool; summer is short and cool; and costal autumn extends late into the year with warm temperatures. Reduced temperature variation in costal Halifax means a long frost-free growing season and low rates of evapotranspiration [35]. Dalhousie University falls into zone 6a of the Canadian Plant Hardiness zones [36]. In an average year, approximately 1500 millimeters of precipitation falls on the peninsula. Fog and high humidity are common climatic influences in the Halifax. Trees tend to perform well in Halifax. Some of this can be attributed to cool and moist conditions [35]. Agricultural campus The AC campus of Dalhousie University is located inland from the Cobequid Bay in Bible Hill, Nova Scotia. Bible Hill experiences a unique combination of continental and maritime influences. Unlike on the Atlantic coast, the continental climate prevails causing variability in weather patterns [37]. Spring comes late, is cool and cloudy; summers are warm and humid; winters are mild. Bible Hill receives approximately 1200 millimeters of precipitation per year. The AC campus is set within zone 5a of the Canadian Plant Hardiness Zones [36]. Campus microclimates: Artificial elements such as paving, buildings, human activity, and plant material create a localized campus climate and as a result will influence human comfort, energy use, and air quality [38]. In general, urban environments are often drier than the surrounding natural landscape as vegetation is replaced with less permeable surfaces [10]. Slight variations in light, wind exposure, and moisture can significantly influence the survival and growth of plant species. Plant material can, in turn, positively influence the urban landscape by regulating moisture content of the air and reducing air temperature [39]. Prevailing Winter Winds Summer Sunset Summer Sunrise AC campus Prevailing Summer winds Winter Sunset Halifax campuses Winter Sunrise Dalhousie University Natural Environment Plan Noon Sun Figure 44: Climate analysis 36

45 2.4.7 Water At Dalhousie University a number of water-centred issues require careful consideration during campus management. With a changing climate, it is anticipated that Nova Scotia will see an increase in extreme weather events and higher amounts of precipitation. This may result in increased rates of stormwater run-off and an increasing likelihood and severity of flooding events [40]. See page 54 for information on stormwater management. Natural Sources Save for the Ocean Pond on the Studley campus, there is no surface water at Dalhousie. An underground river runs underneath the Studley campus. In Bible Hill, the Salmon River is an important source of irrigation to nearby agricultural land. Flooding along the river becomes an issue during high precipitation events. Sea Water The Aquatron laboratory on the Studley campus uses sea water pumped from the Northwest Arm. The Aquatron has six large tanks that hold a combined volume of over 2,000 m 3. Potable Water Potable water for the Halifax campuses is provided by the Halifax Regional Water Commission (HRWC) and comes from Pockwock Lake [41]. Potable water is used for drinking and washing, process water for items such as cooling towers and equipment, research purposes, and the irrigation of new sod. Potable water is also used for flushing toilets/urinals in all buildings except for newer green buildings. In 2014, the AC campus will be connected to the Town of Truro water supply, which draws water from the Lepper Brook watershed [42]. Waste water Rainwater harvested from the roof of the Mona Campbell Building is used to flush toilets, urinals, for irrigation, and excess water is stored in a cistern below ground. Water efficient landscaping At Dalhousie University, water efficiency in the landscape is just as important as in campus buildings. Low-water landscapes are not limited to arid locations and should be considered at Dalhousie. Thoughtful planning is central to aesthetically pleasing landscapes that require little inputs. Vegetation is not heavily irrigated on campus, but for current and future greenspaces preference is given to landscapes that require little water. Principles for water efficient landscapes are listed below: Create a maintenance schedule. Group plants that have similar water requirements. Work with plants that tolerate drought conditions. Limit lawn areas unless for practical use. Consider irrigation alternatives (tree bag, Figure 45). Irrigate wisely during plant establishment. Improve soil health to retain soil moisture. Mulch garden beds. Figure 45: Slow drip tree irrigation bags are a low water alternative for tree establishment. Dalhousie University Natural Environment Plan 37

46 2.4.8 Soil and Geology Halifax campuses Drumlins and stony till plain are the two basic glacial deposits and landforms in the Halifax area. The Pleistocene glacial period scraped the bedrock leaving a shallow layer of glacial till [35]. The depth of soil remaining varies greatly; this will affect the rooting potential of trees. Pyritic slate in Halifax bedrock is a large contributor to the acidity of local soils [43]. The Halifax campuses of Dalhousie sit on a Bridgewater land type, defined by brown shaley-loam soil with yellowishbrown shaley loam sub-soil. The parent material is olive shaley loam that is derived from Precambrian slate. The topography of the campus is classed as gently undulating to gently rolling [44], but this has been modified over years of campus development. A number of test pit studies on the Dalhousie campus have uncovered loose and compacted silty-sand, gravel, cobbles, and construction debris such as concrete, wood, pipes, brick, plastic, wiring, and tiles. Till is composed of compact to dense silty-sand with gravel deposits. Bedrock was met at depths of m below grade (at an average elevation of 35.5 metres above sea level). Bedrock in these pits was composed of severely fractured and weathered Halifax Formation Slate. In the core, there was visible sulphide, which indicated the potential for soil and water acidification [45]. Bore hole results indicate that groundwater levels correspond with bedrock elevation. Based on observation, local groundwater flow is to the southwest at a hydraulic gradient of 5%. Groundwater was measured at an average elevation of 34.7 metres with fluctuations expected to follow seasonal weather events. Underground services and foundations will influence flow of water and levels. One of the primary goals of determining water flow is to assess acid drainage potential from the slate bedrock on-site. When exposed to water, sulphide-bearing slate causes acid run-off [46]. Some of the soil contaminants encountered below the surface on campus include: fuel and lube oil hydrocarbons, PAH benzo(a)pyrene, PAHs phenanthrene and pyrene, naturally occurring arsenic, lead, zinc, and boron. Some of the levels were within safe disposal levels others were in excess of safe levels. When excessive levels of contaminants are found, recommendations are made for soil removal and disposal at an approved waste disposal facility [47]. Figure 46: Surficial geology of Studley campus. Dalhousie University Natural Environment Plan 38

47 Agricultural campus Two distinct soil types are dominant on the AC campus: Truro and Cumberland Sandy Loam. Truro soil type is characterized by light brown sandy loam over a layer of red sandy loam. Soil is described as loose and free of stones. The sandy loam soil is derived from red sandstone parent material. The landscape is described as gently to moderately undulating with good drainage. Cumberland Sandy Loam soil is found adjacent to the salmon river below the main campus. Here, dark reddish brown sandy loam dominates over brown sandy loam. The parent material is composed of alluvial deposits of sand and gravel. The sandy soil is well drained, but is flooded regularly [48]. Disturbed soil In natural systems, analysis of site geology and climate make it possible to predict soil conditions. Soil in human settlements is much more difficult to predict, as it is based on random disturbance and human need. Human activity is high in towns and cities - this results in increased soil disturbance. Urban soils are anything but native [10]. In many North American settlements, including Halifax and Truro, forested landscapes were cleared to make way for agriculture. Some areas have seen four or more major soil disturbances over the last 250 years. The more soil is disturbed, the more likely it will degrade. The addition of soil and building materials layered over prior disturbances further degrade soils. Root systems may not be supported in soils that are heavily contaminated. Pedestrian walking patterns and machinery compact soils, in some cases to the point that tree growth is not possible [10]. Figure 47: Surficial geology of Agricultural campus. Dalhousie University Natural Environment Plan 39

48 2.4.9 Air Air quality affects human health, the environment and the economy. Some impacts are small or unknown; others are significant and drastic. Air pollution refers to any chemical, physical or biological agent that modifies the natural characteristics of the atmosphere. These pollutants contribute transboundary air issues (e.g., smog, acid rain) [49] tank temperatures were 2-4 degrees (C) cooler in the shaded lot and average vehicle cabins were 26 degrees (C) cooler between 1:00pm and 4:00pm. Reactive organic gas (ROG) emissions were reduced by 2% for an increase in canopy cover from 8% to 50%. NOx emissions from cooler engine starts were reduced by 0.2% [51]. Campus vehicular activity is a large contributor of exhaust emissions. The exact pollutants and the levels depend on the specific location and design of the parking areas. There are also emissions from parked vehicles due to evaporation from engines and gas tanks. A 2004 study [50] that found that vehicles in a parking garages produced 40% less emissions than vehicles parking in a full-sun exposure. Another study [48] examined the effect of urban trees on parking pads. The results demonstrated that a parking lot with 30% shade from canopy cover was on average 1-2 degrees (C) cooler than a parking lot with no shading. Fuel Solar energy in Nova Scotia is a resource that is largely untapped. Both direct and diffuse solar radiation can be used to heat water, produce electricity or heat the ventilation air of buildings. Based on a solar suitability assessment of Dalhousie University there is a total roof area of 45,000 m2 (out of 88,000 m2 ) which is considered suitable for solar applications. Of the 128,000 m2 of wall area, 15,000 m2 of south-facing walls and 9,000 m2 of west-facing walls which are suitable for solar applications [52]. Figure 48: campus parking lots are heavily used- contributing to exhaust and evaporation emissions. Dalhousie University Natural Environment Plan 40

49 Beneficial wildlife Birds Canadians value birds for a number of social, ecological, and economic services that they provide [53]. Despite a strongly-held appreciation for birds in Canada- urbanization is a leading cause of habitat loss and fragmentation. Development on or near wildlands directly threatens wildlife and species diversity [54]. Bird populations in the Southern Shield and Maritimes have decreased by 13% across all species groups. Other factors influencing a change in bird populations include: changing age and species composition of forests, wetland loss, and acid rain [53]. Surveys were conducted on the Halifax campuses (in 2011 and 2013) by Office of Sustainability staff and the Nova Scotia Bird Society. In 2013, bird species data was complied for the AC campus from the Maritime Breeding Bird Atlas and observations by Ross and Linda Halifax campuses Common species on campus: American crow American goldfinch American robin black-capped chickadee blue jay cedar waxwing common grackle common raven dark-eyed junco European starling harry woodpecker herring gull house finch house sparrow mourning dove northern flicker purple finch red-breasted nuthatch rock pigeon song sparrow white-breasted nuthatch white-throated sparrow yellow warbler yellow-rumped warbler Rare species observed on campus: barred owl chimney swift Northern cardinal red-bellied woodpecker saw-whet owl yellow-billed cuckoo For more information on birds of Nova Scotia and species at risk see: NS Museum of Natural History (1998). Bird list. Retrieved from nsbirds/textind.htm Province of NS (2012). Wildlife and Biodiversity. Retrieved from Dalhousie University Natural Environment Plan Hall. Birds that frequented the landscape (breeding, nesting, feeding, migrating) were recorded. There were approximately 30 species of birds counted on the Halifax campuses and approximately 40 recorded species that visit the AC. These number are likely to fluctuate during seasonal breeding and migration. To attract birds to the campus, there is an opportunity to be strategic with landscape management. Efforts could be made to plant food sources, establish nesting opportunities, and provide protection for the rare (e.g., chimney swift, peregrine falcon) and the more common species on campus. AC campus Common species on campus: alder flycatcher American crow American robin Baltimore oriole black-capped chickadee blue jay brown creeper bohemian waxwing Canada goose cedar waxwing chimney swift common grackle common redpoll common yellowthroat European starling gray catbird gray partridge mourning dove Northern cardinal osprey pine grosbeaks red-eyed vireo ring-necked pheasant rock pigeon ruby-throated hummingbird rusty blackbird song sparrow thick-billed murre white-breasted nuthatch white-throated sparrow yellow-rumped warbler yellow-throated warbler Rare species observed on campus: bald eagle black-backed barred owl woodpecker red crossbill red-bellied woodpecker sandhill crane Figure 49: Dalhousie campus bird survey with the Nova Scotia Bird Society. 41

