YOU CAN GET THERE FROM HERE
FACILITIES MASTER PLAN 2010 - 2020
Acknowledgements
Howard Community College embarked on an exciting year-long campus master planning process to establish a framework for the orderly development of all capital improvements that support the mission, vision, values, and strategic initiatives of the College. The successful master planning process included a comprehensive look at the physical environment of the campus and how that environment helps the College succeed in its educational mission. The campus master planning initiative provided an exciting opportunity for the entire community to participate in shaping a critical aspect of the College's future.
The Facilities Master Plan was prepared with support and input from the College, including the Board of Trustees, the College’s faculty, staff and students, and a Steering Committee. The consultant team acknowledges this important input, with many thanks to the following:
Board of Trustees
T. James Truby, Chair Katherine K. Rensin, Vice Chair Roberta E. Dillow Kevin J. Doyle Mary S. Esmond Patrick L. Huddie, Ph.D. Mr. Louis G. Hutt, Jr., Esq., C.P.A. Kathleen B. Hetherington, Ed.D., Secretary-Treasurer
Steering Committee
Roberta E. Dillow, Board of Trustees Kathleen B. Hetherington, Ed.D., President Lynn Coleman, Vice President of Administration and Finance Thomas Glaser, Vice President of Information Technology Cindy Peterka, Ph.D., Vice President of Student Services Ronald Roberson, Vice President of Academic Affairs Shelly Bilello, Capital Programs Administrator Katrina Burton, Director of Accounting, Business Services Kim Davis, Facilities and Plant Operations Specialist Michael Driscoll, Associate Director of Records and Registration Scott Foerster, Assistant Professor, Engineering Jean Frank, Associate Director of Institutional Research Dan Friedman, Professor, Chemistry; Division Chair, Science and Technology Nancy Santos Gainer, Executive Director of Public Relations Anna Hamilton, Technical Support Analyst, Student Computer Support JoAnn Hawkins, Associate Vice President of Continuing Education and Workforce Development Dave Hinton, Associate Professor, Computer-Aided Design Travis Hopkins, Design/Construction and Renovations Specialist Zoe Irvin, Executive Director of Planning, Research and Organizational Development Patty Keeton, Executive Director for Workforce Development Bob Marietta, Facilities Renovations, Safety and Sustainability Director
Acknowledgements | i
Missy Mattey, Director of Development/Executive Director of HCC Educational Foundation Ken McGlynn, Director of Security Karina Meier, Office Associate Mary Newberger, IT Services Administrator Chuck Nightingale, Executive Director of Facilities and Capital Projects Ann Repka, Assistant Professor, Biology Jane Sharp, Marketing Manager Erin Yun, Director of Board Relations/Special Projects
Consultant Team
Ayers Saint Gross Architects + Planners Alliance Roofing Biohabitats, Inc. Costcon Construction Services, Inc. JMZ Architects and Planners, P.C. KCI Technologies, Inc. Kittelson and Associates, Inc. Leach Wallace Associates, Inc. The Sextant Group, Inc.
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Table of Contents
Executive Summary ...... 1 Campus Master Plan ...... 9 Environmental Scan ...... 43 Academic Program Review ...... 79 Space Needs Analysis ...... 93 Campus Building Assessment ...... 121 Campus Grounds Assessment ...... 199 Ecological Observations & Opportunities ...... 227 Stormwater Observations & Opportunities ...... 237 Green Infrastructure Framework ...... 257 Green Infrastructure Design Guidelines ...... 265 Existing Grounds and Infrastructure ...... 271 Mechanical and Electrical Systems Assessment ...... 279 Mechanical and Electrical Systems Infrastructure ...... 297 Technology Systems ...... 305 Transportation Observations ...... 315 Parking and Circulation ...... 323 Detailed Phasing and Probable Cost ...... 327
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Executive Summary
Executive Summary
Campus Profile
In 1966, Howard Community College was founded by the Board of Education in Howard County and formally authorized by the Howard County Commissioners. That same year, HCC was approved as the State of Maryland's fourteenth community college. A groundbreaking ceremony in 1969 began construction on 119 acres in the heart of a town called Columbia that at the time was just beginning to take shape. In October 1970, the first classes took place in a new structure called the Learning Resources Center, now the James Clark Library Building, with just over 600 students attending classes in HCC's nine credit programs.
In 2006, HCC celebrated its 35th anniversary, with nearly 7,000 students seeking degrees in more than 100 programs, and another 14,000 taking noncredit classes through the Division of Continuing Education and Workforce Development. Enrollment has increased steadily each year since and in 2009, the college’s enrollment reached nearly 9,000 credit students and 17,500 noncredit students.
Today more students are turning to community colleges for some part of their secondary education. Located in Columbia, Maryland, Howard Community College continues to experience significant growth and has seen a dramatic increase in its student population in recent years. Strategically located in the Baltimore- Washington corridor, the College serves a diverse population with evolving programs that create an exciting and challenging environment in which to grow. In order to address the needs of today’s students and provide pathways to success, HCC has expanded its facilities and developed a collegiate environment. Since 2003, the College has constructed three new buildings, renovated three existing buildings, erected a new parking garage, and completed a new campus quad.
HCC will continue to seek resources to accommodate growth and change within the community so that we can deliver on our pledge: "You Can Get There From Here."
Purpose
The Facilities Master Plan for Howard Community College is a comprehensive plan covering a wide spectrum of study. The plan includes the assessment and analysis of existing conditions, detailed studies that help measure the anticipated growth at the College, and proposed campus development. The comprehensive aspects of this plan will serve as a reference and framework for the college through the year 2020.
The Facilities Master Plan is intended to be a flexible guide for future campus growth that allows the college to grow in a functional and beautiful way. The Master Plan enables the College to develop in a way in which the facilities support its mission, vision and values. Locations for projects that respond to the College’s immediate needs, as well as accommodating needs in the future have been identified. The plan responds to programmatic relationships, the creation of open spaces and pedestrian connections, landscape features, parking needs, as well as service and utility issues. It is a flexible framework that can accommodate changes in program, priorities, and funding. Principles that express the College’s unique mission and location have guided the plan’s development. This document is not intended to prescribe solutions nor limit creativity, but rather to establish a framework for development that helps strengthen the physical environment of the Howard Community College campus.
Executive Summary | 1
Vision, Mission, and Values
A key characteristic of performance excellence is a strong foundation and understanding of an organization’s mission, vision and values. In 2008, HCC revisited its mission, vision and values statements. The new statements seek to explain the college’s purpose, what the college wants to become, and how to “get there from here.”
MISSION Providing pathways to success
VISION A place to discover greatness in yourself and others
VALUES INSPIRES: Innovation, Nurturing, Sustainability, Partnerships, Integrity, Respect, Excellence, Service
Planning Methodology
To better understand the natural and physical environment of the campus, including potential opportunities for growth and development, the College embarked on a yearlong master planning effort to examine how the environment helps fulfill the educational mission. The planning process involved a wide range of participants including administration, faculty, staff, and students. In order to facilitate the process, a Steering Committee was formed. The Steering Committee met regularly throughout the process to share their firsthand experience of campus, help develop design options, and guide the plans direction and development. At critical milestones throughout the planning process, the plan was brought to the Board of Trustees to seek their input. The final plan is a reflection of the comments and direction received from these groups.
Summary of Planning Data
Enrollment Projections
The quality and variety of programs offered at HCC are major factors that have influenced the College’s increasing enrollments. The recent economic downturn has also been a factor in the significant growth the campus has experienced. There has traditionally been an inverse relationship between community college enrollments and the economy. During difficult economic times, classes at community colleges have historically grown as displaced workers seek to be retrained and families search out affordable educations for their children. When the economy has recovered, community college growth has generally stabilized or even declined.
A paradigm shift may be occurring, however, that could change the relationship of the economy to community college enrollment. Community colleges have become an important component in the government’s recovery and growth plan. The rising cost of a four-year college education is putting higher education out of the reach of many. For those wishing to earn a bachelor’s degree, attending a community college for the first two years then transferring can reduce costs while providing high-quality, personalized attention that can be difficult to find at larger institutions. However, many of the technical jobs that will be created in the coming years will only require a two-year degree. As more of the population becomes aware of the benefits of community colleges, what was once a “fall-back option” may become the avenue of choice for a college education.
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Enrollment Growth
Howard Community College has seen significant growth since 2005. This growth is expected to continue through 2020.
Total student enrollment grew 28% between fall 2005 and fall 2009. Enrollment will grow another 30% by 2020. Transfer programs grew 34% from 2005 to 2009. In fall 2009, 80% of students were enrolled in transfer programs, up 12.9% from 2008. Transfer enrollments are expected to grow an additional 26% by 2020, with a projected headcount of 8,779. Career programs will grow by 32%, reaching 1,482 by 2020.
Student Credit Hours and Full-Time Day Equivalents (FTDEs)
The projected increase in enrollment will have a significant impact on the number of student credit hours (SCH) that will be generated. SCH is a unit of measure applied toward the total number of hours needed for completing the requirements of a degree, certificate, or other award.
Total credit SCH increased by 33% between fall 2005 (58,900) and fall 2009 (78,293). Credit SCH will grow by another 36% by 2020, to a total of 106,400 SCH. As more HCC students attend full-time, the average credit load per head count has increased from 8.6 in fall 2005 to 8.9 in fall 2009. It is anticipated that this trend will continue and the average credit load will be 9.3 by 2020. There was an increase of 36% in on-campus day SCH between 2005 and 2009. By 2020, there will be an additional increase of 32%, with a projected fall SCH of 73,994. On-line instruction will continue to grow, with an increase of 33 day FTDEs (33%) in the next ten-year period. The anticipated increase in on-campus day SCH will result in a 32% increase in total on-campus day FTDEs between 2009 and 2020. Total on-campus FTEs will increase by 27% in the next ten years, from 5,071 in fall 2009 to 6,453 in fall 2020. On-campus day credit SCH are shown by division in the following table. Health Sciences and Science Engineering Technology will show the greatest increases over the next ten years, with a 53% and 44% increase in SCH, respectively. Overall, there will be a 32% increase in the number of day, on-campus SCH.
Weekly Student Contact Hours (WSCH)
Space allowances for classroom and teaching laboratories are based on WSCH generated by FTDEs, or enrollments of students attending classes between 8:00 a.m. and 5:00 p.m., and are generated through FTDE for credit hours taught for a particular space category (i.e. classroom or teaching laboratory). This includes only hours actually scheduled in a classroom or lab and does not include unscheduled hours in those spaces, even if required (examples include language, music, and art).
Overall, there will be an increase of 33% in WSCH between fall 2009 and fall 2020. The largest growth is anticipated in Health Sciences (60%) and in Science & Technology (45%). This will be due in large part to the new Health Sciences and Science Engineering Technology Buildings that are planned for the Columbia Campus.
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The WSCH/SCH ratio, which is currently 1.14, should increase slowly as more students become involved in laboratory-based courses. Of the 85,010 WSCH in fall 2020, 40% will be lecture-based and 60% will be lab-based. The greatest growth will be seen in Health Sciences and Science & Technology. The total number of noncredit course hours on the Columbia Campus will increase by 28% between 2009 and 2020. The number of FTDE is expected to increase by 28% over the next ten years.
Faculty/Staff Projections
Personnel estimates serve as a critical driver in the process of estimating space needs. For this reason, it is important to understand not only how many and what types of staffing currently exist, but also how many and what types are projected to be added in the future.
The Maryland Higher Education Commission has a benchmark of 50/50 for full-time and part-time credit faculty. Due to budget constraints, the College has not been able to hire sufficient numbers of faculty to achieve this ratio. Reportedly, the current full-time/part-time ratio is 39%/61% and approximately 24 additional full-time faculty would be needed to achieve the 50/50 mix.
Part- and full-time faculty growth will grow slowly over the next ten years due to operational constraints. The student/faculty ratio will remain steady at 19 to 1. By 2020, the total staff FTE is projected to be 519.
Library Collection
The Teaching and Learning Services Division administers HCC’s Library. Recent renovations in the Clark Library Building have greatly improved the physical learning environment. The current collection, which is composed of books, periodicals, audio tapes, computer diskettes, compact disks, DVDs, and video tapes, will also undergo a transformation over the next ten years.
Within five years all periodicals, newspapers, audio tapes, and computer diskettes will have been converted to electronic format. Within ten years all remaining maps and video tapes will also be in electronic format. Between fall 2009 and 2020, there will be a 7% decline in the number of books and a 28% decline in the number of reference books. The shift to electronic media will result in a 116% increase in the number of compact disks and DVDs in the collection. The Library will provide streaming video for on-site and on-line courses at an increasing rate.
Space Projections
Physical Space Inventory The Columbia Campus physical space inventory was reviewed and updated to reflect recent renovations. It shows a current total of 391,472 net assignable square feet (NASF) of building area.
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Maryland Space Projections In Maryland, capital projects are planned using ten-year enrollment projections that produce full-time day equivalent (FTDEs) and weekly student contact hour (WSCH) counts, which are used as the basis for determining space needs. Full- and part-time faculty counts, staff counts, and library collection data are also factored in the equation to generate an assessment of current and future space need.
Based on the State’s capital space allocation guidelines, the current space need for the Columbia Campus is 581,393 NASF. This means there is a current space deficit of 189,921 NASF. The largest deficit is in laboratory space (94,942 NASF).
The Maryland calculations show that in ten years there will be a need for a total of 762,086 NASF on the Columbia Campus. That is 370,614 NASF more than currently exists. In other words, the campus will nearly have to double in size to accommodate projected enrollment growth by 2020.
The large space deficits, both current and projected, emphasize the seriousness of the campus space deficiencies. In order to carry out the mission of the College, the campus must continue to grow.
Plan Recommendations
The final plan was developed to accommodate the necessary campus growth and building construction in a way that enhances the collegiate character of campus. This was accomplished by:
Establishing a series of connected quadrangles that emulate and expand the successes of the existing Quad across the rest of campus. Enhancing the existing Dell area as a natural asset in the heart of campus, including a pedestrian bridge connection that spans the Dell, connecting the existing Quad to a proposed south quad. Removing existing interior surface parking lots and replace with a connected open space network that provides for seamless pedestrian navigation across campus. Accommodating parking needs in distributed parking structures closer to the exterior edge of campus. Creating clear gateways to campus that give Howard Community College a pronounced presence and identity. Re-align the Little Patuxent entry and traffic circle to better accommodate the traffic levels and safety needed at this entry point. Relocate the Hickory Ridge Road entry to the west to form a signalized, safer, and complete four-way intersection. Maintaining and enhance the existing athletic fields with a new facility and associated entry and parking.
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Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building Proposed plan for Howard Community College
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In order for the Master Plan to be appropriately implemented and funded over time, a phasing plan was identified. This plan provides a sequence of fund-raising and construction efforts, allowing projects to be built to accommodate the on-going needs of Howard Community College. The planned projects have been identified in five-year increments starting with projects currently in construction through 2020. The project sequencing and phasing reflects the findings of the enrollment and space projections identified above.
Proposed Plan Phasing- Currently in Design 2010 Hickory Ridge Garage Health Sciences Building Health Sciences Building Open Space Improvements
Proposed Plan Phasing- Phase 1: 2010-2015 Science Engineering and Technology Building Science Engineering and Technology Open Space Improvements Removal of Temporary Buildings Hickory Ridge Road re-alignment Lot A Parking Structure
Proposed Plan Phasing- Phase 2: 2015-2020 Maintenance Building Mathematics Building Pedestrian Bridge Improvements to Dell Physical Education Building Children’s Learning Center Reconfigured Parking Athletic Field Parking and Entry Addition to Parking Structure
Proposed Plan Phasing- Phase 3: 2020+ Continuing Education Building South Quad Hickory Ridge Garage Addition English & World Language Building Physical Education Quad Student Life Building Potential Intersection Improvements
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Campus Master Plan Executive Summary | 8
Campus Master Plan
Introduction
The Howard Community College Facilities Master Plan is intended to provide a flexible plan for future campus growth that allows the college to grow in a functional and beautiful way. The Master Plan enables the College to develop in a way in which the facilities support its mission, vision, and values. The plan identifies locations for projects that respond to the College’s immediate needs, as well as accommodating needs in the future. The plan responds to programmatic relationships, the creation of open spaces and pedestrian connections, landscape features, parking needs, as well as service and utility issues. It is a flexible framework that can accommodate changes in program, priorities, and funding. The plan has been developed based on principles that express the College’s unique mission and location. This document is not intended to prescribe solutions nor limit creativity, but rather to establish a framework for development that helps strengthen the physical environment of the Howard Community College campus.
Howard Community College’s planning process involved a wide range of participants including faculty, staff, students, and community members. The design team met regularly with interest groups throughout the master planning process. Initial design ideas were shared with these groups and then refined to reflect their comments and suggestions. The Steering Committee, comprised of the president, vice presidents, a trustee representative, faculty, and staff was responsible for setting the overall direction of the plan.
The Planning Process
The planning process was structured through the following four phases of work:
Observations
During the observation phase, the quantitative and qualitative aspects of the campus were evaluated, providing an overall picture of the College and insight towards the development of planning principles that reflect the culture, philosophies and character of the HCC campus.
Concept Development
The Concept Diagram was developed from the planning principles and information accumulated during the observation phase. The diagram is the physical manifestation of these principles on the site. Broad brush in its approach, the concept diagram conveys the ideas generated during the observation phase, ensuring the plan remains true to its original concept throughout the entire design process.
Draft Master Plan Alternatives
During the Draft Master Plan development, the campus was divided into two areas, the north and south campus, to study in greater detail. By working with these two smaller areas, the design team developed the plan to a more detailed level. Members of the campus community were encouraged to review design suggestions with attention given to building massing, pedestrian connections, outdoor gathering spaces, service and vehicular connections, as well as parking issues. By involving members of the campus community and responding to their suggestions, the Master Plan Alternatives became a plan that reflected the needs and desires of the entire campus community.
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Final Plan
The Final Plan was developed by looking at the campus design alternatives holistically. The plan is a compilation and refinement of the ideas generated in the previous phases of the project. The plan provides a comprehensive vision for the campus development through 2020. The final plan accommodates both a vision for the plan at full build-out as well as a series of phasing suggestions showing how the plan could be implemented over time.
Detailed Analysis and Areas of Study
The comprehensive planning efforts of this master plan included detail assessment and analysis in a wide variety of areas including the Environmental Scan, Academic Program Review, Space Needs Analysis, Campus Buildings Assessment, Campus Grounds Assessment, Mechanical and Electrical Systems Assessment, Mechanical and Electrical Systems Infrastructure, Green Infrastructure Assessment, Ecological Observations and Opportunities, Stormwater Observations, Transportation Observations, Existing Grounds and Infrastructure, and Technology Systems.
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Observations
To better understand the physical characteristics of Howard Community College, the design team analyzed the natural and built systems on campus. The qualitative and quantitative information gathered during this phase is represented in the analytical diagrams that follow.
Built Systems
Major Roadway Campus Buildings
Aerial view of Howard Community College in the town of Columbia, Maryland
Regional Context
Howard Community College is located in Columbia, Maryland; between Baltimore, Maryland and Washington D.C. The campus is in close proximity to the Columbia Town Center and Meriwether Post Pavilion. Major roadways adjacent to the campus include Little Patuxent Parkway and Hickory Ridge Road. The campus is within a short driving distance from Interstate 95, Maryland State Route 32, and Maryland State Route 29, and Interstate 70.
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Little Patuxent Parkway
Hickory Ridge Road
Primary Campus Road Secondary Campus Road Service Roads Service / Loading Area External Roads
Existing roadways on campus
Vehicular Circulation
The campus is bound by Little Patuxent Parkway to the north and Hickory Ridge Road to the south. One major north/south roadway, Campus Drive, serves campus. This roadway separates the Hickory Ridge Building from the rest of the campus. A number of secondary campus roads expand the vehicular network across campus. Many campus roadways force significant vehicular circulation through existing surface parking lot drives. Loading and service of buildings is visible from many of the campus roadways.
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Little Patuxent Parkway
Hickory Ridge Road
Surface Parking Structured Parking
Existing parking on campus
Parking Areas
Large surface parking lots and one parking deck serve the campus. The parking lots are located toward the perimeter of campus, preserving the center of campus for pedestrians.
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Little Patuxent Parkway
Hickory Ridge Road
Total Surface Parking Area
Diagram of aggregate parking on campus
Aggregate Parking
A total area of approximately ten acres is dedicated to surface parking on campus; roughly the same area dedicated to the existing quad and associated academic buildings.
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Little Patuxent Parkway
Hickory Ridge Road
Academic Administration
Student Services
Library – Mixed Use Athletics Facilities
Child Care
Parking Structure
Performance Spaces
Existing building use
Building Use
The buildings on the existing quad have a variety of uses including academic, library, administration, and student services. The Athletic and Fitness Center, the associated fields, and the Children’s Learning Center are located on the southern portion of campus. The Facilities Building is located on the eastern side of the quad
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Little Patuxent Parkway
Hickory Ridge Road
Pedestrian Walkways
Five-minute Walking Radius
Existing pedestrian walkways and a five minute walking radius
Pedestrian Circulation
Pedestrian walkways and circulation are clear and contiguous within the existing quad area. Pedestrian routes are intermittent and difficult to navigate outside of the existing quad. A five minute walking radius covers the majority of the developed campus.
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Natural Systems
Little Patuxent Parkway
Hickory Ridge Road
Highest Elevation: 470’ Lowest Elevation: 340’ Ridgeline Water / Stream Water Flow Highpoint / Lowpoint
Campus topography, ridgelines, and water shed
Topography
There is a significant elevation change across campus from a high elevation of 470 feet to a low elevation of 340 feet. The northwest area is the highest elevation on campus, while the southeast portion of campus is the lowest. Water drains from west to east across campus and is part of the Symphony Stream Watershed. There is a stream valley south of the quad and north of the Athletic and Fitness Center.
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Little Patuxent Parkway
Hickory Ridge Road
Forest Conservation Stream / Stream Buffer Floodplain Utility Easement Zoning Boundary
Existing easements and buffers on campus property
Easements and Buffers
A number of easements and buffers exist across campus. These areas are most appropriate for future development. The majority of the campus property is zoned Planned Office Research (POR), while small areas in the northwest and southeast of campus are zoned New Town (NT).
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Little Patuxent Parkway
Hickory Ridge Road
Formal Open Space Tree Cover Athletic Fields Water / Stormwater Management Area Historic Tree
Existing campus open space
Landscape / Open Space
The academic quad is an iconic place on the campus. Athletic fields are located on the southeast of campus, adjacent to the Athletic and Fitness Center. The campus is bordered by a contiguous canopy of trees and forest to the east. A historic tree is located east of the Athletic and Fitness Center. A significant stream valley bifurcates campus south of the quad. This valley incorporates the existing stormwater management pond. This area has the potential to become an amenity for campus in the future.
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Observation Summary
The observation phase was a combination of physical analysis and focus group discussions. In synthesizing the information gathered during this phase, the following common issues were identified. They reflect both issues identified by individual members of the HCC community, as well as physical observations from campus visits.
Campus Space Needs
Classroom and instructional space Student study space and gathering space General meeting space Storage space and faculty offices Parking/Circulation Issues Perceived parking deficit Inadequate vehicular circulation Need for improved visibility of campus entry points Landscape/Grounds Needs Integrated formal quads and organic/natural spaces Stronger connection of the built environment to the natural environment Consistent collegiate landscape elements
Campus Wide Needs
Improved handicap accessibility Expanded food service
These major issues provided the framework for the concept diagram and guiding planning principles.
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Concept Development
A Concept Diagram was developed from the principles and information accumulated during the Observation phase. The Diagram is the physical manifestation of the planning principles. Broad brush in its approach, the concept diagram conveys the ideas generated during the observation phase, ensuring the plan remains true to its original concept throughout the entire design process.
Planning Principles
To direct the future growth of Howard Community College’s campus, the following principles were identified. Adherence to these principles will ensure that the campus continues to develop in a manner that is appropriate given HCC’s unique character.
One Identity Embrace the quad and future quads as the physical essence of Howard Community College. Extend balance of buildings and open space to developing areas of campus to improve the College as it grows. Maintain a compact pedestrian-oriented campus with a blend of intellectual, social, cultural, athletic, and recreational centers. Provide campus facilities that are modern, safe, accessible, and environmentally sound that build on a strong sense of community and connectivity. Establish welcoming entry, edges, way-finding, and consistent character that affirms you are at Howard Community College.
Collegiate Atmosphere
Create spaces that support the goals of the College, academic initiatives, campus life, continuing education, service and outreach within the community, recreation, and quiet study. Enhance the College’s intellectual climate through programmatic connections, such as humanities with the sciences, academic life with campus life, the campus with the town, and the built environment with the natural environment. Organize the campus uses to foster interaction among academic, social, cultural, recreational, and service functions with emphasis on the total academic and co-curricular experience. Create an environment that encourages connections to the greater business community.
Sustainability
Build within the responsible capacity of the land, keeping both short-term growth and long-term campus vision in mind. Act as stewards of the land by embracing the natural amenities and ecosystem of campus as an asset. Integrate built growth with natural systems and utilize natural methods of storm water management. Embody an environmentally protective and ecologically sound approach to facilities and land use by conserving natural resources with sustainable or renewable materials. Balance natural and built environments through the President’s Climate Commitment, reducing greenhouse gas emissions, pursuing carbon neutrality, and achieving LEED certification.
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Concept Diagram:
Using the Guiding Principles along with the information gathered during the Observation phase, a Concept Diagram was created to graphically represent the main planning themes and strategies for growth that should be incorporated into the final plan. These ideas include:
Identifying development opportunities to the north and south of campus that strengthen the character of Howard Community College and maintain the intimate collegiate feel that exists today. Creating clear circulation for both pedestrians and vehicles that seamlessly connects the campus. Exporting the qualities of the existing quad throughout the rest of campus to provide connectivity and usable open space campus-wide. Preserving and enhancing the natural setting that borders the campus. Clarifying the entry and arrival sequence to create clear gateways into campus, as well as a visible identity from the adjacent roadways.
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Little Patuxent Parkway
Hickory Ridge Road
Concept Diagram for Howard Community College
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Draft Master Plan Alternatives
During the Draft Master Plan development, the campus was divided into two areas, the north and south campus. By working with these two smaller areas, the design team developed the plan to a more detailed level. The studies tested the capacity of the land and provided a framework for development that addressed the College’s current needs and created options for unidentified future needs. In an interactive workshop, members of the campus community walked the campus to discuss constraints and opportunities. Design alternatives that addressed building massing, pedestrian connections, outdoor gathering spaces, entry and arrival, landscapes, service and vehicular connections, and parking issues were presented. These alternatives were then refined to address participant’s suggestions and included in a comprehensive draft of the campus master plan. The draft plan identified opportunities for development, clarified circulation on campus, and enhanced the open space and connections of campus.
.
Participants in the Draft Master Plan Workshop walked the campus to discuss constraints and opportunities
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North Campus Options
Concept One
The proposed open space steps to the north from the existing quad. A parking deck is proposed on existing surface lot A. Maintains the east-west roadway which bifurcates the proposed open space
Concept Two
The proposed open space frames a view into the existing quad. A parking deck is proposed in the existing Grand Prix Lot. Maintains the east-west roadway that bifurcates the proposed open space.
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South Campus Options
Concept One
The proposal is reminiscent of the 2005 master plan south quad proposal. A pedestrian bridge is suggested to connect the existing north and proposed south quad. The realignment of the campus roadway to the west allows for stream restoration to the east. A small green connects the Children’s Learning Center with the rest of campus.
Concept Two
The Dell is proposed as the second quad. The proposed buildings face and activate the Dell.
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Draft Plan Consensus
The Steering Committee selected Concept One from both the north and south options as the preferred solutions. This consensus plan was preferred because of the way circulation, parking, open space, and landscape would be comprehensively integrated across campus. This plan was presented to the Board of Trustees and further refined as the planning process continued.
Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building
Concept One in the preferred alternative.
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Final Plan
The Final Plan is a refinement of the ideas generated during the master planning process. The configuration of building locations to preserve and enhance open space, parking, vehicular circulation, and pedestrian connections were key factors in the development of the plan. The final document provides both a plan for the campus at final build-out and a series of phasing diagrams integrating how the plan could be implemented over time. Each of the key features of the plan will be described on the following pages including the steps necessary for the phasing and implementation of projects.
Overall Recommendations for the Master Plan
Accommodate campus growth and building construction in a way that enhances the collegiate character of campus. Establish a series of connected quadrangles that emulate and expand the successes of the existing Quad across the rest of campus. Enhance the existing Dell area as a natural asset in the heart of campus, including a pedestrian bridge connection that spans the Dell, connecting the existing Quad to a proposed south quad. Remove existing interior surface parking lots and replace with a connected open space network that provides for seamless pedestrian navigation across campus. Accommodate parking needs in distributed parking structures closer to the exterior edge of campus. Create clear gateways to campus that give Howard Community College a pronounced presence and identity. Re-align the Little Patuxent entry and traffic circle to better accommodate the traffic levels and safety needed at this entry point. Relocate the Hickory Ridge Road entry to the west to form a signalized, safer, and complete four-way intersection. Maintain and enhance the existing athletic fields with a new facility and associated entry and parking.
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Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building
Proposed plan for Howard Community College
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Open Space Structure
Establish a series of connected quadrangles that emulate and expand the successes of the existing Quad across the rest of campus. Enhance the existing Dell area as a natural asset in the heart of campus, including a pedestrian bridge connection that spans the Dell, connecting the existing Quad to a new proposed south quad. Maintain and enhance the existing forested areas that form the eastern edge of campus.
Little Patuxent Parkway
Hickory Ridge Road
Axis Tree Canopy
Formal Quad / Green Proposed campus open space structure
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Campus Circulation and Parking
Remove existing interior surface parking lots and accommodate parking needs in distributed parking structures closer to the exterior edge of campus.
Create clear gateways to campus that give Howard Community College a pronounced presence and identity.
