MORGAN COMMUNITY COLLEGE FORT MORGAN, COLORADO
MASTER PLAN 2018
1301 Wazee Street . Suite 100 . Denver . Colorado . 80204 . 303.623.7323 1603 Capitol Avenue . Suite 305 . Cheyenne . Wyoming . 82001 . 307.632.3200
Morgan Community College Fort Morgan Campus Master Plan 2018
TABLE OF CONTENTSTABLE OF CONTENTS
PAGE
EXECUTIVE SUMMARY 1
INSTITUTIONAL OVERVIEW 5 Institutional Role, Mission, Vision, and Values 5 History of Morgan Community College 6 General Overview of Programs or Program Types 7 Current Policies Affecting Facilities 10 Enrollment Size and Distribution Data 15 Faculty and Staff Size and Distribution 18 Programs Under Development 20 Campus Locations and Maps 21 Institutional Economic Data 26
ANALYSIS 28 Current Land Use Plans 31 Building Plans 34 Current Space Inventory/Projections Tables 39 Facility Conditions Index 60 Topographic Map 61 Subsurface Soils Conditions 62 Site Development and Storm Water Management 64 Utility Systems Maps 68 Circulation System Maps 73 Parks/Recreation/Open Space 76 Assessment of Current Aesthetics 77 Significant Art on Campus 83
RECOMMENDATIONS 84 Overview of Recommendations 85 Priorities 85 General Recommendations 86 Enrollment and Program Growth Recommendations 87 Ideal Functional Site Zoning 95 Phasing 98 Campus Master Plan Drawing 102
APPENDICES (UNDER SEPARATE COVER) Facility Utilization Analysis: Class/Lab Facility Utilization Analysis: Campus/Building Summary Facility Utilization Analysis: Detail by Room Class/Lab/Shop Utilization by Day and Hour at each Campus Facility Condition Index Tables Technology Master Plan EXECUTIVE SUMMARY EXECUTIVE SUMMARY
INTRODUCTION TO PLANNING PROCESS
The purpose of any campus master plan is to support an institution’s academic mission and strategic vision by developing a roadmap and tool to guide short term projects while providing a framework for meeting long-term goals.
THE TEAM
Morgan Community College (MCC) contracted with Bennett Wagner Grody / CannonDesign (BWG/CD) in 2017 to prepare a Master Plan for the main campus and 300 Main Building in Fort Morgan, Colorado, as well as the Centers in Bennett, Burlington, Limon, and Wray. Matt Bartels lead the effort for BWG/CD with the help from Linda Wagner, Adam Balaban, Jered Minter, and Martha Bennett.
The Morgan Community College Leadership Group, which provided direction, advice, valuable information, and reviews for the MCC Master Planning effort included: Dr. Curt Freed, President Susan Clough, VP of Administration and Finance Kent Bauer, VP of Student Success Seth Noble, Coordinator of Physical Facilities Kathy Frisbie, VP of Instruction Derek Grubb, Director of Institutional Effectiveness
Additional assistance was provided by leadership at each of the Centers: Faith Koetter, Director of Regional and Community Outreach, Bennett Center Valerie Rhoades, Director of Regional and Community Outreach, Burlington Center Alex Arellano, Director of Regional and Community Outreach, Limon Center Kellie Overturf, Director of Regional and Community Outreach, Wray Center
PROCESS USED TO DEVELOP THE MASTER PLAN
The previous Master Plan had been produced in late 2002, and adopted in 2003. Using this previous plan as a starting point, the Team embarked on a highly interactive process of workshops and meetings to refocus on MCC’s mission and vision for the future. In addition to the MCC Leadership Group, additional participants such as students, faculty, staff, and community members were invited to workshops and meetings, and subsequently provided invaluable information and perspectives for the evolution of Morgan Community College.
The initial Visioning Session involved the MCC Leadership Group in workshop format to determine the goals for the MCC culture, its competition, educational programs and Academic Master Plan, its physical environments, and demographic challenges and growth projections.