50 insects Urban landscapes often hold high levels of plant diversity, which correlates to a high invertebrate fauna with native pollinators. Gardens, parks, and remnant natural areas increase available habitat for species and can act as conduits for wildlife [55] The implementation of a integrated pest management program (IPM) is integral to promoting beneficial insects on campus. The three groups of insects that we want to attract are the pollinators (e.g., honeybees), predators (e.g., ladybird beetles, lacewings), and parasites (e.g., parasitic wasps that are often inconspicuous, but used to control nuisance insects). This group of beneficial insects feeds on pests and pollinate plants in the landscape [56]. Frequently tied to the local food movement- there is an increasing interest in Nova Scotia to establish honey bee colonies close to where we live. The goal of beekeeping in towns and cities is to educate the public on the importance of pollinators and to provide a local source of honey. The Halifax Honey Bee Society and Nova Scotia Beekeepers are two societies that promote bee-keeping. Figure 50: Apis mellifera Common honey bee Figure 51: Harmonia axyridis Ladybird beetle (lady bug) Figure 52: Nothancyla verreauxi Lacewings Planning for campus wildlife A number of guidelines can be followed to establish wildlife habitat on campus: Site buildings on less important portions of land. Use stormwater control impoundments to benefit wildlife. Plant a mixture of evergreen and deciduous native species that have wildlife and aesthetic value. Provide bird feeders and nesting boxes. Educate community about wildlife conservation with signage, interactive resources, and naturalized landscapes. Establish a management plan for maintaining urban wildlife habitats [57]. Plant species to attract birds Amelanchier canadensis- Canadian serviceberry Cornus alternifolia- pagoda dogwood Cornus sericea- red osier dogwood Crataegus spp- hawthorn Ilex verticillata- winterberry Juniperus communis- common juniper Myrica pensylvanica- bayberry Rosa virginiana- wild rose Rhus typhina- staghorn sumac Sambucus canadensis- elderberry Sorbus americana- American mountain ash Tsuga canadensis- Eastern hemlock Thuja occidentalis- eastern white cedar Viburnum nudum- wild raisin Plant species to attract insects Aruncus dioicus- goat s beard Asclepias incarnata- swamp milkweed Chelone glabra- turtlehead Eupatorium purpureum- joe-pye weed Hamamelis virginiana- witch-hazel Malus spp.- crabapple Rhododendron canadense- rhodora Rudbeckia hirta- black-eyed susan Rudbeckia laciniata- green-headed coneflower Solidago canadensis- goldenrod Symphyotrichum novae-angliae- New England aster Vaccinium macrocarpon- cranberry Vaccinium myrtilloides- blueberry Dalhousie University Natural Environment Plan 42

51 2.5 Forecasting The future campus Natural environment Both natural processes (e.g., severe weather events) and human interactions (i.e., the ever-changing campus infrastructure and academic needs) have the potential to threaten the environmental, social, and economic value of the natural environment. Threats to the campus emphasize the need for forecasting the effects of proposed campus management alternatives. Forecasting the environmental impact of development has been largely inadequate despite being described as essential for providing campus decision makers with defensible forecasts of alternative development projects on the natural environment [58]. The Office of Sustainability is committed to initiating a formal forecasting exercise within five years of plan adoption. The potential evolution of the campus natural environment through to 2050 will be monitored under alternative management regimes. Forecasting is the process of drawing inference from observation [59]. But what exactly are we forecasting? A forecast is a statement of the expected future of an indicator [1]. Here, we mean campus natural environment indicators- biotic or physical entities that are forecasted for evaluation and decision-making purposes [58]. Forecasts are used to predict future events and can be both long and short-range. Forecasts are evaluated under a no change strategy and under alternative strategies [59]. A number of management regimes to be evaluated include: Development of new buildings Tree replacement programs Tree planting programs Landscape naturalization Establishment of education programs Community engagement Forecasting is much easier today with improvements to computer based modeling (e.g., geographic information systems (GIS) software), forest inventory models (e.g., itree), and tools for evaluating landscape conflicts [60]. Considerable research has been conducted at Dalhousie University, which serve as appropriate baseline data. Specifically, a climate change plan, a campus master plan, a campus tree inventory, soil and geological studies, water studies, a bird study, LEED and STARS programs, and campus tree value and sustainability surveys. 9 ii Dalhousie University Natural Environment Plan ii 43

52 2.6 Tree protection and replacement Until recently, there was no organized system of tree protection or replacement of campus trees at Dalhousie. Facilities Management, Grounds staff, and the Office of Sustainability have been instrumental in monitoring tree protection and replacement. As outlined in the Natural Environment and Landscape Policy and Guidelines, new construction and renovation projects must preserve existing trees. Dalhousie requires a tree protection plan that outlines tree protection zones for trees to be retained. Any negative impact to university owned trees must be accompanied by an arborist report outlining: tree condition prior to the beginning of the project, inventory of tree species and physical dimensions of the tree(s), and tree protection strategies. The grounds manager must approve the plan before any work can begin. The plan will be used to assess tree damage and the appropriate compensation. A project that requires the removal of a tree must replace the tree with an equal 1:1 ratio of new vegetation as measured in trunk diameter at breast height (DBH: 1.37m). Tree planting and care On all Dalhousie campuses, grounds services is responsible for campus tree planting. Some tree maintenance is carried out by the university staff. However, large tree work and tree removal is contracted to a licensed arborist. Funding for new plantings comes from the annual grounds maintenance budget. As part of construction activity, costs associated with tree and shrub protection, replacement or transplanting is to be fully funded by the budget of the proposed project. The grounds manager is responsible for approving tree species and planting sites. Students on the AC campus have the opportunity to be involved in landscape management through horticultural coursework. Grounds maintenance An in-house team of grounds staff maintain campus grounds, this includes lawn mowing and trimming, planting, and maintenance of shrubs and trees. In the summer months, the lawns on campus are mowed on a bi-weekly rotation in order to service the entire University. In the winter months, outside contractors are responsible for snow clearing of Halifax campus walkways, roads, and parking lots. AC campus staff are responsible for winter maintenance on campus property. Figure 53: Diameter tree replacement ratio. A tree of 50cm DBH will require 10 trees of 5cm caliper as a replacement. Cash in lieu is also an alternativesee Natural Environment and Landscape Policy and Guidelines. Dalhousie University Natural Environment Plan 50cm dbh 5 cm caliper *drawing not to scale 44

53 2.7 Plant species The planting of native, indigenous, introduced, or adapted plant species in the urban environment is the subject of rigorous debate. Natives are often promoted because they are proven performers - they are adapted to local soils, climate, and communities of species. If planted in cities, native species help to contribute to gene flow between adjacent natural areas, rather than act as a barrier to introduce the natural landscape. Introduced species have the ability to become invasive [61]. Environmental conditions in cities and towns are far from natural. Urban soils can be described as homogenous as they become modified with fill and construction debris- no tree is native to this soil [10]. It is important that the selected species can adapt to the prevailing conditions. Where native species are not suitable on campus, adapted species will be considered. Tree selection needs to be evaluated on a site-specific basis. Introduced species may be more appropriate for areas where environmental stresses are severely limiting plant growth. In a naturalized area such as woodlands, native species would be more appropriate. It is important to evaluate what constitutes biologically appropriate material for any particular situation. For example, projects designed to naturalize areas should use seed, grafts or cuttings of native plants. Inappropriate plant material includes introduced species that will become invasive or hybridize with native species. The Dalhousie University grounds manager will be responsible for final plant selection decisions. Figure 54: Norway Maple Leaf Plant Origins Indigenous: naturally occurring in the area without human intervention. Native: naturally occurring in North America. Naturalized - from another continent, but now naturally reproducing. Adapted: adapted (or introduced) species perform well with minimal human inputs, once established. Adapted plants are not native but are not considered invasive. Invasive: from another ecosystem/continent/area whatever and displacing native or indigenous vegetation. Are invasive species problematic? Norway maple (Acer platanoides) is a dominant invasive species on all Dalhousie campuses. Norway maple is native to mainland Europe and was first introduced to North America as an ornamental in the mid 1700s [62]. The early leaf expansion, late leaf drop, shade tolerance, and tolerance of tough urban conditions make Norway maple an attractive choice for planners. While a large number of nonnative species increases the local biodiversity, they also carry the risk of environmental damage [61], potentially altering the structure and genetics of plant communities [62]. A restoration of native species and a program to manage invasive species is essential for the longterm survival of plant communities [63]. In addition to the preferred native species, cultivars and nonnative species that are not invasive will also be considered. Dalhousie University Natural Environment Plan 45

54 2.8 Campus greening Opportunities Soil volume requirements Figure 55: Current condition of street tree rooting volume on University Avenue. Similar and poorer soil conditions exist elsewhere on the university campus. Figure 56: Proposal to increase soil volume. To maximize the available rooting volume, construction techniques such as soil-cells can be adopted in difficult growing environments. Soil cell technology is coupled with stormwater management. Figure 57: Adapted from [10], this chart illustrates the soil volume requirements for different tree sizes. Dalhousie University Natural Environment Plan 46

55 2.8 Campus greening Opportunities Greening existing and newly constructed structures The university plays an influential role in shaping sustainable places and lifestyles. Structures and landscapes at Dalhousie can be repurposed to function in natural ways. They can restore and replenish nature [64]. A number of values can be derived from campus greening including insulation properties for walls and roofs, shielding against UV rays, filtering of air pollutants, minimizing of noise, shading and cooling, wildlife habitat, stormwater attenuation, aesthetic and visual interest, and psychological well-being. Mandating nature-enhancing features with new development and redevelopment of the built environment is one way to protecting and promote greening. Green features for the Dalhousie campus can include: green roof systems modular exterior greenwalls tree and shrub screening trellises and frames for climbing plants perennial borders rain gardens, swales, and berms Figure 58: Greening concept. Greening of the existing parkade on Seymour St is one idea of how blank walls, open paved surfaces, and under-utilized space could be reinvented. Dalhousie University Natural Environment Plan 47

56 2.8 Campus greening Opportunities Campus naturalization Campus vegetation faces a number of pressures on campus: infrastructure and utility conflicts, construction encroachment, pedestrian induced compaction, mechanical injury, and vandalism. There are only a few landscapes on the Dalhousie campus where natural regeneration and succession of vegetation is allowed to occur- free of some of the above pressures. In the interest of increasing campus naturalization, two areas in particular have been identified as benefiting from this type of practice. First, on the Studley campus- the Sherrif Hall oak stand. Between Sherrif Hall and the Oceans Sciences Centre is a remnant oak stand containing one of Halifax s oldest trees, a year old red oak (Quercus rubra). Second, the Cobequid trail along the edge of the AC campus. A partnership between the Municipality of Colchester and Dalhousie University has provided an opportunity for a trail system through the naturalized slope overlooking the Salmon River. Figure 59: Dalhousie s oldest tree, Quercus rubra, with a proposed tree protection and naturalization barrier. A number of practices have been identified to promote regeneration and to bring attention to these sites: Fencing-off valuable species as recognized by the grounds supervisor. Phasing out invasive species (e.g., Norway maple). Alleviating site compaction by using aeration techniques (e.g., water and air injection, radial trenching) around valuable trees. Modifying management practices (e.g., reduce or eliminate mowing in certain areas). Allowing understory regeneration or planting selected native species. Signaling cues of care to the campus population demonstrating that these projects are intentional and not forgotten spaces (e.g., signage, fencing, seating, and pathways). Figure 60: The Cobequid trail system running along the Salmon River in Bible Hill, NS. Dalhousie University Natural Environment Plan 48

57 2.8 Campus greening Design with native plants Figure 61: Harriet Irving Botanical Garden Figure 62: Harriet Irving Botanical Garden courtyard Designed by Novell Tullett landscape architects, the grounds of the Harriet Irving Botanical Garden at Acadia University have been designed using trees, shrubs, and perennial plants of the Acadian forest. The purpose was to create a space for education and research. Over 2.5 hectares of landscapes have been planned, including: a damp oak woodland, stream side landscapes, medicinal gardens, a walled garden, tree lined paths, and strategically placed lawns. Dalhousie University could consider designing both formal and informal landscapes using Acadian forest plant species [65]. Figure 63: Formal allée of trees Dalhousie University Natural Environment Plan 49