Re-align the Little Patuxent entry and traffic circle to better accommodate the traffic levels and safety needed at this entry point. Relocate the Hickory Ridge Road entry to the west to form a signalized, safer, and complete four-way intersection.
Little Patuxent Parkway
Hickory Ridge Road
Entry Point Vehicular Circulation Parking Structure Surface Parking Lot
Proposed campus circulation and parking
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Accessible Parking and Bus Drop-off
Locate accessible parking across campus that, in combination with preserved existing accessible parking, provide distributed spaces to amply serve campus. Relocate existing bus drop off to allow for quadrangle expansion while preserving proximity to north campus.
Little Patuxent Parkway
Hickory Ridge Road
Retained Existing Handicapped Accessible Parking Proposed Handicapped Accessible Parking
Re-located Bus Drop-off Proposed accessible parking and bus drop-off relocation
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Plan Implementation and Phasing
In order for the Master Plan to be successful, it must be appropriately implemented and funded over time. The plan phasing provides a sequence of construction efforts, allowing projects to be built to accommodate the on-going needs of Howard Community College. Project phasing reflects the Space Needs Analysis findings. More detailed phasing, including program migration, renovations, and associated costs are included in the Detailed Phasing and Probable Cost section of this report. The following series of documents identify the sequence of new construction on campus in five-year increments starting with projects currently in construction through 2020.
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Proposed Plan Phasing- Currently in Design 2010
Little Patuxent Parkway
2 3
1
Hickory Ridge Road
Existing Building Proposed Building
Location Key:
1. Hickory Ridge Garage: 5 floors, 750 cars 2. Health Sciences Building: 3 floors, 105K GSF including labs, etc. 3. Health Sciences Building Open Space Improvements: 25K SF including quad construction, walkways, and plantings
Campus Master Plan | 34
Proposed Interim Parking Allocation- Currently in Design 2010
Little Patuxent Parkway
Hickory Ridge Road
Interim Parking Loss Interim Parking Gain
The interim parking allocation for projects currently in design include:
Lot B, C, E,G Loss: - 420 spaces Grand Prix Lot Net Gain: + 340 spaces Hickory Ridge Garage Gain + 750 spaces Current Net Parking: + 670 spaces
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Proposed Plan Phasing- Phase 1: 2010-2015
Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building
Location Key:
1. Science Engineering and Technology Building: 4 floors,132K GSF including labs, classrooms, offices, and meeting space 2. Science Engineering and Technology Open Space Improvements: 29K SF including quad construction, walkways, and plantings 3. Removal of Temporary Buildings 4. Hickory Ridge Road re-alignment 5. Lot A Parking Structure: 5 floors, 750 cars
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Proposed Interim Parking Allocation- Phase 1: 2010-2015
Little Patuxent Parkway
Hickory Ridge Road
Interim Parking Loss Interim Parking Gain
The interim parking allocation for Phase 1 includes: Lot A, B, C, E Loss: - 613 spaces Lot A Structure Gain: + 750 spaces Phase 1 Net Parking: + 137 spaces
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Proposed Plan Phasing- Phase 2: 2015-2020
Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building
Location Key:
1. Maintenance Building: 1st floor within a 3 floor building, 68K GSF including offices, shop space, and loading 2. Mathematics Building: 3 floors: 60K GSF including classrooms, offices, meeting space, and small food venue 3. Pedestrian Bridge: 11K SF feet 4. Improvements to Dell: 180K SF including stream restoration and enhancement, walkways, and plantings 5. Physical Education Building: 2nd and 3rd floor within a 3 floor building, 135K GSF including swimming pool, gymnasium space, perimeter walking track, work-out space, meeting rooms, offices, and parking. 6. Children’s Learning Center Reconfigured Parking: 110 surface parking spaces and drop off 7. Athletic Field Parking and Entry: 90 parking spaces and road re-alignment 8. Addition to Parking Structure, 3.5 floors, 505 parking spaces
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Proposed Interim Parking Allocation- Phase 2: 2015-2020
Little Patuxent Parkway
Hickory Ridge Road
Interim Parking Loss Interim Parking Gain
The interim parking allocation for Phase 2 includes: Lot H, I, J Loss: - 605 spaces Physical Education Deck Gain: +100 spaces Physical Education Lot Gain: +110 spaces Garage Addition Gain: +505 spaces Athletic Lots Addition: +90 spaces Phase 2 Net Parking: +200 spaces
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Proposed Plan Phasing- Phase 3: 2020+
Little Patuxent Parkway
Hickory Ridge Road
Existing Building Proposed Building
Location Key:
1. Continuing Education Building: 3 floors, 60K GSF including classrooms, offices, and meeting space 2. South Quad: 55K SF including quad construction, walkways, and plantings 3. Hickory Ridge Garage Addition: 5 floors, 400 parking spaces 4. English & World Language Building: 3 floors, 60K GSF including classrooms, offices, and meeting space 5. Physical Education Quad: 44K SF including quad construction, walkways, and plantings 6. Student Life Building: 3 floors, 78K GSF including classrooms, offices, and meeting space 7. Potential Intersection Improvements
Campus Master Plan | 40
Proposed Interim Parking Allocation- Phase 3: 2020+
Little Patuxent Parkway
Hickory Ridge Road
Interim Parking Loss Interim Parking Gain
The interim parking allocation for Phase 3 includes: No Parking Loss HR Garage Addition Gain: + 400 spaces Phase 3 Net Parking: + 400 spaces
The comprehensive parking totals for all phases of development show a gain in parking, as outlined below. Currently in Design: + 670 spaces Phase 1: +137 spaces Phase 2: + 200 spaces Phase 3: + 400 spaces Total Net Parking +1407 spaces
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Next Steps
As each new project is studied in greater detail, it is important to balance the individually proposed solutions with the campus framework outlined in this report. No project should be studied in isolation. Future design decisions should respect the broad visions outlined in this document. Understanding the campus wide proposals allows future projects to develop in a manner that strengthens the entire Howard Community College campus. The chapters that follow include the detailed studies that helped direct the master plan proposal and major gestures of the design.
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Environmental Scan
Environmental Scan
The purpose of the Environmental Scan is to review and assess current and projected trends that will influence the College in the near future, as well as in the coming years. This environmental scan considered economic factors ranging from the world-wide economic downturn to the impact of the Base Realignment and Closure (BRAC) decisions on Howard County; population trends such as the graying of America and its impact on education; workforce issues influenced by employment growth or decline, both nationally and locally; education trends including high school enrollment and graduation projections; enrollment trends and projections for Maryland and Howard County; and funding strategies. All of these factors will influence the College’s academic programs, which in turn will have an impact on facility needs.
Most of the data used for these analyses and the supporting narratives come from the following data sources. End notes are used to document specific citations.
Executive Office of the President Council of Economic Advisors, “Preparing the Workers of Today for the Jobs of Tomorrow,” July 2009.
U.S. Bureau of the Census
U.S. Department of Labor’s Bureau of Statistics
The American Recovery and Reinvestment Act
U.S. Department of Education
Howard Community College’s Colleague Database
Maryland Department of Business and Economic Development
Maryland Higher Education Commission
Maryland Association of Community Colleges
Maryland Department of Labor
Maryland Department of Business and Economic Development
Maryland Governor’s Workforce Investment Board, “2008 Maryland’s Workforce Indicators.”
Howard County Maryland Government
Relevant articles from The Business Monthly, Baltimore News, Baltimore Sun, Howard County Update, and Inside Higher Education
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Thematic sections of this Environmental Scan include Economic Trends and Projections, Population Trends and Projections, Workforce Outlook, Education, Enrollment Trends and Projections, and Funding. Each covers the national, state and local trends, in order. At the beginning of each section, related recommendations from the College’s 2008 Commission on the Future of Howard Community College are mentioned to highlight the synergies that may be found between the College’s strategic initiatives, the wise counsel of the Commission’s dedicated members, and this Facilities Master Plan.
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Economic Trends and Projections
Relationship to HCC’s Commission on the Future1
The Commission’s report recommends that Howard Community College (HCC) continue to contribute to the economic vitality of the region through the involvement of its talented and entrepreneurial faculty and staff. The College should focus on understanding the current and future economic trends and employment markets for college services, and then use this information to set goals, evaluate the viability of current programs and guide innovation.
The Nation
The most notable national trend that will affect all aspects of education and employment throughout the United States is the current economic downturn. The recession, which will probably be the longest and the deepest since World War II, is expected to last well into, if not beyond 2010.
The U.S. gross domestic product is forecast to contract by 2.6% in 2009 as the financial crisis and the housing downturn take their toll on domestic demand. Massive fiscal and monetary stimulus will lead to a recovery of growth to 1.4% in 2010.2 (Note: This growth estimate may be overly optimistic if the recession continues well into 2010.) In the chart below, gray areas indicate recessions.
Real Gross Domestic Product 3
The 2009 studentPOLL, a national online survey conducted with high school seniors who registered for the SAT, revealed that two-thirds of students reported the recession is having a significant impact on them, their families, and their college plans. According to the report, the recession is affecting several student behavior patterns likely to have an impact on matriculation decisions and retention. The findings imply a number of likely scenarios: a shift from the private to public sector and from four-year institutions to community colleges and other two-year schools; an increase in the number of commuting students who live at home; the increased impact of financial aid on matriculation decisions; and higher proportions of new students who will need to work part-time while in college.4 The chart on the following page provides a summary of the poll’s results, illustrating the impact the economy is having on students and their families.
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Percentage of Students Affected
State of Maryland
Maryland’s diversified economy is rooted in high technology, biosciences and services, as well as revitalized manufacturing and international trade. The State’s prominence as a business location for advanced technologies rests on the proximity of the federal government as a source of funding, technology and regulation; a mature base of industry that includes prime contractors and small tech-savvy research and development companies in all areas of technology; and the presence of leading academic research organizations that develop new technologies and train highly skilled technology workers.
Major Employers in the State of Maryland include: BAE Systems. IBM McCormick & Company Inc. Computer Sciences Corporation Johns Hopkins Hospital Northrop Grumman Corporatio First Data Merchant Services Lockheed Martin Corporation Southwest Airlines Company Helix Health Systems Inc. Marriott Hotel Services Inc. Verizon Maryland Inc.
Significant Technology Companies in Maryland include: AAI Human Genome Sciences RWD Technologies Acterna Hewlett Packard SafeNet Batelle Invitrogen SAIC BD Diagnostics ITT Shire Manufacturing Firaxis MedImmune Swales Aerospace Gene Logic Raytheon
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The two leading economic engines in Maryland – federal spending and health care – are not generally subject to the same cyclical forces affecting finance, construction and other business segments, according to Anirban Basu, chairman and CEO of the Sage Policy Group, a Baltimore economic and policy consulting firm. Education and health care led the state’s sectors in job creation in the first half of 2007, while government services were second, according to a State report.5
Howard County
Personal income in Howard County rose by 20.4% from 2002 to 2007. Per capita income in Howard County ($59,240) in 2007 was second highest in the State.6
The impact of the Base Realignment and Closure (BRAC) decision is already affecting Maryland, although the full impact of the growth at Fort Meade is not expected to be felt until late 2010/early 2011. Construction of the $450 million Defense Information Systems Agency’s (DISA) new one million square foot office complex has begun. Construction of additional facilities for the consolidation of a number of defense agencies is also underway. The construction industry has already benefited from this work. In addition, several defense- related contractors have leased space in and around Howard County in anticipation of the changes at Fort Meade. 7
Major Employers in Howard County Number Company Product/Service Employed Johns Hopkins University Applied Physics Lab R&D Systems Engineering 3,800 Verizon Wireless Telecommunications 2,000 Howard County General Hospital Medical Services 1,700 Columbia Association Nonprofit Civic Organization 1,650 Howard Community College Higher Education 1,334 SAIC Engineering Services 1,100 Giant Food Groceries 1,011 MICROS Systems HQ/Software Development 815 Wells Fargo Bank corporate Trust Services Securities Administration 800 SYSCO Food Services Food Products 792 Dreyer's Grand Ice Cream Food Products 750 Arbitron Media Information 700 Humanim Care and Services for the Disabled 650 Maryland Health Enterprises Nursing Care 640 Magellan Health Services Behavioral Health Care Management 537 Northrop Grumman Engineering Services 520 U.S. Foodservice HQ/Food Products 500
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Population Trends and Projections
Relationship to HCC’s Commission on the Future
The Commission stressed the importance of attracting and retaining a diverse student and employee population that, at a minimum, reflects the county demographics. In addition, the College should participate in County planning efforts to identify opportunities to provide services to the area’s growing population.
The Nation
The Nation’s population is projected to increase to 363.5 million by 2030 – a 29.2% increase from the 2000 population size of 281.4 million.8
Despite the large projected increase, the rate of population growth is projected to decrease, predominantly due to the aging of the country. From 2030 to 2050, the United States is expected to grow more slowly than ever before in history.
The future age structure of the population will be older than it is today, driven by the aging of the population born during the Baby Boom after World War II (1946 to 1964). The last of the Baby Boom population will reach the age of 65 in the year 2029.
U.S. Population Distribution by Age (2007)9
U.S. Projected Population by Age and Gender (20102030)10
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% % % 2010 Population 2020 Population 2030 Population ..TOTAL 308,936,000 335,805,000 363,584,000 ..0-4 21,426,000 6.9% 22,932,000 6.8% 24,272,000 6.7% ..5-19 61,810,000 20.0% 65,955,000 19.6% 70,832,000 19.5% ..20-44 104,444,000 33.8% 108,632,000 32.3% 114,747,000 31.6%
TOTAL ..45-64 81,012,000 26.2% 83,653,000 24.9% 82,280,000 22.6% ..65-84 34,120,000 11.0% 47,363,000 14.1% 61,850,000 17.0% ..85+ 6,123,000 2.0% 7,269,000 2.2% 9,603,000 2.6% ..TOTAL 151,815,000 49.1% 165,093,000 49.2% 178,563,000 49.1% ..0-4 10,947,000 7.2% 11,716,000 7.1% 12,399,000 6.9% ..5-19 31,622,000 20.8% 33,704,000 20.4% 36,199,000 20.3% ..20-44 52,732,000 34.7% 54,966,000 33.3% 58,000,000 32.5% MALE ..45-64 39,502,000 26.0% 40,966,000 24.8% 40,622,000 22.7% ..65-84 15,069,000 9.9% 21,337,000 12.9% 28,003,000 15.7% ..85+ 1,942,000 1.3% 2,403,000 1.5% 3,340,000 1.9% ..TOTAL 157,121,000 50.9% 170,711,000 50.8% 185,022,000 50.9% ..0-4 10,479,000 6.7% 11,216,000 6.6% 11,873,000 6.4% ..5-19 30,187,000 19.2% 32,251,000 18.9% 34,633,000 18.7% ..20-44 51,711,000 32.9% 53,666,000 31.4% 56,747,000 30.7% ..45-64 41,510,000 26.4% 42,687,000 25.0% 41,658,000 22.5% FEMALE ..65-84 19,051,000 12.1% 26,026,000 15.2% 33,848,000 18.3% ..85+ 4,182,000 2.7% 4,866,000 2.9% 6,263,000 3.4%
The race distribution of the U.S. population is projected to become more diverse, as shown in the following charts that illustrate expected changes through 2050. 11
U.S. Population, by Race (2000 Census)
U.S. Population, by Race (2025 Census) U.S. Population, by Race (2050 Census)
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State of Maryland
The Fort Meade area will experience significant in-migration from the Northern Virginia area as the Defense Information Systems Agency (DISA), the Defense Media Activity (DMA), and the Defense Department’s Adjudication Activities relocate to the fort. One estimate is for 28,000 households to move into the state over the next ten years.12
As the tables below illustrate, Maryland’s population is expected to grow 20% between 2005 and 2030. Howard County’s population is expected to grow at a slightly higher rate than the rest of the State through 2015, but at a slightly lower rate from 2015 to 2020.
Historical and Projected Total Population (2005-2030) 2005 to 2030 Jurisdiction 2005 2010 2015 2020 2025 2030 Growth Change Maryland 5,577,450 5,779,400 6,086,850 6,339,300 6,533,900 6,684,250 1,106,800 20% Howard County 267,200 281,950 301,350 312,900 320,400 324,100 56,900 21%
Source: Maryland Department of Planning, Planning Data Services, December 2008
Historical and Projected Population Growth Expressed as a Percentage (2000-2030)
Jurisdiction 2000-2005 2005-2010 2010-2015 2015-2020 2020-2025 2025-2030
Maryland 1.04% 0.71% 1.04% 0.82% 0.61% 0.46% Howard County 1.52% 1.08% 1.34% 0.76% 0.47% 0.23%
Source: Maryland Department of Planning, Planning Data Services, December 2008
Maryland Percent of Total Population by Age and Gender (2000 and 2030)
2000 2030
Male Female Male Female
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Maryland Historical and Projected Population by Age and Gender (2000-2030)13 Census 2000 Projection 2010 Projection 2020 Projection 2030 Age Total 5,296,486 Total 5,904,970 Total 6,497,626 Total 7,022,251 Group Male Female Male Female Male Female Male Female Under 18 693,658 662,514 721,874 684,420 812,461 773,600 879,985 838,383 18-24 225,855 225,067 302,064 303,027 282,560 280,716 316,525 317,363 25-44 806,545 858,132 774,637 832,719 880,068 942,828 926,711 991,927 45-64 587,343 638,065 743,461 824,781 736,999 826,234 712,629 803,033 65+ 244,393 354,914 296,226 421,761 395,720 566,440 504,597 731,098
Maryland Population, by Race (2007 Census)
Howard County
The number of traditional aged students will actually decrease around 2010, while the number of residents that are 44 years old and older will steadily increase.
Howard County Historical and Projected Population by Age and Gender (2000-2030)14 2000 2005 2010 2015 2020 2025 2030
Total 247,842 267,200 281,950 301,350 312,900 320,400 324,100 Male 121,774 130,840 137,640 146,530 151,500 154,660 156,120 Female 126,068 136,360 144,310 154,820 161,400 165,740 167,980 Age Group 0-4 18,248 18,450 18,020 20,220 22,040 21,850 20,720 5-19 55,837 61,340 62,850 61,860 61,270 62,860 64,960 20-44 96,212 94,750 91,750 96,560 100,480 106,390 106,530 45-64 59,077 69,960 80,070 83,950 82,280 74,170 68,280 65+ 18,468 22,700 29,260 38,760 46,840 55,130 63,610
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Howard County Population by Age 2000 (Census) 2030 (Projected)
Howard County Population HCC Enrollment by Race by Race (2006 Census) (Fall Semester 2008)
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Workforce Outlook
Community colleges play a significant role in workforce development through their career training and re- training, and transfer education programs. HCC is a member institution of Maryland Online Learning (MOL), a consortium of twenty Maryland colleges and universities offering certificate and degree programs on-line. Maryland community colleges have one of the highest pass rates in the U.S. on the standard nursing licensure exam. Forty to fifty percent of teachers begin their post-secondary education in a community college. Statewide, 95% of the career program graduates have either found employment or are continuing their education one year after earning their degree or certificate.15
Relationship to HCC’s Commission on the Future
The Commission recommended that HCC expand academic training and certifications to address emerging workforce needs in language and translation skills; green technology and sustainable design; informatics; and science, technology, engineering, and math (STEM) areas. The report also recommended that the College seek a regional collaboration with higher education providers for delivery of education and training in a joint campus facility convenient to Fort Meade. With the continued job growth in the central Maryland region, there will be an increasing demand on post-secondary education at all levels, particularly in science, technology, engineering and mathematics (STEM) fields.
In addition, the Commission said HCC should create a Corporate Connections Institute through partnerships with business and industry to provide leadership in educating professionals and transforming skills and innovation into competitive advantage to respond to emerging workforce needs. Courses would primarily be provided on-site and would include credit and noncredit offerings. Associate degree and certificate programs for training new health care professionals should also be expanded to help meet critical local and regional health workforce needs. This should be done in conjunction with the expansion of partnerships with local health care facilities and employers. The leadership role of the College should be enhanced by providing entrepreneurship skills across the curricula and to the community at large.
The Nation
As of July 2009, 6.5 million jobs had been lost nationally, and more losses are expected before the economy reaches bottom and employment growth returns. However, the Bureau of Labor Statistics (BLS) predicts that the rapid growth in health care employment from 2000 to 2006 will continue and likely accelerate through 2016. Health care practitioners and technicians (physicians, registered nurses, etc.) are expected to be in increasing demand. Jobs for medical records and health information technicians are also projected to increase. Most of these jobs will require at least an Associate’s Degree. Jobs in health care support occupations are projected to experience even faster growth due to the aging population that will require care at home, in nursing care facilities, and in inpatient and outpatient settings. Support occupations include physical therapists and physical therapist assistants, medical social workers, and home health aides.16
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Unemployment, Labor Force Participation, and Employment Rates 17
The American Recovery and Reinvestment Act (ARRA) will create new opportunities in already-expanding industries such as health care and education, and will also create new opportunities in fledgling industries, such as renewable energy production and distribution.11
The jobless rate for the nation was 9.4% in May 2009 and is expected to be over 10% by the end of the year; it is not anticipated to decline in the coming year. Maryland’s jobless rate in May 2009 was 7.2%, the highest in 26 years, but this is still well below the national average.18
There will be a continuing need for more nurses, teachers, health care providers, health aides, and technical and communications systems engineers, administrators and analysts. This reflects the move from a manufacturing economy to a service economy.
The Nation
According to President’s Council of Economic Advisors, the economy of 2016 will resemble the economy of 2008, with several important shifts that have implications for employment and institutions of higher education.
Health care is forecasted to remain a large source of job growth, with specific increase in need for: medical records and health information technicians, registered nurses, clinical laboratory technicians, and physical therapists.
The decline in the share of workers that are employed in manufacturing is expected to moderate. Some industries within manufacturing, such as aerospace and pharmaceuticals are projected to create many jobs.
The construction industry is projected to eventually recover and add jobs during the next decade, creating an increased demand for skilled workers such as electricians and plumbers.
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Healthcare and education industries are expected to contribute most substantially to job growth in the future with the healthcare sub-sectors of nursing homes, physician offices and hospitals growing strongly. The “other medical services and dentists” category includes the ever-expanding fields of home health care, outpatient care, and medical and diagnostic laboratories, which are expected to add the most jobs.
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Other notable areas of expected growth and employment opportunities include:
construction of manufacturing and retail buildings, roads and bridges, utility systems and homes;
air transport, primarily aircraft mechanics and service technicians;
aerospace manufacturing, including assemblers, aircraft structure, surfaces and rigging systems, service technicians and mechanical drafters;
drug manufacturing jobs, such as packaging and filling machine operators, chemists and medical scientists; as well as;
industrial machinery mechanics and mechanical drafters.
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The emerging fields of clean energy production and environmental protection showed job growth from 2000- 2006 at a far faster rate than any other occupations. The Bureau of Labor Statistics is projecting an expected 52% growth rate of these jobs through 2016.
Environmental-related jobs include: environmental engineering technicians, environmental engineers, environmental scientists, and environmental protection technicians.
Investments in the American Recovery and Reinvestment Act will also help support jobs that will improve energy efficiency of homes and buildings, adding to growth in construction.
Additional investments are being made in renewable energy and will add employment to industries as diverse as wind turbine manufacturing and agriculture. Distributing power through an updated, more efficient system will require more electrical power line installers and repairers.
The Bureau of Labor Statistics is currently considering a new classification of “green” jobs as they cross standard industry and occupation definitions; this will better allow for researchers to track changes in this rapidly evolving sector.
State of Maryland
Maryland is home to a highly skilled civilian labor force of roughly 3 million, representing a ten-year growth rate of 8.3%. Maryland has the second highest concentration of professional and technical workers among the states, and one of the highest proportions of doctoral scientists and engineers in the nation. The State also has skilled manufacturing laborers, with experienced workers in almost every type of industrial job.19
The bulk of jobs growth from 2002 to 2007 was in the Baltimore and suburban Washington regions. Population increases in southern Maryland for this period created the fastest rate of increase in jobs
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(16%) in the State. However, in 2007, Maryland’s job totals grew by only 1.1%, the smallest gain since 2002.20
Between November 2007 and November 2008, Maryland created 12,700 jobs; more new jobs than all but two states.21 Despite the economic downturn, the State gained 2,500 jobs in May 2009, mainly in the administrative support and leisure and hospitality industries sectors.22
Maryland is experiencing workforce shortages in engineering, teaching, pharmacy, nursing and bio- technology industries.23
Healthcare and computer occupations represent 12 of the 15 fastest growing jobs in Maryland.24
Forty percent of jobs In Maryland are “middle skilled,” requiring more than short-term on-the-job training but less than a Bachelor’s Degree.15
Industries that will see the largest employment changes include professional, scientific and technical services, and health care services, as shown in the following chart.25
Industries with the Largest Employment Changes: Maryland (2006 – 2016)
Fort Meade will experience substantial growth as a result of BRAC. According to the BRAC Howard County Task Force, an estimated 22,000 positions will be moving to Fort Meade over the next five to seven years. The Task Force estimates that 5,695 positions will be established at Fort Meade by the in- migration of DMA, DISA, and the Defense Security Clearance Activity. 26 In addition to BRAC, it should be noted that an additional 4,000 positions are projected to be created by the National Security Agency, 10,000 positions through Extended Use Lease, and an additional 2,000 positions in the Department of Defense over the next five to seven years.27
The tables on the following page were compiled by the Maryland Department of Labor, Licensing and Regulation, Office of Workforce Information and Performance, September 2008. They show an increased demand for scientific, technical, computer, and, particularly medical personnel in the next seven years. It should be noted that these projections were made prior to the current economic recession that began in December 2007. The actual numbers will surely vary somewhat due to the impact of the economic downturn.
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Top Demand Occupations by Educational Requirements: Maryland (2006-2016) Requiring a Post-Secondary Award or Associate Degree
Openings Employment Annual Occupation Change Replacement Total Wage Registered Nurses 17,675 8,025 25,700 $70,650 Nursing Aides, Orderlies & Attendants 8,135 2,550 10,685 $26,925 Computer Support Specialists 1,880 3,665 5,545 $46,700
Automotive Service Technicians & Mechanics 1,890 3,475 5,365 $38,050 Licensed Practical & Licensed Vocational Nurses 2,300 2,840 5,140 $47,400 Hairdressers, Hairstylists & Cosmetologists 2,480 1,830 4,310 $24,700
Preschool Teachers (Except Special Education) 2,230 1,200 3,430 $25,150 Fitness Trainers & Aerobics Instructors 1,925 1,255 3,180 $28,650 Real Estate Sales Agents 1,040 2,010 3,050 $55,950
Paralegals & Legal Assistants 1,130 745 1,875 $47,150
Source: Maryland Department of Labor, Licensing and Regulation, Office of Workforce Information and Performance, September 2008
Occupations* with the Fastest Growth Rates: Maryland (2006-2016)
2006 2016 Employment Change Replacement Occupation Employment Employment Number Percent Openings** Network Systems & Data Communications Analysts 8,990 13,965 4,975 55.3% 1,830 Computer Software Engineers, Applications 11,495 17,160 5,665 49.3% 1,675 Respiratory Therapists 1,750 2,545 795 45.4% 255 Surgical Technologists 1,515 2,200 685 45.2% 460 Home Health Aides 11,285 16,360 5,075 45.0% 1,010 Self-Enrichment Education Teachers 5,105 7,265 2,160 42.3% 545 Mental Health Counselors 1,685 2,390 705 41.8% 335 Personal & Home Care Aides 6,025 8,450 2,425 40.2% 1,020 Personal Financial Advisors 3,785 5,275 1,490 39.4% 340 Medical Assistants 8,285 11,485 3,200 38.6% 1,030
* Occupations w ith 2006 employment of 1,500 or more ** Demand arising from occupational transfers and labor force separations
Source: Maryland Department of Labor, Licensing and Regulation, Office of Workforce Information and Performance, September 2008
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Howard County
While in many ways Howard County reflects the rest of America, economically it has fared much better during the recent economic downturn. The county has the lowest unemployment rate in Maryland for the third consecutive year, with a jobless rate well below state and national averages. Howard County is the third wealthiest county in the nation, with a median household income above $101,600. 28 The county benefits from its location in the middle of the Baltimore Washington Corridor – one of the nation’s largest and wealthiest metro areas. Proximity to the nation’s capital and the associated government agencies has insulated the region from previous recessions because a majority of federal procurement dollars are secured in multi-year contracts, helping to shield companies somewhat from the recession.29
U.S., Maryland and Howard County Unemployment Rates 30
Howard County added a total of 2,645 jobs in 2007, ranking it fifth in the state for job gains behind Anne Arundel, Prince George’s, Baltimore and Frederick Counties.31
In 2007, wage and salary jobs made up 62.9% of Howard County’s job growth.
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Total Full-Time and Part-Time Jobs by Industry: Howard County (2006-2030)
2006 to 2030 Industry 2006* 2010 2015 2020 2025 2030 Growth Change Educational Services 3,552 4,000 4,700 5,300 5,700 6,100 2,548 72%
Arts, Entertainment and Recreation 3,751 4,500 5,000 5,500 5,900 6,200 2,449 65% Health Care and Social Assistance 14,580 16,600 18,500 20,100 21,200 22,200 7,620 52%
Professional and Technical Services 28,490 30,200 34,300 37,900 40,500 43,000 14,510 51% Real Estate and Rental and Leasing 9,026 9,900 10,800 11,700 12,300 12,900 3,874 43%
Management of Companies and Enterprises 1,055 1,000 1,100 1,300 1,400 1,500 445 42% Administrative and Waste Services 12,092 12,000 13,600 14,900 15,700 16,500 4,408 36%
Construction 13,919 14,700 16,300 17,500 18,100 18,800 4,881 35%
Other Services (except Public Administration) 8,361 8,900 9,800 10,500 10,900 11,300 2,939 35% Transportation and Warehousing 5,014 5,600 6,100 6,400 6,600 6,700 1,686 34%
Accomodation and Food Services 12,256 12,400 13,600 14,600 15,100 15,600 3,344 27% Finanace and Insurance 8,340 8,600 9,300 9,900 10,100 10,300 1,960 24%
Government and Government Enterprises** 17,636 18,900 20,200 21,000 21,100 21,100 3,464 20% Information 2,639 2,700 2,900 3,100 3,100 3,100 461 17%
Retail Trade 21,302 22,000 23,300 24,200 24,200 24,300 2,998 14% Wholesale Trade 15,471 15,300 16,200 16,700 16,800 16,900 1,429 9%
Manufacturing 7,120 6,700 6,400 5,900 5,300 4,700 -2,420 -34% Other Industries 969 (Est.) 1,000 1,000 1,000 800 800 -169 -17% TOTAL 185,573 195,000 213,100 227,500 234,800 242,000 56,427 30% * The number of jobs for 2006 are based on 2002 North American Industry Classification System (NAICS) ** Government sector employment is the total of all employment in Federal, Military, and State and Local Government Source: Projections prepared by the Maryland Department of Planning. Historic data from U.S. BEA Table CA-25N, February 2009.