The next session devoted to “Discovery” involved building/site tours to understand qualitative aspects of the campuses; a workshop with the Deans, faculty, students, staff,
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and community members to gain their input and perspectives; and the accumulation of data such as current/projected enrollment, class schedules, building FCIs to evaluate and analyze near and long term development goals.
OVERVIEW OF CONCLUSIONS
Synthesizing all of the information from the workshops/meetings with the data collected led to a clear set of priorities for this Master Plan to address:
• Leverage the existing “collegial culture” of MCC to be more clearly expressed in the physical campus. See Recommendations: Applies to all Recommendations
• Address current space needs, especially the quality of space needs and technological amenities for the sciences, as well as unique space needs for educational programs and community use. See Recommendations: Applies to all Recommendations.
• Develop and apply an appropriate utilization rate to respond to the unique nature of MCC’s student population, geographic expanse, and high percentage of specialized program space. See Recommendation: Applies to all Recommendations.
• Develop a significant “front door” to the campus as well as directional signage and distinct signage for each entrance to each building. See Recommendation: 2.
• Create a “Hub” within the main academic building which will co-locate student services, a student center, and student government. See Recommendation: 2.
• Resolve the confusing logistics and simplify navigation between the four separate levels in the main academic building (Spruce, Aspen, and Cottonwood). See Recommendation: 2.
• Develop a plan for future expansion due to projected enrollment and/or program expansion. See Recommendation: 3.
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OVERVIEW OF RECOMMENDATIONS
Master Planning is an iterative and dynamic process. Data is developed and analyzed, options are developed and prioritized, and finally recommendations are established. The two categories of recommendations listed below derive from 1) general facility and operations issues/directions, and 2) current space needs and future enrollment projections.
General Recommendations Campus Aesthetic / Campus Standards Clear Connectivity
Enrollment/Program Growth Driven Recommendations
1 Short-Term Priorities (3-5 years) Viticulture and Enology Program / Utility Expansion west of Barlow Science and Technology Programs / Utility Expansion to Mid-Campus Drive Planetarium Technology Upgrades (Refer to IT Maintenance Plan) Conference Center / Utility Expansion to East Campus Drive Campus Walking Trail
2 Mid-Term Priorities (5-10 years) Demolition/Reconstruction of Aspen (accessibility, main entry, visibility through) Demolition/Renovation/Expansion of Cottonwood Open Space Oval Development, Half-Court Basketball, Sand Volleyball Court Expansion of Student Center (Student Funded) Health/Fitness Center (Student Funded)
3 Long Term Priorities (10 - 20 years) Student Housing Future Academic Buildings East Campus Quad Development Demolition/Reconstruction of Spruce
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INSTITUTIONAL ROLE
Morgan Community College has provided career and technical training and higher education to the residents of eastern Colorado since 1970. The impact of regional employment trends and localized demographics has profoundly influenced the facility organization and programmatic offerings of the college. Some of the significant characteristics of MCC’s facility organization and mode of program delivery are:
• MCC operates from a centralized campus in Fort Morgan, which supports four regional centers in rural communities. • MCC course offerings range from traditional core curricula, career and technical training and continuing education, to industrial and agrarian programs driven by localized eastern Colorado economies. • Technology links between MCC facilities make possible simultaneous long distance instruction in real time. Faculty, staff, and instructional aids operating from a single location impact an 11,500 square mile area. • The MCC facilities enjoy a symbiotic relationship with the communities they serve. Use of these facilities by local communities create opportunities for joint venture, capital expansion, and revenue income for MCC. • MCC is dedicated to providing student-based curricula, services, and amenities.
MISSION, VISION, AND VALUES
The success of MCC is based, in part, on the commitment of it’s entire community of faculty, staff, students, and community partners to it’s Mission, Vision, and Values:
Mission: To empower students and enrich communities
Vision Statement: To develop learners and responsive leaders who inspire innovation and passion in future generations.