58 2.9 Campus agriculture Originally very common in cities, urban agriculture is often seen as a fringe activity. Very little food is produced in Canadian cities as compared to other international examples [66]. Small-scale urban food production is slowly becoming common place in cities [67]. As of 2006, 80% of Canadians were living in urban areas. In Nova Scotia, 55 percent of Nova Scotians were living in urban areas by 2012 [68]. Development in most cities has not considered carrying capacity of the land, the number of people that can be supported over the long term. Although cities only take up about 2% of the earth s surface, they use 75% of the earth s resources [66]. Urban agriculture, permaculture, and local food production are increasingly recognized as fundamental to food security and sustainability [69]. Dalhousie University is built on previously productive (i.e., Halifax campuses) and active farmland (i.e., AC campus). Organized community food production at the University has been active for over 15 years [70]. The Studley campus has a new community garden behind the Computer Science Building that supplies fruit and vegetables to the Loaded Ladle meal program, the Gorsebrook Lounge, and a local food bank. Students and staff have access to spaces for growing food at the South House garden on the Studley campus and at the Common Roots Urban Farm in central Halifax. An herb garden, a 0.45 hectare chef s garden, and a 0.2 hectare community garden on the AC campus supply food for personal consumption, for the campus kitchen, and serve as an educational tool for those involved. Realistic Opportunities for local food production Food production on the Halifax campuses will be an effective way to learn about food systems and to promote local-scale food production. However, in the HRM, the scale of campus agriculture is limited due to increasing campus densification. The Agricultural campus boasts some 200 ha of farm pastures, fields, greenhouses, an experimental orchard and multiple allied research facilities. This is where larger-scale campus food production can happen with the potential to return some of the food to the campus population in both Bible Hill and in the HRM. Dalhousie University Natural Environment Plan Figure 64: AC campus community garden. Benefits of local food production Access to fresh and local food Urban greening improvements Mental and physical well-being Community engagement Education Stormwater management Air pollution mitigation Significant food source and / or income [71], [72]. Barriers to local food production Fruit tree maintenance Pests (e.g., insects, disease) Fallen fruit and unharvested crop nuisance Vandalism Security [71], [72]. For more information on community food production see: Nova Scotia Environmental Network (2007). Community gardens: the benefits. Retrieved from nsen.ca/documents/community%20gardens%20-%20 The%20Benefits.pdf 50

59 2.10 Stormwater Management In 2011, the monthly average rainfall amount for Halifax was 125 mm [73]. Rain water is underutilized at Dalhousie, save for the Mona Campbell building, which has a rain cistern. This rain water is used for flushing toilets/urinals and irrigating the green roof when required. The remainder of precipitation on campus enters the stormwater drains or is intercepted by softscapes and trees. The large percentage of imperviousness is of concern to stormwater management at Dalhousie. Currently, many houses on campus have rain water gutters that flow directly into the wastewater system. This is standard in older neighbourhoods of the HRM and has the potential to overwhelmed the stormwater system. New connections to the combined stormwater and sewer system are illegal. Methods for controlling stormwater quality and quantity include tree canopy cover over impervious surfaces, greenroofs, rain gardens, retention ponds, swales, and pervious paving. See the stormwater management guidelines found in the Natural Environment and Landscape Policy and Guidelines. Why is Stormwater a concern? Stormwater runoff in urban areas is recognized as a significant polluter of water bodies. The source of pollutants is broad including, road surfaces, parking lots, vehicles, and buildings. As settlements develop, more surfaces become impervious resulting in more runoff [74]. Developing ways to retain, filter, infiltrate, and re-use stormwater is something Dalhousie University has been considering as part of new development and renovation projects. Plant material plays a large role in filtering pollutants, slowing the flow of water, and removing water through the process of evaporation. Permeable paving strips installed in the Hancock parking lot and in the Ocean Sciences Building parking lot allow for water to be drawn into the ground instead of catch basins. These strips will be monitored for their long-term performance. A rain garden installed at the corner of Coburg Rd. and Oxford St. collects and slows the flow of stormwater from the street and property. This garden has set a precedent for vegetative solutions to stormwater management on campus. Dalhousie University Natural Environment Plan Figure 65: Rain garden. A roadside rain garden as conceptualized above on Seymour St. can handle and treat both sidewalk and street stormwater runoff. This type of renovation is easily achieved with a planting substrate that promotes drainage, plant material that is suited to low oxygen environments, and curb cuts to allow for street drainage into the garden. For more information on stormwater management solutions see HRM s Stormwater Guidelines: HRMStormwaterManagementGuidelines2006.pdf 51

60 2.11 Sustainable management credits LEED Credits STARS Leadership in Energy and Environmental Design (LEED) is a Green Building Rating System that promotes sustainable development and building practices through a number of standardized and internationally recognized tools and criteria [2]. This third party certification program is an accepted standard for planning, construction, and management of green buildings. LEED credits and prerequisites are centre on six key categories: sustainable site development, water efficiency, energy efficiency, materials selection, indoor environmental quality, and innovation in design. Certification is based on total accumulated points following a development review. Four possible levels of certification are possible: certified, silver, gold, and platinum. LEED is quickly becoming the dominant form of sustainable development certification internationally. The reasons for attaining LEED certification include, recognition for green building activities, validation of efforts through a third party review, to be eligible for government incentives for green building, and to contribute toward a green building culture and knowledge base. For more information on LEED credits pertaining to the natural environment see: Dalhousie University participates in the Sustainability Tracking, Assessment & Rating System (STARS) [3], a framework developed by the Association for the Advancement of Sustainability in Higher Education (AASHE). This volunteer self-reporting framework measures the sustainable activities of universities and colleges in Canada and the United States. STARS engages and recognizes both newly organized and perennial leaders of sustainability. The aim of the STARS framework is to develop an agenda for understanding sustainability in higher education, to make possible comparisons between institution s sustainable achievements and over time, to create incentives for investing in sustainable decisionmaking, to facilitate information sharing, and lastly, to build a strong, diverse, and sustainable university community. For more information on STARS see: Association for the Advancement of Sustainability in Higher Education. (2012a). Version 1.2 Technical Manual. Retrieved from documents/stars/stars_1.2_technical_manual.pdf Canadian Green Building Council. (2012). Introduction to LEED. Retrieved from AM/Template.cfm?Section=LEED Dalhousie University Natural Environment Plan 52

61 Table 7: LEED and STARS credits available for natural environment management. LEED Canada EB:O&M 2009 STARS Version 1.2 Building design and construction SS credit 2: Building exterior and hardscape management plan, SS credit 5: Site development: protect or restore open habitat SS credit 7.1: Heat island reduction: non-roof, SS credit 7.2: Heat island reduction: roof Landscape management SS credit 3: Integrated pest management, erosion control and landscape management plan, Water SS credit 6: Stormwater quantity control WE credit 3: Water efficient landscaping OP Credit 2: Building design and construction OP Credit 9: Integrated pest management OP Tier Two Credit 19: Native plants OP Tier Two Credit 20: Wildlife Habitat OP Tier Two Credit 22: Snow and ice removal OP Tier Two Credit 23: Landscape waste composting OP Credit 23: Stormwater management OP Tier Two Credit 46: Non-potable water usage OP Tier Two Credit 47: Xeriscaping OP Tier Two Credit 48: Weatherinformed irrigation Dalhousie University Natural Environment Plan 53

62 2.12 Connectivity At Dalhousie University, conversations about connectivity occur at a number of levels: Green infrastructure Green open space is a common element used by planners when designing urban environments. Broadly speaking green open space positively contributes to the quality of the urban environment, provides opportunities for recreation, regulates stormwater flow, regulates temperature extremes, and filters air pollutants. Maintaining green open space connections is important for people in the city to connect with nature. There are a number of green elements surrounding the university campus: a major belt park (e.g., Point Pleasant Park), green networks (e.g., street trees), and fragmented systems of neighbourhood and campus parks. These elements would be well served by enhancing, protecting, and creating new connections. Connections can come in the form of land preservation, tree planting, vegetated stormwater systems, and boulevards [75]. Pedestrian The Dalhousie campus is a heavily trafficked by students, staff, visitors, and faculty. The challenge for campus management is to integrate the movement of people in and out of the campus landscape. Campus design plays large role in pedestrian comfort and movement. Trees and other vegetation are powerful elements that will influence movement and gathering. With many sidewalks and paths in the municipal rightof-way, a partnership with the local municipality will be beneficial to manage the most appropriate forms of paved infrastructure. In its commitment to active transportation, Dalhousie has been actively planning and installing cycling infrastructure on campus as an alternative to personal vehicles. For more information on green connections see: Löörzing, H. (1998). Design of urban open space: bringing a piece of landscape into the city. Proceedings of the ECLAS Conference, September, Vienna, Austria. Community There exists a permeability between the campus landscape and neighbouring streets- one that suggests an open relationship between the university and the community. Community connections are often thought of as physical with campus layout and reduced barriers. Connections are also extended to the interaction with neighbouring residents and allied groups through communication of campus infrastructure changes, educational opportunities, and public events. Meaningful connections can be established beyond the university to promote and engage with urban nature. Campus design can create a sense of communitycampus perimeter design, campus entrances, and green edges are powerful elements that create a positive first impression of the campus and can influence an easy transition from campus to surrounding community. Figure 66: Campus connectivity. A visual conceptualization of campus connectivity across urban Halifax. Dalhousie University Natural Environment Plan 54

63 3.0 Implementation and operation 3.1 operational strategy In , the Dalhousie University Natural Environment and Landscape Policy and Guidelines and the Dalhousie University Natural Environment Plan were adopted as the guiding document for campus landscape management. Training and knowledge: Dalhousie University Facilities Management staff and the grounds supervisor will define roles, responsibilities, and identify training needs for campus staff working closely with the Natural Environment Plan and Natural Environment and Landscape Policy and Guidelines. Procedures shall be established and maintained to ensure that staff, at each relevant function and level, have knowledge of: first, the importance of conformance with the Natural Environment and Landscape Policy and Guidelines; second, the environmental impacts, actual or potential, of their work, and the benefits of meeting sustainable campus landscape requirements; and third, their roles and responsibilities in achieving conformance with the Natural Environment Policy and sustainable campus landscape requirements, and have opportunities to gain new knowledge. Dalhousie University shall also require contractors working on its behalf to demonstrate that their staff has the requisite training and awareness levels. As an institution, Dalhousie University will continually improve its knowledge of the campus landscape, sustainable campus practices, and shall monitor the latest advances in science, technology, and infrastructure and apply them when appropriate and feasible. Record keeping and communication: The grounds supervisor will be responsible for maintaining vegetation records as trees and shrubs are removed and planted on campus. A regular review of campus management activities will be conducted. Dalhousie University will establish procedures for internal communication between management units and functions and respond externally to interested parties. The Natural Environment Plan will be made public via the Dalhousie University Facilities Management web page and in print format in the Dalhousie University Library system. Dalhousie staff and contractors will have access to the updated Natural Environment Plan and additional documentation relevant to their responsibilities on campus. Enforcement: Landscape modifications on campus must adhere to the Natural Environment and Landscape Policy and Guidelines. The grounds supervisor will be responsible for monitoring campus construction and management to ensure that activity is in compliance with approved sustainable procedures. Compensation will be made to the university for interference with the campus natural environment. Cornerstone projects under the new Natural Environment Plan include: Diameter tree-replacement ratio. Campus-wide tree planting program. Campus-wide plant biodiversity improvements: age-class, size-class, and species diversity. Sheriff Hall oak stand naturalization Ocean Pond improvements. University Avenue redevelopment plan. Dalhousie University Natural Environment Plan 55