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Education
One of the greatest challenges higher education faces today is the task of preparing today’s students for the rapidly changing world in which they will live and work. Developing academic programs to fulfill the needs of tomorrow’s workforce is becoming a daunting task. In 2003, a quarter of today’s workforce was in jobs that were not even listed among the Census Bureau’s Occupation codes, and the technological change has only accelerated since then. Environmental-related occupations, which are expected to grow tremendously in coming years, did not even exist in comparable data prior to 2000.32
Relationship to HCC’s Commission on the Future
The Commission encouraged the College to expand associate degree and certificate programs for training new health care professionals; to partner with local health care facilities and employers to expand opportunities for clinical training; to create partnerships with local organizations to recruit students and increase awareness of the varied health care jobs and careers that can start with an associate degree.
The Commission also recommended that the College develop a Council for Innovation, making campus-wide cross-department innovation a priority. The Commission’s report identified the Internet as the medium for technologies that will greatly impact the College over the next five to ten years. It stressed that HCC should address innovation and entrepreneurship by reaching out to external resources, partnerships, consultants and businesses as it seeks to leverage exciting technologies and to be prepared for new Internet opportunities that will materialize.
The Nation
The 2010 Health Care Reform Bill included $2 billion to help improve education and training programs at community colleges.
The Departments of Defense, Education and Labor are working together to create an Online Skills Laboratory that will provide free courses through one or more community colleges. The departments are also exploring ways to award academic credit based upon achievement rather than class hours.
The Post-9/11 GI Bill, which became law on August 1, 2009, will provide education benefits for members of the armed services who have served on active duty for 90 or more days since September, 2001. The bill will provide up to 100% tuition and fee coverage; a monthly living stipend; up to $1,000 a year for books and supplies; a one-time relocation allowance; and the potential for individuals to transfer their education benefits to their spouse or children once the service member has been enlisted for a specified number of years. As of the beginning of August 2009, the Veteran’s Administration had received about 140,000 applications for certificates of eligibility. Not everyone who is certified as eligible will enroll in college right away, however. Eligible veterans have 15 years after their last period of active duty to use these benefits. 33
Occupational demands for the near future require post-secondary education and training. In fact, occupations that require only an associate’s degree or a post-secondary vocational award are actually projected to grow slightly FASTER than occupations requiring a bachelor’s degree or more.
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Additional sources support this claim and point to an expected growth in community college enrollment:
According to the Government Accounting Office, about one-third of individuals receiving training under the Workforce Investment Act do so at community colleges.
Both educational institutions and individual students will gain from current economic stimulus programs, grants and tax credits encouraging the expansion of and enrollment in post-secondary education and training. These include: - Federal Stimulus Money (The American Recovery and Reinvestment Act; The Workforce Investment Act; The New Economic Stimulus Act; The Higher Education Act) - The Post 9/11 G.I. Bill; Expanded Pell Grant program - The Hope Credit and the Lifetime Learning tax credit - Others, provided on the federal, state and local levels, such as: financial aid, tuition reimbursement, scholarships, grants programs, etc.
According to the Chronicle of Higher Education, community college enrollments in for-credit programs that generally expect a 10% annual increase in enrollment may see a spike to up to 20% in the next two years. Increases in enrollment are attributed to: re-training displaced workers; workforce demand for occupational training; increase in veteran enrollment due to the Post 9/11 G.I. bill; and an influx of traditional-age students whose families cannot afford to send them to four-year institutions as they had planned. 34
The retirement of millions of “Baby Boomers” beginning in 2008, as well as an increase in their life expectancy, will result in increased interest in adult learning. Community colleges will be an obvious entry point for these mature students. Employers demand workers who can think critically and solve problems. Future prosperity will require greater worker investment in post-secondary education and training.35
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There are challenges facing the current education and training system, many stemming from low completion rates, limited accountability, poor coordination among different programs and excessive bureaucratic restrictions on the use of training funds.10
Job security increasingly depends on continuing education and retraining.
Community colleges are increasingly required to provide remedial education to incoming students.
Students are using more and more new technologies to obtain education, information, and entertainment. Online learning technology will be vital for competitive institutions.
State of Maryland
According to the Newsweek Challenge Index, Maryland public schools rank first in the nation in the percentage of high schools offering, and students taking, college-level courses. The Challenge Index looks at student enrollment in Advanced Placement, International Baccalaureate and Cambridge courses and tests.36 According to a news release from the Maryland State Department of Education, dated June 16, 2009, “Maryland is ranked No. 1 in the nation because our test scores are up in every county, in every grade, in every subject and across every single demographic line. White students, black students, high income and low income students of all ages are all testing higher today than they did five years ago.” This emphasis on quality education is also evident in the number of residents that continue their education once completing high school.
As noted in the Report of the Higher Education Transition Work Group to Governor Martin O’Malley and Lieutenant-Governor Anthony Brown (Higher Education’s Role in ONE MARYLAND, January 19, 2007), Maryland’s community colleges face enormous challenges from enrollment growth, changes in student demographics, and unpredictable State Operating Budget support. Enrollment pressures will result from an increasing need for a college-educated workforce, and the BRAC initiative bringing more knowledge-based jobs to Maryland.
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Other statistics of note in the Report37 show:
Approximately 45% of high school graduates continue their education, 70% of them staying in-state. Of this 70%, 46% enter community colleges. The following chart shows high school graduation rates, historical and projected, for the State of Maryland.
Historical and Projected High School Graduates: Maryland (1999-2018)38
In 2004-2005, over 48% of Maryland high school graduates entering college or university required some remediation.
Minorities will make up approximately 40% of Maryland’s population by 2010. First generation and minority students tend to begin their education in community colleges (disproportionately).
BRAC will strain the capacity of all Maryland’s colleges and universities. There will be an increase of approximately 57,000 traditional and non-traditional students by 2014.39
The size of the in-migration for BRAC will produce tertiary jobs. Estimates by the military indicate that there will be a substantial number of positions available in support areas such as laboratory technicians, data entry, administrative and logistical support. Community colleges are ideally positioned to respond to these mid-level training needs. Community colleges will also be needed to provide literacy instruction to develop skills for entry level tertiary jobs.
The number of non-degree certificates awarded by Maryland community colleges rose by 15% between 2005 and 2007. Health technology and data processing technology are the fastest growing areas of study.40
In 2007, almost 24% of community college graduates transferred to four-year institutions.
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Howard County
Howard County is home to highly educated populations.41 As of 2006, 27.8% of the county’s adult population possessed a graduate or professional degree. The corresponding proportion in Maryland was 15.7% and in the U.S., 9.9%. Howard County’s schools frequently rank first in Maryland as measured by standardized test scores, graduation rates and other measures.42
Howard County’s Educational System Profile (2008) Total Enrollment (K-12) 48,918 High School Enrollment (9-12) 16,243 Graduation Rate 94.9% Students Planning to Attend 2-Year College 26.0% Students Planning to Attend 4-Year College 64.0%
Howard County High School Graduation Rate by Ethnicity (2008) African American 95.51% American Indian/Alaskan Native 91.81% Asian 97.80%
Hispanic 89.29% White 100.00%
HCC Associate Degrees Awarded (Fiscal Years 2006-2008)
Program 2006 2007 2008 Business Technology 4 8 20 Information Technology 5 16 7 Health Services 104 86 154 Engineering & Science 8 7 10 Public Service 362 Total 124 123 193
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HCC Associate Degrees by Transfer Program Area (Fiscal Years 2006-2008) Program 2006 2007 2008
Arts & Sciences 105 112 134
Engineering & Information Technology 13 11 10 General Studies 156 145 198 Teacher Education 25 28 41
Business Education 37 52 59 Total 336 348 442
Technology Trends
Educational delivery methods are changing from the traditional lecture and “sage on the stage” to a more interactive format. In the classroom, college professors are beginning to embrace new technology beyond the use of the ubiquitous PowerPoint presentation. Faculty uses the Internet, e-mail, blogs, twitter, multimedia instructional tools, pod-casts, and even virtual Second Life classrooms to interact with and engage students.
New technologies have resulted in the significant expansion of distance learning courses. During 2003- 2004, 65% of Maryland degree-granting institutions offered courses in DL (distance learning) format.
According to MHEC’s most recent distance education survey results, 69% of undergraduate distance learning courses in Maryland were offered at a community college, and nearly 40% of credit enrollment in these courses were at two-year institutions.
Community colleges reported an 18% increase in distance education enrollments in a 2007 survey that was released in April 2009.43 The survey is an annual project of the Instructional Technology Council, an affiliate of the American Association of Community Colleges. Based on the responses of 154 community colleges, the survey suggests that distance education has probably not peaked at community colleges. According to the survey, 70% of colleges reported they are not able to meet student demand for on-line courses. And there is evidence that colleges are not just offering a few courses on line, but entire programs. Sixty-four percent of institutions reported offering at least one online degree – defined as one where at least 70% of the courses may be completed online.
The 2008 Maryland Higher Education Commission’s Accountability Report44 stated that at 15 out of 16 Maryland community colleges, head count enrollments in online courses had increased.
While the number of noncredit online course enrollments fell short of the HCC’s benchmark goal of 623 in FY2006, credit enrollment has steadily increased over the past several years to exceed the benchmark in FY2007.
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Enrollment Trends and Projections
Relationship to HCC’s Commission on the Future
All of the Commission’s recommendations support the improvement of enrollment, retention and graduation rates. Specific recommendations call for HCC to ensure routine articulation and certification of college courses to four-year schools and to advocate for the creation of HCC baccalaureate degree programs. These initiatives are aimed at attracting more students to the College and helping to ensure their academic success at HCC and beyond.
The Nation
The National Center for Education Statistics projected an increase from 15.5 million students enrolling in higher education institutions in 2001 to an anticipated 18.1 million in 2013.
Actual and middle alternative projected numbers for total enrollment in degree-granting institutions: Selected years, 1992–2017
SOURCE: U.S. Dept. of Education, NCES, Integrated Postsecondary Education Data System (IPEDS), "Fall Enrollment Survey," various years; and Enrollment in Degree-Granting Institutions Model.
Between 2006 and 2017, a period of 11 years, total enrollment is projected to increase 13 percent, to 20.1 million, in the middle alternative projections; 9 percent, to 19.4 million, in the low alternative projections; and 16 percent, to 20.6 million, in the high alternative projections.
Changes in age-specific enrollment rates and college-age populations will affect enrollment levels between 2006 and 2017. An important factor is the expected increase in the population of 25-to 29-year- olds.
According to the National Center for Education Statistics, between 2006 and 2017, enrollment for full-time college students will be up 13-percent and enrollment for part-time students will be up by 12 percent by 2017. Enrollment in public institutions is expected to increase by 13-percent while those for private institutions are expected to increase by only 12 percent during the same time period.
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Actual and middle alternative projected numbers for total enrollment in degree-granting institutions, by control of institution: Selected years, 1992–2017
SOURCE: U.S. Dept. of Education, NCES, Integrated Postsecondary Education Data System (IPEDS), "Fall Enrollment Survey," various years; and Enrollment in Degree-Granting Institutions Model.
Community colleges had been seeing a steady rise in the number of traditional-age students. However, due to the recent economic down-turn, many community colleges have seen an increase in the number of older, non-traditional students.
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State of Maryland, Howard County, and HCC
Fall 2008 enrollment of undergraduate students in all Maryland higher education institutions totaled 270,295. Community colleges enrolled 128,063 students, or 47% of the total.45 The total headcount enrollment at Maryland public colleges and universities is projected to be 16% higher in 2018 than in 2008.46
In 2008, full-time students comprised a slight majority (51.8%) of those enrolled at Maryland public campuses. By 2018, full-time and part-time students are expected to comprise nearly equal proportions of the student population.
FTE and FTDE enrollments at Maryland community colleges are expected to rise by 18% between 2008 and 2018. Overall, the number of full-time students is projected to increase by 22% while part-time enrollments are expected to increase by 11%. At HCC, the number of full-time students is anticipated to increase 26% between 2008 and 2018, while the number of part-time students is expected to grow by 19%, for an overall headcount enrollment increase of 22%.
State-funded noncredit FTE continuing education enrollments at Maryland community colleges are projected to rise by 10% to 26,717 between 2008 and 2018. This is below the 17% increase predicted by MHEC for 2008-2017 and reflects that these enrollments have experienced modest growth during the last five fiscal years.
Statewide, 23.96% of public high school students graduating in the spring of 2008 enrolled in community colleges in the fall of 2008. For Howard Community College, the percentage was 25.25, which represents 3.2% of the county’s adult population.
In Maryland, public school enrollment is expected to grow by 6% between 2007 and 2017. This same rate of growth is expected for Howard County, as shown in the table below.
Percent of Howard County High School Graduates Enrolled at HCC (1981 – 2008)
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Historical and Projected Public School Enrollment in Maryland and Howard County (2007-2017)
2007 to 2017 Jurisdiction 2007 2009 2011 2013 2015 2017 Growth Change Maryland 818,534 810,790 810,650 822,130 840,950 867,560 49,026 6% Howard County 48,586 48,960 48,860 48,940 49,840 51,500 2,914 6%
Source: Maryland Department of Planning, Planning Data Services, Februray 2009 The number of secondary school students in Howard County is projected to decline until 2015, after which time the high school population is anticipated to begin to increase. This means that a good percentage of the anticipated growth in college enrollment will come from out-of-county students and an increasing number of older adults attending college.
Historical and Projected Public School Enrollment in Howard County (2007-2017)
2007 to 2017 Level 2007 2009 2011 2013 2015 2017 Growth Change Primary School (K-6) 24,350 N/A 25,120 25,630 25,970 26,990 2,640 11% Secondary School (7-12) 24,236 N/A 23,740 23,310 23,870 24,510 274 1% TOTAL 48,586 48,960 48,860 48,940 49,840 51,500 2,914 6%
Source: Maryland Department of Planning, Planning Data Services, Februray 2009 In 2009, 81% of HCC’s students were residents of the college’s service area; approximately 18% were Maryland residents from outside the service area, and less than 1% were out-of-state residents.
Overall, enrollment at HCC increased 22% from 1995 to 2005.
HCC’s unduplicated credit headcount grew from 9,941 in 2005 to 11,771 in 2009, an 18.4% increase. During this same period, the percentage of Howard County residents enrolling at HCC increased from 8,201 to 9,521, which is a 16% increase. This indicates that while the majority of HCC students are Howard County residents, the percentage of HCC students coming from other Maryland counties has increased (see table on the following page).
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HCC Unduplicated Credit Headcount by County of Residence
FY09 FY08 FY07 FY06 FY05 County N % N % N % N % N % Anne Arundel 243 2.06% 238 2.11% 219 2.08% 216 2.13% 207 2.08% Baltimore 510 4.33% 468 4.15% 424 4.02% 324 3.20% 315 3.17% Baltimore City 115 0.98% 111 0.98% 91 0.86% 90 0.89% 75 0.75% Calvert 2 0.02% 0 0.00% 2 0.02% 2 0.02% 1 0.01% Caroline 1 0.01% 0 0.00% 0 0.00% 0 0.00% 0 0.00% Carroll 150 1.27% 125 1.11% 114 1.08% 94 0.93% 98 0.99% Cecil 0 0.00% 1 0.01% 0 0.00% 0 0.00% 0 0.00% Charles 6 0.05% 4 0.04% 4 0.04% 3 0.03% 0 0.00% Dorchester 0 0.00% 0 0.00% 3 0.03% 0 0.00% 0 0.00% Frederick 40 0.34% 39 0.35% 43 0.41% 33 0.33% 35 0.35% Garrett 0 0.00% 0 0 0.00% 1 0.01% 0 0.00% Harford 12 0.10% 5 0.04% 6 0.06% 5 0.05% 10 0.10% Howard 9,521 80.89% 9,119 80.89% 8,599 81.60% 8,364 82.53% 8,201 82.50% Kent 1 0.01% 0 0.00% 0 0.00% 0 0.00% 0 0.00% Montgomery 447 3.80% 417 3.70% 347 3.29% 312 3.08% 287 2.89% Prince George's 622 5.28% 624 5.53% 549 5.21% 530 5.23% 489 4.92% Queen Anne's 2 0.02% 1 0.01% 4 0.04% 4 0.04% 4 0.04% St. Mary's 0 0.00% 1 0.01% 5 0.05% 4 0.04% 1 0.01% Talbot 2 0.02% 1 0.01% 1 0.01% 1 0.01% 1 0.01% Washington 3 0.03% 1 0.01% 1 0.01% 3 0.03% 1 0.01% Wicomico 2 0.02% 4 0.04% 0 0.00% 0 0.00% 1 0.01% Worchester 1 0.01% 1 0.01% 1 0.01% 0 0.00% 0 0.00% Maryland Unknown 2 0.02% 1 0.01% 2 0.02% 2 0.00% 9 0.09% Non-Maryland County-State Unk. 50 0.42% 57 0.51% 55 0.52% 49 0.48% 51 0.51% International 9 0.08% 16 0.14% 41 0.39% 64 0.63% 60 0.60% Unknown 30 0.25% 40 0.35% 27 0.26% 34 0.34% 95 0.96% Total 11,771 100.00% 11,274 100.00% 10,538 100.00% 10,135 99.66% 9,941 100.00%
Maryland and HCC Retention and Graduation Rates
Of the 14,527 new full-time freshmen who matriculated in fall 2004, 25.7% transferred on to a Maryland public or independent four-year college, either with or without an award from their community college. Though some members of the 2004 cohort did not transfer to a senior institution, 9.2% of them earned either an associate degree or lower division certificate. Additionally, 11.9% of full-time freshmen were still enrolled in a Maryland community college four years later. The overall result was a success rate of 46.8%.47
The four-year graduation and transfer rate of new full-time freshmen entering in the 2004 cohort was 34.9%. Six Maryland community colleges had four-year graduation and transfer rates of 40% or higher for their entering class of 2004. HCC was one of them with a four-year graduation and transfer rate of 40.5%.
Retention, graduation and transfer rates for HCC for 1996 to 2006 are shown in the table on the following page.
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Trends in Retention, Graduation and Transfer Rates for Howard Community College (1996-2006)
MHEC studies indicate that students in community colleges who require remedial coursework and successfully complete those courses graduate and transfer to four-year institutions at the same or higher rates as peers who did not require remediation.
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Funding
Hundreds of thousands of students could potentially be turned away from community colleges across the country over the next years because of funding cuts at the very time that record numbers of students are flocking to these open-admission institutions. Community colleges are often referred to as "the safety valve" for the neediest students: average tuition and fees total about $2,400, compared with the average tuition of $6,600 for in-state public four-year colleges, according to the American Association of Community Colleges (AACC). Community colleges are under greater stress than ever before, just when they are in the highest demand.
Federal Stimulus Money
Too often community colleges are underfunded and underappreciated, lacking the resources they need to improve instruction, build ties with businesses, and adopt other reforms. The $2 billion included in the 2010 Health Care Reform Bill to help improve education and training programs at community colleges will help, but it falls far short of the $12 billion that President Obama had originally proposed to help additional American’s earn certificates and degrees at community colleges. It is also not clear whether the infusion of resources will be sufficient or swift enough to stop schools across the country from trimming programs and staff as a result of severe budget cuts from state and local governments.
The 2010 Health Care Reform Bill included approximately $36 billion that will be used to increase Pell Grants, which is financial aid the federal government provides to low- and middle-income students. Howard’s projections doubled for Pell Grants, with the budget increasing from $3.5 million to $7 million in FY10.
The Post-9/11 GI Bill
The Post-9/11 GI Bill will provide students with up to 100% tuition and fee coverage; a monthly living stipend; up to $1,000 a year for books and supplies; a one-time relocation allowance; and the potential for individuals to transfer their education benefits to their spouse or children once the service member has been enlisted for a specified number of years. Eligible veterans have 15 years after their last period of active duty to use these benefits. 48
Pell Grants – Enrollment in the 2008-2009 award year was over 13% nationally. Estimates had projected an average annual increase of only 11%, so additional expenditures are being made to continue this program. New projections for the 2009-2010 year are expected to be higher than that, but numbers have not yet been released. Many colleges, especially regional public, two-year non-profit and for-profit colleges have been reporting significant increases in enrollments this fall.49
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Maryland Funding for Community Colleges
Under a Maryland funding formula, the state's 16 community colleges were supposed to receive $50 million in new money for fiscal 2010 but received only $7 million.50
State funding per community college student is about 25% of the amount expended at four-year public institutions. Adjusted for inflation, state funding per community college student is nearly the same as in 1990.
State aid provided 35% of Maryland community college funds in 1990, but only 31% in 2007. Maryland community colleges average less than half of the capital funding (including local support) received by four-year public institutions.
Maryland community college students receive 16% of State financial aid, but represent the largest number of needy undergraduates.
51% of Pell Grant-eligible undergraduates in the State attend their local community colleges.
Community colleges educate about half of Maryland students in one third of the space of their four-year counterparts.
The Maryland Higher Education Investment Fund (HEIF), funded through the State corporate income tax, invests in both public higher education and workforce development, and helps to keep tuition affordable for Maryland undergraduate resident students. The fund has been included in the FY 2010 budget. Money in the HEIF may be expended: (1) to supplement General Fund appropriations to public senior higher education institutions; (2) for public senior higher education capital projects; and (3) for workforce development initiatives administered by the Maryland Higher Education Commission (MHEC). Money in the HEIF will provide $1.5 million in funding in the FY 2010 budget for workforce development initiatives administered by MHEC.
The Maryland Association of Community Colleges (MACC) 2009 Legislative Session posed the question, “Why should the State support community colleges in difficult times?” Some of their answers provide insight into the importance of maintaining a strong community college system:
Community colleges can help re-educate and retrain the workforce, aiding in recovery from recession.
At any given time, one in thirteen Maryland workers is enrolled in community college courses. Ninety-four percent of graduates stay in the state.
More than half the State’s undergraduates attend a community college.
Eighty percent of the State’s employment growth is in jobs that can be mastered at a community college.
As a result, MACC dubs community colleges “recession insurance” for these and other reasons.51
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1 Commission on the Future of Howard Community College, January 2008, Chair: Mary Ann Scully. 2 United States Forecast: Outlook for 2009-10, The Economist Intelligence Unit, Economist.com, July 1, 2009. 3 National Economic Trends, July 2009, Federal Reserve Bank. 4 The studentPOLL, a collaboration between Art & Science Group, LLC and the College Board, April 13, 2009. 5 A Recession Would Hurt, But State Has a Cushion, Gazette.Net, January 31, 2008, by Kevin J. Shay. 6 See www.mdp.state.md.us 7 The Business Monthly, May 2009, “Waiting for BRAC? It’s Already Here,” by George Berkhelmer. 8 www.census.gov/population/www/pop-profile/natproj.htm, retrieved August 5, 2009. 9 Source: U.S. Census population Projections; graphic from NewGeography.com. 10 U.S. Census Bureau, 2004, “U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin.” 11 www.census.gov/population/www/pop-profile/natproj.htm, retrieved August 5, 2009. 12 Maryland Department of Business and Economic Development, 2007. 2005 BRAC State of Maryland Impact Analysis: 2006-2020 Executive Summary. A Report to the U.S. Department of Labor. 13 U.S. Census Bureau. 14 U.S. Census Bureau. 15 Maryland Career & Technology Education State Plan, 2008-2010. 16 Executive Office of the President, Council of Economic Advisors, “Preparing the Workers of Today for the Jobs of Tomorrow,” July 2009. 17 National Economic Trends, July 2009, Federal Reserve Bank. 18 The Baltimore Sun, June 25, 2009, “Maryland Unemployment Rate Hits Nearly 26-Year High,” by Lorraine Mirabella. 19 Maryland Department of Business and Economic Development. 20 See www.mdp.state.md.us 21 For a speech by Maryland Lt. Governor Anthony G. Brown, “Economic Forecast,” January 15, 2009. 22 The Baltimore Sun, June 25, 2009, “Maryland Unemployment Rate Hits Nearly 26-Year High,” by Lorraine Mirabella. 23 Maryland Higher Education Commission’s 2004 Maryland State Plan for Post Secondary Education. 24 Maryland Governor’s Workforce Investment Board, “2008 Maryland’s Workforce Indicators.” 25 Maryland Department of Labor, Licensing and Regulation, Office of Workforce Information and Performance, September 2008 26 Maryland Department of Business and Economic Development, 2007. 2005 BRAC State of Maryland Impact Analysis: 2006-2020 Executive Summary. A Report to the U.S. Department of Labor. 27 Howard County Maryland Government. Howard county’s Base of Operations for Fort Meade Growth (22,000 New Jobs on Fort Meade!). Retrieved from http://www.co.ho.md.us/PortalServices/HCG_Executive BRAC.htm. 28 Howard County Update. Retrieved August 3, 2009 www.lowefs.com/editable/documents/ AnirbanBasulHowardCountyUpdate10.2008.pdf. 29 The Business Monthly, January 2009, “Howard County: Despite Challenges, Mostly Sunny,” by Ken Ulman. 30 U.S. Department of Labor, Bureau of Labor and Statistics and the Maryland Department of Labor, Licensing and Regulation 31 See www.mdp.state.md.us 32 Executive Office of the President, Council of Economic Advisors, “Preparing the Workers of Today for the Jobs of Tomorrow,” July 2009. 33 Military.com –Education, “New GI Bill Overview.” Retrieved August 4, 2009 from http://74.125.113.132/search?q=cache:kDDOVbor8LcJ:www.mhec.state.md.us/Grants/BR. 34 “How a Community College Makes Room” by Eric Hoover and Robin Wilson, Chronicle of Higher Education, 8-4- 2009. 35 Executive Office of the President, Council of Economic Advisors, “Preparing the Workers of Today for the Jobs of Tomorrow,” July 2009. 36 Newsweek, “America’s Top High Schools.” 37 Higher Education’s Role in ONE MARYLAND, January 19, 2007, Higher Education Transition Work Group.
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38 U.S. Department of Education, Institute of Education Sciences. Retrieved August 6, 2009. 39 Maryland Higher Education Commission’s 2004 Maryland State Plan for Post Secondary Education. 40 Maryland Governor’s Workforce Investment Board, “2008 Maryland’s Workforce Indicators.” 41 See www.mdp.state.md.us 42 Howard County Update. Retrieved August 3, 2009 www.lowefs.com/editable/documents/ AnirbanBasulHowardCountyUpdate10.2008.pdf. 43 “Distance Ed Continues Rapid Growth at Community Colleges,” Inside Higher Ed, retrieved August 20, 2009. 44 The Maryland Higher Education Commission’s (MHEC) 2008 Performance Accountability Report: Maryland Public Colleges and Universities, Volume 1, November 2008. 45 2009 MACC Databook, issued in January 2009. 46 Enrollment Projections 2009-2018, Maryland Public Colleges and Universities, MHEC, June 2009. 47 Retention, Graduation and Transfer Rates at Maryland Community Colleges, MHEC, June 2009. 48 Military.com –Education, “New GI Bill Overview.” Retrieved August 4, 2009 from http://74.125.113.132/search?q=cache:kDDOVbor8LcJ:www.mhec.state.md.us/Grants/BR. 49 “Enrollments – and Pell Costs – Soar,” Inside Higher Ed, August 26.2009 50 Community Colleges See Demand Spike, Funding Slip, The Washington Post, July 1, 2009, by Valerie Strauss. 51 2009 Legislative Agenda, Maryland Association of Community Colleges.
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Academic Program Review
Academic Program Review
Overview
Howard Community College (HCC) plays a unique and critical role in the education of the community. In the fall of 2009, twenty-five percent of the graduating class in Howard County chose to attend HCC. A full eighty percent of credit students majored in transfer programs in the fall of 2009, with the five top transfer programs being Arts & Science, General Studies, Nursing, Business Administration, and Teacher Education. The five top occupational programs were Radiologic Technology, Information Technology, Business Management, Hospitality/Culinary Management, and Licensed Practical Nursing.
HCC has a well-developed, comprehensive Academic Plan that clearly supports the College’s mission and reflects the specific needs of HCC’s service community. It is fully integrated with the College’s Enrollment Management Plan, the Technology Plan, and the Commission on the Future. All of these documents, which were generated internally, strongly support HCC’s Strategic Plan. Therefore, the purpose of the consultant’s review of the Academic Plan was to determine its potential impact on campus facilities, now and in the future.
The Academic Plan
The Academic Plan is a concise document with well-defined, relevant goals and measurable objectives. The plan is subdivided into four sections: Learning Environment, Organizational Effectiveness, Staffing, and Infrastructure. The goals within these groups are as follows:
Learning Environment
Goal A Develop strategies and programs to meet the needs of the least prepared students.
Goal B Establish an ongoing program to enhance the climate for learning in the classroom.
Goal C Actively promote diversity in restricted enrollment programs.
Goal D Develop high technology programs that address the IT needs of the community and provide important career opportunities for students.
Goal E Develop courses and programs to meet the needs of students for whom time and distance are a barrier to taking onsite courses.
Goal F Expand course and program offerings to meet the needs of an expanding student population.
Goal G Develop study abroad and faculty exchange programs in subject areas where international teaching and learning will significantly improve the quality of instruction and/or the relevance of the curriculum.