Values: • The Individual • Integrity • Diversity • Equity • Excellence
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To advance the college’s mission and vision, FIVE OBJECTIVES with related strategies and performance measures were developed:
1 Student Access 2 Student Success 3 Teaching Excellence 4 Community Leadership and Partnership 5 Operational Effectiveness
Metrics that support MCC’s success can be seen in the 2016-2017 Postsecondary Education Data System (IPEDS) Report, which compares MCC to its twelve peer institutions in Colorado. In this report, MCC has a higher than average retention rate for full- and part-time first degree/certificate seeking students; as well as higher graduation rates and transfer-out rates.
HISTORY
The City of Fort Morgan began as a camp and later as a fort to support immigrants with supplies going to and from the mining districts and Denver. It eventually grew into a town supporting mostly agricultural businesses serving Denver and beyond. The town was established in 1889. The town is fairly typical in Colorado for towns of that era, with its fine brick masonry tradition lining the main streets in town. Structures are of red or blond brick masonry with sometimes intricate detailing. Grain silos, farms and ranches dot the surrounding landscape of rolling hills. Known for being the childhood home of Glen Miller, in fact Ft. Morgan and most of Eastern Colorado´s base industry has remained agriculture 1980 or agriculturally related.
The College was founded in 1964 as the Morgan County Junior College District, aiming to provide education opportunities for the residents of Morgan County. With a name change, Morgan Community College was established in 1970, conducting their early classes in storefront sites in Fort Morgan and Brush. In 1973, the College became part of the Community Colleges of Colorado, the state system of community and technical colleges. At this time the service area was expanded to include Yuma and Washington Counties. MCC received initial accreditation from the North Central Association of Schools and 1998 Colleges in 1976. In 1980, the faculty and staff move to the permanent campus located on Barlow Road. The original building complex (Spruce, Aspen and Cottonwood Halls) supported auto, wood and metal shop programs as well as core academic classes.
MCC has always provided two-year college education programs, occupational programs, continuing education and adult basic education. Soon, MCC will be providing its first 4-year degree: a Bachelor of Science in Nursing.
The local area has historically been primarily agricultural. However, with the expansion of the Front Range population, housing and commercial uses will continue to move into the 2010 MCC area, particularly affecting the Bennett and Fort Morgan campuses.
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GENERAL OVERVIEW OF PROGRAMS OR PROGRAM TYPES
The Level and Scope of Academic Offerings MCC offers transfer degrees in Associate of Arts and Associate of Science. Within the AA and AS programs, students may also elect to specialize in one of 23 Degrees with Designation. The designation is an articulation agreement with all Colorado public 4-year institutions that ensures a student transferring to one of these schools will be guaranteed 60 transfer credits in their major and will transfer with junior (third-year) status in the specified program. In addition, MCC also offers 31 certificates and Associate of Applied Science degrees in career and technical fields such as Automotive Collision Repair, Automotive Service Technology, Nursing, Welding, Radiologic Technology, and Multimedia. MCC also serves a significant number of high school students enrolled in concurrent courses designed to provide high school and college credit. Further, MCC hosts adult basic education classes to assist students pursuing their GED or students learning English as a second language. Finally, MCC also strives to support the communities in its service area with continuing education, professional development, and workforce education courses.
See Exhibit 1 for all programs offered Program Development Develop Relevant Programs – MCC will review community and local industry needs and develop quality programs that support these needs.
Key Performance Measures: • Develop 1 new program annually. • Have 10 students enrolled in new programs within 3 years.