64 3.2 Campus Vegetation actions The preliminary set of actions listed below have been derived from the targets developed through the VOIT framework. Actions A1 to A12 were translated directly from targets while A13 to A19 were developed from less tangible values. Actions A20 to A22 are policybased campus management actions. A1: Establish a campus canopy cover of 20% for the three Halifax campuses. Values addressed : ecosystem condition, ecosystem diversity, summer shade/ UV control, asphalt longevity, shelter from weather, carbon removal, particulate control, chemical control, stormwater control, water purification, amelioration of excess campus noise, amelioration of adverse winds, reduce heat-island effect A2: Retain and create campus wildlife habitat and food sources. Values addressed: wildlife habitat, scientific knowledge A3: Employ a native species planting program. Values addressed: species diversity, scientific knowledge A4: Diversify cultivars of tree species. Values addressed: genetic diversity, scientific knowledge A5: Implement an invasive species control program. Values addressed: species diversity, scientific knowledge A6: Introduce an Acadian old-growth species program. Values addressed: species diversity, scientific knowledge A7: Identify and protect areas suited for campus naturalization. Values addressed: wildlife habitat, stormwater control, water purification, genetic diversity, ecosystem diversity, species diversity, tree condition, scientific knowledge Dalhousie University Natural Environment Plan A8: Use vegetation to mitigate stormwater flow from impervious surfaces. Values addressed: stormwater control, water purification, soil stabilization, scientific knowledge A9: Protect and highlight valuable campus plant species. Values addressed: sense of history, campus engagement, campus awareness, scientific knowledge, genetic diversity A10: Develop a program to plant and manage fruit and nut producing campus trees. Values addressed: food, species diversity, wildlife food source, vegetation as a University marketing tool, campus engagement, campus awareness, working knowledge, scientific knowledge A11: Establish campus natural environment education programs. Values addressed: campus engagement, campus awareness, scientific knowledge A12: Improve tree cover over frequented pedestrian routes. Values addressed: summer shade/ UV control, asphalt longevity, shelter from weather, stormwater control, amelioration of adverse winds, and reduce heat-island effect A13: Employ temporary plantings in vacant and under utilized spaces. Values addressed: summer shade/ UV control, carbon removal, particulate control, chemical control, ecosystem condition, stormwater control, amelioration of adverse winds, wildlife habitat, wildlife food source, urban vegetation triggers the senses, sense of psychological well-being, campus engagement, campus awareness, food A14: Increase planting density of campus trees. Values addressed: summer shade/ UV control, shelter from weather, carbon removal, particulate control, chemical control, ecosystem condition, stormwater control, water purification, amelioration of adverse winds, reduce heat island effect, Urban vegetation triggers the senses, sense of psychological well-being 56

65 3.2 Campus vegetation actions A15: Develop a planting prioritization scheme. Value addressed: working knowledge A16: Phase out destructive ivy growth and implement building-safe plant- climbing systems. Values addressed: summer shade/ UV control, carbon removal, particulate control, chemical control, amelioration of excess campus noise, amelioration of adverse winds, reduce heat island effect, wildlife habitat, energy savings, urban vegetation triggers the senses, sense of history, sense of psychological wellbeing, vegetation as a University marketing tool A20: Implement tree protection, retention, and replacement actions and targets by way of amendments to the Dalhousie University Landscape Design Guidelines. A21: Integrate natural environment policies into campus management activities. A22: Adopt guidelines that recognize campus vegetation as green infrastructure. A17: Develop education program for campus staff and planning professionals. Value addressed: working knowledge A18: Conduct regular campus surveys. Values addressed: Campus awareness, campus engagement, trees as a University marketing tool A19: Conduct regular monitoring of the natural environment plan and policy. Value addressed: working knowledge Dalhousie University Natural Environment Plan Figure 67: Agricultural campus rock garden. 57

66 4.0 Management review The Dalhousie University Natural Environment Plan describes both the long and short-term vision for sustainable campus vegetation. Successful plan implementation hinges on the allocation of resources and achieving milestones while carrying out the defined actions. Part of the monitoring program is to track plan progress to identify areas for improvement or to identify what aspects of the plan are working well. Adaptive management is key to plan success, where monitoring and research will be used to refine targets. Traditionally, the campus has been managed based on the values of administration, management staff, and contractors. More recently, the University has included the values of students, staff, and community groups in management targets. Engaging campus populations, student organizations, external funders, and contractors is central to an effective monitoring program Along with research and monitoring on Dalhousie s own property, a partnership approach with the HRM will be beneficial to the long term functioning of trees in the municipal right-of-way. Partnering to develop solutions in this difficult growing environment will be essential to the valued tree lined streets of peninsular Halifax. Consistent with the HRM s UFMP [6], it is assumed that the current evaluation of the campus natural environment would not be valid past the ten-year mark. Annual and five-year reviews will have corrected failed management targets, but a major plan review will be conducted after 10 years to make required changes to targets and actions. A new round of campus engagement will ensure that values are consistent to those outlined in the plan. Future research: Campus values: on-going stakeholder engagement. Campus modeling: plant inventory and itree updates, infrastructure conflict modeling, landscape visualization. Climate change: impacts on campus natural environment and how the campus environment can be managed for a more comfortable campus. Environmental curriculum: incorporating the campus natural environment into learning opportunities. Campus food production opportunities. Timeline: Vegetation actions and timelines will vary depending on campus governance, budgets, unforeseen weather events, or a change in planning focus for the campus. On an annual basis there will be an element of monitoring of the previous years tree growth, determining the success and failures of management, as well as determining budgets for all landscape activity. Planting and action priority will determine the best use of funds for the annual cycle. It is expected that the five-year mark will be sufficient time for a plan and action review. Targets set in the VOIT process will be evaluated to determine if objectives are being met. The five-year mark will be a review period of the inventory data and an update to the analysis using the itree program. Dalhousie University Natural Environment Plan Figure 67: Studley campus in spring. 58

67 6.0 References [1] Canadian Standards Association (2008). Sustainable forest management: Requirements and Guidance. Retrieved from can_csa_z809-02o_english.pdf. [2] Canadian Green Building Council. (2012). Introduction to LEED. Retrieved from org/am/template.cfm?section=leed [3] Association for the Advancement of Sustainability in Higher Education. (2012). Version 1.2 Technical Manual. Retrieved from documents/stars/stars_1.2_technical_manual.pdf [4] Statistics Canada (2012). Focus on Geography Series, 2011 Census Census subdivision of Halifax, RGM - Nova Scotia. Retrieved from www12.statcan.gc.ca/census- recensement/2011/as-sa/ fogs-spg/facts-csd eng.cfm?lang=eng&tab=1&gk =PR&GC= [5] Dalhousie University (2012). Halifax campuses. Retrieved from [6] NIPpaysage Landscape Architects, Ekistics Planning and Design, Duinker, P., Black Spruce Heritage Services, Form:Media, and LandDesign Engineering Services (2008). Point Pleasant Park Comprehensive Plan. Halifax: Halifax Regional Municipality. [7] Halifax Regional Municipality (2012). Halifax Regional Municipality urban forest master plan. Retrieved from UFMP/index.html [8] Tree Canada (2010). Canada s forests. Retrieved from: canadaforest&lang=e n [9] Konijnendijk, C., Nilsson, K., Randrup, T., & Schipperijn, J. (2005). Urban forests and trees. New York: Springer. [10] Urban, J. (2008). Up by roots: Healthy soils and trees in the built environment. Champaign, Ill: International Society of Arboriculture. [11] Province of Nova Scotia Census of Canada Nova Scotia Perspective. Retrieved from gov.ns.ca/finance/publish/census/2006/release1.pdf [12] Municipality of Colchester (2013). Bible Hill Village Centre Plan. Retrieved from colchester.ca/bible-hill-village-centre-plan [13] Province of Nova Scotia (2012). Lawns and Ornamental Gardens - Non-essential Pesticides. Retrieved from [11] Perkins, S. (1996). Shade tree analysis of the Stephen F. Austin University core campus. (Unpublished master s thesis). Stephen F. Austin University, Texas. [15] Ordóñez, C. and Duinker, P. (2010). Interpreting Sustainability for Urban Forests. Sustainability, 2010(2), DOI: /su [16] Homer, P., and Kahle, L. (1998). A structural equation test of the value- attitude-behaviour hierarchy. Journal of Personality and Social Psychology, 54(4): [17] O Brien, E. (2003). Human values and their importance to the development of forestry policy in Britain: a literature review. Forestry, 76(1), [18] Seymour, E., Curtis, A., Pannell, D., Roberts, A., and Allan, C. (2008). Exploring community values assigned to natural assets on the Moolort Plains, Victoria. ILWS Report No. 47. New South Wales: Institute for Land, Water and Society, Charles Sturt University. [19] Duinker, P., Ordonez, C., Steenberg, J., Diduck, J., Cushing, S., Beckley, T., Sinclair, J. (2013). What Do Canadians Value about Trees in the City? Preprint, submitted February 11, Dalhousie University Natural Environment Plan 59

68 [20] Farrar, J. (1995). Trees in Canada. Markham, ON: Fitzhenry & Whiteside Ltd. [21] Dirr, M. (1998). Manual of woody landscape plants. Champaign, Illinois: Stipes Publishing. [22] City of London (2012). Naturalization. Retrieved from Development/Land_Use_Planning/Parks_Planning/ Naturalization.htm [23] Costello, L. (1993). Urban forestry: a new perspective. Arborist News, 2, [24] Konijnendijk, C. (2000). Adapting forestry to urban demands- role of communication in urban forestry in Europe. Landscape and Urban Planning, 5(2), [25] Konijnendijk, C., Ricard, R., Kenney, A., and Randrup, T. (2006). Defining urban forestry: A comparative perspective of North America and Europe. Urban Forestry & Urban Greening, 4(3-4), [26] Jorgenson, E. (1970). Urban forestry in Canada. In: Proceedings of the 46th International Shade Tree Conference. University of Toronto, Faculty of Forestry, Shade Tree Research Laboratory, Toronto, 43a-51a. [27] Statistics Canada (2012). From urban areas to population centres. Retrieved from statcan.gc.ca/subjects-sujets/standard-norme/sgc-cgt/ notice-avis/sgc-cgt-06-eng.htm [28] Benedict, M., and McMahon, E. (2002). Green Infrastructure: Smart Conservation for the 21st Century. Renewable Resources Journal, 20(3), [29] Smulder, M (2009). Tree Time. Retrieved from [30] Dalhousie University (2010). Dalhousie University campus master plan, Framework plan. Halifax: Dalhousie University. [31] Staley, D.C. (2009). Increasing Green Infrastructure in Compact Developments: Strategies for providing ecologically beneficial greenery in modern urban built environments. IN: Proceedings of The Second International Conference on Countermeasures to Urban Heat Islands (SICCUHI), Berkeley CA, USA. Retrieved from docs/ staley-doc.pdf [32] Waite, P., B. (1994). The Lives of Dalhousie University. Montreal: Bibliothèque Nationale du Québec. [33] Cobb, A., and Kelly, G. (1986). Andrew Cobb: The Vision of Dalhousie. Dalhousie Art Gallery, Dalhousie University. [34] Dalhousie University (2013). Agricultural campus. Retrieved from [35] Government of Nova Scotia. (2011). Stop 1: Halifax Harbour and the Atlantic Uplands. Retrieved from [36] Natural Resources Canada (2003). Canada s Plant Hardiness Site - Going Beyond the Zones. Retrieved from [37] Nova Scotia Musum of Natural History (2013). Nova Scotia s climate. Retrieved from gov.ns.ca/mnh/nature/nhns/t5/t5-2.pdf [38] Huang, L., Li, J., Zhao, D., and Zhu, J. (2008) A fieldwork study on the diurnal changes of urban microclimate in four types of ground cover and urban heat island of Nanjing, China. Building and Environment, 43(1), DOI: /j. buildenv [39] Robitu, M., Musy, M., Inard, C., and Groleau, D. (2006). Modeling the influence of vegetation and water pond on urban microclimate. Solar Energy, 80(4), DOI: /j.solener [40] Dalhousie University (2010). Dalhousie University Climate Change Plan. Halifax, NS: Dalhousie University. Dalhousie University Natural Environment Plan 60