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Organizational Effectiveness
Goal A Expand and improve the professional development program.
Goal B Improve or maintain graduation and transfer rates to reach the Strategic Plan benchmark (40%) by 2015.
Goal C Develop external partnerships to more effectively and economically deliver needed programs and services to students.
Goal D Continually assess and improve Academic Affairs courses and programs.
Goal E Continually assess and improve Academic Affairs administrative processes.
Staffing
Goal A Provide adequate staffing to broadly achieve teaching and learning excellence.
Goal B Identify and plan for staffing needs for the Laurel College Center.
Goal C Review short-term and long-term staffing needs.
Infrastructure
Goal A Secure facilities for the expansion of credit and noncredit programs.
Goal B Facilitate the renovation of the academic spaces in McCuan Hall and the Clark Library.
Goal C Assure that furnishings, equipment, supplies, and instructional technologies meet the learning needs of HCC students.
Goal D Develop a plan for providing new faculty offices.
The goals include measurable objectives aimed at furthering each section of the Academic Plan. These goals and objectives cover everything from the development of courses to improving diversity, upgrading equipment, revising scheduling, supporting professional development on campus, developing partnerships with industry and local businesses, improving student outcomes, attracting seniors, improving staff performance, adjusting ratios between full- and part-time faculty and staff, and improving instructional space and access to technology. While the majority of these goals involve administrative and process changes, many also have a direct impact on physical facilities.
Goals that relate to student success have a direct effect on student support services and the space they require. Efforts to improve retention and graduation rates, boost student preparedness and to transition Academic Program Review | 80 noncredit students into credit programs all require space for staff offices, meeting and testing rooms, workrooms, and other support functions.
Goals that seek to improve diversity indicate the need for improving accessibility and the need for student club and activity space.
The expansion of existing programs and the development of new programs will have a significant impact on space needs. Knowledge Management, Digital Arts, and the proposed Associate of Science in Engineering program will all require dedicated instructional space. These programs are perfectly aligned with the occupations that will show the highest percentage of growth in the area, as discussed in the Environmental Scan, and they should attract many students to the College. Additional space will also be required for new program options, such as Casino Management, and expanding service courses such as Biology, Math, and English.
Some of the primary occupations that will be in high demand in Maryland through 2016 include Nursing, Health Care Specialists, Teachers, and Computer Support Specialists. Construction of the new Health Sciences Building and the proposed Science, Engineering and Technology Building (SET) will support courses that will train students for success in these fields. The Academic Plan’s focus on growing programs in these areas is in sync with the needs of the local community and the region.
Industry partnerships with high-technology programs will require flexible lab space similar to what is being proposed for the SET Building.
The Base Realignment and Closure process will have a large impact on local community colleges as they help facilitate the training and education of the necessary workforce. The SET Building will provide the labs and other instructional spaces that will be needed to support this effort.
As the population ages, as detailed in the Environmental Scan, the addition of Continuing Education programs to ease seniors into retirement or second careers will strain the limited space that is currently available to the Division.
The focus on moving closer to a 50/50 credit faculty/staff ratio will also mean that additional faculty office space will be required. Even as the percentage of adjunct faculty is reduced, additional office space for adjuncts will be needed because there is currently such a large deficit in that area.
The master plan addresses the reallocation and renovation of vacated space in existing buildings once the Health Sciences and SET Buildings are constructed. It also includes strategies for providing additional faculty offices, space for student activities, and additional food service venues. The plan provides a comprehensive, phased roadmap that will guide the College as it moves forward.
The stated intent in the Academic Plan to review and remove low productivity programs could help alleviate some of the space problems on the campus, as will improving the utilization of instructional space, as discussed in the Classroom and Class Lab Utilization Study section of this report. However, as the College
Academic Program Review | 81 grows and continues to implement the Academic Plan, new construction will inevitably be required and the renovation and reallocation of vacated space will become a priority.
Implications of the Environmental Scan on Academic Programs and Physical Facilities
External factors have a significant impact on college programs, especially at community colleges. The Environmental Scan reviewed and assessed current and projected trends that will affect HCC in the near and long-term. The Scan’s thematic sections include Economic Trends and Projections, Population Trends and Projections, Workforce Outlook, Education, Enrollment Trends and Projections, and Funding. The impact these trends might have on HCC’s academic programs was assessed for each category.
Economic Trends and Projections
While it appears the national economy is beginning to recover from the worst recession the United States has experienced since World War II, the economic downturn is still negatively affecting employment. As a result, HCC will continue to see an increase in enrollments as workers seek to be retrained and families look for affordable options for their children’s education. The State budget will continue to be tight. HCC will need to maximize its existing resources through improved utilization of existing space and the creation of flexible space in the future. The impact of the Base Realignment and Closure (BRAC) decision is expected to be felt sometime in late 2010 or early 2011. The local economy and the College will benefit from the creation of new jobs and the need to train workers for high-tech positions. HCC should actively seek out additional revenue sources to support the growth of the Columbia Campus. New programs will need to be developed to accommodate the needs of employers.
Population Trends and Projections
Howard County will continue to grow at a slightly faster rate than Maryland as a whole. While the number of traditional age students will decrease a little bit for the next few years, it will begin to grow again as 2015 approaches. However, the College should anticipate a larger number of older students attending classes.
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Workforce Outlook HCC’s plans for expanded and new programs matches well with emerging workforce needs in science, technology, engineering, green technology and sustainable design, informatics, language and translation skills, and math areas. The American Recovery and Reinvestment Act (ARRA) should create new opportunities in already expanding areas such as health care and education, and will create new opportunities in fledgling industries such as renewable energy production and distribution. HCC’s commitment to growing its technology programs should position it well to attract students. Healthcare and education industries are expected to contribute substantially to job growth in the future with the healthcare sub-sectors of nursing homes, physician office, and hospitals growing strongly. The construction of the new Health Sciences Building and the expansion of programs in Health Care areas will tap into this growing education market.
Education
HCC, through the construction of the Health Sciences and the SET Buildings should continue to prepare for an increased demand for technical programs that will be generated, in part, by BRAC. HCC should continue to develop partnerships with local health care facilities and employers to expand opportunities for clinical training. The College must continue to address its space deficiencies in order to be able to accommodate increased enrollments.
Enrollment Trends and Projections
HCC will continue to see significant enrollment growth over the next ten years. The increased use of technology in the classroom and the change from the traditional lecture format to more interactive learning environments will continue. Faculty development and training will become even more important as the pace of change escalates. The College should continue to increase distance learning offerings to provide additional options to students and to reduce some of the pressure on physical facilities.
Funding
Federal and state funding will likely continue to fall while financial and space-related demands will continue to climb at community colleges due to increased enrollments. Efficiencies must be found throughout the College and alternative revenue sources should be explored.
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Academic Divisions
The College’s academic programs are divided between eight academic divisions under the direction of the Office of the Vice President of Academic Affairs.
Arts and Humanities Business and Computer Systems Continuing Education (Noncredit) English and World Languages Health Sciences Mathematics Science and Technology Social Sciences/Teacher Education
Academic Programs
HCC currently offers roughly 190 programs that lead to one of the following:
Associate of Arts (A.A.) Degree – transfers to four-year programs Associate of Applied Science (A.A.S.) Degree – leads to immediate employment Associate of Arts in Teaching (A.A.T.) Degree – transfers to four-year programs
Certificate of Proficiency – focus is on the development of technical skills Letter of Recognition – for non-degree seeking students to acknowledge completion of a course
The Maryland Higher Education Commission has designated certain programs at Maryland community colleges as statewide programs. This allows for more effective planning for the placement of new instructional programs, particularly in high-cost specialties, while providing an opportunity for residents to take advantage of these programs. Residents of one county can enroll in one of these designated programs in an adjoining area with little or no additional cost. This reduces unnecessary duplication of courses across the State. The following have been designated as statewide programs at HCC:
Advanced Cardiovascular Imaging and Intervention Biomedical Engineering Cardiovascular Technology Photonics Technology
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The following academic programs and degrees/certificates were offered in fall 2009.
Associate of Arts Degree
Arts & Humanities Architecture Art Art History Arts Administration Communications Studies Dance Performance Film Studies Gaming and Simulation Design Interdisciplinary Studies Interior Design Liberal Arts Mass Media Design and Production Music Philosophy and Religious Studies Theatre Business & Computer Systems Business Administration Business Administration Information Systems Management-Office Systems Information Systems Management-Programming/Technical Systems International Business Computer Science Entrepreneurship Information Technology Information Technology Network Security English & World Languages Arabic English Journalism Spanish Health Sciences Athletic Training Exercise Science Health Care Management and Administration Health Education Human Services LPN Pathway Sequence Nursing Nursing–Accelerated Nutrition Public Health
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Associate of Applied Science Degree Mathematics Business & Computer Systems Mathematics (Transfer) Business Management Science & Technology Business Management Bioinformatics Professional Coaching Biotechnology Culinary Management Engineering Entrepreneurship Environmental Science Hospitality Management Horticulture Network Administration Life Science Network Engineer Physical Science Network Security Administration Pre-Allied Health Office Technology Pre-Dentistry Health Sciences Pre-Medical Technology Cardiovascular Technology-Invasive Technologist Pre-Medicine Emergency Medical Technician/Paramedic Pre-Nuclear Medicine Technology Health Care for the Professional Pre-Optometry Physical Therapist Assistant Pre-Pharmacy Radiologic Technology Pre-Veterinary Medicine Respiratory Therapy Social Sciences & Teacher Education Surgical Technology American Studies Science and Technology Anthropology Architecture and Construction Conflict Resolution Biomedical Engineering Criminal Justice Computer-Aided Design Technology Teacher Education Computer Support Technology Early Childhood Education Electronics Technology Elementary Education Electronics Technology General Studies Telecommunications Technology General Studies Wireless Communications Technology Business/Technology Emphasis Photonics Technology Certificate Students Science Emphasis Associate of Arts in Teaching Global Economics Social Sciences & Teacher Education History Teacher Education International Studies Early Childhood Education Psychology Elementary Education/Generic Special Education PreK-12 Social Sciences Secondary Education Sociology Secondary Education - Chemistry Secondary Education - English Secondary Education - Mathematics Secondary Education - Physics Secondary Education - Spanish
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Certificate of Proficiency Arts & Sciences Arts Administration Communications Studies Graphic Design Multimedia Design Transfer Studies Web Design Business & Computer Systems Certificate of Proficiency Business in the Virtual Environment - Business Management Culinary Management E-Commerce Designer — Information Technology E-Commerce/E-Business — Business Management Entrepreneurship — Business Management Financial Planning — Business Management Hospitality Management Internet Professional — Information Technology Legal Office Assistant — Office Technology Medical Transcriptionist — Office Technology Microsoft Certified Systems Engineer (MCSE) Windows Server 2003 — Network Administration Network Security Administration — Network Administration Office Assistant — Office Technology Professional Coaching — Business Management Professional Organizational Coaching — Business Management Retailing— Business Management Web Developer — Information Technology Webmaster — Information Technology Health Sciences Accelerated Cardiovascular Program for Hospital Trainees Advanced Cardiovascular Imaging and Interventional Therapies Cardiac Monitoring and Analysis Cardiovascular Technology for Allied Health Professionals Emergency Medical Technician/Paramedic Exercise Science - Martial Arts Exercise Science - Personal Training Human Services Licensed Practical Nursing Surgical Technology
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Certificate of Proficiency Science and Technology Architecture and Construction Biomedical Engineer Field Technician - Biomedical Engineering Biomedical Engineer Specialist- Biomedical Engineering Cisco Certified Networking - Computer Support Technology Computer-Aided Design Technology Electronics Technology PC Maintenance (A+ Certification) with Network Emphasis - Computer Support Technology Photonics Technology Telecommunications Technology - Electronics Technology Social Sciences & Teacher Education Early Childhood Development
Letter of Recognition Arts & Humanities Music Performance - Jazz Music Performance - Voice Music Therapy Photography Television Production Theatre/Performance Theatre/Technical Business & Computer Systems Entrepreneurship Internet and Core Computing (IC3) Legal Office Assistant Microsoft Certified Application Specialist Accounting — Preparation for the CPA Examination Health Sciences Emergency Medical Technician/Paramedic Social Sciences & Teacher Education Early Childhood Development
44% of courses in the fall 2009 semester were taught by full-time faculty. All of the Arts & Humanities Certificates of Proficiency will eventually be phased out, replaced by stand- alone programs. Enrollments in Social Sciences will likely go down as the number of required credits will be reduced from nine to six. English composition enrollments will also drop as HCC reduces the requirement from two to one composition courses. The need for multiple certifications in cyber-security fields will grow, so enrollment in those certificate programs will increase.
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New program options that were added in 2009 include: Public Health, A.A. Degree Aging Studies Music Theater Program Option Nutrition, A.A. Degree Ecological Technology Design Radio and Television Production, Certificate
Future academic programs that are currently under development and/or consideration include: Knowledge Management Digital Arts Casino Management Early Childhood Business Management Homeland Security Information Assurance and Information Technology Associate of Science in Engineering – Computer Engineering Associate of Science in Engineering (ASE) – Electrical Engineering
The ASE is a new statewide degree that was approved by the Maryland Higher Education Commission (MHEC) in 2009. It is similar to the associate of arts in teaching degree in that students who receive the degree can transfer as a junior to any state four-year institution that offers the program.
Continuing Education and Workforce Development
HCC offers courses and special services to the Howard County community through the Continuing Education and Workforce Development Division. Continuing Education courses are offered in the following categories:
Adult Basic Skills, GET, EDP Business Child Care Command Spanish® Computers & Information Technology English as a Second Language English Language Institute Health Care Hospitality Kids On Campus – summer and year-round enrichment programs for youth ages 7 to 17 Languages Lifestyle and Leisure Motorcycle Safety Online Courses Seniors Test Preparation – math placement and SAT preparation General Services Administration Schedule Courses and Training
The College offers adult basic skills and literacy courses, English as a second language classes, contract training (credit and noncredit), open enrollment classes for personal and professional development,
Academic Program Review | 89 enrichment programs for 7 to 17 year-olds, and non-traditional high school diplomas for adults. Courses are taught at different sites throughout Howard County. On the Columbia Campus, most are taught in the Hickory Ridge Building.
Characteristics of the Student Body (Fall 2009)
8,778 credit students were enrolled 39% were registered as full-time credit students, with 78% enrolled in day classes Approximately 57% were female The median age was 21 for all students. The median age for full-time students was 19, indicating there is a growing percentage of first time, full-time traditional students on campus. The median age for part-time students was 25. 21% were first time students; 10% were transfer students; 64% were returning to HCC; 3% were readmitted. 82% were Howard County residents 1,156 students hailed from 101 different nations HCC had a 44.4% share of all Howard County undergraduates attending Maryland campuses
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Student Body Ethnicity. Fall 2009
On-
Campus FTDEs by Division. Fall 2009
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Space Needs Analysis
Space Needs Analysis
As part of the master planning process, a space needs analysis was prepared to document the Columbia Campus’s total quantitative space requirement through 2020. This section addresses enrollment projections, their impact on the College’s space needs, and the development of the master plan space program. It also provides a detailed assessment of overall space need by space category in five year increments.
Interview Process
The space needs analysis and the development of the College’s space program began with a series of detailed discussions and group interviews conducted by the consultants. The consulting team met with several academic and non-academic user groups to solicit ideas and recommendations regarding current facility conditions and future programmatic goals. During the course of the interviews, a number of topics were presented to encourage the groups to uncover and discuss specific needs or intended changes in programs that could affect future space requirements. The topics discussed included campus mission and image; student/faculty services and amenities; continuing education and community service; programmatic initiatives; department relationships and adjacencies; campus services; technology; and teaching environments. The information gathered during these sessions informed the development of a detailed space program of current and future needs.
Enrollment Projections
The quality and variety of programs offered at HCC are major factors that have influenced the College’s increasing enrollments. The recent economic downturn has also been a factor in the significant growth the campus has experienced. There has traditionally been an inverse relationship between community college enrollments and the economy. During difficult economic times, classes at community colleges have historically grown as displaced workers seek to be retrained and families search out affordable educations for their children. When the economy has recovered, community college growth has generally stabilized or even declined.
A paradigm shift may be occurring, however, that could change the relationship of the economy to community college enrollment. Community colleges have become an important component in the government’s recovery and growth plan. The 2010 Health Care Reform Bill included $2 billion to help improve education and training programs at community colleges. The rising cost of a four-year college education is putting higher education out of the reach of many. For those wishing to earn a bachelor’s degree, attending a community college for the first two years then transferring can reduce costs while providing high-quality, personalized attention that can be difficult to find at larger institutions. However, many of the technical jobs that will be created in the coming years will only require a two-year degree. As more of the population becomes aware of the benefits of community colleges, what was once a “fall-back option” may become the avenue of choice for a college education.
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Enrollment Growth
The following table provides historical and projected headcount data for credit student enrollments from fall 2005 through fall 2020. The projections are based on the Maryland Higher Education Commission’s enrollment projections and anticipated program growth. However, the projections also take into account the fact that the campus may not be able to grow quickly enough to keep pace with student demand, so enrollment growth may need to be controlled. The data indicate the following:
Total student enrollment grew 28% between fall 2005 and fall 2009. Enrollment will grow another 30% by 2020. Transfer programs grew 34% from 2005 to 2009. In fall 2009, 80% of students were enrolled in transfer programs, up 12.9% from 2008. Transfer enrollments are expected to grow an additional 26% by 2020, with a projected headcount of 8,779. Career programs will grow by 32%, reaching 1,482 by 2020.
Full-Time and Part-Time Credit Headcount Enrollment
Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Total Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change FT Headcount 2,635 2,773 2,931 3,046 3,443 31% 4,132 4,476 30% PT Headcount 4,206 4,388 4,592 4,859 5,335 27% 6,402 6,935 30% Total Enrollment 6,841 7,161 7,523 7,905 8,778 28% 10,534 11,411 30%
% Full‐time 39% 39% 39% 39% 39% 2% 39% 39% 0% % Part‐time 61% 61% 61% 61% 61% ‐1% 61% 61% 0%
Transfer Total FT Headcount 2,327 2,428 2,559 2,663 3,022 30% 3,643 3,921 30% PT Headcount 2,866 3,149 3,355 3,525 3,962 38% 4,680 4,859 23% Total Enrollment 5,193 5,577 5,914 6,188 6,984 34% 8,322 8,779 26%
% Full‐time 45% 44% 43% 43% 43% ‐3% 44% 45% 3% % Part‐time 55% 56% 57% 57% 57% 3% 56% 55% ‐2%
Career Total FT Headcount 214 215 273 284 317 48% 344 369 16% PT Headcount 630 586 637 766 808 28% 1,027 1,113 38% Total Enrollment 844 801 910 1,050 1,125 33% 1,371 1,482 32%
% Full‐time 25% 27% 30% 27% 28% 11% 25% 25% ‐12% % Part‐time 75% 73% 70% 73% 72% ‐4% 75% 75% 5%
Undeclared FT Headcount 94 130 99 99 104 11% 120 157 51% PT Headcount 710 653 600 568 565 ‐20% 720 992 76% Total Enrollment 804 783 699 667 669 ‐17% 840 1,149 72%
% Full‐time 12% 17% 14% 15% 16% 33% 14% 14% ‐12% % Part‐time 88% 83% 86% 85% 84% ‐4% 86% 86% 2%
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Student Credit Hours and Full-Time Day Equivalents (FTDEs)
The projected increase in enrollment will have a significant impact on the number of student credit hours (SCH) that will be generated. SCH is a unit of measure applied toward the total number of hours needed for completing the requirements of a degree, certificate, or other award.
Total credit SCH increased by 33% between fall 2005 (58,900) and fall 2009 (78,293). Credit SCH will grow by another 36% by 2020, to a total of 106,400 SCH. As more HCC students attend full-time, the average credit load per head count has increased from 8.6 in fall 2005 to 8.9 in fall 2009. It is anticipated that this trend will continue and the average credit load will be 9.3 by 2020. There was an increase of 36% in on-campus day SCH between 2005 and 2009. By 2020, there will be an additional increase of 32%, with a projected fall SCH of 73,994. On-line instruction will continue to grow, with an increase of 33 day FTDEs (33%) in the next ten-year period. The anticipated increase in on-campus day SCH will result in a 32% increase in total on-campus day FTDEs between 2009 and 2020. Total on-campus FTEs will increase by 27% in the next ten years, from 5,071 in fall 2009 to 6,453 in fall 2020. Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Enrollment Summary Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Total SCH* 58,900 62,530 65,685 70,136 78,293 33% 96,765 106,400 36% Average CH per Headcount8.68.78.78.98.9 9.2 9.3 Total FTE 3,927 4,169 4,379 4,676 5,220 33% 6,451 7,093 36% On‐Campus Day SCH 41,204 44,731 46,862 51,038 56,198 36% 67,317 73,994 32% On‐Campus Day FTDE 1,373 1,491 1,562 1,701 1,873 36% 2,244 2,466 32% Distance Learning Day FTDE 68 74 81 86 99 46% 120 132 33%
Total On‐yCampus Da FTDE 1,441 1,565 1,643 1,787 1,972 37% 2,364 2,598 32% Annualized On‐Campus Day FTDE 2,883 3,131 3,286 3,574 3,945 37% 4,728 5,197 32%
Total On‐Campus SCH 57,451 61,191 64,243 68,883 76,064 32% 88,056 96,792 27% Total On‐Campus FTE 3,830 4,079 4,283 4,592 5,071 32% 5,870 6,453 27% Headcount 6,841 7,161 7,523 7,905 8,778 28% 10,534 11,411 30%
On-campus day credit SCH are shown by division in the following table. Health Sciences and Science Engineering Technology will show the greatest increases over the next ten years, with a 53% and 44% increase in SCH, respectively. Overall, there will be a 32% increase in the number of day, on-campus SCH.
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Weekly Student Contact Hours (WSCH)
Space allowances for classroom and teaching laboratories are based on WSCH generated by FTDEs, or enrollments of students attending classes between 8:00 a.m. and 5:00 p.m., and are generated through FTDE for credit hours taught for a particular space category (i.e. classroom or teaching laboratory).1 This includes only hours actually scheduled in a classroom or lab and does not include unscheduled hours in those spaces, even if required (examples include language, music, and art).
Day, On‐Campus Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Credit SCH Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Arts & Humanities 6,069 6,041 6,115 6,484 7,468 23% 8,752 9,620 29% Business/Computer 3,755 4,491 4,399 4,451 4,837 29% 5,722 6,290 30% English/World Languages 9,160 9,908 10,624 12,042 12,739 39% 14,810 16,279 28% Health Sciences 2,993 3,319 3,627 3,826 4,117 38% 5,722 6,290 53% Mathematics 6,874 7,736 8,236 9,159 10,139 47% 11,444 12,579 24% Social Sciences/Education 6,358 6,688 6,917 7,708 8,653 36% 10,097 11,099 28% Science & Technology 5,995 6,548 6,944 7,368 8,245 38% 10,771 11,838 44% (Includes CE) 41,204 44,731 46,862 51,038 56,198 36% 67,317 73,994 32%
On‐Campus Day Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Credit WSCH Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Arts & Humanities 6,797 7,128 7,216 7,586 8,812 30% 10,200 11,212 27% Business/Computer 4,619 5,479 5,323 5,252 5,756 25% 6,860 7,395 28% English/World Languages 10,076 10,800 11,580 13,005 13,631 35% 16,104 17,701 30% Health Sciences 3,262 3,618 4,207 4,362 4,405 35% 6,408 7,044 60% Mathematics 7,149 8,123 8,648 9,617 10,646 49% 12,005 13,195 24% Social Sciences/Education 6,422 6,755 6,986 7,785 8,740 36% 10,162 11,170 28% Science & Technology 8,813 9,560 10,138 10,757 11,955 36% 15,732 17,292 45% 47,192 51,449 54,051 58,350 63,945 35% 77,472 85,010 33%
WSCH/SCH Ratio 1.151.151.151.141.14 ‐1% 1.15 1.15 1%
1 Maryland Community College Space Utilization Report, Volume 1, page 9. Prepared by the Workgroup of Space Utilization at Maryland Community Colleges, April 2008. Space Needs Analysis | 96
Overall, there will be an increase of 33% in WSCH between fall 2009 and fall 2020. The largest growth is anticipated in Health Sciences (60%) and in Science & Technology (45%). This will be due in large part to the new Health Sciences and Science Engineering Technology Buildings that are planned for the Columbia Campus. The WSCH/SCH ratio, which is currently 1.14, should increase slowly as more students become involved in laboratory-based courses. Of the 85,010 WSCH in fall 2020, 40% will be lecture-based and 60% will be lab-based. The greatest growth will be seen in Health Sciences and Science & Technology. The total number of noncredit course hours on the Columbia Campus will increase by 28% between 2009 and 2020. The number of FTDE is expected to increase by 28% over the next ten years.
Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Lecture Credit WSCH Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Arts & Humanities 1,883 2,003 2,071 2,132 2,476 32% 2,828 2,968 20% Business/Computer 1,269 1,490 1,463 1,381 1,514 19% 1,811 1,960 29% English/World Languages 2,065 2,268 2,431 2,549 2,672 29% 3,217 3,519 32% Health Sciences 2,061 2,279 2,700 2,761 2,788 35% 4,049 4,451 60% Mathematics 842 998 1,026 1,133 1,254 49% 1,412 1,410 12% Social Sciences 6,165 6,552 6,721 7,474 8,390 36% 9,754 10,722 28% Science & Tech 4,757 5,256 5,586 5,895 6,575 38% 8,461 9,160 39% (Includes CE) 19,043 20,847 21,998 23,324 25,670 35% 31,531 34,190 33%
Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Lab Credut WSCH Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Arts & Humanities 4,914 5,125 5,145 5,454 6,336 29% 7,373 8,087 28% Business/Computer 3,350 3,989 3,860 3,871 4,242 27% 5,049 5,435 28% English/World Languages 8,011 8,532 9,149 10,456 10,959 37% 12,887 14,182 29% Health Sciences 1,201 1,339 1,507 1,601 1,617 35% 2,359 2,594 60% Mathematics 6,307 7,125 7,622 8,484 9,392 49% 10,593 11,785 25% Social Sciences 257 203 265 311 350 36% 407 448 28% Science & Tech 4,056 4,304 4,552 4,862 5,380 33% 7,271 8,131 51% (Includes CE) 28,095 30,616 32,100 35,040 38,275 36% 45,940 50,820 33%
Actual Actual Actual Actual Actual % Change Projected Projected 2009‐2020 Continuing Education Data Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 from 2006 Fall ‘15 Fall ‘20 % Change Total SCH 10,623 9,040 10,153 12,064 14% 13,934 15,444 28% WSCH (Eligible) 10,442 8,843 10,018 11,841 13% 13,676 15,159 28% FTE 1,392 1,179 1,336 1,579 13% 1,824 2,021 28% FTDE 146 164 179 187 28% 216 239 28% WSCH Lecture 4,267 3,614 4,094 4,839 13% 5,589 6,195 28% WSCH Lab 1,627 1,378 1,561 1,845 13% 2,131 2,362 28% WSCH Other 4,548 3,851 4,363 5,157 13% 5,956 6,602 28% WSCH Distance Learning 181 197 135 223 23% 282 298 34%
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Faculty/Staff Projections
Personnel estimates serve as a critical driver in the process of estimating space needs. For this reason, it is important to understand not only how many and what types of staffing currently exist, but also how many and what types are projected to be added in the future.
Academic and non-academic staff projections were developed through a series of collection efforts. The data collection began with a list of all employees by department or area from Human Resources. All departments that were interviewed were asked for personnel counts for their areas, as well as projections for staff changes. The tally of faculty and academic support staff was then reviewed by the College and the personnel tallies were adjusted accordingly. The final personnel numbers were integrated into the space program to ensure that all staff was allocated appropriate office/work space on the Columbia Campus. Offices make up a large part of any college’s space inventory, so it is important to have an accurate count.
Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Faculty Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Credit Faculty Full‐Time 115 127 141 148 150 30% 175 200 11% Part‐Time 382 398 417 404 478 25% 533 590 8% Total Headcount 497 525 558 552 628 26% 708 790 9% Total FTE Faculty 211 227 245 249 270 28% 308 348 10% Student/ Faculty Ratio 1818171819 1919 Noncredit Faculty Full‐Time 00000 0 0 Part‐Time 144 131 135 119 141 ‐2% 143 145 1% Total FTE Credit Faculty 36 33 34 30 35 ‐2% 35.86 36.27 3% Total Faculty Full‐Time 115 127 141 148 150 30% 175 200 33% % Full‐Time Faculty FTE 0.5 0.5 0.5 0.5 0.5 0.5 0.5 Part‐Time 526 529 552 523 619 18% 681 735 19% Total Headcount 641 656 693 671 769 856 935 22% Total FTE Faculty 247 259 279 279 305 24% 345 384 26%
Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Staff (Budgeted) Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Full‐Time 318 330 360 378 370 16% 426 500 35% Part‐Time 33 40 42 45 45 0 63 77 70% Total Staff Headcount 351 370 402 423 415 18% 489 576 39% Total FTE Staff 326 340 371 389 381 17% 441 519 36% Budgeted Staff/ Faculty Ratio 1.32 1.31 1.33 1.40 1.25 1.28 1.35
The Maryland Higher Education Commission has a benchmark of 50/50 for full-time and part-time credit faculty. Due to budget constraints, the College has not been able to hire sufficient numbers of faculty to achieve this ratio. Reportedly, the current full-time/part-time ratio is 39%/61% and approximately 24 additional full-time faculty would be needed to achieve the 50/50 mix.
Part- and full-time faculty growth will grow slowly over the next ten years due to operational constraints. The student/faculty ratio will remain steady at 19 to 1. By 2020, the total staff FTE is projected to be 519.
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Library Collection
The Teaching and Learning Services Division administers HCC’s Library. Recent renovations in the James Clark Jr. Library have greatly improved the physical learning environment. The current collection, which is composed of books, periodicals, audio tapes, computer diskettes, compact disks, DVDs, and video tapes, will also undergo a transformation over the next ten years.