New programs proposed and schedule for implementation include:
PRECISION AGRICULTURE Fall 2018
INDUSTRIAL MAINTENANCE/ELECTRICAL – PRE-APPRENTICESHIP CERTIFICATE CONTINUING EDUCATION MODULES FOR ELECTRICIANS Currently Offered - Changes implemented Fall 2018
SCIENCE & TECHNOLOGY EXPANSION Start S&T activities Summer 2018 Expand academic yr 2018-19 Expand to regions summer 2019
VITICULTURE AND ENOLOGY Fall 2019
AAS IN LAW ENFORCEMENT Fall 2018
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MULTIMEDIA PROGRAM REVISION Fall 2018 CYBER SECURITY Fall 2019 EXPANSION OF CTE TO REGIONAL AREAS Bennett- Summer 2018 Limon - Fall 2019
BACHELOR OF NURSING SCIENCE Fall 2019
FARM TO TABLE CULINARY Fall 2020 BACHELOR OF SUSTAINABLE AGRICULTURE Fall 2021
Campuses and Additional Instructional Locations MCC was founded in 1964 as the Morgan County Junior College District, aiming to provide education opportunities for the residents of Morgan County. Its first courses were offered in 1970. In 1973, the district was dissolved and MCC joined the Colorado Community College System under its current name. By 1980, MCC relocated from leased spaces and a downtown office building to its present location. Through various funding initiatives, the College has continued to grow to include three wings of the main classroom building and three additional campus instructional buildings. Over time, the College expanded its services to the 11,500 square mile service area through four regional Centers located in Bennett, Limon, Burlington, and Wray. The regional Centers are staffed by a Director and an Assistant Director, and provide educational opportunities to meet the unique needs of each community. Although Wray, Bennett and Burlington Centers have some classroom space available in their buildings, all four Centers also collaborate with area high schools and other public entities to provide classroom space.
Other key campus characteristics: • Morgan Community College is the only rural community college in the Colorado Community College System without resident halls and athletic programs. • Since 2011, Morgan Community College has been recognized by the Chronicle in Higher Education as a “Great College to Work For” and has been named to the Honor Roll for four years for exceptionally high scores in multiple categories. MCC recently learned it was selected for 2018 as well. • MCC has the largest service area in the Colorado Community College System (11,500 square miles) – one of the largest geographical service areas of any community college in the United States, coupled with a geographically dispersed population. The College has achieved success in its outreach mission through the unique implementation of strategically placed regional Centers that can provide individualized services and instructional programs to the populations in their regions.
8 page *AY 2018 Numbers are estimates En ro ll me nt b y Measures 2016 2017 2018 Degree and Program Degree/Program Headcount FTE Headcount FTE Headcount FTE Associate of Applied Science 486.0 262.3 486.0 236.6 521.0 262.1 Applied Technology 3.0 0.5 6.0 1.7 6.0 3.4 Auto Collision Technology 5.0 3.6 9.0 5.3 12.0 7.9 Auto Estimatics Technician 1.0 0.3 2.0 1.1 Auto Refinish Technician 4.0 4.4 1.0 1.5 3.0 4.5 Automotive Collision Tech 2.0 1.6 Automotive Service Tech 29.0 24.8 24.0 17.9 24.0 19.1 Bus Admin Acctg 9.0 2.5 2.0 0.3 Bus Admin AG/Bus Mngmnt 4.0 1.6 3.0 1.6 Bus Admin Bus Technologies 6.0 2.2 3.0 1.0 Bus Admin Real Estate 2.0 0.7 Bus Admin Supervision 3.0 0.6 1.0 0.3 Business Administration 11.0 3.4 3.0 0.7 Business-Accounting 17.0 7.6 31.0 11.4 41.0 13.8 Business-Business Admin 11.0 5.9 31.0 11.4 30.0 11.9 Helicopter & Aviation Science 4.0 1.6 5.0 3.3 