69 [41] Halifax Regional Municipality (2013). Pockwock Lake and Tomahawk LakeWatersheds. Retrieved from [42] Town of Truro (2011). Lepper Brook. Retrieved from [43] HRM (2011). Environment and sustainability standing committee notes, 6 October, Retrieved from ments/informationreportpyriticslateprocessforhrm- Property.pdf [44] Agriculture and Agri-food Canada (2008). Soil Survey of Halifax County, Nova Scotia. Retrieved from intro.html [45] Jacques, Whitford and Associates Limited (2003). Report Prepared for CBCL Limited. Geotechnical Investigation: Proposed LSDA Facility College Street (Project NO. NSD18176), Halifax, Nova Scotia. [46] Exp (2011) Proposed Weldon Law Building Expansion Geotechnical Investigation and Topographic Survey. Halifax, NS: Murphy, T. [47] Jacques, Whitford and Associates Limited (2004). Proposed LSRI Facility, Supplemental Environmental Sampling Analysis, College and Summer Street, Halifax,NS: Bostwick, E. [48] Agriculture and Agri-food Canada (1948). Soil Survey of Colchester County, Nova Scotia. Retrieved from ns/ns19a/index.html [49] Environment Canada National Climate Data and Information Archive. Retrieved from monthlydata_e.html? timeframe=3& Prov=XX &Stati onid=6358&year=2010&month=5&day=15 [51] Simpson, J.R and E.G. McPherson Energy and Air Quality Improvements Through Urban Tree Planting. Proceedings from the 1999 National Urban Forest Conference, [52] Green Power Labs Inc Solar Suitability Assessment for Dalhousie University, Halifax, NS. Solar Energy for Academic Institutions, Retrieved from [53] North American Bird Conservation Initiative Canada. (2012). The State of Canada s Birds, Ottawa: Environment Canada. [54] Radeloff, V., Hammer, R., Stewart, S., Fried, J., HolcomB, S., McKeefry, J. (2005). The Wildland-Urban Interface in the United States. Ecological Applications, 15(3), [55] Colding, J. (007). Ecological land-use complementation for building resilience in urban ecosystems. Landscape and Urban Planning, 81(1 2), DOI: /j.landurbplan [56] Mother Earth News (2013). Organic Pest Control: The Best Plants to Attract Beneficial Insects and Bees. Retrieved from com/organic-gardening/plants-to-attract-beneficialinsects-zl0z1005zvau.aspx#axzz2yfj7vidf [57] Barnes, T. (1999). A guide to urban habitat conservation planning. Retrieved from ca.uky.edu/agc/pubs/for/for74/for74.pdf [58] Duinke,P., and Baskerville, G. (1986). A systematic approach to forecasting in environmental impact assessment. Journal of Environmental Management, 23, [59] Pant, P., and Starbuck, W. (1990). Innocents in the forest: Forecasting and research methods. Journal of Management, 16(2), [50] Hӧglund, P.G Parking, energy consumption and air pollution. Science of the Total Environnment, , Dalhousie University Natural Environment Plan 61

70 [60] Shifley, S. R., Thompson III, F. R., Dijak, W. D., & Fan, Z. (2008). Forecasting landscape-scale, cumulative effects of forest management on vegetation and wildlife habitat: a case tudy of issues, limitations, and opportunities. Forest ecology and management, 254(3), [61] Turner, K., Lefler, B., and Freedman, B. (2005). Plant communities of selected urbanized areas of Halifax, Nova Scotia, Canada. Landscape and Urban Planning, 71(2-4), DOI: /j. landurbplan [62] Wyckoff, P., and Webb, S. (1996). Understory Influence of the Invasive Norway Maple (Acer platanoides). Bulletin of the Torrey Botanical Club, 123(3), [63] Alvey, A. (2006). Promoting and preserving biodiversity in the urban forest. Urban Forestry & Urban Greening, 5(4), DOI: /j. ufug [64] Beatley, T. (2000). Green urbanism: learning from European cities. Washington, D.C.: Island Press. [65] Acadia University (2011). Our gardens. Retrieved from html [70] Warzecha, M. (2009). Seymour Green collective garden ahead of the local food trend. Retrieved from [71] Nova Scotia Environmental Network (2007). Community gardens: the benefits. Retrieved from [72] Gazibara, N. (2011). The Case for Fruit Trees in the City. MREM Project Report. Halifax: Dalhousie University. [73] Environment Canada (2013). Monthly data report. Retrieved from weatheroffice.gc.ca/climatedata/monthlydata_e. html?timeframe=3&p rov=xx&stationid=6358&year= 2011&cmdb1=go [74] Davis, A., Shokouhian, M., Sharma, H., and Minami, C. (2001). Laboratory Study of Biological Retention for Urban Stormwater Management. Water Environment Research,,73(1), [75] Löörzing, H. (1998). Design of urban open space: bringing a piece of landscape into the city. Proceedings of the ECLAS Conference, September, Vienna, Austria. [66] Toronto Food Policy Council. (1999). Feeding the city from the back 40: A commercial food production plan for the city of Toronto. Retrieved from [67] Government of Canada (2012). Indicators of well-being in Canada, Human Resource and Skills Development Canada. Retrieved from hrsdc.gc.ca/.3ndic.1t.4r@-eng.jsp?iid=34 [68] Kennedy, D Permaculture and the sustainable city. Ekistics, 1991(348), [69] Mougeot, L. (2006). Growing better cities: Urban agriculture for sustainable development. Ottawa: International Development Research Centre. Dalhousie University Natural Environment Plan 62

71 Dalhousie University Natural Environment Plan appendices Dalhousie University Natural Environment Plan A1

72 treeselection Natural Environment Plan- Approved species Tree species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes Abies balsamea (Balsam fir) a conical p sun moderate/low no serious pests Acer x freemanii a oval s, p, w sun/part shade moderate urban tolerant, intense fall colour (Freeman maple) Acer ginnala (amur maple) 5 5 4a rounded s, p sun/shade moderate/low performs well in planters Acer nigrum (black maple) b rounded p sun/shade moderate heat tolerance b rounded s, p sun/part shade moderate few serious pests Acer pseudoplatanus (sycamore maple) Acer rubrum (red maple) a rounded s, p, w sun/part shade moderate best to grow from local seed source a upright p,w sun/part shade moderate/high urban tolerant, weak branching Acer saccharinum (silver maple) Acer saccharum (sugar maple) b rounded p, w sun/shade moderate shade tree, not stress tolerant 4 3 5a rounded s, p, w sun/part shade moderate white blooms, showy fruit, wildlife Amelanchier alnifolia (serviceberry) a upright p, w shade high attractive peeling bark Betula alleghaniensis (yellow birch) Betula papyrifera (paper birch) a pyramidal p, w sun low stress susceptible, best planted B&B 8 8 4b irregular s, p, w sun/shade moderate naturalizing, slow to establish Carpinus caroliniana (bluebeech) a cylindrical p, w sun moderate edible nut, attractive bark, slow to establish Carya cordiformis (bitternut hickory) Carya ovata (shagbark hickory) a oblong p, w sun/part shade moderate edible nut, attractive bark, slow to establish Fagus sylvatica (European a pyramidal p, s sun/part shade moderate specimen beech) Fraxinus nigra (black ash) b rounded p, w sun moderate/high separate male and female trees rounded s, p, w sun moderate/low great campus tree, monitor for EAB Fraxinus pennsylvanica (green ash) spreading s, p, w sun moderate/high casts dappled shade Gleditsia triacanthos (honey locust) Juglans cinerea (butternut) a spreading p, w sun moderate/high intolerant of shade Juglans nigra (black walnut) rounded p, w sun moderate/high difficult to transplant Larix laricina (tamarack) a pyramidal p, w sun moderate/high intolerant of shade pyramidal s, p, w sun moderate/high avoid dry, hot sites Liriodendron tulipifera (tulip tree) pyramidal s, p, w sun/part shade moderate/high difficult to transplant Magnolia acuminata (cucumber magnolia) Malus spp. (apple) 7 7 4a upright s, p sun moderate/low very showy, many pests Nyssa sylvatica (black tupelo) pyramidal s, p, w sun moderate/high taproot, difficult to transplant A

73 treeselection Natural Environment Plan- Approved species Tree species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes 8 5 4b rounded s, p, w sun/part shade moderate fairly tolerant, leggy in drought, slow to establish Ostrya virginiana (hophornbeam) Picea glauca (white spruce) a conical s, p, w sun moderate/high wind tolerant, short-lived Picea rubens (red spruce) a conical p, w sun moderate/low pollution intolerant Picea mariana (black spruce ) a irregular p, w moderate/high shallow rooting Pinus resinosa (red pine) a irregular p, w sun low wind tolerant, shade intolerant Pinus strobus (white pine) a irregular p, w sun moderate/low susceptible to wind rounded s, p, w sun moderate tolerant of city conditions Platanus occidentalis (American sycamore) Populus grandidentata (largetooth a oval w sun/part shade moderate naturalized plantings aspen) Populus tremuloides (trembling rounded w sun moderate/low short lived, naturalized plantings aspen) Prunus serotina (black cherry) a oval p, w sun moderate naturalized plantings 8 3 2a rounded p, w sun/part shade moderate/low fruit edible, susceptible to black knot Prunus virginiana (chokecherry) Quercus alba (white oak) pyramidal p, w sun moderate difficult to move and establish Quercus macrocarpa (bur oak) b spreading s, p, w sun moderate no serious pests, difficult to transplant Quercus rubra (red oak) a rounded s, p, w sun moderate/low few pests, good urban performer, slow to establish from bare root Quercus velutina (eastern black irregular p, w sun moderate intolerant of disturbance oak) Robinia pseudoacacia (black a narrow s, p sun low tolerant, brittle branches locust) Sassafras albidum (sassafras) pyramidal p, w sun moderate/low use in naturalization a rounded p, w sun/part shade moderate/high intolerant of maritime exposure Sorbus americana (American mountain-ash) moderate/high berries attractive to wildlife a rounded p, w part shade/ shade Sorbus decora (showy mountainash) Thuja occidentalis (eastern a pyramidal p, w sun moderate/high naturalizing, storm damage white cedar) Tilia americana (basswood) b ovate p, w sun/part shade moderate not as ornamental, naturalizing b pyramidal p, w sun/shade moderate naturalization, tolerates shade a upright w sun moderate *DED resistant cultivars only Tsuga canadensis (eastern hemlock) Ulmus americana (American elm) B

74 shrubselection Natural Environment Plan- Approved species Shrub species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes Alnus incana (grey alder) a pyramidal p, w sun/part shade moderate/high good for erosion control 3 2 4b rounded p, w sun/part shade moderate/high tolerant of compaction Alnus serrulata (hazel alder) 8 5 4a variable s, p, w sun/part shade moderate/high showy cultivars Amelanchier arborea (common serviceberry) variable p, w sun/part shade moderate/high can be confused with Choke Cherry Amelanchier bartramiana (mountain serviceberry) 4 2 3a variable p, w sun/part shade moderate/high attractive to wildlife, edible Amelanchier canadensis (Canadian serviceberry) variable p, w sun/part shade moderate attractive to wildlife, edible Amelanchier laevis (allegheny serviceberry) variable p, w shade moderate/low attractive to wildlife, edible Amelanchier sanguinea (roundleaf serviceberry) spreading p, w sun/part shade moderate/low plant fixes nitrogen, edible fruit Comptonia peregrina (sweet fern) moderate/high specimen plant, attractive to wildlife spreading p, w part shade/ shade Cornus alternifolia (pagoda dogwood) irregular p, w sun/shade moderate attractive to wildlife Cornus racemosa (gray dogwood) rounded p, w sun/part shade moderate/high landscape shrub, winter interest Cornus sericea (red osier dogwood) 5 3 4b pyramidal s, p, w sun/part shade moderate/high tolerant of wind, compaction, Juglone Crataegus chrysocarpa (fireberry hawthorn) rounded s,p,w sun/part shade moderate tolerant of wind, compaction, Juglone Crataegus mollis (downy hawthorn) rounded p, w sun/part shade adaptable edible fruit, attractive blooms Gaylussacia baccata (black huckleberry) rounded p, w sun/part shade adaptable acid loving, woodland garden Gaylussacia dumosa (dwarf huckleberry) rounded p, w sun/part shade moderate/high woodland plant, showy fruit (female) Ilex verticillata (winterberry) spreading p, w sun moderate/low low maintenance when established Juniperus communis (common juniper) upright p, w sun/part shade moderate/high woodland planting, attracts wildlife Lonicera canadensis (Canadian fly honeysuckle) high bog plant irregular w part shade/ shade Lonicera oblongifolia (swamp honeysuckle) spreading s, p, w sun/part shade low seaside plant, soil stabilization Myrica pensylvanica (northern bayberry) a rounded s, p, w sun/part shade moderate showy flowers Rhododendron canadense (Rhodora) spreading s, p, w sun/part shade moderate/low edible fruit, site naturalization Rhus glabra (smooth sumac) spreading s, p, w sun/part shade moderate/low colonizes landscape, quickly growing Rhus typhina (staghorn sumac) upright w sun/part shade moderate/high edible fruit Ribes americanum (black current) C