Within five years all periodicals, newspapers, audio tapes, and computer diskettes will have been converted to electronic format. Within ten years all remaining maps and video tapes will also be in electronic format. Between fall 2009 and 2020, there will be a 7% decline in the number of books and a 28% decline in the number of reference books. The shift to electronic media will result in a 116% increase in the number of compact disks and DVDs in the collection. The Library will provide streaming video for on-site and on-line courses at an increasing rate.
Library Actual Actual Actual Actual Actual 5‐Year % Projected Projected 2009‐2020 Physically Bound Volume Fall ‘05 Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Change Fall ‘15 Fall ‘20 % Change Equivalents Books 43,075 43,065 43,749 45,390 45,084 5% 43,500 42,000 ‐7% Bound Periodicals 0 0 212 214 217 N/A 00‐100% Microfilm Reels 1,088 1,088 0 0 0 ‐100% 00N/A Records 139 139 139 0 0 ‐100% 00N/A Maps 11 11 10 11 9 ‐18% 10‐100% Microforms (non‐reel) 5758000‐100% 00N/A Unbound Newspapers 107 107 71 71 71 ‐34% 00‐100% Reference Books 18,510 17,946 17,383 16,819 16,256 ‐12% 13,235 11,765 ‐28% Slides 11110‐100% 00N/A Unbound Periodicals 356 408 232 232 236 ‐34% 00‐100% Audio Tapes 759092922‐97% 00‐100% Computer Diskettes 767563528‐89% 00‐100% Compact Disks & DVD 148 159 168 208 231 56% 440 500 116% Video Tapes 2,370 2,347 2,353 2,377 2,161 ‐9% 417 0 ‐100% Total 66,013 65,494 64,473 65,467 64,275 ‐3% 57,593 54,265 ‐16%
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Space Projections
Physical Space Inventory
The Columbia Campus physical space inventory was reviewed and updated to reflect recent renovations. It shows a current total of 391,472 net assignable square feet (NASF) of building area. The following tables present HCC’s Physical Space Inventory by building and function.
123 4 5 6 78 HEGIS HEGIS Clark Nursing Athletic McCuan Hickory Science & Student Storage CODE CATEGORY Library Building & Fitness Hall Ridge Technology Activities Building 100 CLASSROOM 0 6,373 404 0 10,929 1,834 0 0 110 Classroom 6,373 404 10,773 1,834 115 Classroom Service 156 200 LABORATORY 16,918 8,998 0 5,147 18,466 22,677 0 0 210 Class Laboratory 13,405 7,662 4,664 17,083 17,110 215 Class Laboratory Service 1,614 1,336 483 30 5,567 220 Open Laboratory 1,332 1,353 250 Research Laboratory 567 300 OFFICE 13,524 2,749 1,439 12,338 10,987 9,053 3,819 1,946 310 Office 11,493 2,556 1,131 9,911 9,409 7,728 3,484 1,399 315 Office Service 1,909 175 1,455 914 511 80 547 320 Testing & Tutoring 261 350 Conference Room 122 193 133 972 403 814 255 400 STUDY 16,517 420 0 0 0 0 0 0 410 Study 3,900 420 420 Library Stacks 4,876 430 Open‐Stack Study Room 7,741 440‐55 Processing/Service 0 500 SPECIAL USE 0 666 26,353 1,784 0 0 0 0 520 Athletic or Physical Education 22,127 525 Athletic or Physical Education Service 4,226 530 Media Production 390 1,784 535 Media Production Service 276 600 GENERAL USE 1,120 0 0 12,081 312 0 4,762 621 610 Assembly 6,222 615 Assembly Service 4,567 620 Exhibition 655 625 Exhibition Storage 133 630 Food Facility 635 Food Facility Service 640 Day Care 645 Day Care Service 650 Lounge 312 4,027 655 Lounge Support 660 Merchandising 665 Merchandising Service 621 670 Recreation 735 680 Meeting 1,120 504 700 SUPPORT 1,308 0 0 0 544 2,483 0 0 710 Telecom 1,308 720 Shop 1,737 725 Shop Service 70 746 730 Central Storage 474 750 Central Service 760 Hazmat Storage 800 HEALTH CARE 1,551 0 0 0 0 0 0 0 900 RESIDENTIAL 0 0 0 0 0 0 0 0 050 INACTIVE AREA 000 00 000 060 ALTER. OR CONV. 000 00 000 070 UNFINISHED AREA 000 00 000 090 OTHER ORG. USAGE 000 00 000 Total NASF: 50,938 19,206 28,196 31,350 41,238 36,047 8,581 2,567 Total GSF: 75,294 33,097 48,064 49,860 60,000 67,997 14,508 4,700 Efficiency (%): 0.68 0.58 0.59 0.63 0.69 0.53 0.59 0.55
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9 10 11 12 13 14 15 Subtotal HEGIS HEGIS Children's Duncan Carpentry Horowitz Rouse (RCF) Pole Temp On Campus CODE CATEGORY Center Hall Shop VPA SSH Barn Buildings Permanent 100 CLASSROOM 0 9,685 0 0 0 0 2,251 31,476 110 Classroom 9,685 2,251 31,320 115 Classroom Service 156 200 LABORATORY 1,977 34,450 0 34,062 0 0 2,642 145,337 210 Class Laboratory 1,977 27,815 29,553 2,612 215 Class Laboratory Service 630 4,509 30 14,199 220 Open Laboratory 6,005 8,690 250 Research Laboratory 567 300 OFFICE 345 10,384 0 1,314 38,362 0 0 106,260 310 Office 345 8,360 1,314 22,547 79,677 315 Office Service 295 7,157 13,043 320 Testing & Tutoring 6,738 6,999 350 Conference Room 1,729 1,920 6,541 400 STUDY 0 1,365 0 411 1,300 0 0 20,013 410 Study 1,365 411 1,300 7,396 420 Library Stacks 4,876 430 Open‐Stack Study Room 7,741 440‐55 Processing/Service 0 500 SPECIAL USE 0 462 0 199 0 0 0 29,464 520 Athletic or Physical Education 22,127 525 Athletic or Physical Education Service 4,226 530 Media Production 462 199 2,835 535 Media Production Service 276 600 GENERAL USE 7,628 4,214 0 1,475 16,269 0 0 48,482 610 Assembly 6,222 615 Assembly Service 4,567 620 Exhibition 1,303 1,958 625 Exhibition Storage 172 305 630 Food Facility 8,759 8,759 635 Food Facility Service 4,210 4,210 640 Day Care 6,013 6,013 645 Day Care Service 1,454 1,454 650 Lounge 1,080 5,419 655 Lounge Support 312 200 512 660 Merchandising 1,660 1,660 665 Merchandising Service 1,440 2,061 670 Recreation 735 680 Meeting 161 2,822 4,607 700 SUPPORT 0 1,260 1,455 0 0 1,839 0 8,889 710 Telecom 1,308 720 Shop 904 762 3,403 725 Shop Service 356 693 1,839 3,704 730 Central Storage 474 750 Central Service 0 0 760 Hazmat Storage 0 800 HEALTH CARE 0 000 0001,551 900 RESIDENTIAL 0 0 0 0 0 0 0 0 050 INACTIVE AREA 0 000 000 0 060 ALTER. OR CONV. 0 000 000 0 070 UNFINISHED AREA 0 000 000 0 090 OTHER ORG. USAGE 0 000 000 0 Total NASF: 9,950 61,820 1,455 37,461 55,931 1,839 4,893 391,472 Total GSF: 12,036 105,035 1,850 78,090 103,770 1,900 5,475 661,676 Efficiency (%): 0.83 0.59 0.79 0.48 0.54 0.97 0.89 0.59
Total net assignable square feet (NASF) refers to the sum of all floor areas in a building that are assigned to, or available for, use by a department. Gross square feet (GSF) refers to all of the spaces in a building, including the thickness of interior and exterior walls, corridors, toilet rooms, mechanical and service areas, stairs and elevators. The efficiency factor is the percentage of the NASF within the building.
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While the Gateway Building and the Laurel Center were not included in this analysis, a summary of the space associated with these facilities is included for reference purposes. In addition, because the Belmont Conference Center is being sold, no analysis was done at that location.
1 2 Subtotal Total HEGIS HEGIS Gateway Laurel On Campus On Campus CODE CATEGORY Building Center Overflow Space 100 CLASSROOM 0 3,928 3,928 35,404 110 Classroom 0 31,320 115 Classroom Service 0 156 200 LABORATORY 0 5,125 5,125 150,462 210 Class Laboratory 4,771 215 Class Laboratory Service 0 14,199 220 Open Laboratory 0 354 354 9,044 250 Research Laboratory 0 567 300 OFFICE 1,362 1,224 2,586 108,846 310 Office 1,362 1,224 2,586 82,263 315 Office Service 0 13,043 320 Testing & Tutoring 0 6,999 350 Conference Room 0 6,541 400 STUDY 0 0 0 20,013 410 Study 0 7,396 420 Library Stacks 0 4,876 430 Open‐Stack Study Room 0 7,741 440‐55 Processing/Service 0 0 500 SPECIAL USE 0 0 0 29,464 520 Athletic or Physical Education 0 22,127 525 Athletic or Physical Education Service 0 4,226 530 Media Production 0 2,835 535 Media Production Service 0 276 600 GENERAL USE 10,984 0 10,984 59,466 610 Assembly 0 6,222 615 Assembly Service 0 4,567 620 Exhibition 0 1,958 625 Exhibition Storage 0 305 630 Food Facility 0 8,759 635 Food Facility Service 0 4,210 640 Day Care 0 6,013 645 Day Care Service 10,984 10,984 12,438 650 Lounge 0 5,419 655 Lounge Support 0 512 660 Merchandising 0 1,660 665 Merchandising Service 0 2,061 670 Recreation 0 735 680 Meeting 0 4,607 700 SUPPORT 0 0 0 8,889 710 Telecom 0 1,308 720 Shop 0 3,403 725 Shop Service 0 3,704 730 Central Storage 0 474 750 Central Service 0 0 760 Hazmat Storage 0 0 800 HEALTH CARE 0 0 0 1,551 900 RESIDENTIAL 0 0 0 0 050 INACTIVE AREA 0 0 0 0 060 ALTER. OR CONV. 0 0 0 0 070 UNFINISHED AREA 0 0 0 0 090 OTHER ORG. USAGE 0 0 0 0 Total NASF: 12,346 10,277 22,623 414,095 Total GSF: 14,247 16,385 30,632 692,308 Efficiency (%): 0.87 0.63 0.74 0.60
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Maryland Space Projections
In Maryland, capital projects are planned using ten-year enrollment projections that produce full-time day equivalent (FTDEs) and weekly student contact hour (WSCH) counts, which are used as the basis for determining space needs. Full- and part-time faculty counts, staff counts, and library collection data are also factored in the equation to generate an assessment of current and future space need. The following actual data for fall 2009 and the projected data for fall 2020 were used for this analysis.
ACTUAL PROJECTED
Fall 2009 Fall 2020 FTDE‐Credit 3,945 5,197 FTDE‐Noncredit 187 239 FTDE‐Total 3,945 5,197 WSCH‐Lecture‐Credit 25,670 34,190 WSCH‐Lecture‐Noncredit 4,839 6,169 WSCH‐Lecture‐Total 25,670 34,190 WSCH‐Lab‐Credit 38,275 50,820 WSCH‐Lab‐Noncredit 1,845 2,362 WSCH‐Lab‐Total 38,275 50,820 FTE Credit 5,071 6,453
Bound Volume Equivalents 64,275 54,265 FT‐Faculty 150 200 FT‐Library 5 6 PT‐Facutly 619 735 FTE‐Faculty 309.75 389.75 FT‐Staff 370 500 Planning Headcount‐Total 2,406 3,163 ACTUAL PROJECTED Fall 2009 Fall 2020 8,778 11,411
Based on the State’s capital space allocation guidelines, the current space need for the Columbia Campus is 581,393 NASF (as shown in the table on the following page). This means there is a current space deficit of 189,921 NASF. The largest deficit is in laboratory space (94,942 NASF).
The Maryland calculations show that in ten years there will be a need for a total of 762,086 NASF on the Columbia Campus. That is 370,614 NASF more than currently exists. In other words, the campus will nearly have to double in size to accommodate projected enrollment growth by 2020.
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HEGIS HEGIS Need Inventory Surplus/ Need CODE CATEGORY Current Current (Deficit) 10 Years 100 CLASSROOM 28,494 31,476 2,982 37,951 200 LABORATORY 240,279 145,337 (94,942) 318,675 210 Class Laboratory 223,143 136,080 (87,063) 296,281 220 Open Laboratory 16,569 8,690 (7,879) 21,827 250 Research‐No Allowance 567 567 0 567 300 OFFICE 116,681 106,260 (10,421) 152,167 310 Office 113,959 99,261 (14,698) 148,819 320 Testing & Tutoring 2,723 6,999 4,277 3,349 350 Conference Room‐Included w/310 400 STUDY 33,655 20,013 (13,642) 40,078 410 Study 24,656 7,396 (17,260) 32,481 420‐30 Stack/Study 6,428 12,617 6,190 5,427 440‐55 Processing/Service 2,571 0 (2,571) 2,171 500 SPECIAL USE 65,940 29,464 (36,476) 80,964 520‐25 Athletic 58,450 26,353 (32,097) 70,970 530 Media Production 6,490 3,111 (3,379) 8,994 580 Greenhouse 1,000 0 (1,000) 1,000 600 GENERAL USE 66,064 48,482 (17,582) 79,314 610 Assembly 16,890 10,789 (6,101) 19,394 620 Exhibition 2,723 2,263 (460) 3,349 630 Food Facility 20,209 12,969 (7,240) 26,568 640 Child Care 7,467 7,467 0 7,467 650 Lounge 7,218 5,931 (1,287) 9,489 660 Merchandising 2,823 3,721 899 3,449 670 Recreation‐No Allowance 735 735 0 1,599 680 Meeting Room 8,000 4,607 (3,393) 8,000 700 SUPPORT 29,291 8,889 (20,402) 37,929 710 Data Processing 2,500 1,308 (1,192) 3,398 720 Shop/ Storage 22,344 7,581 (14,763) 28,759 730 Included w/ 720 740 Included w/ 720 750 Central Service 4,000 0 (4,000) 5,197 760 Hazmat Storage 447 0 (447) 575 800 HEALTH CARE 989 1,551 562 1,239 900 No Allowance 0000 050‐090 No Allowance 0 0 0 8,768 Y01 No Allowancen (SCUP) 0 0 0 5,000 Total NASF: 581,393 391,472 (189,921) 762,086 Current and projected space need on the Columbia Campus
The large space deficits, both current and projected, emphasize the seriousness of the campus space deficiencies. In order to carry out the mission of the College, the campus must continue to grow.
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Space Program Development
Detailed Space Assessment
Using the Maryland space projections as guidelines, the consultants prepared a detailed space program to provide a more precise analysis of the amount and type of space that will be needed on the Columbia Campus over the next ten years. Data that was gathered during interviews with academic and non-academic user groups was factored into the program. Detailed space plans were compiled for each division and department. Internal office circulation space was included, where appropriate. The space program for the new Health Sciences Building, which is currently in design, was incorporated, as was the preliminary space program for the proposed Science, Engineering & Technology Building.
A separate analysis was prepared of the classroom space that will be needed to accommodate enrollment growth. The analysis of weekly student contact hours (WSCH) is the principle method used when evaluating the need for instructional space. A basic formula was used to calculate the need for classrooms: WSCH (lecture) x average student stations size/station utilization goal.
Total Weekly Student Contact Hours: The following table summarizes the actual fall 2009 WSCH by division, along with WSCH projections for 2015 and 2020. A total of 63,945 weekly student contact hours (WSCH) was generated from the College’s fall 2009 course schedule. Of that, 25,670 were lecture-based contact hours. By 2020, the number of lecture-based WSCH is projected to increase to 34,190. These projections, based on estimated enrollment growth, were used to generate space needs through 2020.
Weekly Student Contact Hours by Division
2009 2015 2020 Lecture Lab Lecture Lab Lecture Lab Arts & Humanities 2,476 6,336 2,828 7,373 2,968 8,244 Business/Computer 1,514 4,242 1,811 5,049 1,960 5,435 English/World Languages 2,672 10,959 3,217 12,887 3,519 14,182 Health Sciences 2,788 1,617 4,049 2,359 4,451 2,594 Mathematics 1,254 9,392 1,412 10,593 1,410 11,785 Social Sciences 8,390 350 9,754 407 10,722 448 Science & Technology 6,575 5,380 8,461 7,271 9,160 8,131 25,670 38,275 31,531 45,940 34,190 50,820
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Average Classroom Station Size: Twenty-five ASF per student station was used in the classroom calculations. This will provide sufficient space for student collaboration and experiential-based learning to occur within the classroom environment.
Station Utilization Goal: This number is the result of a calculation using the utilization criteria presented in the Classroom and Class Lab Utilization Study section of this report. It is based on a 32 hour per week room utilization target at 67% seat occupancy (32 hours x 0.67 = 21.44 hours). This is considered the minimal amount of time a classroom station should be in used during the day in a given week.
The following table presents the amount of classroom space that will be needed to accommodate the needs of the seven academic divisions, based on the WSCH projections, the targeted average classroom station size, and the station utilization goal.
Classroom Calculations 10‐year 2009 2015 2020 % Change
Arts & Humanities 2,887 sf 3,297 sf 3,461 sf 20%
Business/Computer 1,765 sf 2,112 sf 2,285 sf 29%
English/World Languages 3,115 sf 3,751 sf 4,103 sf 32% Health Sciences 3,251 sf 4,721 sf 5,190 sf 60% Mathematics 1,462 sf 1,646 sf 1,644 sf 12% Social Sciences 9,784 sf 11,374 sf 12,502 sf 28% Science & Technology 7,667 sf 9,865 sf 10,681 sf 39% 29,932 sf 36,767 sf 39,865 sf 33%
While the space has been broken down by divisional need, classroom space should be considered a campus- wide asset and not fully dedicated to any one group.
The amount of class laboratory space required is largely dependent on the programs that are being taught. In addition to science labs, HCC required dedicated space for its Nursing and Technology programs, music labs and practice rooms, art studios, TV production studio, and much more. New class lab space was added to the space program to support new and growing academic programs.
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Space Program
The tables on the following pages provide a summary of the space program that was developed for the Columbia Campus. In the tables, the existing fall 2009 space totals were taken from the College’s physical space inventory. The space need for fall 2010 represents the quantity of space required to support the current student, faculty, and staff population. The projected fall 2015 and 2020 space need totals represent short and long-term space requirements based on projected enrollment and program growth. Space shortages or overages were determined through numerical assessment. Benchmark space guidelines were used to allocate NASF based on space type or function. These calculations will provide the College with a guide to the amount and location of new square footage that will be needed.
2010 2020 Projected Projected Existing Need Deficit or Projected Deficit or Summary Fall 2009 Fall 2010 Surplus Fall 2020 Surplus Academic Instructional Space Classrooms 31,476 sf33,104 sf (1,628) sf 39,740 sf (8,264) sf Computer Labs 47,742 sf 49,925 sf (2,183) sf 53,975 sf (6,233) sf Class Labs (Academic Divisions) 90,829 sf 168,328 sf (77,499) sf 187,495 sf (96,666) sf Shared Open Computer Labs 1,955 sf 1,955 sf 0 sf 1,955 sf 0 sf Total Instructional Space 172,002 sf 253,312 sf (81,310) sf 283,165 sf (111,163) sf
Academic Divisions (Excluding Classrooms and Class Labs) Arts and Humanities 6,294 sf 7,591 sf (1,297) sf 7,971 sf (1,677) sf Business and Computer Systems 4,262 sf 4,956 sf (694) sf 5,656 sf (1,394) sf English and World Languages 4,451 sf 4,954 sf (503) sf 5,244 sf (793) sf Health Sciences 3,593 sf 15,335 sf (11,742) sf 15,335 sf (11,742) sf International Education 610 sf 730 sf (120) sf 730 sf (120) sf Mathematics 4,187 sf 3,999 sf 188 sf 4,883 sf (697) sf Science and Technology 3,064 sf 8,960 sf (5,896) sf 19,230 sf (16,166) sf Social Sciences/Teacher Education 2,432 sf 3,790 sf (1,358) sf 4,920 sf (2,488) sf Distance/Alternative Learning 667 sf 667 sf 0 sf 667 sf 0 sf Continuing Education and Workforce Development 6,319 sf 8,212 sf (1,893) sf 10,388 sf (4,069) sf Total Academic Division Space 35,879 sf 59,194 sf (23,316) sf 75,024 sf (39,146) sf
Support Space Student Development 60,957 sf 67,049 sf (6,092) sf 97,537 sf (36,580) sf Enrollment Services 22,494 sf 22,089 sf 405 sf 22,494 sf 0 sf Academic Affairs 26,879 sf 33,517 sf (6,638) sf 36,957 sf (10,078) sf Administration & Finance 38,966 sf 58,882 sf (19,916) sf 70,282 sf (31,316) sf Office of the President 1,866 sf 2,331 sf (465) sf 2,331 sf (465) sf Information Technology 15,208 sf 16,151 sf (943) sf 17,451 sf (2,243) sf Development & Alumni 2,196 sf 2,270 sf (74) sf 2,270 sf (74) sf Public Relations & Marketing 1,973 sf 2,055 sf (82) sf 2,275 sf (302) sf Assembly & Exhibition 13,052 sf 13,052 sf 0 sf 14,652 sf (1,600) sf
Total Support Space 183,591 sf 217,396 sf (33,805) sf 266,249 sf (82,658) sf
Subtotal Net Assignable Square Feet 391,472 sf 529,902 sf (138,431) sf 624,438 sf (232,967) sf
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Academic Divisions
The table below provides a more detailed look at the space needs for the academic divisions. For these groups, space allocation is based on faculty counts, projected growth rates, support staff, and support space. Dedicated class lab space has also been included where appropriate.
2010 2020 Projected Projected Existing Need Deficit or Projected Deficit or Summary Fall 2009 Fall 2010 Surplus Fall 2020 Surplus Academic Divisions Arts and Humanities 51,494 sf 57,865 sf (6,371) sf 60,805 sf (9,311) sf Classrooms 2,814 sf 2,890 sf (76) sf 3,500 sf (686) sf Offices and Support Space 6,294 sf 7,591 sf (1,297) sf 7,971 sf (1,677) sf Computer Labs 1,852 sf 1,850 sf 2 sf 2,600 sf (748) sf Class Laboratories 40,534 sf 45,534 sf (5,000) sf 46,734 sf (6,200) sf
Additional Classrooms 29,785 sf 11,134 sf 18,651 sf 11,530 sf 18,255 sf Athletics 404 sf 404 sf 0 sf 800 sf (396) sf Open Computer Lab 1,955 sf 1,955 sf 0 sf 1,955 sf 0 sf Shared Computer Classrooms 8,775 sf 8,775 sf 0 sf 8,775 sf 0 sf Shared Classrooms 18,651 sf 0 sf 18,651 sf 0 sf 18,651 sf
Business and Computer Systems 24,332 sf 32,719 sf (8,387) sf 36,839 sf (12,507) sf Classrooms 0 sf 1,770 sf (1,770) sf 2,290 sf (2,290) sf Offices and Support Space 4,262 sf 4,956 sf (694) sf 5,656 sf (1,394) sf Computer Labs 9,943 sf 11,500 sf (1,557) sf 13,200 sf (3,257) sf Class Laboratories 10,127 sf 14,493 sf (4,366) sf 15,693 sf (5,566) sf
English and World Languages 19,953 sf 25,259 sf (5,306) sf 28,129 sf (8,176) sf Classrooms 0 sf 3,120 sf (3,120) sf 4,100 sf (4,100) sf Offices and Support Space 4,451 sf 4,954 sf (503) sf 5,244 sf (793) sf Computer Labs 11,917 sf 12,800 sf (883) sf 14,400 sf (2,483) sf Class Laboratories 3,585 sf 4,385 sf (800) sf 4,385 sf (800) sf
Health Sciences 12,056 sf 60,388 sf (48,332) sf 60,388 sf (48,332) sf Classrooms 0 sf 4,450 sf (4,450) sf 4,450 sf (4,450) sf Offices and Support Space 3,593 sf 15,335 sf (11,742) sf 15,335 sf (11,742) sf Computer Labs 1,208 sf 0 sf 1,208 sf 0 sf 1,208 sf Class Laboratories 7,255 sf 40,603 sf (33,348) sf 40,603 sf (33,348) sf
International Education 610 sf 730 sf (120) sf 730 sf (120) sf Offices and Support Space 610 sf 730 sf (120) sf 730 sf (120) sf Computer Labs 0 sf 0 sf 0 sf 0 sf 0 sf Class Laboratories 0 sf 0 sf 0 sf 0 sf 0 sf
Mathematics 20,693 sf 22,869 sf (2,177) sf 28,983 sf (8,291) sf Classrooms 1,599 sf 1,470 sf 129 sf 1,700 sf (101) sf Offices and Support Space 4,187 sf 3,999 sf 188 sf 4,883 sf (697) sf Computer Labs 11,101 sf 12,000 sf (899) sf 12,000 sf (899) sf Class Laboratories 3,806 sf 5,400 sf (1,594) sf 10,400 sf (6,594) sf
Science and Technology 27,973 sf 58,520 sf (30,547) sf 79,140 sf (51,167) sf Classrooms 0 sf 0 sf 0 sf 0 sf 0 sf Offices and Support Space 3,064 sf 8,960 sf (5,896) sf 19,230 sf (16,166) sf Computer Labs 0 sf 0 sf 0 sf 0 sf 0 sf Class Lab Adjunct Space 0 sf 9,300 sf (9,300) sf 10,500 sf (10,500) sf Class Laboratories 24,909 sf 40,260 sf (15,351) sf 49,410 sf (24,501) sf
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2010 2020 Projected Projected Existing Need Deficit or Projected Deficit or Summary Fall 2009 Fall 2010 Surplus Fall 2020 Surplus Social Sciences/Teacher Education 2,432 sf 16,230 sf (13,798) sf 20,860 sf (18,428) sf Classrooms 0 sf 9,800 sf (9,800) sf 12,500 sf (12,500) sf Offices and Support Space 2,432 sf 3,790 sf (1,358) sf 4,920 sf (2,488) sf Computer Labs 0 sf 0 sf 0 sf 0 sf 0 sf Class Laboratories 0 sf 2,640 sf (2,640) sf 3,440 sf (3,440) sf
Distance/Alternative Learning 667 sf 1,267 sf (600) sf 1,267 sf (600) sf Offices and Support Space 667 sf 667 sf 0 sf 667 sf 0 sf Computer Labs 0 sf 0 sf 0 sf 0 sf 0 sf Class Laboratories 0 sf 600 sf (600) sf 600 sf (600) sf
Continuing Education and Workforce Development 17,886 sf 25,525 sf (7,639) sf 29,518 sf (11,632) sf Classrooms 8,008 sf 9,200 sf (1,192) sf 10,400 sf (2,392) sf Offices and Support Space 6,319 sf 8,212 sf (1,893) sf 10,388 sf (4,069) sf Computer Labs 2,946 sf 3,000 sf (54) sf 3,000 sf (54) sf Class Laboratories 613 sf 5,113 sf (4,500) sf 5,730 sf (5,117) sf
Total Academic Division Space 207,881 sf 312,506 sf (104,626) sf 358,189 sf (150,309) sf
The most serious deficits can be seen in Health Sciences and Science Engineering Technology. Social Sciences/Teacher Education also shows a significant deficit. However, the assessment shows deficits for each group. This reflects the need for additional faculty offices, as well as the need for support space such as workrooms and storage areas. Faculty office space was calculated using 110 NASF per office for each full-time faculty member. Support space was based on need and the potential for sharing resources.
Adjunct faculty office space was calculated based on the assumption that one 30 square foot shared workstation will accommodate up to six adjunct faculty. Lockers will be provided for adjuncts to secure personal and course-related items.
Walking through the buildings on campus, it is evident that there is a current deficit of 104,626 NASF in academic division space. The construction of the Health Sciences Building will help alleviate some of the overcrowding as space is vacated to allow for the expansion of other groups. Additional construction and reallocation of existing space will be required, however, to properly address the needs of the growing college.
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Campus Support Space
The Campus Support space category includes Student Services, Enrollment Services, Academic Affairs, Administration & Finance, Information Technology, Development & Alumni Affairs, Public Relations & Marketing, and Assembly & Exhibition.
2010 2020 Projected Projected Existing Need Deficit or Projected Deficit or Summary Fall 2009 Fall 2010 Surplus Fall 2020 Surplus Support Space Student Services 60,957 sf 67,049 sf (6,092) sf 97,537 sf (36,580) sf Student Services Administration 1,423 sf 1,473 sf (50) sf 1,583 sf (160) sf Academic/Student Support & Career Services 7,596 sf 7,596 sf 0 sf 7,596 sf 0 sf Athletic and Fitness Center 27,792 sf 28,122 sf (330) sf 58,500 sf (30,708) sf Student Life 9,255 sf 14,367 sf (5,112) sf 14,367 sf (5,112) sf Children's Learning Center 9,950 sf 9,950 sf 0 sf 9,950 sf 0 sf Welcome Center 527 sf 527 sf 0 sf 527 sf 0 sf Shared Lounges/Meeting Rooms 4,414 sf 5,014 sf (600) sf 5,014 sf (600) sf
Enrollment Services 22,494 sf 22,089 sf 405 sf 22,494 sf 0 sf Admissions & Advising 7,540 sf 7,135 sf 405 sf 7,540 sf 0 sf Financial Aid Services 2,436 sf 2,436 sf 0 sf 2,436 sf 0 sf Records, Registration & Veterans' Affairs 2,165 sf 2,165 sf 0 sf 2,165 sf 0 sf Testing Center 4,890 sf 4,890 sf 0 sf 4,890 sf 0 sf Learning Assistance Center 5,463 sf 5,463 sf 0 sf 5,463 sf 0 sf
Academic Affairs 26,879 sf 33,517 sf (6,638) sf 36,957 sf (10,078) sf Teaching & Learning Services 24,021 sf 26,921 sf (2,900) sf 30,361 sf (6,340) sf Mediation & Conflict Resolution Center 397 sf 850 sf (453) sf 850 sf (453) sf Rouse Scholars Program 0 sf 250 sf (250) sf 250 sf (250) sf Howard County Center for African American Culture Adult 1,507 sf 1,507 sf 0 sf 1,507 sf 0 sf Research Library Academic Affiars Offices 954 sf 954 sf 0 sf 954 sf 0 sf Center for Service Learning 0 sf 1,060 sf (1,060) sf 1,060 sf (1,060) sf Honors Center 0 sf 780 sf (780) sf 780 sf (780) sf Faculty Development Center 0 sf 1,195 sf (1,195) sf 1,195 sf (1,195) sf
Student Services
Growing enrollments will place an increased burden on Student Service departments. The largest deficit will be in Athletic & Fitness Center space. By 2020 there will be a need for an additional 30,708 NASF, which is the majority of the projected deficit. Student Life will also require additional space to accommodate increasing enrollment and a diverse student body.