Industrial Elec/Mech Maint 7.0 2.3 24.0 9.8 Media Design Marketing Advert 7.0 2.6 12.0 5.5 17.0 8.7 Medical Office Assistant 31.0 13.5 22.0 9.8 25.0 11.3 Multimedia 14.0 5.2 4.0 1.9 Nursing 229.0 125.3 247.0 120.2 223.0 109.6 Physical Therapist Assist 17.0 12.1 Physical Therapist Assistant 5.0 1.3 25.0 12.0 Radiologic Technology 51.0 29.1 50.0 28.5 60.0 33.1 Welding Technology 26.0 13.8 25.0 13.5 24.0 12.6 Associate of Arts 451.0 194.5 405.0 183.7 312.0 147.6 Associate of Arts 451.0 194.5 405.0 183.7 312.0 147.6 Associate of General Studies 126.0 38.8 154.0 52.3 144.0 50.6 Associate of General Studies 126.0 38.8 154.0 52.3 144.0 50.6 Associate of Science 338.0 138.3 235.0 99.9 158.0 72.0 Associate of Science 338.0 138.3 235.0 99.9 158.0 72.0 Certificate 302.0 103.1 365.0 129.2 299.0 112.7 ABM Advanced Business Mgmt 2.0 0.6 ABM Financial Analysis 4.0 1.2 ABM Leadership/HR Management 1.0 0.3 ABM Records and Bus Planning 3.0 0.9 ABM Rural Bus Entrepreneurship 1.0 0.3 ABM-Market Plan Development 2.0 0.6 ABM-Web Productivity & Utiliza 1.0 0.3 Adv Agri Business Mgmt Cert 17.0 6.8 18.0 5.8 4.0 1.5 Adv. Emergency Med Tech Cert 1.0 0.0 2.0 0.5 AG Bus Plan & Financial Rec 29.0 11.5 33.0 12.1 27.0 10.3 Automotive Service Tech Cert 13.0 9.2 20.0 14.8 19.0 11.3 Automotv Collision Repair Cert 7.0 3.7 10.0 5.7 12.0 6.0 Cert AG Financial Analysis 14.0 4.5 14.0 5.6 8.0 3.6 Cert AWS Skills Welding 4.0 1.1 6.0 2.2 8.0 4.3 Certified Massage Therapst Cer 4.0 1.3 5.0 1.4 4.0 1.2 Commodity Mkting Emphsis Cert 7.0 2.7 9.0 3.9 7.0 3.3 Early Childhood Teacher Cert 8.0 1.0 19.0 3.4 12.0 3.6 ECE Director Cert 11.0 3.8 21.0 6.3 28.0 9.2 Emerg Medical Tec - Basic Cert 34.0 8.7 20.0 6.0 6.0 2.2 Emerg Medicl Tech-Intermd Cert 1.0 0.0 8.0 1.6 EMT - Intermediate 9.0 2.7 1.0 0.1 Entrepreneurship Certificate 5.0 1.1 2.0 0.7 Fire Fighter Basic Cert 2.0 0.7 1.0 0.1 Fndtns of Graphic Design Cert 2.0 0.4 3.0 0.7 4.0 1.0 Fndtns of Video/Animation Cert 1.0 0.3 2.0 0.6 1.0 0.3 Foundations of Internet Media 1.0 0.1 1.0 0.4 1.0 0.2 Gas Tung/Gas Metal ARC Cert 8.0 3.6 6.0 2.0 2.0 1.0 Health Science Technology Cert 11.0 5.1 32.0 16.1 32.0 17.2 Human Resources Certificate 2.0 0.4 2.0 0.6 1.0 0.2 Industrial Maintenance I Cert 3.0 0.6 2.0 0.3 Industrical Maintenance II Cer 1.0 0.1 Infant/Toddler Teacher Cert 2.0 0.6 1.0 0.6 Integrated Management Cert 6.0 2.1 2.0 0.9 1.0 0.6 Ldrship/Human Resources Cert 6.0 2.4 2.0 0.5 2.0 0.8 Med. Office Clinical Asst Cert 10.0 2.8 7.0 4.0 10.0 2.5 Media Design Certificate 7.0 2.1 10.0 3.8 11.0 4.9 Medical Office Admin Asst Cert 3.0 1.8 1.0 0.2 Mkting&Risk Mgmt Emphsis Cert 10.0 3.8 7.0 2.8 10.0 4.4 Multimedia Certificate 5.0 0.4 3.0 0.7 Nurse Aide Cert 47.0 9.8 48.0 10.2 47.0 9.4 Office Support Speclst Cert 3.0 2.1 3.0 0.5 3.0 0.4 Personal Trainer CER 1.0 0.1 Personal Trainer Certificate 1.0 0.2 2.0 0.5 1.0 0.2 Phlebotomy Technologies Cert 2.0 0.6 9.0 3.7 6.0 2.4 Practical Nursing Cert 3.0 1.4 1.0 0.3 Real Estate Certificate 4.0 0.8 5.0 1.7 Rural Bus/Entrepren Cert 6.0 2.4 4.0 1.3 Shielded Metal Arc(STICK) Cert 10.0 4.5 6.0 3.2 6.0 2.9 Supervision Certificate 1.0 0.1 1.0 0.0 Web Prod & Utiliztion Cert 4.0 1.5 3.0 0.9 1.0 0.3 Pre-College 416.0 51.5 422.0 35.4 271.0 28.1 Pre-College 416.0 51.5 422.0 35.4 271.0 28.1 Undeclared 639.0 135.4 467.0 116.4 478.0 127.9 Undecided 639.0 135.4 467.0 116.4 478.0 127.9 Grand Total 2758.0 923.9 2534.0 853.4 2183.0 801.0
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CURRENT POLICIES AFFECTING FACILITIES Admissions The initial application process often begins on-line, but students work with an advisor to set up class schedules and overall academic goals. The advisors should be located near the “Hub” of the campus, or easily accessible for students.