75 shrubselection Natural Environment Plan- Approved species Shrub species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes rounded p, w sun moderate/high showy flowers, attracts wildlife Rosa carolina (Carolina rose) rounded p, w sun moderate/high showy flowers, attracts wildlife Rosa palustris (swamp rose) upright s, p, w sun moderate/low showy flowers, attracts wildlife Rosa virginiana (Virginia rose) spreading w sun/part shade moderate/low will colonize rapidly, edible fruit Rubus allegheniensis (blackberry) spreading w sun/part shade moderate/high sprawling species, edible fruit Rubus flagellaris (northern dewberry) upright w sun/part shade moderate will colonize rapidly, edible fruit Rubus idaeus (raspberry) spreading p, w sun/part shade moderate/high full-season bloomer, attracts wildlife Rubus odoratus (purple-flowered raspberry) spreading w sun/part shade moderate/high trailing shrub, attracts wildlife Rubus pubescens (dwarf red blackberry) rounded p, w sun/part shade moderate/high wind tolerant, attracts wildlife Sambucus canadensis (American elderberry) rounded p, w sun/part shade/ moderate/high showy fruit, attracts wildlife shade rounded p, w sun/part shade/ moderate/high showy fruit, attracts wildlife shade rounded p, w sun/part shade moderate/high fragrant flowers Sambucus pubens (elderberry) Sambucus racemosa (bnchberry elderberry) Spiraea alba (narrowleaf meadowsweet) rounded p, w sun/part shade moderate/high naturalized aesthetic Spiraea latifolia (broadleaf meadowsweet) rounded p, w sun/part shade moderate/high attractive mass planting Spiraea tomentosa (steeplebush) moderate showy fruit, edible rounded s, p, w part shade/ shade Symphoricarpos orbiculatus (coralberry) spreading s, p, w sun/part shade moderate best used in mass Taxus canadensis (Canadian Yew) compact p, w sun/part shade moderate/high edible fruit, showy fall colour Vaccinium angustifolium (lowbush blueberry) irregular p, w sun/part shade moderate/high edible fruit, showy fall colour Vaccinium corymbosum (highbush blueberry) rounded p, w sun/shade moderate/high showy flowers Viburnum lantanoides (hobblebush) rounded s, p, w sun/part shade moderate/high showy flowers Viburnum opulus (guelder rose) rounded p, w sun/part shade moderate/high naturalized plantings Viburnum recognitum (northern arrowwood) D

76 perennialselection Natural Environment Plan- Approved species Perennial species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes upright w sun high naturally occurring in a small pocket of south-west Nova Scotia and Maine Agalinis neoscotica (false foxglove) clump p, w sun moderate effective as a mass planting Agrostis scabra (hair grass) rounded p, w sun/part shade moderate/high thrives in acidic soil Andromeda polifolia (bog rosemary) upright w part shade moderate/high attractive form, all parts poisonous Arisaema triphyllum (jack-inthe-pulpit) spreading p, w sun/part shade moderate medicinal, groundcover Asarum canadense (Canada wild ginger) upright s, p, w sun/part shade moderate attracts wildlife, showy blooms Asclepias incarnata (swamp milkweed) upright s, p, w sun/part shade moderate/low fragrant, attracts wildlife Asclepias syriaca (common milkweed) rounded s, p, w sun/part shade moderate/low bright showy flowers, attracts wildlife Asclepias tuberose (butterfly weed) upright s, p, w sun/part shade moderate attracts wildlife, suitable for low soil environment Aquilegia canadensis (Canada columbine) spreading s, p, w sun/part shade moderate/low suitable for low soil, dry environment Campanula rotundifolia (harebell) climbing p, w part shade moderate/low vine, poisonous parts Clematis occidentalis (purple clematis) spreading s, p, w sun/part shade moderate/high ground cover, showy flowers and fruit Cornus canadensis (bunchberry) upright p, w sun/part shade moderate/high clumping fern Dryopteris intermedia (intermediate wood fern) upright s, p, w sun moderate/low attracts insects, showy blooms Echinacea purpurea (eastern purple coneflower) upright s, p, w sun/part shade moderate attractive in mass Elymus virginicus (Virginia wildrye) spreading p, w sun/part shade moderate/low maritime shore grass, turf species Festuca rubra (red fescue) a spreading p, w sun moderate/high notable species used by aboriginal communities Hierochloe odorata (sweet grass) spreading s, p, w sun/part shade moderate/high attractive in mass Iris versicolor (blueflag iris) upright p, w sun/part shade moderate/high edible bulb Lilium canadense (Canada lily) upright s, p, w sun/part shade moderate/high nitrogen fixer, rapid colonizer Lupinus polyphyllus (lupin) spreading p, w part shade moderate/high attractive flowers, doesn t like disturbance Maianthemum racemosum (false solomon s seal) E

77 perennialselection Natural Environment Plan- Approved species Perennial species list moisture demands light requirements pollution tolerance soil adaptability salt tolerance drought tolerance native species planting site street(s),park (p), woodland (w) form hardiness zone spread (m) height (m) name notes upright s, p, w sun/part shade moderate/high attractive in mass Matteuccia struthiopteris (ostrich fern) upright s, p, w sun moderate/high attracts wildlife, medicinal Monarda didyma (crimson beebalm) 1 1 3a upright s, p, w sun moderate/high attracts wildlife, medicinal Monarda fistulosa (beebalm) spreading p, w part shade/shade moderate/high edible Onoclea sensiblis (sensitive fern) upright s, p sun/part shade moderate multi-season interest, attracts wildlife Panicum virgatum (switchgrass) 10-4 spreading s, p sun/shade moderate vine, red fall colour, aggressive Parthenocissus quinquefolia (Virginia creeper) clump s, p sun low attractive in mass Schizachyrium scoparium (little bluestem) clump s, p,w sun/part shade moderate/high prairie grass Spartina pectinata (cordgrass) a upright s, p sun low suitable for xeriscape Symphyotrichum laeve (aster) moderate woodland plant a clump p, w part shade/ shade Trillium erectum (red trillium) moderate woodland plant a clump p, w part shade/ shade Trillium undulatum (painted trillium) clump s, p, w part shade/ moderate heat intolerant, many colours shade 15-3 spreading s, p, w sun/part shade moderate/high vine Viola spp. (pansy) Vitis labrusca (fox grape) F

78 DALHOUSIE UNIVERSITY Natural Environment and Landscape Nov 2013 NOTE OF CHANGES as at November 2013 Amendments noted below are to the Natural Environment and Landscape Guideline published Feb The revised Guideline, November 2013, identifies amendments by an arrow ( ) in the left margin. Section 5.14: Wall & Fences Addition : Historic fences to be black Iron Eagle Canadian-II. Department of Facilities Management

79 Natural Environment and Landscape Policy and Guidelines Table of Contents 1.0 Introduction 2.0 Universal Design Principles 3.0 Landscape Principles 4.0 Landscape Replacement Policy C NC NA 5.0 Appendix A: Landscape Guidelines 5.1 Tree protection 5.2 Plant material and groundcover 5.3 Trees and shrubs 5.4 Planting time 5.5 Excavation and stakeout 5.6 Planting procedures 5.7 Irrigation 5.8 Sod 5.9 Storm-water management 5.10 Soil and additives 5.11 Plant accessories 5.12 Paving materials 5.13 Seating & furniture 5.14 Walls and fences 5.15 Signage 5.16 Outdoor lighting 5.17 Green roof

80 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix B: Construction protection details C NC NA 7.0 Append ix C: Soil volume targets for tree planting 8.0 Append ix D: Tree planting detail 9.0 Append ix E: Planting details for paved environmen ts 10.0 Appen dix F: Stormwater management details 11.0 Appen dix G: Tree, shrub, and perennial species Landscaping Consultant s Signature Landscaping Consultant s Name C: Compliant NC: Non-Compliant NA: Not Applicable ii

81 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Introduction The natural environment is featured as a key area of action in a number of University plans including the Campus Master Plan, Climate Change Plan, and Sustainability Plan. These landscape design guidelines reflect content of these plans by providing specific guidance on how to meet plan goals. Plan goals specific to the natural environment include: Meet all regulatory requirements such as municipal storm water and pesticide bylaws; Employ best management practices for exterior and hardscape management to preserve health and ecological integrity; Employ universal design and landscape standards to enhance public spaces and the aesthetic quality of the outdoor environment; Meet LEED standards for erosion control and construction activity; Conserve and restore damaged areas to provide habitat and biodiversity; Eliminate the need for potable water consumption for ongoing irrigation; Reduce pollution and run off to storm water systems by reducing impervious cover; and Reduce heat island effect to minimize microclimate effects. Dalhousie University s Natural Environment and Landscape Policy and Guidelines outline campus design standards to enhance and protect the natural environment during the planning and construction of future developments and maintenance on all University campuses. Design quality, character, landscape materials, and plant communities contribute significant social, economic, and environmental value to the University and the larger community. Throughout the document, additional references and sources may follow the description of a principle, policy, or guideline. For example, a policy could be followed by See LEED Canada EBOM SS Credit 3 and STARS OP Tier Two Credit 20. These references refer to two programs: Leadership in Energy and Environmental Design (LEED) and Sustainability Tracking, Assessment & Rating System (STARS). LEED is a Green Building Rating System that promotes sustainable development and building practices through a number of standardized and internationally recognized tools and criteria. STARS is a volunteer selfreporting framework that measures the sustainable activities of universities and colleges in Canada and the United States. In both systems, credits are accumulated to achieve varying levels of sustainability certification. For more information on LEED and STARS see section 2.11 in the Natural Environment Plan. 3

82 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Universal Design Principles to be followed in landscape design. 2.1 Equitable use Provide the same means of use for all users: identical whenever possible; equivalent when not; Avoid segregating or stigmatizing any users; Provisions for privacy, security, and safety should be equally available to all users; and Make design appealing to all users. 2.2 Flexibility in Use Provide choice in methods of use; Accommodate right- or left-handed access and use; Facilitate the user s accuracy and precision; and Provide adaptability to the user s pace. 2.3 Simple and Intuitive Use Eliminate unnecessary complexity; Be consistent with user expectations and intuition; Accommodate a wide range of literacy and language skills; Arrange information consistent with its importance; and Provide effective prompting and feedback during and after task completion. 2.4 Perceptible Information Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information; Provide adequate contrast between essential information and its surroundings; Maximize legibility of essential information; Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions); and Provide compatibility with a variety of techniques or devices used by people with sensory limitations. 2.5 Tolerance for Error Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded; Provide warnings of hazards and errors; Provide fail-safe features; and Discourage unconscious action in tasks that require vigilance. 2.6 Efficient and comfortable design Allow user to maintain a neutral body position; Use reasonable operating forces; Use reasonable operating forces; 4

83 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 Minimize repetitive actions; and Minimize sustained physical effort. 2.7 Size and Space for Approach and Use Provide a clear line of sight to important elements for any seated or standing user; Make reach to all components comfortable for any seated or standing user; Accommodate variations in hand and grip size; and Provide adequate space for the use of assistive devices or personal assistance. 3.0 Landscape Principles 3.1 Branding and Way-finding Follow theme (branding) for the campuses to strengthen and communicate a University identity; Coordinated an easy to read system of direction and information graphics that reflects the character and branding; Consistently use high quality paving materials and signature furniture pieces; Provide free-standing consistent graphic signage near main entrances to all campus buildings; and Maintain up-to-date campus maps that are easily readable and support pedestrian orientation and way-finding; provide free-standing copies of this map at various pedestrian intersections and campus gateways. 3.2 Planting Use plant species that are native and adapted to the local climate; Consider substituting low maintenance salt and drought-tolerant groundcovers instead of high maintenance turf. This will reduce maintenance and irrigation costs; Consolidate soft landscape areas to enhance tree and plant growing conditions; Use plants to define spaces and make them climatically comfortable for people; Expand rooting zones of landscaped areas under adjacent hard paving surfaces. Techniques may include the use of structural soils or cells, continuous planting trenches and/or permeable paving; Consider combining stormwater management and planting where appropriate; and Planting programs should consider principles of Crime Prevention Through Environmental Design (CPTED), which can reduce the incidence and fear of crime on the campus. 3.3 Trees Consider a three metre planting interval to maximize the value of campus trees; Select tree species that are native or adapted to Halifax and Truro/Bible Hill. Salt and drought tolerance help to ensure survivability (please consult list in Appendix G); At gateway locations, special plantings and landscape features should be encouraged; Where proposed development may impact on significant mature tree species, they should be assessed by a certified arborist or landscape architect and reported to the Grounds Supervisor; 5