Enrollment Services
Enrollment Services, which is located in the RCF Building, will satisfy the need for growth through the conversion of existing shared meeting rooms into departmental space.
Academic Affairs
Academic Affairs includes a wide variety of divisions/departments. The largest is Teaching & Learning Services, which shows the greatest current and projected deficits. Additional study space is needed to support the academic divisions.
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Space is also needed to enlarge the Mediation & Conflict Resolution Center, and to provide space for the Rouse Scholars Program and three new centers: the Center for Service Learning, the Honors Center, and the Faculty Development Center.
2010 2020 Projected Projected Existing Need Deficit or Projected Deficit or Summary Fall 2009 Fall 2010 Surplus Fall 2020 Surplus Office of the President 1,866 sf 2,331 sf (465) sf 2,331 sf (465) sf
Administration & Finance 38,966 sf 58,882 sf (19,916) sf 70,282 sf (31,316) sf Campus Administration 1,748 sf 1,848 sf (100) sf 1,848 sf (100) sf Finance 5,034 sf 5,034 sf 0 sf 5,034 sf 0 sf Bookstore 5,880 sf 5,880 sf 0 sf 5,880 sf 0 sf Foodservice 13,104 sf 13,104 sf 0 sf 19,104 sf (6,000) sf Human Resources 1,972 sf 2,860 sf (888) sf 2,970 sf (998) sf Plant Operations 10,402 sf 27,710 sf (17,308) sf 33,000 sf (22,598) sf Security Services 826 sf 2,446 sf (1,620) sf 2,446 sf (1,620) sf
Information Technology 15,208 sf 16,151 sf (943) sf 17,451 sf (2,243) sf Administrative Information Systems 1,472 sf 1,472 sf 0 sf 2,052 sf (580) sf Student Computer Services 3,884 sf 3,884 sf 0 sf 3,884 sf 0 sf Information Services 3,534 sf 3,534 sf 0 sf 3,534 sf 0 sf User & Network Services 4,122 sf 4,832 sf (710) sf 5,242 sf (1,120) sf Planning, Research & Organizational Development 2,196 sf 2,429 sf (233) sf 2,739 sf (543) sf
Development & Alumni 2,196 sf 2,270 sf (74) sf 2,270 sf (74) sf Public Relations & Marketing 1,973 sf 2,055 sf (82) sf 2,275 sf (302) sf Assembly & Exhibition 13,052 sf 13,052 sf 0 sf 14,652 sf (1,600) sf Assembly 10,789 sf 10,789 sf 0 sf 12,389 sf (1,600) sf Exhibition 2,263 sf 2,263 sf 0 sf 2,263 sf 0 sf Total Support Space 183,591 sf 217,396 sf (33,805) sf 266,249 sf (82,658) sf
Total Net Assignable Square Feet 391,472 sf 529,902 sf (138,431) sf 624,438 sf (232,967) sf
Office of the President
The President’s Office needs to be reconfigured and expanded slightly to provide a more secure and functional office suite.
Administration & Finance
The projected deficit of 31,316 NASF in 2020 is largely the result of a need to enlarge and consolidate Plant Operations and to provide additional food service options as enrollment increases. Security Services has outgrown its space on the first floor of the Rouse Company Foundation Student Services Hall and Human Resources requires a larger and more visible location.
Information Technology Services
The ITS staff space in the James Clark Jr. Library has recently been expanded and renovated. The space deficit reflects the need for additional staff offices in the future, as well as a new Network Backup Room in the South Quad and a secure storage/staging area.
Development & Alumni
The modest space increase is for additional storage.
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Public Relations & Marketing
The department will need additional office and storage space and should ideally be consolidated in one building.
Assembly & Exhibition
The assembly space deficit is associated with the need for a large lecture space in the proposed South Quad. The space program includes a 1,600 NASF sloped lecture hall that will seat 40 people in a “forum-style” configuration. The seating will be set in a modified horseshoe shape to facilitate interaction between students.
Strategies for Space Realignment
Impact on HCC’s Physical Space Inventory
The consultants prepared a detailed, phased assessment to show how the proposed space program and its associated changes will alter HCC’s Physical Space Inventory (PSI) over time. A full discussion of the proposed changes on the Columbia Campus (new construction, renovations, and space reallocations) is provided at the end of this section of the report. The following provides a brief quantitative summary of those changes. It is anticipated that the Health Sciences Building (HSB) and the Science, Engineering & Technology (SET) Building will both be completed by 2015. The table on the following page shows the vacancies that will be created in four of the existing campus facilities as a result of the construction of the two new buildings. Renovation of the vacated space in the four existing buildings is not planned until after 2015.
The HSB and SET Buildings contain a significant amount of class laboratory space. Given the current deficit in class lab space and the projected growth in programs that will be based in these buildings, however, it is essential to the growth of the College that both of these facilities come on-line as soon as possible.
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Fall‐2009 Moves for New Health Sciences Building Moves for New SET Building Fall‐2015 Before New Clark Nursing Sci & Tech Temp New Sci & Tech Clark After HEGIS HEGIS Gains/ Health Sci. Library Building Building Building SET Building Library Gains/ CODE CATEGORY (Losses) Building Changes Changes Changes Changes Building Changes Changes (Losses) 100 CLASSROOM 31,476 4,450 0 0 0 0 0 0 0 35,926 110 Classroom 31,320 4,450 35,770 115 Classroom Service 156 156 200 LABORATORY 145,337 41,958 0 (7,441) 0 (1,022) 59,910 (19,600) (5,309) 213,833 210 Class Laboratory 74,139 41,958 (4,947) (1,022) 34,300 (14,491) (3,156) 126,781 112 Computer Classroom 47,742 (1,208) 46,534 215 Class Laboratory Service 14,199 (1,286) 13,310 (5,109) (2,153) 18,961 220 Open Laboratory 8,690 12,300 20,990 250 Research Laboratory 567 567 300 OFFICE 106,260 9,040 (427) (184) (2,183) 0 11,310 (3,003) (61) 120,752 310 Office 79,677 7,840 (427) (184) (1,920) 8,120 (2,473) (61) 90,572 315 Office Service 13,043 2,790 (242) 15,591 320 Testing & Tutoring 6,999 6,999 350 Conference Room 6,541 1,200 (263) 400 (288) 7,590 400 STUDY 20,013 2,020 0 (420) 0 0 1,000 0 0 22,613 410 Study 7,396 2,020 (420) 1,000 9,996 420 Library Stacks 4,876 4,876 430 Open‐Stack Study Room 7,741 7,741 440‐55 Processing/Service 0 0 500 SPECIAL USE 29,464 120 0 0 0 0 1,800 0 0 31,384 520 Athletic or Physical Education 22,127 22,127 525 Athletic or Physical Education 4,226 4,226 530 Media Production 2,835 120 2,955 535 Media Production Service 276 276 580 Greenhouse 0 1,800 1,800 600 GENERAL USE 48,482 1,675 0 0 0 0 3,400 0 0 53,557 610 Assembly 6,222 1,800 8,022 615 Assembly Service 4,567 4,567 620 Exhibition 1,958 1,958 625 Exhibition Storage 305 305 630 Food Facility 8,759 8,759 635 Food Facility Service 4,210 4,210 640 Day Care 6,013 6,013 645 Day Care Service 1,454 1,454 650 Lounge 5,419 1,150 6,569 655 Lounge Support 512 400 912 660 Merchandising 1,660 1,660 665 Merchandising Service 2,061 2,061 670 Recreation 735 735 680 Meeting 4,607 525 1,200 6,332 700 SUPPORT 8,889 1,125 0 0 0 0 1,720 0 0 11,734 710 Telecom 1,308 550 480 2,338 720 Shop 3,403 3,403 725 Shop Service 3,704 3,704 730 Central Storage 474 474 750 Central Service 0 575 990 1,565 760 Hazmat Storage 0 250 250 800 HEALTH CARE 1,551 0 0 1,551 900 RESIDENTIAL 0 0 00 050 INACTIVE AREA 0 0 00 060 ALTER. OR CONV. 0 0 00 070 UNFINISHED AREA 0 0 00 090 OTHER ORG. USAGE 0 0 00 Total NASF: 391,472 60,388 (427) (8,045) (2,183) (1,022) 79,140 (22,603) (5,370) 491,350 Proposed space changes between 2010 and 2015
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The first project in the 2015 to 2020 time period will be the construction of a new Maintenance Building that will also house Security Services, and a shared central utility plant (SCUP) that will serve the entire South Quad. Vacancies will be created in six existing buildings once the new Maintenance Building is complete. The table also shows the reallocation of vacated space in James Clark Jr. Library and the Science & Technology Building.
Moves for New Maintenance Building New Sci & Tech Carpentry Duncan Hickory Pole Storage Clark Sci & Tech HEGIS HEGIS Maintenance Building Building Hall Ridge Barn Building Space Building CODE CATEGORY Plant Changes Changes Changes Changes Changes Changes Reallocation Renovations 100 CLASSROOM 0 0 0 0 0 0 0 0 10,666 110 Classroom 10,666 115 Classroom Service 200 LABORATORY 0 0 0 0 0 0 0 0 7,203 210 Class Laboratory 6,172 112 Computer Classroom 1,031 215 Class Laboratory Service 220 Open Laboratory 250 Research Laboratory 300 OFFICE 3,931 (883) 0000(1,570) 554 3,915 310 Office 2,931 (742) (1,399) 434 2,210 315 Office Service 1,000 (141) (171) 120 1,360 320 Testing & Tutoring 350 Conference Room 345 400 STUDY 0 0 0 0 0 0 0 3,600 0 410 Study 3,600 420 Library Stacks 430 Open‐Stack Study Room 440‐55 Processing/Service 500 SPECIAL USE 0 0 0 0 0 0 0 740 0 520 Athletic or Physical Education 525 Athletic or Physical Education Service 530 Media Production 740 535 Media Production Service 580 Greenhouse 600 GENERAL USE 300 0 0 0 0 0 0 0 4,664 610 Assembly 2,800 615 Assembly Service 620 Exhibition 625 Exhibition Storage 630 Food Facility 635 Food Facility Service 640 Day Care 645 Day Care Service 650 Lounge 1,000 655 Lounge Support 660 Merchandising 665 Merchandising Service 670 Recreation 864 680 Meeting 300 700 SUPPORT 23,769 (1,439) (1,455) (1,260) (70) (1,839) (621) 600 0 710 Telecom 720 Shop 6,488 (2,026) (762) 725 Shop Service 17,281 587 (693) (1,260) (70) (1,839) (621) 600 730 Central Storage 750 Central Service 760 Hazmat Storage 800 HEALTH CARE 0 0 0 0 0 0 0 50 900 RESIDENTIAL 0 0 0 0 0 0 0 0 0 050 INACTIVE AREA 0 0 0 0 0 0 0 0 0 060 ALTER. OR CONV. 070 UNFINISHED AREA 0 0 0 0 0 0 0 0 0 090 OTHER ORG. USAGE 5,000 0 0 0 0 0 0 0 0 Total NASF: 33,000 (2,322) (1,455) (1,260) (70) (1,839) (2,191) 5,494 26,498 Proposed space changes associated with construction of the new Maintenance Building, and space reallocation in Clark Library and the Science & Technology Building
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The following table quantifies changes related to renovations and space reallocations in the Nursing Building, Patrick and Jill McCuan Hall, Mary Ellen Duncan Hall for English, Languages & Business, James Clark Jr. Library, and the Hickory Ridge Building. It also includes the construction of a new Mathematics Buildings and a Physical Education facility. Prior to 2020, the plan also calls for the demolition of the exiting Athletics & Fitness Center and the removal of the Temporary Classrooms.
New Math Building Fall‐2020 Nursing McCuan Duncan Clark New Hickory Hickory New Demolish Temp After HEGIS HEGIS Building Space Hall Library Math Ridge Ridge PE Athletics Building Gains/ CODE CATEGORY Renovations Reallocation Reallocation Changes Building Changes Reallocation Building Building Changes (Losses) 100 CLASSROOM (3,410) 00(2,718) 1,700 (1,599) (258) 800 (404) (1,583) 39,120 110 Classroom (3,410) (2,718) 1,700 (1,599) (258) 800 (404) (1,583) 38,964 115 Classroom Service 156 200 LABORATORY 5,555 0 0 0 22,400 (14,907) 6,353 0 0 (2,642) 237,795 210 Class Laboratory 4,555 21,000 (2,453) 1,817 (2,612) 155,260 112 Computer Classroom (11,101) 2,704 39,168 215 Class Laboratory Service (30) 18,931 220 Open Laboratory 1,000 1,400 (1,353) 1,832 23,869 250 Research Laboratory 567 300 OFFICE 4,204 785 (397) (667) 4,883 (3,894) 3,404 2,099 (1,439) 0 135,677 310 Office 2,291 320 (397) (614) 3,735 (3,025) 1,835 1,791 (1,131) 098,811 315 Office Service 1,186 435 (53) 748 (466) 1,430 175 (175) 21,039 320 Testing & Tutoring 139 7,138 350 Conference Room 727 30 400 (403) 133 (133) 8,689 400 STUDY 600 0 0 2,718 2,000 0 240 0 0 0 31,771 410 Study 600 2,718 2,000 240 19,154 420 Library Stacks 4,876 430 Open‐Stack Study Room 7,741 440‐55 Processing/Service 0 500 SPECIAL USE (195) 0 0 0 0 0 205 56,401 (26,353) 0 62,182 520 Athletic or Physical Education 48,894 (22,127) 48,894 525 Athletic or Physical Education Service 7,507 (4,226) 7,507 530 Media Production (195) 205 3,705 535 Media Production Service 276 580 Greenhouse 1,800 600 GENERAL USE 1,065 (825) 0 0 7,600 0 1,688 0 0 0 68,049 610 Assembly 1,600 12,422 615 Assembly Service 4,567 620 Exhibition 1,958 625 Exhibition Storage 305 630 Food Facility 6,000 14,759 635 Food Facility Service 4,210 640 Day Care 6,013 645 Day Care Service 1,454 650 Lounge 825 (825) 1,500 9,069 655 Lounge Support 188 1,100 660 Merchandising 1,660 665 Merchandising Service 2,061 670 Recreation 1,599 680 Meeting 240 6,872 700 SUPPORT 0 0 0 0 300 0 0 0 0 0 29,719 710 Telecom 300 2,638 720 Shop 7,103 725 Shop Service 17,689 730 Central Storage 474 750 Central Service 1,565 760 Hazmat Storage 250 800 HEALTH CARE 0 0 0 0 0 0 0 0 0 0 1,601 900 RESIDENTIAL 0 0 0 0 0 0 0 0 0 0 0 050 INACTIVE AREA 0 0 0 0 0 0 8,768 0 0 0 8,768 060 ALTER. OR CONV. 00 070 UNFINISHED AREA 0 0 0 0 0 0 0 0 0 0 0 090 OTHER ORG. USAGE 0 0 0 0 0 0 0 0 0 0 5,000 Total NASF: 7,819 (40) (397) (667) 38,883 (20,400) 20,400 59,300 (28,196) (4,225) 619,682 Space changes through 2020
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Computation of Space Needs for the Columbia Campus, fall 2010 through fall 2020
As the previous tables illustrate, if the proposed Master Plan is implemented, there will be 619,682 NASF of space on the Columbia Campus by 2020. This is roughly 4,750 NASF less than the proposed space program that totaled 624,438 NASF, and less than MHEC’s calculations suggest. The slight difference exists because some of the identified space needs will need to be addressed after 2020. However, the vast majority of the space the College will require between now and 2020 has been included in this Master Plan.
Even if the five new buildings are constructed before 2020, there will still be a space deficit of approximately 142,400 NASF. The majority of that will be in class laboratory and office space. Details of the proposed projects, such as where departments will be relocated and the functions that will be included in the new buildings may be found on the following pages. HEGIS HEGIS Need Inventory Surplus/ Need Inventory Surplus/ CODE CATEGORY Current Current (Deficit) 10 Years 10 Years (Deficit) 100 CLASSROOM 28,494 31,476 2,982 37,951 39,120 1,169 200 LABORATORY 240,279 145,337 (94,942) 318,675 237,795 (80,880) 210 Class Laboratory 223,143 136,080 (87,063) 296,281 213,359 (82,922) 220 Open Laboratory 16,569 8,690 (7,879) 21,827 23,869 2,042 250 Research‐No Allowance 567 567 0 567 567 0 300 OFFICE 116,681 106,260 (10,421) 152,167 135,677 (16,490) 310 Office 113,959 99,261 (14,698) 148,819 128,539 (20,280) 320 Testing & Tutoring 2,723 6,999 4,277 3,349 7,138 3,790 350 Conference Room‐Included w/310 400 STUDY 33,655 20,013 (13,642) 40,078 31,771 (8,307) 410 Study 24,656 7,396 (17,260) 32,481 19,154 (13,327) 420‐30 Stack/Study 6,428 12,617 6,190 5,427 12,617 7,191 440‐55 Processing/Service 2,571 0 (2,571) 2,171 0 (2,171) 500 SPECIAL USE 65,940 29,464 (36,476) 80,964 62,182 (18,782) 520‐25 Athletic 58,450 26,353 (32,097) 70,970 56,401 (14,569) 530 Media Production 6,490 3,111 (3,379) 8,994 3,981 (5,013) 580 Greenhouse 1,000 0 (1,000) 1,000 1,800 800 600 GENERAL USE 66,064 48,482 (17,582) 79,314 68,049 (11,265) 610 Assembly 16,890 10,789 (6,101) 19,394 16,989 (2,405) 620 Exhibition 2,723 2,263 (460) 3,349 2,263 (1,086) 630 Food Facility 20,209 12,969 (7,240) 26,568 18,969 (7,599) 640 Child Care 7,467 7,467 0 7,467 7,467 0 650 Lounge 7,218 5,931 (1,287) 9,489 10,169 680 660 Merchandising 2,823 3,721 899 3,449 3,721 273 670 Recreation‐No Allowance 735 735 0 1,599 1,599 0 680 Meeting Room 8,000 4,607 (3,393) 8,000 6,872 (1,128) 700 SUPPORT 29,291 8,889 (20,402) 37,929 29,719 (8,210) 710 Data Processing 2,500 1,308 (1,192) 3,398 2,638 (760) 720 Shop/ Storage 22,344 7,581 (14,763) 28,759 25,266 (3,493) 730 Included w/ 720 740 Included w/ 720 750 Central Service 4,000 0 (4,000) 5,197 1,565 (3,632) 760 Hazmat Storage 447 0 (447) 575 250 (325) 800 HEALTH CARE 989 1,551 562 1,239 1,601 362 900 No Allowance 00 0 0 0 0 050‐090 No Allowance (Includes SCUP) 0 0 0 13,768 13,768 0 Total NASF: 581,393 391,472 (189,921) 762,086 619,682 (142,404) Space needs for the Columbia Campus, 2010 through 2020
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Detailed Proposed Space Program and Space Migration Plan
The construction of new facilities on campus allows those programs to expand and consolidate. The space previously occupied by these programs would then be vacated and available for reallocation and renovation. The following sequence of projects suggests an option for the transfer of space within the three identified phases of development through 2020. The Net Assignable Square Feet (NASF) for all the programs has been derived from the Space Needs Analysis.
Proposed Space Program/Space Migration
Currently in Design: 2010 NASF Hickory Ridge Garage (5 floors, 750 spaces) 0 Heath Sciences Building (3 floors) 60,388 HSB Open Space Improvements 0 60,388
Phase 1: 2010 - 2015 NASF Shared Classrooms ST035 & ST030 conversion to Culinary space 1,834 Nursing Building (Temporary Space Reallocation) 0 Science, Engineering and Technology Building (4 floors) 79,140 SET Open Space Improvements 0 Remove Temporary Buildings 0 HR Road re-alignment 0 Lot A Parking Structure (5 floors, 750 spaces) 0 80,974
Phase 2: 2015 - 2020 NASF Maintenance Building (1 of 3 floors) Plant Operations to new facility for Culinary expansion in ST 26,000 Satellite Central Utility Plant (SCUP) 5,000 Security 2,000 33,000
Clark Library (Space Reallocation) Health Sciences moves out 427 Science & Technology moves out 5,370 Social Sciences/Teacher Education/Criminal Justice moves out 366 6,163 International Education expands (120) User & Network Services expands (820) Administration Information Services expands (580) Teaching & Learning Services expands (4,340) 303
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Renovations to Science & Technology Building Science & Technology moves out 22,603 Health Sciences moves out 2,183 Plant Operations moves out 2,322 Converted Classrooms ST035 & ST030 1,834 28,942 Student Life expands (5,112) Mediation & Conflict Resolution expands (850) Business/Computers (Culinary) expands (4,339) Social Sciences/Teacher Education/Criminal Justice expands (18,613) 28
Renovations to the Nursing Building Changes to 1st Floor Human Resources moves out 1,872 PR Graphics (Room N110) vacates 328 Shared classrooms convert for other use 2,683 4,883 A/V expands into N110 (328) New Class Labs (N100, N102, N103, N105, N114 and N115 plus extra space) (4,555) 0
Changes to 2nd Floor Health Sciences moves out 8,045 Classroom N236 converts to other use 1,183 9,228 Human Resources expands/consolidates on Nursing 2nd floor (2,970) Board Room and Conference Room (MH256 and MH257) move to Nursing 2nd floor (825) PROD expands/consolidates (move 667sf from Clark) (1,210) Rouse Scholars Program (250) Center for Service Learning (1,060) Honors Center (780) Faculty Development Center (1,195) PR expands (Graphics, office and storage) (879) 59
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McCuan Hall (Space Reallocation) Changes to 1st Floor PR office (MH119) vacates 369 369 Development & Alumni Relations expands (369) 0
Changes to 2nd Floor Board Room and Conference Room (MH256 and MH257) convert for other use 825 PR office expands (220) President's office expands (465) VP/senior administration expands (100) 40
New Mathematics Building (3 floors) Mathematics 23,983 Dining Venue 6,000 Assembly 1,600 Study Space 2,000 IT Backup Room 300 Additional Class Labs 5,000 38,883
Pedestrian Bridge 0
Improvements to Dell 0
Continuing Education expands in Hickory Ridge (Temporary Space Reallocation) 0
New Physical Education Building (2 of 3 floors) PE Space Requirements and Indoor Pool 31,500 Classrooms/Class Labs 800 Multipurpose Space/Event Space 26,000 Concessions/Field Storage/Press Box 1,000 59,300
Children's Learning Center Reconfigured Parking 0
Athletic Fields Parking and Entry 0
Addition to Plant Parking Structure (3.5 floors) 0
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Phase 3: 2020 +
New Continuing Education Building (3 floors) Continuing Education 29,500 Distance/Alternate Learning 1,300 30,800
South Quad Development 0
Hickory Ridge Building demolition and HR Garage expansion (5 floors) 0
New English & World Languages Building (3 floors) English and World Languages Space Requirements 28,200 Open Labs/Class Labs 2,000 Study Space 2,000 Meeting Space 1,800 Lounge Space 600 34,600
Physical Education and CLC Quad Development 0
New Student Life Building Student Life Space requirements 20,000 Food Venue 6,500 Study Space 3,500 Lounge Space 1,800 Meeting Space 2,400 34,200
Potential Intersection Improvements 0
Duncan Hall Space Reallocation 0 English/WL moves out Business/Computers expands
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Campus Building Assessment
Campus Building Assessment
Facility Condition Assessment Each of the buildings at the Columbia Campus has been evaluated to determine the needs and requirements of the Campus’ physical conditions. Refer to Table 1 for a matrix of the buildings and survey activity of each campus building. The Campus Grounds Assessment, which includes landscape, site, utilities and lighting will be under a separate report. Security, way finding and signage are excluded from this report. Drainage systems and erosion control conditions will be addressed in other areas of the campus plan.
An assessment has been provided specific to each building. Each report is based on limited visual observations that were developed without removing fixed building materials, ceiling tiles, equipment or without forensic investigation. The assessment is presented in the following format:
1. Summary and Building Description 2. Observations and Recommendations 3. Photographic Record and Plan Documentation 4. Cost Estimates
In order to perform these services, we have visited the campus, conducted limited interviews with campus personnel, reviewed existing campus documents and the Facility Condition Assessments performed by EMG in 2005.
Our services included the following assessments:
Architectural and Structural Systems Observations and comments have been provided for those elements that we were able to visually observe without removing building surfaces or finishes, structural elements or requiring excavation. Elements that were observed include exterior walls and glazing, roofing materials and flashing, interior walls, floors, ceilings, finishes, stairs, doors, and other visible elements. Furniture and furniture accessories are excluded. Our survey was performed from the ground, or other easily accessible building levels. We did not use ladders, cranes or other equipment. As such, it was not possible to critically observe conditions above the first floor level, or other areas.
Exterior Building Elements We performed a visual survey of exterior decks, balconies and projections.
Roofs We performed a visual survey of the roof surfaces, flashing and other roofing elements.
Mechanical, Electrical, and Plumbing Systems Facility assessments were provided for Duncan Hall, the Rouse Company Foundation Student Services Hall, and the HVPA. We reviewed the original construction drawings and walked through the buildings to document the main infrastructure utilities including heating, chilled water, electrical power, and gas. These systems were
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Campus Building Assessment 119 documented with regard to capacity related to infrastructure master planning. The condition of other mechanical equipment was not assessed, but deficiencies were documented.
Elevators We performed a visual assessment of the condition of the elevator cab interiors and equipment rooms.
Mold and Moisture Damage We performed a limited visual assessment for the presence of mold, conditions conducive to mold, and evidence of moisture within the buildings.
The following elements are not included in the assessment: • ADA accessibility review • Fire protection systems • Information technology, telephone and multi-media equipment and distribution systems. • Surveillance, security and alarm systems and equipment. • Assessment of commercial food preparation, storage or serving systems and equipment. • Stage, video, audio, and other performing arts equipment or systems. • Scientific equipment. • Identification or assessment of hazardous materials. • We did not remove ceiling tiles or open access panels to observe above ceilings unless we noticed evidence of a failure or condition on the surface of the ceiling.
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Campus Building Assessment 120 Table 1
Note: The ‘no’ reflected in the table above are because a recent study has already been completed or is currently in progress.
Building Architectural Roof ADA MEP IT Survey Survey
Duncan Hall / English Language Building Y Y N Y N
RCF Student Services Building N N N Y N
Horowitz Visionary and Performing Arts N Y N Y N
McCuan Hall N Y N N N
Nursing Building Y Y N Partial N
Science & Technology Building Y Y N N N
Burrill Galleria Y Y N N N
Clark Library N Y N N N
Student Activities Building Y Y N N N
Garage N N N N N
Children’s Learning Center Partial Y N Partial N
Athletic and Fitness Center Y Y N N N
Hickory Ridge Building Y Y N N N
Temporary Classrooms N N N N N
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Campus Building Assessment 121 Athletic & Fitness Center
Built in 1969, gym and swimming pool added in 1975, renovated in 2001 48,064 Gross Square Feet
The Athletic & Fitness Center is a one story structure with a pool at the north end and a gymnasium at the south end, both of which are double height spaces on the interior. The center portion of the building is comprised of offices, small classrooms, locker facilities and a fitness lab. A lower level covering only a portion of the building footprint is reserved for equipment and storage.
Building Interior
Lower Level Much of the lower level of the Athletic & Fitness Center is dedicated to the pool equipment, pool chemical and equipment storage. Access to the lower level is from the west via one internal stairway. The lower level is cast-in-place concrete walls and floor slab. The condition of the concrete, while appearing to be structurally sound, has spalled and cracked at the walls, floors and beams. Leaching of chemicals and mineral deposits could have an adverse affect on the overall life of the concrete and its reinforcement and should be examined for remedial repairs and patching.
Ground Level The Athletic & Fitness Center ground floor is in need of maintenance, cosmetic repairs and reconditioning. Evidence of leaks, potentially old and since repaired, are evident on many ceiling tiles and on the walls below raised windows.
Exterior Building Elements Some rust was observed at doors and frames which should be scraped, cleaned and repainted to prevent deterioration. Pitting of the aluminum window frames should also be addressed in order to maintain the useful life of these windows. Some of the gutters are sagging and have become detached. The metal roof appears to have been repainted and seems to be working effectively. Some trees are growing too close or up against the building and should have some branches pruned back. A few of the exterior lights appear to be either non-functional or broken and need repair.
Roofs The central portion of the building is covered by a flat roof that appears to be in good condition. The sloping portions of the roof over the gymnasium, pool and parts of the remaining building are standing seam metal panel over cementitious panels.
Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). From the underside of the mechanical room it is evident that many of the cementitious roof panels are broken but still performing and should not be a cause of detrimental performance. Portions of the roof material and window sealants are failing and should be repaired and/or replaced as part of a regular maintenance regime.
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Campus Building Assessment 122 Summary of Findings Regular maintenance along with the repair of items listed above and on the attached list should keep the building operational.
Immediate Needs: Investigate the concrete damage, remove chemical deposits. Repair failed sealant and rain gutters. Refinish window frames. Repaint and replace items mentioned.