Housing Currently MCC does not provide student housing on campus. Historically there has not been sufficient student population to justify the investment. MCC is considering arrangements with local hotels to provide fixed rates if and when students need to stay overnight when projects, study or testing necessitates. Long-term, MCC plans to build student housing to tap into a new student population.
Student Services Currently, the space for Student Services is inadequate to support a growing population. Additionally, staff is scattered throughout the campus making it hard for students to get the help they need. Student Services needs to be consolidated into a more central and visible location to more easily engage with students, but also make students aware of the variety of services that are available to them.
Campus parking Free parking is provided to students, visitors, faculty and staff. Parking is distributed around campus with the majority of visitor and administrative staff using the west parking lot while students and faculty generally use the east and north parking areas. As the campus expands, parking will migrate to the east.
Athletics MCC does not offer organized athletics including divisional, club or intramurals. The campus plans on developing an indoor workout area, and outdoor courts to promote impromptu activities such as frisbee, basketball, or volleyball. The campus environment could benefit from these amenities to keep students on campus between classes.
Libraries The library is evolving from a traditional, book- centered operation to a new student-centered, more collaborative organization. New spaces for working on computers and study spaces for individual and groups will help develop a synergy and excitement for life-long learning.
Facilities Maintenance The Facilities Maintenance Department has a space shortage for offices and shop / storage space. Facilities is in need of approximately 5,000 sf to house their operations so they can effectively maintain and service the MCC facilities and campus.
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Academic Calendars Fall and Spring – 15 weeks Summer – 10 weeks FALL SEMESTER Registration/Advising Period Begins 4/2 Saturday Registration 9 - 11 am 8/11 All Faculty Report 8/14 First Day of Classes for 15-Week and CTE/Secondary 8/20 Graduation Application Deadline 9/4 Labor Day (College Closed) 9/3 Last Day to Drop 15-Week Session Classes 9/5 Professional Development (No Classes) 10/23 Thanksgiving Holiday (College Closed) 11/22 Thanksgiving Holiday (College Offices Open - No Classes) 11/21 & 11/23 End of Semester - 15-Week Classes 12/7 Last Faculty Work Day for Gen. Ed. Faculty 12/12 End of Classes for CTE/Secondary 12/19 Last Faculty Work Day for CTE/Secondary 12/21 Christmas Break (College Closed) 12/25 - 1/1
SPRING SEMESTER Registration/Advising Period Begins 11/5 College Offices Open 1/2 CTE/Secondary Faculty Report 1/3 Classes Begin for CTE/Secondary Programs 1/8 Saturday Registration 9 - 11 am 1/5 Postsecondary Faculty Report 1/7 First Day of 15-Week Classes 1/14 Last Day to Drop 15-Week Classes 1/30 Graduation Application Deadline 2/1 Professional Development (No Classes) 3/1 Spring Break (College Offices Open) 3/25 - 3/31 End of Semester - 15-Week Classes 5/3 Graduation (Faculty Work Day) 5/4 Last Faculty Work Day for Gen. Ed. Faculty 5/8 End of Classes for CTE/Secondary 5/21 Last Faculty Work Day for CTE/Secondary 5/24
SUMMER SEMESTER Registration/Advising Period Begins 3/4 10-Week Classes Begin 5/28 8-Week Classes Begin 6/10 Last Day to Drop 10-Week Session Classes 6/7 Last Day to Drop 8-Week Session Classes 6/18 Graduation Application Deadline 7/2 Independence Day Holiday (College Closed) 7/4 8-Week Classes End 8/2 10-Week Classes End 8/2 EXHIBIT 2
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Private Instruction MCC offers private instruction courses which have been tracked differently than Lectures, Labs, etc. These courses are primarily for the Ag Business Management Courses. The Instructor goes to the student, often at their place of business, to conduct the course. It is one-on-one instruction and there is not a major impact to facilities. Therefore this enrollment type has been removed from the utilization analysis. Classes Scheduled Without a Definitive Location Several courses’ locations were noted as TBA (To be Announced). They have been identified as such in the analysis and are included in the utilization totals. No room was assigned and/or the system was never updated with the final location. On-Site vs Off-Site Courses The majority of MCC’s offerings are scheduled within properties owned or operated by MCC. For this study these courses are identified as “On-Site”. Courses offered at other locations are identified as “Off-Site”. These courses are included within the utilization analysis and contribute to the College’s facility space requirements, as ideally these courses would be offered On-Site. These off-site courses are provided in locations that are closer to the