84 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 Wherever possible, provide a continuous soil trench for street trees to give tree roots more room to spread and access water thus improving growth. 3.4 Street Corners Street curb radii should not exceed municipal standards and should be reduced wherever possible in order to reduce the distance at crosswalk locations; provide more pedestrian area at intersections; and require vehicles to slow down as they turn corners; Street corners should be designed to accommodate multiple functions including pedestrian crossings, wheel chair movement, location of utility and traffic signal poles, traffic movements, and pedestrian waiting areas; The size of curb radii should consider the geometry of the intersection, the street classification, and whether there is on-street parking and/or a bike lane within the road right-of-way (consult Dalhousie Active Transportation guidelines for details on cycling infrastructure); Define edges and transitions with paving materials and textures; and Street corners should be free of obstacles and easily identifiable for people with a range of disabilities. 3.5 Amenities Where possible, pedestrian amenities such as pedestrian scaled lighting, public message centres, seating, four-bin waste/ recycling/organics/ paper receptacles, and shelters should be provided where the pedestrians gather. Locations include primary pedestrian circulation routes, street intersections, courtyards and building entrances; and The pedestrian amenities should be coordinated in style, colour and scale to contribute to the overall identity of the campus. 3.6 Lighting Provide a comprehensive energy efficient lighting plan and consistent lighting system for the entire length of the corridor; Promote safety and enhance the pedestrian and cyclist environment through good lighting design; Provide a line of aesthetic, coordinated, functional, technologically flexible, and durable light standards that contributes to the identity of the campus with consideration of use; Solar powered lighting and LED lighting should be implemented throughout the campus to minimize energy consumption; Implement full cut-off lanterns to minimize light pollution, glare and light trespass and ensure protection of the night sky; and Provide lighting that is appropriate to its location, i.e. pedestrian-scaled lighting along pedestrian routes. 3.7 Site Furniture Implement a family of aesthetic, coordinated, functional, technologically flexible, and durable site elements for the campus; Coordinate the colour, graphics, materials and finishes of all site elements to promote identity and support the branding theme; Design, details, materials and colours should be simple, elegant and timeless; 6

85 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 Promote ease of pedestrian movement and accessibility through the placement of site and furniture elements; Should be accessible to all users and follow the principles of universal design as defined by the Centre of Universal Design; Locate bicycle parking in highly visible, well-lit, accessible and weather protected locations (when possible). Consult the Active Transportation Design Guidelines for further municipal and LEED requirements for indoor and outdoor bicycle parking. Incorporate way-finding signage as appropriate; and Site structures such as lighting, benches, recycling receptacles, and bicycle parking should incorporate recycled and local materials and technologies where possible. 3.8 Public Art Create opportunities for the implementation of public art pieces; and Locate art in proximity to the active transportation network, other areas of high pedestrian activity, transit stops, public open spaces, and areas of special heritage or community significance. 3.9 Parking Short term parking facilities i.e. drop-off and pick-up areas should be limited to a single row with drive and should be screened from view of the street; Appropriate lighting levels should be provided in parking areas to assist pedestrian and vehicular safety while respecting adjacent land uses; Designated handicapped spaces to municipal standards should be located as close to the building entrance as possible; Integrate underground parking ramps into the architectural design of the building where desired and when possible; and If large surface parking lots are unavoidable next to public realm, creatively screen with architectural walls and /or landscaping Utilities Utilities should be buried underground where possible; and All above grade utilities i.e. transformers within view of public realm the road right-of-way should be screened from view of the street through the use of landscaping and/or architectural screen walls Sustainability A direct convenient active transportation corridor with improved pedestrian comfort and circulation increases the appeal of walking and may reduce reliance on the automobile; Minimize the extent of impermeable surfaces by utilizing permeable pavers and soft landscaped areas. This will reduce the amount of storm water run-off and subsequent pressure on municipal systems; Reduce the urban heat island effect by minimizing the extent of paved surfaces; Manage rainwater and snowmelt on-site with designs that encourage infiltration, evapotranspiration and water re-use such as bio-retention areas and bioswales for example. Green roofs should be incorporated where feasible to improve building insulation, reduce 7

86 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 surface runoff and minimize discharge into the storm drainage system; Existing mature non-invasive trees should be preserved and integrated in to the design where possible pending review by a certified landscape architect or arborist; Incorporate deciduous trees into the design to provide shade the summer and help reduce internal building temperatures. In the winter months, deciduous trees shed their leaves and allow sunlight to penetrate windows and warm internal temperatures; For soft landscaping, consider an Integrated Pest Management (IPM) strategy, which is a sustainable ecological approach with a main goal of significantly reducing or eliminating the use of harmful pesticides while at the same time managing pest populations at an acceptable level. 4.0 Landscape Replacement Policy 4.1 During construction, the removal of vegetation is sometimes unavoidable. New construction projects must demonstrate that alternatives have been considered prior to removing vegetation. Where alternatives are not feasible, to the maximum extent practical, materials shall be transplanted. 4.2 Encroachment or removal requests for trees in the HRM right-of-way shall be coordinated with the HRM s Urban Forester. Trees that are owned by the HRM are subject to all regulations outlined in HRM Bylaw T Prior to removal of trees and shrubs from a project site, trunk diameter at breast height (DBH) shall be measured for each affected tree and shrub. The sum of all such diameters is the replacement diameter. The number of replacement trees and shrubs is to be calculated from an equivalent total diameter of new stock as measured at the root collar. Thus, the sum of all root-collar diameters of replacement vegetation shall be no less than the sum of all breast-height diameters of removed vegetation. 4.4 Replacement vegetation shall be sited so as to provide roughly similar and equal social, economic, and environment value. Planting locations shall be on the same location as trees or shrubs were removed if possible. If not possible, funding for the replacement vegetation will be given from the relate project budget to the Grounds Supervisor who will use this funding for adding replacement vegetation elsewhere on campus and/or surrounding community. The Dalhousie Grounds Supervisor will approve all planting plans. 4.5 Funding for new plantings will be allocated annually as part of the Grounds budget. Additional funding sources include carbon offset funding negotiated through the Office of Sustainability, grants, and individual and group donations. Any person or group providing resources for vegetation on campus must select species from the approved list in Appendix G. 4.6 During construction, all costs associated with vegetation protection, mitigation, replacement or transplanting are to be fully funded by the budget of the proposed project. 8

87 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Where tree protection and relocation is not possible, any tree that is felled on campus property shall be cut to a length of 2.44 m to facilitate transportation for re-use if not milled onsite. The project manager should meet with the planning unit at Dalhousie University to determine the best architectural uses of campus wood. In the case of spruce trees, due diligence must be carried out to reduce the spread of the brown spruce long horn beetle by contacting the local Canadian Food Inspection Agency office for guidelines. 4.8 All trees planted, moved, and existing trees in the HRM right-of-way must survive in good condition for two (2) years after project completion. Tree failure or tree deterioration is subject to compensation at time of HRM's Urban Forester's assessment within the two (2) year time span. 4.9 Compensation will be made to the University for physical damage to tree foliage, branches, trunks, roots, and soil during construction by a third-party. Damages will be evaluated by the Grounds Supervisor or a third-party arborist if appropriate. 9

88 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix A: Landscape Guidelines 5.1 Tree Protection In undertaking new construction and renovations the designer must preserve existing mature trees. Any project that will impact University owned or maintained trees must include a report completed by a certified arborist. The report will: i. Assess the condition of the tree(s) before the project begins. ii. iii. Identify the species, condition and physical dimensions of the tree(s). Include a plan for the protection of the tree(s) during the project. The report must be submitted and the plan approved by the Grounds Supervisor before any work can begin. The plan will be used to assess any damage to the trees caused by the project The Tree protection zone (TPZ) shall be outlined prior to commencement of the project. The arborist (or Grounds Supervisor) shall define the area. In the case of construction concerns and required grading, this area may be decreased or increased at the discretion of the arborist (or Grounds Supervisor) Where trees are to be retained on a site, protection barriers must be installed. Trees inside the TPZ shall be cared for throughout the construction process. A fence shall be erected around the perimeter of the TPZ prior to the commencement of any demolition, grading work or construction. This fence shall not be removed until the completion of the project Barriers may consist of plastic, wood, or metal fencing of suitable height and strength to prevent encroachment The TPZ area is determined by one of three commonly accepted measurements: i. Drip-line method: Protect the area under the drip-line for broad canopied trees or 50% further than the drip-line for narrow canopied trees (conifers, etc.). ii. Tree height method: Protect a circular area with the radius equal to the height of the tree. iii. Trunk diameter method: For every cm of DBH, allow 15cm of space from trunk Signs shall be erected at the perimeter of the TPZ and shall not be removed until the completion of the project. The sign should read as follows: Tree Protection Zone No grade change, storage of materials, or equipment permitted. Tree protection barrier must not be removed without written permission of the Grounds Supervisor. 10

89 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov TPZs shall not be breached in any way. Within the TPZ the following restrictions apply: No grade change i. No storage of material or debris. ii. No dumping of wash water or concrete effluent iii. No dumping of de-watering effluent, unless approved by the arborist (or Grounds Supervisor) iv. No rigging cables shall be wrapped around or tied to the trees Mulching and irrigation of the TPZ prior, during and following construction can reduce negative construction impacts, improve soil conditions, and increase the likelihood of tree survival. Standard chemical fertilization may provide some benefit. However, ensuring good soil health typically reduces the need for chemical fertilization. 5.2 Plant Materials and Ground Cover All plant installations shall be carried out in the presence of a certified Horticultural Technician Plant species shall be selected from the list in Appendix G to improve species diversity, age and size-class distribution, and overall long-term functioning of campus trees. Please refer to the planting priority map in the Natural Environment Plan The campus design should incorporate the design elements of texture, line, colour, form, and mass to enhance high quality campus landscapes Plant material and landscapes at the perimeter of the campus should connect to surrounding neighbourhoods No new trees or vegetation shall be planted closer than 6 feet to a building, at the edge of their expected mature dripline. This is to avoid future tree removal if future construction work requires building staging Primary plantings should be established within all the major open spaces and campus entrances to define and accentuate the space, provide an appropriate sense of scale, and bring a high scenic character to the campus. Major open spaces should be landscapes of landmark stature, distinct from plantings around buildings The predominantly deciduous campus will be enhanced with the addition of both deciduous and evergreen species and other plants with seasonal interest The location, layout and massing of the plants must have a regard for public and personal safety. Hedges should be avoided, or if they are to be provided, they should be low. 11

90 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 Cedar hedges, Cotoneaster and any invasive plants must be avoided. Refer to Crime Prevention Through Environmental Design (CPTED) design standards The landscape designer should consider using mass plantings of hardy and prolific blooming perennials as bold accent plantings rather than annuals All new trees will be native and adapted species, as per the species list in Appendix G, unless special approval is granted by the Grounds Supervisor. Vegetation that is native to the Acadian forest is a valued University asset that will be promoted (See LEED Canada EBOM SS Credit 3 and Credit 5 and STARS OP Tier Two Credit 19) The landscape designer shall consider the incorporation of mass-plantings of droughttolerant, salt-tolerant, and accent perennials to increase overall site-specific landscape interest and to reduce maintenance requirements Consideration should be given to landscapes that provide habitat for native birds and animals (See LEED Canada EBOM SS Credit 3 and STARS OP Tier Two Credit 20) Design and construction activity occurring near the public and private right-of-way should be coordinated with both Dalhousie University and the HRM to ensure planting, design, material, and infrastructure guidelines are met Parking structures and blank walls should be creatively screened with green walls, trees, or other greening alternatives Integrated Pest Management (IPM) should be central in a proposed maintenance strategy for campus vegetation (See LEED Canada EBOM SS Credit 3 and STARS OP Credit 9). 5.3 Trees and Shrubs Trees and shrubs must be of good nursery stock that is not root- bound or stunted (held too long in nursery containers) Trees and shrubs must have a strong fibrous root system free of disease, insects, defects, and injuries. The trees must have solid stems and a well-branched structure characteristic of the species. Plants must have been transplanted or root pruned regularly but not later than nine months prior to arrival on site Trees and shrubs must have been grown in containers for an optimal amount of time to produce a root system that is able to hold soil when removed from container. Plants that have become root bound are not acceptable In balled and burlapped trees, the size of the ball shall be proportional to the caliper of deciduous tree and to the height of the conifer. The caliper shall be measured at 150mm (6 ) above ground level. A tree with 75mm (3 ) caliper required root ball of 1m (40 ) diameter. Increase diameter of root ball by 250mm (10 ) with each increase 12