Five Years: Re-evaluate critical issues brought forth related to the concrete, sealants and finishes.
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Campus Building Assessment 123
Building Exterior Unit Count Rate Total
North: Grafitti l.s 1 $1,000.00 $1,000.00 Exposed rebar at concrete base l.s. 1 $2,500.00 $2,500.00 Tree limbs too close to building l.s. 1 $1,000.00 $1,000.00
South: Metal paneling buckling na 0 $0.00 $0.00 Cracking, loose paint and rusting of door frame l.s. 1 $2,500.00 $2,500.00
East: Light fixture broken l.s. 1 $500.00 $500.00 Mullions and windows are pitted s.f. 2200 $80.00 $176,000.00 Gutter leaking down side of building l.s 1 $1,000.00 $1,000.00 Concrete base spalled see above 0 $0.00 $0.00 Exposed rebar at concrete base see above 0 $0.00 $0.00 Beam corroded l.s 1 $900.00 $900.00
West:
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Building Exterior Unit Count Rate Total Building Interior
North: Grafitti l.s 1 $1,000.00 $1,000.00 Room By Room Evaluation Exposed rebar at concrete base l.s. 1 $2,500.00 $2,500.00 Tree limbs too close to building l.s. 1 $1,000.00 $1,000.00 Room # Photo Comment Unit Count Rate Total AF001 7.1 Concrete spalled ls 1 $25,000.00 $25,000.00 7.2 Water marks on concrete ceiling above 0 $0.00 $0.00 7.4 Residue on walls above 0 $0.00 $0.00 STAIR 7.3 Concrete spalled above 0 $0.00 $0.00 POOL Structure frame showing through perforated panels na 0 $0.00 $0.00 Tile cracked s.f. 16 $65.00 $1,040.00 STORAGE 7.5 Soffit tiles missing and broken s.f. 24 $15.00 $360.00 7.9 Floor damaged at entry l.s. 1 $150.00 $150.00 South: Metal paneling buckling na 0 $0.00 $0.00 7.12 Light switch damaged; possible tile damage l.s. 1 $200.00 $200.00 Cracking, loose paint and rusting of door frame l.s. 1 $2,500.00 $2,500.00 AF110 Drywall patch needed l.s. 1 $100.00 $100.00 Tile damaged l.s. 1 $250.00 $250.00 2 lights out l.s. 1 $150.00 $150.00 Door damaged l.s. 1 $175.00 $175.00 CORRIDOR Floor tile damaged l.s. 1 $150.00 $150.00 Damaged tile at ceiling l.s. 1 $150.00 $150.00 AF141 Water on tile; sealant needed l.s. 1 $150.00 $150.00 AF106 Carpet needs to be replaced l.s. 1 $1,500.00 $1,500.00 Drywall needs repair l.s. 1 $150.00 $150.00 East: Light fixture broken l.s. 1 $500.00 $500.00 AF103 Damaged tile l.s. 1 $200.00 $200.00 Mullions and windows are pitted s.f. 2200 $80.00 $176,000.00 Damaged partitions l.s. 1 $1,500.00 $1,500.00 Gutter leaking down side of building l.s 1 $1,000.00 $1,000.00 Ceiling patched l.s. 1 $300.00 $300.00 Concrete base spalled see above 0 $0.00 $0.00 AF104 Door damaged l.s. 1 $200.00 $200.00 Exposed rebar at concrete base see above 0 $0.00 $0.00 Hole in partitions l.s. 1 $4,500.00 $4,500.00 Beam corroded l.s 1 $900.00 $900.00 Light fixture dated na 0 $0.00 $0.00 AF102 Water damage at ceiling l.s. 1 $150.00 $150.00 Wall damage needs paint l.s. 1 $150.00 $150.00 AF117 Holes in wall l.s. 1 $1,000.00 $1,000.00 7.8 Pipe insulation damaged l.s. 1 $500.00 $500.00 West: Wall block damaged l.s. 0 $0.00 $0.00 Severed duct na 0 $0.00 $0.00 7.6 Floor needs to be repainted s.f. 400 $8.00 $3,200.00 7.7 Block missing along one wall l.f. 20 $50.00 $1,000.00 AF129 Holes in block l.f. 1 $150.00 $150.00 Ceiling tile broken l.s. 1 $50.00 $50.00 AF125 Cracked ceiling tile l.s. 1 $0.00 $0.00 Partition broken l.s. 1 $1,000.00 $1,000.00 AF132 Floor tile missing/cracked l.s. 1 $200.00 $200.00 Moisture damage at ceiling l.s. 1 $100.00 $100.00 AF131 Moisture damage at ceiling l.s. 1 $100.00 $100.00 AF133 7.10 Cracked terrazzo floor s.f. 400 $22.00 $8,800.00 AF134 Cracked ceiling tile l.s. 1 $50.00 $50.00 Lights not functioning l.s. 1 $500.00 $500.00 7.11 Lateral crack in mortar at cmu wall l.s. 1 $250.00 $250.00 AF136 No base @ lockers l.f. 10 $25.00 $250.00 AF137 Hole in ceiling l.s. 1 $50.00 $50.00 AF135 Crack in floor & up wall s.f. 240 $22.00 $5,280.00 Lock missing on door l.s. 1 $275.00 $275.00 Lack of exit signs l.s. 1 $300.00 $300.00 Ceiling leaks l.s. 1 $100.00 $100.00 Water in wall na 0 $0.00 $0.00 Watermark on block l.s. 1 $150.00 $150.00 Moisture damage at ceiling l.s. 1 $100.00 $100.00 Ceiling tile missing l.s. 1 $50.00 $50.00 Floor outlet issue l.s. 1 $500.00 $500.00 ROOF Flashing coming loose in some places l.s. 1 $1,500.00 $1,500.00 $61,980.00
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7.1 Stained, damaged concrete at basement 7.2 Stained, damaged concrete at basement
7.3 Cracked and stained concrete slab 7.4 Cracks and weeping in basement
7.5 Wall finish at soffit is damaged or missing 7.6 Finish at gym floor is damaged
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7.7 Infill block missing in areas 7.8 Damaged pipe insulation in gymnasium
7.9 Damaged finish at floor tile 7.10 Damaged terrazzo at floor
7.11 Crack at CMU wall 7.12 Damaged switch plate at wall
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Campus Building Assessment 128 Burrill Galleria
Built in 1987 28,392 Gross Square Feet
The Galleria is a two story space with a clerestory skylight above and bounded on all sides by other campus buildings. Access to the lower level of Science and Technology and the Student Activities Building is available by stair and elevator.
Building Interior
Ground Level The Galleria is a multi-story space. Most of the materials and finishes are in good condition and only a few items need attention. The attached list of items shows that replacement of some ceiling tiles as well as paint and carpet in areas where they are worn would revitalize the Galleria.
Exterior Building Elements The exterior of the Galleria is limited to the rooftop clerestory window walls and is discussed in the Roof section below.
Roof The roof of the Galleria is a curved metal roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). Window sealant at the clerestory windows should be replaced. The aluminum gutter is detached and loose in some locations and should be reattached.
Elevators The elevator cab interior is in good condition. Minor scratches at the interior of the door are the only visible issue.
Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list.
Immediate Needs: Regular maintenance. Develop comprehensive sealant repair or replacement program. Re-paint and replace carpets where required. Check source of leaks above ceilings, and repair if necessary.
Five Year: Provide normal building maintenance
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Building Exterior Unit Count Rate Total The exterior elevations of the Burrill Galleria are limited to the walls of the clerestory structure at the roof. The clerestory windows at the roof have several issues , are included in the roof assessment.
Photo 4.6 - The sealant around the windows is dry and beginning to crack. l.f. 200 $8.00 $1,600.00 Photo 4.7 and 4.8 - The gutters are damaged in places. Certain locations are l.s. 1 $1,200.00 $1,200.00 disconnected from the roof and need to be reattached.
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Building Interior Building Exterior Unit Count Rate Total The exterior elevations of the Burrill Galleria are limited to the walls of the Room By Room Evaluation clerestory structure at the roof. The clerestory windows at the roof have several issues , are included in the roof assessment. Room # Photo Comment Atrium 103 Wall paint peeling l.s. 1 $150.00 $150.00 Photo 4.6 - The sealant around the windows is dry and beginning to crack. l.f. 200 $8.00 $1,600.00 Ceiling tiles missing l.s. 1 $150.00 $150.00 Photo 4.7 and 4.8 - The gutters are damaged in places. Certain locations are l.s. 1 $1,200.00 $1,200.00 Pieces of ceiling grid system missing l.s. 1 $150.00 $150.00 disconnected from the roof and need to be reattached. 105 Moisture damage at ceiling l.s. 1 $50.00 $50.00
$3,300.00
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4.1 Water damage at wall near clerestory window 4.2 Water damage below window
4.3 Stained and damaged floor and carpet
4.5 Damage at ceiling tiles
4.4 Moisture damage at ceiling
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4.6 Clerestory window and gutter system at roof 4.7 Damaged gutter
4.8 Damaged gutter
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Campus Building Assessment 134 Children’s Learning Center
Built in 2000 12,036 Gross Square Feet
The Children’s Learning Center is a one story above-grade structure. The entire building was constructed at one time but a portion of the building was shelled for future use and has been recently renovated. The renovated portion of the building was not in the scope of this building assessment.
Building Interior
Ground Level The Children’s Learning Center consists of classrooms, offices and support space. Most of the materials and finishes are in good condition and only a few items appear to need attention. These include the replacement of damaged ceiling tiles as well as paint and carpet in limited areas. Evidence of leaks, potentially old and since repaired, appear on many ceiling tiles. One area of the ceiling in or near the conference room appears to have a new water leak.
One window in the newly renovated portion of the building had water on the sill and should be observed in the future to see if there is a leak.
Exterior Building Elements The exterior of the building was observed while walking around at the ground level. Some staining of the walls has occurred due to storm water draining from the scuppers at the roof. The sealant at the windows and control joints is aging and requires regular maintenance.
Roof The roof of the building is a flat roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached).
After conversations with the College and some of the users of the building it was determined that there is an ongoing roof leak. Visual inspection of the roof did not lead to the cause or location of the leak but it should be further investigated and repaired.
Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list in order to keep the building in good working order.
Immediate Needs: Regular maintenance. Further investigation into the roof leaks and resultant ceiling damage seems to be the only issue. Re-paint and replace carpets where required. Check source of leaks above ceilings, and repair if necessary.
Five Year: Re-evaluate critical issues brought forth related to the sealants and finishes.
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Building Exterior Unit Count Rate Total
North: Exterior speaker detached. No verification of function. l.s. 1 $75.00 $75.00 Window caulk drying and cracked l.f. 600 $6.00 $3,600.00 Staining at curved concrete outside of library area (approx 10 sq ft) l.s. 1 $100.00 $100.00 Dry sealant between curved concrete and concrete masonry units l.s. 40 $8.00 $320.00
South: Dry sealant at control joints near concrete masonry units l.f. 120 $10.00 $1,200.00 Window caulk drying and cracked above 0 $0.00 $0.00
East: Elevation is in good condition na 0 $0.00 $0.00
West: Ground faced concrete masonry units bands stained s.f. 100 $3.00 $300.00 Rust at door heads ea 2 $75.00 $150.00 Staining @ water outlet scupper na 0 $0.00 $0.00 Sealant at concrete masonry units control joint drying and cracking above 0 $0.00 $0.00 Regular maintenance of sealant at control joints, windows and doors above 0 $0.00 $0.00
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Building Exterior Unit Count Rate Total Building Interior Building has no roof drains- slopes to front of building North: Exterior speaker detached. No verification of function. l.s. 1 $75.00 $75.00 Room By Room Evaluation New fire alarm installed w/ addition Window caulk drying and cracked l.f. 600 $6.00 $3,600.00 Staining at curved concrete outside of library area (approx 10 sq ft) l.s. 1 $100.00 $100.00 Room # Photo Comment Dry sealant between curved concrete and concrete masonry units l.s. 40 $8.00 $320.00 CORRIDOR 6.1 Moisture damage at ceiling ea 1 $50.00 $50.00 110 6.2 Moisture damage around copper piping ea 1 $50.00 $50.00 6.3 Moisture damage at ceiling. Verify leak control. Replace panel. ea 1 $50.00 $50.00 108 6.4 Moisture damage at ceiling. Verify leak control. Replace panel. ea 1 $50.00 $50.00 116 Moisture damage at ceiling. Verify leak control. Replace panel. ea 1 $50.00 $50.00 Drywall damage. Patch repair and paint various areas l.s. 1 $300.00 $300.00 119 Moisture damage at ceiling ea 1 $50.00 $50.00 Evidence of leak at ceiling l.s. 1 $50.00 $50.00 South: Dry sealant at control joints near concrete masonry units l.f. 120 $10.00 $1,200.00 Drywall damage. Patch repair and paint various areas l.s. 1 $300.00 $300.00 Window caulk drying and cracked above 0 $0.00 $0.00 106 Evidence of leak at ceiling ea 1 $50.00 $50.00 105 6.6 Moisture damage at ceiling ea 1 $50.00 $50.00 6.5 Damaged vinyl composite floor tile and base l.s. 1 $150.00 $150.00 Ceiling tile off grid l.s. 1 $50.00 $50.00 120 6.7 Ceiling tile off grid l.s. 1 $50.00 $50.00 129 Toilet 6.8 Chipped floor tiles at drain l.s. 1 $250.00 $250.00 140 Evidence of leak at ceiling l.s. 1 $100.00 $100.00 Moisture damage at ceiling ea 1 $50.00 $50.00 Ceiling tile off grid ea 1 $50.00 $50.00 East: Elevation is in good condition na 0 $0.00 $0.00 162 CLOSET Evidence of leak at ceiling ea 1 $50.00 $50.00 Moisture damage at ceiling ea 1 $50.00 $50.00 161 Drywall repair needed around audio equipment. Patch, repair and paint l.s. 1 $150.00 $150.00 162 Condensation on door l.s. 1 $0.00 $0.00 6.9 Water leak on sill l.s. 1 $300.00 $300.00 STORAGE No closer on door na 0 $0.00 $0.00
$2,300.00
West: Ground faced concrete masonry units bands stained s.f. 100 $3.00 $300.00 Rust at door heads ea 2 $75.00 $150.00 Staining @ water outlet scupper na 0 $0.00 $0.00 Sealant at concrete masonry units control joint drying and cracking above 0 $0.00 $0.00 Regular maintenance of sealant at control joints, windows and doors above 0 $0.00 $0.00
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6.1 Moisture damage at ceiling tile 6.2 Moisture damage at closet ceiling
6.3 Moisture damage at ceiling tile 6.4 Moisture damage at ceiling
6.5 Damaged floor tiles and base 6.6 Moisture damage at ceiling
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6.7 Damaged ceiling tile 6.8 Damaged floor tiles
6.9 Water pooled at window sill 6.10 Linoleum floor and base
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Campus Building Assessment 140 Hickory Ridge Building
Built in 1982 60,000 Gross Square Feet
The Hickory Ridge Building is a three story above grade structure.
Building Interior
Ground Level The ground floor of the Hickory Ridge Building houses classrooms and offices. Proposed improvements include the replacement of damaged ceiling tiles, repair of paint and replacement of worn carpet in areas. Evidence of leaks, potentially old and since repaired, are evident on many ceiling tiles. Some of the doors and door hardware are damaged and need repair or replacement.
Second Level The condition of the second level is similar to the ground level with a few exceptions. Some holes in the walls and floors need to be repaired prior to the cosmetic replacement of carpet, floor tiles and paint. Many areas of the classrooms floors and walls are severely worn.
Third Level Similar and consistent with the ground and second levels, this floor needs replacement of carpets and ceilings as well as repainting and refurbishment. The walls above many of the office doors are cracking. Patching and repainting is necessary at these areas.
Exterior Building Elements The exterior of the building is generally in good condition. The sealant around many of the windows is dry, cracking and in need of replacement. Some staining of the brick was observed near the entry.
Roofs The roof of the building is covered by a flat roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). After conversations with the College and some of the users of the building it was determined that there is an ongoing roof leak. Visual inspection of the roof did not lead to the cause or location of the leak but it should be further investigated and patched in order to halt the flow of water into the building.
Elevators There are two elevators in the building. Elevator cab #1 is in good condition. The ceiling light fixture lenses are old and have some burn marks at several locations. The burns appear to be related to vandalism. There are scratches on the interior of the doors. Elevator cab #2 is in good condition. There are burn marks on the light fixture lenses in this cab also, as well as scratches on the interior metal finishes.
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Campus Building Assessment 141 Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list in order to keep the building in good working order.
Immediate Needs: Regular maintenance. Develop comprehensive sealant repair or replacement program. Re-paint and replace carpets where required. Repair damage to walls. Check source of leaks above ceilings, and repair if necessary.
Five Year: Continue maintenance and repairs as needed.
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Building Exterior Unit Count Rate Total
North: Staining at brick near window Window sealant failing at head l.s. 1 $6,000.00 $6,000.00 l.f. 400 $8.00 $3,200.00
South: Window sealant dry and cracking above 0 $0.00 $0.00
East: Staining on brick below windows above 0 $0.00 $0.00 Metal at window system - finish is old and fading above 0 $0.00 $0.00
West: Window sealant dry and cracking above 0 $0.00 $0.00
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Campus Building Assessment 143 Building Interior
Room By Room Evaluation
Room # Photo Comment HR102 8.1 Damaged cove base at classroom l.s. 1 $100.00 $100.00 HR104 Ceiling tiles are stained, chipped and broken l.s. 1 $200.00 $200.00 8.2 Floor tiles damaged l.s. 1 $150.00 $150.00 HR100 Ceiling tiles are stained, chipped and broken l.s. 1 $200.00 $200.00 HR100-15 Door damaged l.s. 1 $500.00 $500.00 Wall needs to be repainted l.s. 1 $200.00 $200.00 HR100-18 Carpet damaged sy 12 $40.00 $480.00 8.3 Water damage at wall base l.s. 1 $50.00 $50.00 HR100-23 8.4 Damaged drywall l.s. 1 $150.00 $150.00 Coverplate missing at sprinkler head l.s. 1 $100.00 $100.00 HR100-24 Kitchen cabinets show wear and tear. Damage at areas l.f. 50 $500.00 $25,000.00 Wall base damaged and delaminating l.s. 1 $100.00 $100.00 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR115 Window shade device damaged / stained l.s. 1 $350.00 $350.00 8.6 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 8.5 Wall base damaged and delaminating l.s. 1 $100.00 $100.00 HR120 Damaged floor tiles l.s. 1 $250.00 $250.00 Musty smell in room na 0 $0.00 $0.00 Main electrical closet accessed through classroom na 0 $0.00 $0.00 HR120A Water pooling at ceiling fixture l.s. 1 $150.00 $150.00 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Discolored tile l.s. 1 $50.00 $50.00 HR112 Wall paint damaged l.s. 1 $100.00 $100.00 HR110 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Light switch missing l.s. 1 $175.00 $175.00 Wall patches need to be repaired and painted l.s. 1 $150.00 $150.00 Outlet at wall has scorch marks near it. l.s. 1 $300.00 $300.00 HR106 Floor mounted heat register is missing its cover l.s. 1 $150.00 $150.00 There are three different types of ceiling tile in this room sy 200 $4.00 $800.00 CORRIDOR Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Damaged concrete masonry units at wall l.s. 1 $300.00 $300.00 HR109 Door rattles l.s. 1 $150.00 $150.00 HR152 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR153 Carpet damaged sy 12 $40.00 $480.00 HR156 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR155 Carpet damaged sy 12 $40.00 $480.00 LOADING DOCK 8.10. Damaged floor tiles l.s. 1 $500.00 $500.00 Damaged concrete masonry units at wall l.s. 1 $2,000.00 $2,000.00 HR1H-05 8.11 Tile base damaged l.s. 1 $200.00 $200.00 HR140M Holes in drywall l.s. 1 $150.00 $150.00 Wall base damaged and delaminating at corner l.s. 1 $150.00 $150.00 HR130 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Wall paint damaged l.s. 1 $100.00 $100.00 HR132 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00
HR136 8.14 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Ceiling suspension grid damaged l.s. 1 $150.00 $150.00 Drywall damaged l.s. 1 $150.00 $150.00 HR134 Damaged ADA door opener l.s. 1 $3,000.00 $3,000.00 Drywall damaged l.s. 1 $150.00 $150.00 HR145W 8.13 Tile base damaged l.s. 1 $150.00 $150.00 HR153 8.10. Carpet damaged 0 $0.00 $0.00 HR222 Window sealant damaged and not providing adequate seal 0 $0.00 $0.00 HR232 Wall paint damaged l.s. 1 $150.00 $150.00 HR228 Wall paint damaged l.s. 1 $150.00 $150.00 HR358 Crack in wall above door l.s. 1 $200.00 $200.00 HR360 Carpet damaged sy 10 $40.00 $400.00 Crack in wall above door l.s. 1 $200.00 $200.00
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Room By Room Evaluation Room By Room Evaluation
Room # Photo Comment Room # Photo Comment HR102 8.1 Damaged cove base at classroom l.s. 1 $100.00 $100.00 HR361 Carpet damaged sy 10 $40.00 $400.00 HR104 Ceiling tiles are stained, chipped and broken l.s. 1 $200.00 $200.00 HR362 Carpet damaged sy 10 $40.00 $400.00 8.2 Floor tiles damaged l.s. 1 $150.00 $150.00 HR363 Carpet damaged sy 10 $40.00 $400.00 HR100 Ceiling tiles are stained, chipped and broken l.s. 1 $200.00 $200.00 HR366 Carpet damaged sy 10 $40.00 $400.00 HR100-15 Door damaged l.s. 1 $500.00 $500.00 Water damage at ceiling and walls l.s. 1 $150.00 $150.00 Wall needs to be repainted l.s. 1 $200.00 $200.00 HR367 Carpet damaged sy 10 $40.00 $400.00 HR100-18 Carpet damaged sy 12 $40.00 $480.00 HR368 Carpet damaged sy 10 $40.00 $400.00 8.3 Water damage at wall base l.s. 1 $50.00 $50.00 HR370 Carpet damaged sy 10 $40.00 $400.00 HR100-23 8.4 Damaged drywall l.s. 1 $150.00 $150.00 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Coverplate missing at sprinkler head l.s. 1 $100.00 $100.00 HR365 Carpet damaged sy 10 $40.00 $400.00 HR100-24 Kitchen cabinets show wear and tear. Damage at areas l.f. 50 $500.00 $25,000.00 HR369 Carpet damaged sy 10 $40.00 $400.00 Wall base damaged and delaminating l.s. 1 $100.00 $100.00 Crack in wall above door l.s. 1 $200.00 $200.00 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR372 Carpet damaged sy 10 $40.00 $400.00 HR115 Window shade device damaged / stained l.s. 1 $350.00 $350.00 Ceiling suspension grid damaged l.s. 1 $150.00 $150.00 8.6 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR371 Carpet damaged sy 10 $40.00 $400.00 8.5 Wall base damaged and delaminating l.s. 1 $100.00 $100.00 HR373 Carpet damaged sy 10 $40.00 $400.00 HR120 Damaged floor tiles l.s. 1 $250.00 $250.00 Wall base damaged and delaminating l.s. 1 $100.00 $100.00 Musty smell in room na 0 $0.00 $0.00 HR376 Carpet damaged sy 10 $40.00 $400.00 Main electrical closet accessed through classroom na 0 $0.00 $0.00 HR300 Ceiling suspension grid damaged l.s. 1 $150.00 $150.00 HR120A Water pooling at ceiling fixture l.s. 1 $150.00 $150.00 HR300C Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR315M 8.17 Holes in wall tile l.s. 1 $150.00 $150.00 Discolored tile l.s. 1 $50.00 $50.00 HR315M Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR112 Wall paint damaged l.s. 1 $100.00 $100.00 HR315W Door closer not working properly l.s. 1 $175.00 $175.00 HR110 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 8.19 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Light switch missing l.s. 1 $175.00 $175.00 HR314 8.2 Floor tiles damaged l.s. 1 $100.00 $100.00 Wall patches need to be repaired and painted l.s. 1 $150.00 $150.00 HR316 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Outlet at wall has scorch marks near it. l.s. 1 $300.00 $300.00 CORRIDOR Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR106 Floor mounted heat register is missing its cover l.s. 1 $150.00 $150.00 HR311 Wall paint damaged 1 1 $100.00 $100.00 There are three different types of ceiling tile in this room sy 200 $4.00 $800.00 Ceiling tile missing l.s. 1 $50.00 $50.00 CORRIDOR Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 8.18 Large hole in ceramic tile and substrate. Multiple smaller holes in tile l.s. 1 $500.00 $500.00 Damaged concrete masonry units at wall l.s. 1 $300.00 $300.00 HR332 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR109 Door rattles l.s. 1 $150.00 $150.00 HR152 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 $57,790.00 HR153 Carpet damaged sy 12 $40.00 $480.00 HR156 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 HR155 Carpet damaged sy 12 $40.00 $480.00 LOADING DOCK 8.10. Damaged floor tiles l.s. 1 $500.00 $500.00 Damaged concrete masonry units at wall l.s. 1 $2,000.00 $2,000.00 HR1H-05 8.11 Tile base damaged l.s. 1 $200.00 $200.00 HR140M Holes in drywall l.s. 1 $150.00 $150.00 Wall base damaged and delaminating at corner l.s. 1 $150.00 $150.00 HR130 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Wall paint damaged l.s. 1 $100.00 $100.00 HR132 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00
HR136 8.14 Ceiling tiles are stained, chipped and broken l.s. 1 $150.00 $150.00 Ceiling suspension grid damaged l.s. 1 $150.00 $150.00 Drywall damaged l.s. 1 $150.00 $150.00 HR134 Damaged ADA door opener l.s. 1 $3,000.00 $3,000.00 Drywall damaged l.s. 1 $150.00 $150.00 HR145W 8.13 Tile base damaged l.s. 1 $150.00 $150.00 HR153 8.10. Carpet damaged 0 $0.00 $0.00 HR222 Window sealant damaged and not providing adequate seal 0 $0.00 $0.00 HR232 Wall paint damaged l.s. 1 $150.00 $150.00 HR228 Wall paint damaged l.s. 1 $150.00 $150.00 HR358 Crack in wall above door l.s. 1 $200.00 $200.00 HR360 Carpet damaged sy 10 $40.00 $400.00 Crack in wall above door l.s. 1 $200.00 $200.00
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8.1 Damaged cove base at classroom 8.2 Damaged floor tiles
8.3 Damaged cove base at classroom 8.4 Impact damage at classroom wall
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8.5 Damaged cove base 8.6 Moisture damage at ceiling tile
8.7 View of typical classroom 8.8 Moisture damage at ceiling tile
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8.9 Typical corridor 8.10 Damage at carpet / tile transition
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8.11 Damaged tile base 8.12 Ceiling and steel truss at mechanical room
8.13 Damaged tile base 8.14 Moisture damage at ceiling tile
8.15 Failed sealant at window 8.16 Typical classroom
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8.17 Damaged tile wall 8.18 Damaged tile and substrate
8.19 Damaged ceiling tile 8.20 Damaged wall and floor tile
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Campus Building Assessment 151 Mary Ellen Duncan Hall for English, Languages & Business
Built in 2002 87,830 Gross Square Feet
The Mary Ellen Duncan Hall for English, Languages & Business is a three story above grade structure with a lower (below grade) level below a portion of the building footprint.
Building Interior
Lower Level Much of the lower level of the Mary Ellen Duncan Hall for English, Languages & Business is in excellent condition. There is a limited amount of moisture damage on the ceiling, and paint needs to be touched up in various areas where carts and equipment being moved through the building has caused damage. The landing and the drain at the bottom of Stair 04 need to be cleaned to prevent water from pooling and entering the building.
Ground Level The building needs only cosmetic repairs and reconditioning. The attached list of items shows that the primary concern is the replacement of damaged ceiling tiles and worn areas of paint and carpet. Evidence of leaks is visible on many ceiling tiles. These stains may represent older leaks which have been repaired. The College has stated that roof mounted equipment and large ductwork just below the roof make access to the source of leaks difficult to trace and repair. In offices and classrooms there are areas of wear on the carpet, walls and ceilings but in general they are in good condition.
Second Level The condition of the second level is very similar to the ground level with a few exceptions. There is a crack in the floor tile in the corridor that could possibly indicate a structural stress below. Water damage in the stairwell ceiling seems to be an ongoing leak and should be addressed to prevent the damage from escalating. Many areas of the offices and classrooms need to have the paint retouched.
Third Level Consistent with the ground and second levels, this floor needs only maintenance and a regular schedule of repainting and ceiling repair.
Exterior Building Elements The exterior of the building was observed while walking around at the ground level. There is evidence of efflorescence along the area just below the parapet, which should be cleaned.
Roofs Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached).
One area of the roof, shown in the photos, is a low spot which collects standing water for long periods of time. The parapet coping stones are in good condition with some minor staining from weather. The sealant
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Campus Building Assessment 152 between them is dry and cracked which will allow water to penetrate the wall system, so this should be removed and replaced. One area of sealant is partially removed from the wall of the mechanical equipment shroud. The sealant in this area should be removed and replaced. The steel support beams for the mechanical equipment are rusted and should be scraped and repainted.
Elevators Elevator #1 has minor scratches on the door and discoloration at the base of the metal panels. Elevator #2 has similar discoloration at the base of the metal panels. The elevator cabs are in good shape overall and require only regular maintenance.
Summary of Findings The building is in excellent condition. Regular maintenance along with the repair of items on the attached list should keep the building in good working condition.
Immediate Needs: Repair leaks and failed sealant. Repaint and replace items mentioned. Correct ponding on the roof.
Five Years: Re-evaluate critical issues brought forth related to the sealants and finishes.