populations served or in spaces that are more highly specialized than current on-site spaces available (e.g. athletic facilities, hospitals, etc.). Many are held at their respective site for the necessary equipment or facilities (i.e. Body Firm and Star are local fitness centers with fitness equipment and pools for the PE classes). The High School (H.S.) courses are those that are held in local high schools. While most are designed to accommodate concurrent enrollment students at those high schools, some are for adult college students. Due to limited classroom space at some centers, partnerships with the high schools allow MCC to offer courses at their locations. These courses are included in the utilization analysis, since ideally they would be offered entirely in MCC facilities. Traditional, Interactive Video, and Hybrid Education Delivery Models The traditional education delivery model brings together teachers and students in a face-to- face interaction in real-time. This is contrast to Interactive Video courses where students may “attend” class virtually through a live video connection. Hybrid courses combine both traditional and interactive video delivery modalities. Hybrid classes generally require all students to be in the classroom for a portion of the instruction and some instruction occurs online. Hybrid –Face-to-face instructional time (determined by approved contact hours for the course) is reduced and replaced by instruction and/or activities which may be provided through another delivery mode (via D2L). All lab hours must be held in the traditional delivery mode. A minimum of 33% of the approved lecture contact hours for the course must be delivered in the synchronous traditional mode. The remaining 67% of lecture time must be accounted for through a documented plan for instructional activities. This plan must be shared with students and readily accessible to them.
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Hybrid classes are included in the analysis because the non-traditional instruction contact hours vary per instructional plan. From a space utilization perspective, hybrid classes are scheduled in the same manner as traditional classes. While contact time may occur in a non- traditional mode this is at the discretion of the instructor (with administration approval). Instructor Determined Scheduling In many cases, the “begin time” and “end time” are blank within the scheduling data received. This is due to the flexibility provided to the students and instructors to arrange for their own meeting times. There are many reasons for this including: • Clinical, Practicum, and Internship hours • Agriculture Business Management courses arranged with students’ and instructors’ schedules for private instruction Lab hours that a contingent on variables (i.e. Astronomy labs require a clear night with appropriate items to observe) Classroom Lectures vs Laboratories vs Automotive For this analysis, space allocations for both classrooms, labs, and automotive have been analyzed separately. Utilization summary tables include all three and detail tables identify each type separately. Prime Time Scheduling vs Traditional Scheduling MCC attempts to schedule courses within a “prime time” between 10:00-14:00 M-Th and 10:00-12:00 Friday. This schedule aligns with the density of student attendance during these times. Only a few courses/classrooms scheduled outside of the “prime time” are successfully attended/utilized. This is primarily due to the unique nature of MCC’s student population and its geographic expanse. Cross Listing of Courses and Special Enrollment Circumstances There are several instances wherein two or more classes/sections are scheduled at the same time in the same room. There are two likely reasons: • Courses are cross listed. These are typically two courses that have the same content but different course numbers, so they are taught concurrently. These are essentially the same course with two different titles for different programs. When this occurs, the classes are combined within the analysis. • The more common occurrence is when a section that has been added late (after the census date) to accommodate special circumstances. For example, there have been times where a student has attended a course for the majority of term before realizing the student was never actually registered. If this was not due to student error, the College may create a special section for that student to register and complete the course and earn a grade. These types of courses will usually have a different start date than the “primary” course. When this occurs, the classes are combined within the analysis. • In some situations, the above reasons do not apply. When this occurs, the classes are left “as is” within the analysis. Short Course Lengths Some courses do not meet for the entire duration of the academic term. These situations have not been identified within the analysis. It is assumed that their frequency is limited and does not significantly affect utilization.