91 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 of 25mm (1 ) in caliper. Root balls of proper size must include 75% of fibrous and feeder root system. This excludes use of native trees grown in light sandy or rocky soil. Secure root balls with burlap, heavy twine and rope. Use hessian burlap. Frozen root balls will be permitted provided the root balls are sufficiently protected to prevent breakage. Protect root balls from sudden changes in temperature and exposure to heavy rainfall Refer to the Canadian Nursery Trades Association standards for size and quality of plant stock Imported plant material must be accompanied by the necessary permits and import licenses. They must conform to federal and provincial phytosanitary regulations. Consider local plant producers as an alternative Plant material should be specifically suited to the planting location, in terms of toxicity (children s centre) and thorns (near walkways and entrances). Consideration should also be given to flowering and fruiting trees or shrubs that will drop fruit or residues on walkways/people or cars. Plants with pungent fragrances or heavy pollen loads should not be planted near air conditioning intake ducting to buildings. 5.4 Planting Time Planting locations must be approved prior to excavation of planting pits Deciduous plants must be planted during a dormant period before buds have broken or at the end of the growing season prior to ground freeze. Plant material imported from a region with warmer climatic conditions may only be planted in early spring. 5.5 Excavation and Stakeouts The locations of all below grade utilities must be verified prior to excavating. The locations of utilities must be staked out in areas where excavation will occur Where tree excavation is required around valued campus trees, excavation should be done by hand or by air/water jet excavation systems No root pruning is permitted within 1.5m of the tree trunk. For every 15 cm of tree diameter (DBH) add 30cm to distance from trunk. No more than 25% of tree roots shall be pruned on one side of the tree and no more than 33% of the entire root system All new tree planning and planting projects shall consider the amount of continuous soil volume required to maximize tree growth. In difficult planting environments, volume targets can be achieved with soil trenches, structural soil, and growth-cells. See Appendix C for the soil volume and tree-size relationship chart. See the Natural Environment Plan for greening opportunities that maximize tree volume in difficult urban sites For large trees and conifers, the depth of the excavation must be at least 20 cm deeper 13

92 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 than height of root ball. The planting pit must be excavated 3-5 times the size of the root ball. A wider pit is required for poor quality soils. Excavated soil is to be amended with good quality (texture, structure and AFP ) planting substrate. See Appendix D for tree planting details The bottom of the excavations must be properly drained to prevent freezing and water-logging. The subgrades of the planting beds and tree pits must be scarified to 20 cm. 5.6 Planting Procedures Soil in planting beds and tree pits is to be amended with a triple-mix planting mixture. Refer to the Landscape Nova Scotia Guidelines for soil amendments and fertilizers. Tree planting and soil amending should be done under favourable weather conditions Orient trees and shrubs with the best side facing outward based on the individual location in relation to buildings, pedestrian spaces, and other plantings All plant material shall be planted to allow for settling of the soil. The final depth will be equal to the depth originally grown in the nursery. No excessive mounding above root crown and stem collar Ensure that tree root balls rest on a minimum of 20 cm (8 ) of planting mix Topsoil must be tamped around the root system in layers of 15 cm (6 ) to eliminate air pockets. Frozen or saturated topsoil is unacceptable. When 2/3 of topsoil mixture has been placed, the hole is to be filled with water. After the water has completely drained through the soil, completely backfill. Form a saucer around the top of the root ball. 5.7 Irrigation The university as a policy does not irrigate on an ongoing basis, just in the plant establishment phase. For this phase, the proposed irrigation design must be reviewed and approved by the Grounds Supervisor The proponent shall explore slow-drip tree bags or other low-water-use irrigation alternatives for vegetation establishment Grey water and stormwater should be used whenever possible for irrigation purposes All irrigation components shall be either Rainbird or Toro brand of irrigation systems. 5.8 Stormwater Management New development shall not increase the flow of stormwater from project sites and retrofit projects shall decrease the amount of stormwater run-off by the methods listed below (i, ii, iii). Stormwater can no longer be discharged into a sanitary sewer. (See LEED Canada EBOM SS Credit 6, STARS OP Credit 23, Halifax Regional Municipality Charter, Item 14

93 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Sod 348, and HRM Stormwater Management Guidelines). Vegetative solutions for stormwater management on the Dalhousie campus include: i. Vegetated swales to direct and channel water, allow for water infiltration, and provide site aesthetics. ii. Rain gardens for on-site stormwater retention, infiltration, evaporation, and the addition of amenity value to the landscape (Appendix F). iii. Green roofs to intercept rainwater that would otherwise be channeled into the municipal stormwater system. See section Stormwater management systems shall be planted with vegetation that is proven to perform well in wet, low oxygen environments, which will take-up and transpire water, stabilize soil, filter water and soil pollutants, and encourage on-site water infiltration. Green roof systems shall be planted with vegetation that is from certified plant producers. Vegetation should be selected to perform in a myriad of temperature and precipitation extremes Contractors should explore non-vegetated storm water solutions: i. Permeable paving encourages a slow infiltration and release of surface water from the paved site. See Appendix F for a permeable paving detail. ii. Rainwater storage and re-use will divert stormwater for internal grey- water use or for landscape irrigation Sod shall be weed-free number one Kentucky bluegrass-fescue, nursery grown in compliance with the specifications outlined by the Nursery Sod Growers Association of Canada The sod is to be laid during the growing season. Sodding at freezing temperatures or on frozen ground is unacceptable. Sodding during dry weather should be avoided. However, if there is no alternative it will be acceptable only if sufficient and continuous watering is assured The sod is to be laid with joints butted even with adjoining areas and the rows shall have staggered joints. The sections are to be butted closely without over- lapping or leaving gaps between sections. Irregular or thin sections are to be cut out with a sharp tool The sod is to be rolled with a light roller to ensure close contact between sod and soil. The sod is to be thoroughly watered Grassed areas should be used strategically; it is not encouraged as a dominant landscape feature. 15

94 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Soil and Additives The soil used for landscaping must be purchased from a reputable supplier and be screened; triple mix; weed-free; friable natural loam; free of stones, roots, lumps, and other solid material Peat moss used for landscaping shall be decomposed plant material, fairly elastic and homogenous, free of decomposed colloidal residue, wood, sulphur and iron and of brown color containing minimum 6% organic matter by weight and moisture content not exceeding 15%. Minimum ph value of peat 4.5, maximum Bone meal shall be raw commercial, finely ground, and with a content of minimum 4% nitrogen and 20% phosphoric acid Manure shall be well-rotted, un-leached cattle manure, free from harmful chemicals and other injurious substances. Manure must be composted for at least eight months, but not more than two years and with no more than 25% straw, leaves or other unacceptable materials for planting use (See LEED Canada EBO&M SS Credit 3 for all fertilizer use) Lime is to be used in all cases where the ph of the soil is less than 6.0. The lime shall contain not less than 8% of calcium and magnesium carbonates combined, finely-ground to pass a 10 mesh sieve with at least one half passing a 100 mesh sieve. Rate of application shall be determined after determining the ph of the topsoil When planting in hot, dry conditions, anti-desiccant emulsion can be used to form a permeable film over plant surfaces. Mix emulsions according to manufacturer s directions Plant Accessories The tree wrappings for trunks shall be first quality burlap The anchors for the support of large shrubs and trees up to 65mm (2.5 ) in caliper shall be new metal T bars 38mm x 5mm (1.5 x 1.5 x 3/16 ) painted black Eye Bolts and Turnbuckles shall be zinc coated. Turnbuckles shall be 10mm (3/8 ) diameter bolts for trees for 75mm (3 ) caliper and 76mm (0.25 ) diameter bolts for less than 75mm Anchoring hoses shall be two-ply reinforced, new black rubber hose 12.7mm (0.5 ) in diameter The Mulch shall be shredded bark mulch The tie back wires should be zinc coated pliable steel wire, #9 gauge The stakes shall be T-rail iron stakes 37mm x 1.5 x 3/16 ) primed with on brush 16

95 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov 2013 coat of black zinc rich paint to CGSB 1-GP Wound Dressing shall be horticultural grade accepted non-toxic, non-hardening emulsion Rodent Protection shall be round, metal or plastic extending 60 cm above grade Paving In the design and future reconstruction of streets within the campus, the designer should work with the University and the HRM to establish a palette of materials In the landscape design of central open spaces and in special areas of the campus, natural stone paving in combination with poured in place concrete, should be used. The chosen natural material should be available in suitable quantities, over an extended period of time, and sourced locally Asphalt should only be used for temporary repairs and should not be considered as a permanent material for pedestrian walkway systems Paving stones and porous paving should be considered as part of a stormwater management program. When properly graded and laid, porous paving encourages the recharge of groundwater. See Appendix F for a permeable paving detail All pedestrians, regardless of abilities, should be able to safely and easily use outdoor spaces. Street corners and routes should be free of obstacles, easily identifiable, and separate from vehicular routes. Please refer to Dalhousie University s Principles and Guidelines of Universal Design The paving material should have sufficient surface texture that will help prevent slipping and will assist in reducing the need for winter salting Foundations should be 20 cm of properly compacted screening. The sand or stone must be clean and free of deleterious materials. A steel edge should be used around the perimeter of the paving stones. The steel edge should be 0.6 cm and pre-punched to accept a mechanical fastener Walkways should be a minimum of 1.8 m width to accommodate snow-clearing machinery (See LEED Canada EBOM SS Credit 2 and STARS OP Tier Two Credit 22) and ideally be drained on either side to avoid waterlogged margins and ice build-up along the walkway due to compaction Consider paved surface cover for stormwater control and to reduce heat absorption (See LEED Canada EBOM SS Credit 7.1). 17

96 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Seating and Furniture Outdoor seating and street furniture should be selected based on both the long-term availability of the product and the longest life cycle available within the budget parameters. Seating should consider the pedestrian movement system Seating and street furniture should make use of local and recycled materials where possible Seating and street furniture should be designed for the comfort of the users Appropriate and easy to service waste collection and recycling containers should be provided. (See Custodial Design Guidelines) See the Dalhousie University Active Transportation Design Guidelines for planning activities related to bicycle parking and transportation planning All of the above should be properly fixed in situ to avoid unauthorized removal Walls and Fences New walls and edges should be attractive and of durable materials, preferably natural stone and should specifically exclude timbers, logs, and dry set pre-cast blocks. Wherever possible walls should include integral seating to animate the spaces Free standing walls should be designed to define spaces. Walls should not obstruct visibility or create secluded corners that may compromise personal safety Fences should not be installed as features in the redesign of major open spaces and a program to remove existing non- historic fences should be undertaken Historic fences to be black Iron Eagle Canadian-II Signage Signage should be a component of the landscape design and integrated into walls, structures, and planting plans where possible Free standing markers must conform to the University design standards on signage. The markers should be illuminated if possible and be placed away from traffic so that they are not damaged or obscured by snow removal operations Signs to be situated within planting beds should have their concrete footings set deeper than normal to allow sufficient growing medium to accommodate planting of groundcover around the base of the sign. 18

97 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Outdoor Lighting In the design of the exterior lighting the same pedestrian scale lighting fixtures should be used in both the street system and in the major open landscape spaces. The illumination levels should be consistent. The lighting levels should be maintained along the pathway for security and safety reasons Indirect lighting of important building facades and landscape features should be used to enhance the general night-time illumination level required for safety, security and visual amenity of the campus Ease of maintenance should be a consideration when selecting the type of lighting to be used in any landscaped areas Green Roof All applied roofing and green roof components shall be provided by one manufacturer The various components comprising the green roof assembly shall be under the jurisdiction of, and be the responsibility of, the roofing membrane manufacturer The product and material manufacturers and suppliers shall review and oversee the labor for the installation and placement of the green roof assembly Design and provide a light-weight growing medium that will retain water and sustain plant growth. (See LEED Canada EBO&M SS Credit 5, Credit 7.2). End of Section 19

98 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix B: Constructio n protection details 20

99 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix C: Soil volum e targets for tree planting 21

100 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix D: Tree planting detail 22

101 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix E: Planting details for paved environ m ents 23

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104 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix F: Storm w ater management details 26

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106 28 Dalhousie University Design Guidelines Landscape Design and Natural Environment Nov Appendix G: Tree, shrub, and peren nial species

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