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Please note: This is the typical course schedule. Some courses may fall outside the time blocks due to required contact hours. Gray areas represent ‘flex’ time for longer courses. Black areas represent break between classes.
Some specialized programs do not adhere to the above schedule due to time constraints related to concurrent enrollment, health science clinical schedule, etc.
Classes that run one night per week (usually hybrid) are usually scheduled to end at either 8:00 or 8:20. Again, the gray area represents ‘flex’ time.
EXHIBIT 3
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Non-Academic Spaces/Buildings Non-Academic buildings and spaces are not included within the analysis. For example, 300 Main St. does not have designated classroom space, it is primarily office and meeting space and currently holds the CACE Art Gallery in the basement. Relevant Institutional Space Allocation Guidelines The consultants applied the DHE guidelines where possible. The operating assumption is to provide MCC with a reasonable amount of space to conduct its current and projected activities. Combinations of guidelines from several sources are used throughout this study in the space categories where DHE does not have guidelines. Other spaces that cannot be calculated numerically (because there are no established guidelines or because they are specific to MCC) have been assigned a square footage based on the projected occupants and function of the space and the impact of the enrollment and staffing projections. The method used for calculating classroom and teaching laboratory space is Assignable Square Footage per Weekly Student Contact Hour (ASF/WSCH), and Assignable Square Footage per Workstation for office space. Weekly Student Contact Hours are calculated by multiplying the number of students enrolled in a course by the Weekly Contact Hours (the length of time the course is in session for one week).
ENROLLMENT SIZE AND DISTRIBUTION
Total Enrollment Academic Year Headcount 2016-17 1,949 2017-18 1,786 EXHIBIT 4
Staff and Student Growth Projections 8/16/2018
2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE Students Students Students Students Students Students Students Students Students Students Students Students 854 801 841 883 927 974 1,022 1,073 1,127 1,183 1,242 1,304 -6.2% 5.0% 5.0% 5.0% 5.1% 4.9% 5.0% 5.0% 5.0% 5.0% 5.00%
FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff 111 111 117 122 128 135 142 149 156 164 172 181 (Actual) (Assume.) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd)
Notes:
Growth projections through 2028 were established by MCC, and reflect growth in new programs plus regional demographic population growth.
EXHIBIT 5
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Basic Enrollment The numbers and types of students, faculty, and staff which Morgan Community College serves entail diverse sets of needs. Like most community colleges, MCC serves first-time students, full-time and part-time students, and first-generation students, as well as non- traditional students returning to their education.
Concurrent Enrollment Redesign – MCC has been a leader in Concurrent Enrollment since the first classes were delivered to area high schools in 1988. Ongoing success in concurrent enrollment will require a review of current structures and development of new approaches to ensure the college is meeting the needs of high school students.
Key Performance Measures: • Increase number of concurrent enrollment students earning a Certificate/Degree. • Increase average credits earned by concurrent enrollment students.
Current and Phased Growth