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Building Exterior Units Count Rate Total North: Some staining below windows l.s. 1 $200.00 $200.00 Dents at metal panels near entry l.s. 1 $1,000.00 $1,000.00 Hole at metal panel near entry above 0 $0.00 $0.00
South: Plaster damage at window bay below 3rd Floor overhang l.s. 1 $500.00 $500.00
East: Some discoloration at underside of 3rd Floor overhang l.s. 1 $500.00 $500.00 Stains at metal panel on projected window at 2nd Floor l.s. 1 $150.00 $150.00
West: Some rust at lintels at 1st Floor openings l.s. 1 $300.00 $300.00
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Building Exterior Building Interior Units Count Rate Total Room By Room Evaluation North: Some staining below windows l.s. 1 $200.00 $200.00 Dents at metal panels near entry l.s. 1 $1,000.00 $1,000.00 Room # Photo Comment Units Count Rate Total Hole at metal panel near entry above 0 $0.00 $0.00 CUSTODIAL Floor tiles damaged. l.s. 1 $100.00 $100.00 10 Room identification tag is broken l.s. 1 $75.00 $75.00 2 Ceiling moisture damage l.s. 1 $50.00 $50.00 2 Door is damaged l.s. 1 $200.00 $200.00 5 Walls paint needs to be touched up l.s. 1 $100.00 $100.00 3 Floor tile edges are worn l.s. 1 $100.00 $100.00 8 Floor tile edges are worn l.s. 1 $100.00 $100.00 Walls paint needs to be touched up l.s. 1 $100.00 $100.00 $0.00 South: Plaster damage at window bay below 3rd Floor overhang l.s. 1 $500.00 $500.00 Water pooling near door na 0 $0.00 C03 4 Damage to wall finish at corner. Patch and paint l.s. 1 $100.00 $100.00 S04 Drain clog @ bottom of stair na 0 $0.00 $0.00 Door to exterior is not properly sealed l.s. 1 $200.00 $200.00 9 Painted floor surface finish is damaged l.s. 1 $200.00 $200.00 Walls paint needs to be touched up l.s. 1 $100.00 $100.00 100C Floor tiles damaged l.s. 1 $100.00 $100.00 Ceiling moisture damage l.s. 1 $50.00 $50.00 Ceiling tile grid damaged and mis-aligned l.s. 1 $50.00 $50.00 Wall surface damaged l.s. 1 $100.00 $100.00 103 Hole in wall needs to be patched and painted l.s. 1 $100.00 $100.00 East: Some discoloration at underside of 3rd Floor overhang l.s. 1 $500.00 $500.00 111 5 Moisture damage at ceiling near sprinkler head l.s. 1 $50.00 $50.00 Stains at metal panel on projected window at 2nd Floor l.s. 1 $150.00 $150.00 100B Wall surface damaged l.s. 1 $100.00 $100.00 Carpet damaged in areas yds 12 $40.00 $480.00 100A Hole in wall needs to be patched and painted l.s. 1 $100.00 $100.00 Walls paint needs to be touched up l.s. 1 $100.00 $100.00 Ceiling moisture damage l.s. 1 $50.00 $50.00 C11 6 Tile cracks along corrior of 1st floor l.s. 1 $250.00 $250.00 Moisture damage marks on walls l.s. 1 $200.00 $200.00 Wall surface damaged l.s. 1 $100.00 $100.00 Walls paint needs to be touched up l.s. 1 $150.00 $150.00 West: Some rust at lintels at 1st Floor openings l.s. 1 $300.00 $300.00 Tile cracks along corridor of 1st floor l.s. 1 $250.00 $250.00 112 Wall paint needs to be touched up l.s. 1 $100.00 $100.00 R11 Ceiling moisture damage ea 1 $50.00 $50.00 R12 Corners missing at base tile l.s. 1 $200.00 $200.00 Ceiling water damage around vents l.s. 1 $100.00 $100.00 Tile damaged l.s. 1 $200.00 $200.00 113 Floor paint finish damaged l.s. 1 $300.00 $300.00 No closer on door l.s. 1 $275.00 $275.00 Carpet needs to be replaced yds 12 $40.00 $480.00 Minor wall finish damage in places. Patch and paint areas. l.s 1 $200.00 $200.00 118 No closer on door. Add closer. l.s 1 $275.00 $275.00
Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 120 Missing ceiling tile ea 1 $50.00 $50.00 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 121 Carpet damaged yds 90 $40.00 $3,600.00 124 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 125 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 140 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 115 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Floor moisture damage l.s. 1 $300.00 $300.00 114 Moisture damage on floor l 1 $300.00 $300.00 110 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 209 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 205 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 207 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 203 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 201 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 202 10 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 9 Wire taped multiple times to floor. Tripping hazard and unsightly. l.s 1 $300.00 $300.00
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Room By Room Evaluation
Room # Photo Comment Units Count Rate Total 8 Carpet damaged sy 90 $40.00 $3,600.00 204 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 206 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 203 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 201 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 202 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Carpet damaged above 0 $0.00 $0.00 204 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 206 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 208 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Ceiling tile dirty around vent l.s. 1 $100.00 $100.00 211 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Drywall finish damaged. Patching and repainting required l.s 1 $100.00 $100.00 212 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Floor marks/area needs replacement l.s. 1 $200.00 $200.00 R21 Ceiling moisture damage l.s. 1 $100.00 $100.00 213 Floor paint finish damaged l.s. 1 $450.00 $450.00 216 Walls paint needs to be touched up l.s 1 $100.00 $100.00 218 Walls paint needs to be touched up l.s 1 $100.00 $100.00 222 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 220 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 224 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 228 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 225 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 221 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 223 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 219 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 217 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Wall finish damaged. Patching and painting required l.s 1 $100.00 $100.00 210 Wall finish damaged. Patching and painting required l.s 1 $100.00 $100.00 214 Floor marks/ area needs replacement l.s. 1 $300.00 $300.00 C21 Wall damaged/ paint needed l.s. 1 $100.00 $100.00 Floor tile cracked l.s. 1 $300.00 $300.00 S2 3rd floor 11 Ceiling moisture damage s.f. 20 $20.00 $400.00 12 Moisture damage at landing na 0 $0.00 $0.00 307 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 305 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 301 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 303 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Electrical junction box missing l.s. 1 $175.00 $175.00 Hole in wall finish. Patch , repair and paint finish l.s. 1 $150.00 $150.00 LOBBY Ceiling moisture damage l.s. 1 $100.00 $100.00 Corner of drywall damaged l.s. 1 $100.00 $100.00 S31 Ceiling moisture damage l.s. 1 $100.00 $100.00 302 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 304 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 306 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 308 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 CORRIDOR Cracked floor tile. Trip hazard l.s. 1 $300.00 $300.00 Ceiling moisture damage l.s. 1 $100.00 $100.00 R32 Moisture damage at tile floor l.s. 1 $150.00 $150.00 Door lock missing l.s. 1 $175.00 $175.00 316 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 320 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 318 Walls paint needs to be touched up l.s 1 $100.00 $100.00 322 Walls paint needs to be touched up l.s 1 $100.00 $100.00 328 Walls paint needs to be touched up l.s 1 $100.00 $100.00 Ceiling moisture damage l.s 1 $100.00 $100.00 Ceiling tile off grid l.s. 1 $50.00 $50.00
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Room By Room Evaluation Room By Room Evaluation
Room # Photo Comment Units Count Rate Total Room # Photo Comment Units Count Rate Total 8 Carpet damaged sy 90 $40.00 $3,600.00 323 Walls paint needs to be touched up l.s 1 $100.00 $100.00 204 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Window sealant is failing l.s. 1 $100.00 $100.00 206 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 321 Walls paint needs to be touched up l.s 1 $100.00 $100.00 203 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 319 Walls paint needs to be touched up l.s 1 $100.00 $100.00 201 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Window sealant wearing l.s. 1 $100.00 $100.00 202 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 317 Walls paint needs to be touched up l.s 1 $100.00 $100.00 Carpet damaged above 0 $0.00 $0.00 Ceiling tile dirty around vent l.s. 1 $100.00 $100.00 204 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 310A Walls paint needs to be touched up l.s 1 $100.00 $100.00 206 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Carpet damaged sy 23 $40.00 $920.00 208 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 ROOF 13 Joints in sealant/caulk around block is dry and cracked l.f. 300 $10.00 $3,000.00 Ceiling tile dirty around vent l.s. 1 $100.00 $100.00 Counter flashing damaged and potential leak source l.f. 50 $30.00 $1,500.00 211 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 14 Standing water with algae/vegetation near mechanical equipment na 0 $0.00 $0.00 Drywall finish damaged. Patching and repainting required l.s 1 $100.00 $100.00 15 Sealant at equipment surround is loose and falling out of panel joint l.s. 1 $150.00 $150.00 212 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Some water drains to an area below the drain location 0 $0.00 $0.00 Floor marks/area needs replacement l.s. 1 $200.00 $200.00 17 Rust on beams supporting mechanical equipment l.s. 1 $2,500.00 $2,500.00 R21 Ceiling moisture damage l.s. 1 $100.00 $100.00 213 Floor paint finish damaged l.s. 1 $450.00 $450.00 216 Walls paint needs to be touched up l.s 1 $100.00 $100.00 218 Walls paint needs to be touched up l.s 1 $100.00 $100.00 $33,955.00 222 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 220 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 224 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 228 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 225 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 221 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 223 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 219 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 217 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Wall finish damaged. Patching and painting required l.s 1 $100.00 $100.00 210 Wall finish damaged. Patching and painting required l.s 1 $100.00 $100.00 214 Floor marks/ area needs replacement l.s. 1 $300.00 $300.00 C21 Wall damaged/ paint needed l.s. 1 $100.00 $100.00 Floor tile cracked l.s. 1 $300.00 $300.00 S2 3rd floor 11 Ceiling moisture damage s.f. 20 $20.00 $400.00 12 Moisture damage at landing na 0 $0.00 $0.00 307 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 305 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 301 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 303 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 Electrical junction box missing l.s. 1 $175.00 $175.00 Hole in wall finish. Patch , repair and paint finish l.s. 1 $150.00 $150.00 LOBBY Ceiling moisture damage l.s. 1 $100.00 $100.00 Corner of drywall damaged l.s. 1 $100.00 $100.00 S31 Ceiling moisture damage l.s. 1 $100.00 $100.00 302 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 304 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 306 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 308 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 CORRIDOR Cracked floor tile. Trip hazard l.s. 1 $300.00 $300.00 Ceiling moisture damage l.s. 1 $100.00 $100.00 R32 Moisture damage at tile floor l.s. 1 $150.00 $150.00 Door lock missing l.s. 1 $175.00 $175.00 316 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 320 Minor wall finish damage in places. Patch and paint areas. l.s 1 $100.00 $100.00 318 Walls paint needs to be touched up l.s 1 $100.00 $100.00 322 Walls paint needs to be touched up l.s 1 $100.00 $100.00 328 Walls paint needs to be touched up l.s 1 $100.00 $100.00 Ceiling moisture damage l.s 1 $100.00 $100.00 Ceiling tile off grid l.s. 1 $50.00 $50.00
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1.1 Basement level corridor typical condition 1.2 Moisture damage at ceiling (Room #010)
1.3 Damaged floor tiles (Room #005) 1.4 Damage @ corridor corners (Corridor #C03)
1.5 Paint damage/possible water damage at sprinkler 1.6 Crack at corridor floor
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1.7 Moisture damage at 2nd floor ceiling (Room R12) 1.8 Stained and worn carpet (Room 202)
1.9 Improper wiring conditions 1.10 Contact damage at classroom wall
1.11 Water damage, possible active leak at stairway 1.12 Water damage at floor in stairwell
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1.13 Failing parapet cap sealant 1.14 Standing water at roof
1.15 Failing sealant at metal panels 1.16 Typical parapet cap at corner
1.17 Corroding mechanical equipment support 1.18 View from east side of roof
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Campus Building Assessment 160 Campus Building Assessment | 163 Campus Building Assessment 161 Campus Building Assessment | 164 Campus Building Assessment 162 CampusCampus Building Building Assessment Assessment 163 | 165 Nursing Building
Built in 1976 33,097 Gross Square Feet The Nursing Building is a two story structure.
Building Interior
Ground Level The Nursing Building ground level is comprised of classrooms and support spaces. The attached list of items shows that replacement of some ceiling tiles as well as paint and carpet in areas where they are worn would help revitalize this building.
Second Level The second floor of the Nursing Building consists of classrooms, support spaces and a large auditorium. This floor is similar to the floor below in its needs. The area should be repainted; the carpet and many ceiling tiles should be replaced.
Exterior Building Elements The exterior of the building was observed from the ground level. Building sealants appear to be separating from the windows and walls and should be repaired. The finishes on many of the windows on the second floor are worn and should be refinished.
Roof The roof of the Nursing Building is a flat roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). The metal parapet coping is stained and the connections are dried and cracked. The parapet system redundancy most likely keeps water from penetrating into the wall below. Many areas of the roof show signs of having prolonged standing water, which should be corrected.
Elevators The elevator cab interior is in good condition. The light fixture has a damaged acrylic lens at the ceiling of the cab. The cab floor finish is old and worn and will require replacement to keep the finishes updated. There are minor scratches on the interior door face.
Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list as cosmetic and upgraded finish work rather than mandatory repairs.
Immediate Needs: Regular maintenance. Develop comprehensive sealant repair or replacement program. Re-paint and replace carpets where required. Check source of leaks above ceilings, and repair if necessary. Correct ponding on roofs.
Five Years: Re-evaluate critical issues brought forth related to the sealants and finishes.
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Building Exterior Unit Count Rate Total Roof: Photo 2.21 - Some cleaning of drains necessary at low roof over entry l.s. 1 $300.00 $300.00 Photo 2.17 & 2.18 - Parapet cap sealant is dry and cracking See Roof Assessment
North: Access panel rusted at underside of overhang (2nd Floor) l.s. 1 $300.00 $300.00 Some staining at edge of building face below windows l.s. 1 $500.00 $500.00 Window sealant loose at spandrel panel l.s. 50 $8.00 $400.00
South: Sealant @ windows on 1st & 2nd Fl is cracked and drying. l.f. 225 $10.00 $2,250.00 At some locations the sealant is falling out of the joint. l.f. 240 $5.00 $1,200.00 Finish on aluminum windows has degraded s.f. 1920 $80.00 $153,600.00 The finish on the doors and frames is degraded and oxidized. s.f. 48 $70.00 $3,360.00 The 2'x5' metal panels below the windows are degraded and oxidized. s.f. 250 $80.00 $20,000.00 The 2'x2' vent at the soffit is rusting. l.s. 1 $250.00 $250.00
East: Area in generally good condition at connection to Galleria na 0 $0.00 $0.00
West: Concrete soffit at entry is discolored around light fixture l.s. 1 $200.00 $200.00 Sealant at windows is drying and slightly cracked l.s. 100 $5.00 $500.00
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Campus Building Assessment 165 General Notes: Building Interior Summer '09 Replacement of Air Handlers Room By Room Evaluation
Room # Photo Comment Corridor Moisture damage at ceiling l.s 150 $0.00 $0.00 N101 Carpet damaged. Various areas have become threadbare and/or show stains sy 12 $40.00 $480.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N110 2.8 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N112 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Moisture damage at ceiling l.s. 1 $150.00 $150.00 N114 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Ceiling needs replacement l.s. 1 $150.00 $150.00 N115 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Exposed water piping l.s. 1 $100.00 $100.00 Corridor Plate missing l.s. 1 $100.00 $100.00 2.9 Terazzo corner damaged l.s. 1 $500.00 $500.00 TCOMM Moisture damage at ceiling l.s. 1 $150.00 $150.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N109 2.11 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor tiles damaged l.s. 1 $300.00 $300.00 Light Fixture Lenses damaged l.s. 1 $125.00 $125.00 N106 Moisture damage at ceiling l.s. 1 $150.00 $150.00 2.13 Carpet damaged. Various areas have become threadbare and/or show stains sy 45 $40.00 $1,800.00 Light fixtures water damaged l.s. 1 $500.00 $500.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N107 Stall partition damaged l.s. 1 $1,000.00 $1,000.00 2.14 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor tiles damaged/missing l.s. 1 $300.00 $300.00 N105 Sound Issues w/ hollow door l.s. 1 $600.00 $600.00 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N104 Ceiling tile missing/holding up projection screen l.s. 1 $250.00 $250.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N103 Sound Issues na 0 $0.00 $0.00 Ceiling needs replacement l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 N100A Chairrail height wall damage. Patch and repair l.s 1 $450.00 $450.00 N100B Moisture damage at ceiling l.s 1 $150.00 $150.00 N100C Exposed Insulation l.s 1 $200.00 $200.00 N236 The solar coating on the windows is fogging s.f. 250 $15.00 $3,750.00 2.12 Ceiling tile damaged l.s 1 $150.00 $150.00 Moisture damage at ceiling l.s 1 $150.00 $150.00 N232 The solar coating on the windows is fogging s.f. 250 $15.00 $3,750.00 Wall finish damaged. Touch up painting required l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 2.15 Moisture damage at ceiling l.s 1 $150.00 $150.00 N233 Ceiling needs replacement l.s 1 $150.00 $150.00 Wall paint needed l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 Ceiling needs replacement l.s 1 $150.00 $150.00 N207 Door sticks. Shim hinges to repair l.s 1 $175.00 $175.00 N200C Moisture damage at ceiling l.s 1 $150.00 $150.00 N224 2.16 Door finish damaged. Laminate surface broken l.s 1 $600.00 $600.00 $204,890.00
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Campus Building Assessment 166 General Notes: Building Interior Summer '09 Replacement of Air Handlers Room By Room Evaluation
Room # Photo Comment Corridor Moisture damage at ceiling l.s 150 $0.00 $0.00 N101 Carpet damaged. Various areas have become threadbare and/or show stains sy 12 $40.00 $480.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N110 2.8 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N112 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Moisture damage at ceiling l.s. 1 $150.00 $150.00 N114 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Ceiling needs replacement l.s. 1 $150.00 $150.00 N115 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Exposed water piping l.s. 1 $100.00 $100.00 Corridor Plate missing l.s. 1 $100.00 $100.00 2.9 Terazzo corner damaged l.s. 1 $500.00 $500.00 2.1 Typical classroom equipment 2.2 Classroom with tablet arm desks TCOMM Moisture damage at ceiling l.s. 1 $150.00 $150.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N109 2.11 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor tiles damaged l.s. 1 $300.00 $300.00 Light Fixture Lenses damaged l.s. 1 $125.00 $125.00 N106 Moisture damage at ceiling l.s. 1 $150.00 $150.00 2.13 Carpet damaged. Various areas have become threadbare and/or show stains sy 45 $40.00 $1,800.00 Light fixtures water damaged l.s. 1 $500.00 $500.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N107 Stall partition damaged l.s. 1 $1,000.00 $1,000.00 2.14 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor tiles damaged/missing l.s. 1 $300.00 $300.00 N105 Sound Issues w/ hollow door l.s. 1 $600.00 $600.00 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 N104 Ceiling tile missing/holding up projection screen l.s. 1 $250.00 $250.00 Wall finish damaged. Touch up painting required l.s. 1 $150.00 $150.00 2.3 Skills Lab 2.4 Computer Classroom Floor marks. Area needs replacement l.s. 1 $300.00 $300.00 N103 Sound Issues na 0 $0.00 $0.00 Ceiling needs replacement l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 N100A Chairrail height wall damage. Patch and repair l.s 1 $450.00 $450.00 N100B Moisture damage at ceiling l.s 1 $150.00 $150.00 N100C Exposed Insulation l.s 1 $200.00 $200.00 N236 The solar coating on the windows is fogging s.f. 250 $15.00 $3,750.00 2.12 Ceiling tile damaged l.s 1 $150.00 $150.00 Moisture damage at ceiling l.s 1 $150.00 $150.00 N232 The solar coating on the windows is fogging s.f. 250 $15.00 $3,750.00 Wall finish damaged. Touch up painting required l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 2.15 Moisture damage at ceiling l.s 1 $150.00 $150.00 N233 Ceiling needs replacement l.s 1 $150.00 $150.00 Wall paint needed l.s 1 $150.00 $150.00 Floor marks. Area needs replacement l.s 1 $300.00 $300.00 Ceiling needs replacement l.s 1 $150.00 $150.00 N207 Door sticks. Shim hinges to repair l.s 1 $175.00 $175.00 2.5 Lab Classroom 2.6 Auditorium N200C Moisture damage at ceiling l.s 1 $150.00 $150.00 N224 2.16 Door finish damaged. Laminate surface broken l.s 1 $600.00 $600.00 $204,890.00
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2.7 Exposed wiring to equipment 2.8 Worn/damaged floor tile
2.9 Damaged floor and base 2.10 Worn furniture
2.11 Moisture damage at ceiling tile 2.12 Damaged ceiling tile
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2.13 Damaged carpet at classroom 2.14 Moisture damage at ceiling tile
2.15 Moisture damage at light fixture and ceiling 2.16 Contact damage at door
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2.17 Metal parapet cap connection 2.18 Parapet and metal cap
2.19 View of roof 2.20 Evidence of ponding at roof
2.21 Roof at base of sloped metal 2.22 Walkway pads at roof
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Campus Building Assessment 172 Science and Technology Building
Built in 1987 48,048 Gross Square Feet
The Science and Technology Building is a two story above grade structure with a basement level.
Building Interior
Lower Level The Lower Level consists of classrooms, support, an instructional kitchen and building systems. No major issues were observed on this level. Many areas of the carpet, tile floors, wall bases, paint, and acoustic ceiling tiles need to be replaced as part of a regular maintenance program.
Ground Level The Ground Level is comprised of laboratory classrooms, offices, and support spaces. The attached list of items shows that most of the concerns are not critical. Some cracks in the drywall above doors to offices are due to too much strain created by the door closers on the frames. Many ceiling tiles show evidence of moisture damage that is either current or from leaks which have been repaired.
Second Level The Second Level of the Science and Technology Building consists of classrooms, support spaces and offices. The observations on this floor are similar to the Ground Level. Many of the finishes including the carpet, paint and ceilings appear to be in need of replacement. There is an area in the corridor where the ground face concrete masonry wall is cracked in the upper portion of the wall. This crack should be forensically investigated to determine the cause and to prevent it from expanding and causing further damage.
Exterior Building Elements The exterior of the building was observed from the ground level. The sealant at the windows and walls has dried and is separating. The concrete sills at many of the second floor windows are cracked and may allow water to penetrate to the interior of the wall below.
Roof The roof is a flat roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). The metal parapet coping is stained and the sealant at the connections are dried and cracked. The parapet system redundancy most likely keeps water from penetrating into the wall below.
Elevators There are no elevators in this building. The elevator access is through the elevator in the Galleria.
Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list.
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Campus Building Assessment 173 Immediate Needs: Regular maintenance. Develop comprehensive sealant repair or replacement program. Re-paint and replace carpets where required. Check source of leaks above ceilings, and repair if necessary. Correct ponding on roofs.
Five Year: If window sills have not been repaired, the condition of the structure below should be assessed for damage for water infiltration. Re-evaluate critical issues brought forth related to the sealants and finishes.
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Building Exterior Unit Count Rate Total According to the facilities department there are occasional leaks na 0 $0.00 $0.00 at the corners of the roof near the parapet edges North: There is no elevation at the north. The Science and Technology building connects to the Burrill Galleria
South: Concrete sill cracked next to window Photo 3.3 0 $0.00 $0.00 Windows sealant is dry and deteriorating l.f. 100 $8.00 $800.00 Pitting at lintels near building face l.f. 30 $15.00 $450.00
East: Rust at window lintels edge l.s. 1 $100.00 $100.00 Loose pieces of louver s.f. 25 $50.00 $1,250.00
Photo 3.1 and 3.3 - Damaged precast sills typical at many locations l.f. 800 $100.00 $80,000.00
West: Concrete overhang cracked next to window 0 $0.00 $0.00 Windows sealant is dry and deteriorating l.f. 100 $8.00 $800.00
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Campus Building Assessment 175 Building Interior
Room By Room Evaluation
Room # Photo Comment Outer Kitchen 3.5 Base vinyl not attached to wall l.s. 1 $50.00 $50.00 30 Wall finish damaged. Painting and patching required at various areas l.s. 1 $200.00 $200.00 TCOMM Floor tiles damaged. Some tile needs replacement l.s. 1 $150.00 $150.00 ST130 Carpet damaged sy 6 $40.00 $240.00 HALL Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST134 Carpet damaged sy 6 $40.00 $240.00 ST138 Wall finish damaged. Painting and patching required at various areas l.s. 1 $150.00 $150.00 ST141 Door closer needs adjustment l.s. 1 $100.00 $100.00 ST142 Ceiling tile moisture damage l.s. 1 $300.00 $300.00 ST160 Crack in drywall above door l.s. 1 $200.00 $200.00 ST159 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST156 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST155 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST109 3.12 Crack in drywall above door l.s. 1 $200.00 $200.00 ST120 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST108 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST122 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 ST107 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116A Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116C Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST105 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST106 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 Water pooling at ceiling above tiles l.s. 1 $100.00 $100.00 ST225 Crack in drywall above door l.s. 1 $200.00 $200.00 ST229 Crack in drywall above door l.s. 1 $200.00 $200.00 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 ST230 Crack in drywall above door l.s. 1 $200.00 $200.00 ST234 Door closer missing l.s. 1 $0.00 $0.00 ST240 Ceiling tile moisture damage l.s. 1 $175.00 $175.00 HALL 3.10 Crack in CMU wall l.s. 1 $200.00 $200.00 ST224 3.13 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST259 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST255 Crack in drywall above door l.s. 1 $200.00 $200.00 ST251 Crack in drywall above door l.s. 1 $200.00 $200.00 ST248 Crack in ceiling tile l.s. 1 $50.00 $50.00 ST245 Wall finish damaged. Some painting and patching required at various areas l.s. 1 $150.00 $150.00 ST219 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST221 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST209 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 Active roof leak na 0 $0.00 $0.00 ST206 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST207 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 Eyewash valve needs to switch sides to prevent leakage on floor below l.s. 1 $150.00 $150.00 ST208 Ceiling tile moisture damage l.s. 1 $50.00 $50.00 ST214 Door paint needed l.s. 1 $150.00 $150.00 ST213 Door does not shut properly l.s. 1 $100.00 $100.00 HALL Crack in CMU wall l.s. 1 $200.00 $200.00 ST217A Ceiling tile moisture damage l.s. 1 $100.00 $100.00 ST217 Wall surface damaged. Patching and painting required at areas l.s. 1 $150.00 $150.00 ST205 Wall surface damaged. Patching and painting required at areas l.s. 1 $150.00 $150.00 STROOF Walking pads worn na 0 $0.00 $0.00 STROOF Flashing caps missing na 0 $0.00 $0.00 STROOF Water pooling at roof surface na 0 $0.00 $0.00 $91,105.00
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Campus Building Assessment 176 Building Interior
Room By Room Evaluation
Room # Photo Comment Outer Kitchen 3.5 Base vinyl not attached to wall l.s. 1 $50.00 $50.00 30 Wall finish damaged. Painting and patching required at various areas l.s. 1 $200.00 $200.00 TCOMM Floor tiles damaged. Some tile needs replacement l.s. 1 $150.00 $150.00 ST130 Carpet damaged sy 6 $40.00 $240.00 HALL Ceiling tile moisture damage l.s. 1 $150.00 $150.00
ST134 Carpet damaged sy 6 $40.00 $240.00 ST138 Wall finish damaged. Painting and patching required at various areas l.s. 1 $150.00 $150.00 ST141 Door closer needs adjustment l.s. 1 $100.00 $100.00 ST142 Ceiling tile moisture damage l.s. 1 $300.00 $300.00 ST160 $200.00 Crack in drywall above door l.s. 1 $200.00 ST159 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST156 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST155 Crack in drywall above door l.s. 1 $200.00 $200.00 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 3.1 Damaged precast concrete window sill 3.2 CMU wall and concrete window sills ST109 3.12 Crack in drywall above door l.s. 1 $200.00 $200.00 ST120 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST108 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST122 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 ST107 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116A Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST116C Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST105 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST106 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 Water pooling at ceiling above tiles l.s. 1 $100.00 $100.00 ST225 Crack in drywall above door l.s. 1 $200.00 $200.00 ST229 Crack in drywall above door l.s. 1 $200.00 $200.00 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 ST230 Crack in drywall above door l.s. 1 $200.00 $200.00 ST234 Door closer missing l.s. 1 $0.00 $0.00 ST240 Ceiling tile moisture damage l.s. 1 $175.00 $175.00 HALL 3.10 Crack in CMU wall l.s. 1 $200.00 $200.00 ST224 3.13 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 3.3 Cracked precast concrete window sill 3.4 CMU wall and concrete window sills ST259 Room is warmer than typical. Adjustment to the system may be necessary na 0 $0.00 $0.00 ST255 Crack in drywall above door l.s. 1 $200.00 $200.00 ST251 Crack in drywall above door l.s. 1 $200.00 $200.00 ST248 Crack in ceiling tile l.s. 1 $50.00 $50.00 ST245 Wall finish damaged. Some painting and patching required at various areas l.s. 1 $150.00 $150.00 ST219 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST221 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST209 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 Active roof leak na 0 $0.00 $0.00 ST206 Ceiling tile moisture damage l.s. 1 $150.00 $150.00 ST207 Wall finish damaged. Painting required at various areas l.s. 1 $150.00 $150.00 Eyewash valve needs to switch sides to prevent leakage on floor below l.s. 1 $150.00 $150.00 ST208 Ceiling tile moisture damage l.s. 1 $50.00 $50.00 ST214 Door paint needed l.s. 1 $150.00 $150.00 ST213 Door does not shut properly l.s. 1 $100.00 $100.00 HALL Crack in CMU wall l.s. 1 $200.00 $200.00 ST217A Ceiling tile moisture damage l.s. 1 $100.00 $100.00 ST217 Wall surface damaged. Patching and painting required at areas l.s. 1 $150.00 $150.00 ST205 Wall surface damaged. Patching and painting required at areas l.s. 1 $150.00 $150.00 3.5 Damage to wall base 3.6 Damage to window coverings STROOF Walking pads worn na 0 $0.00 $0.00 STROOF Flashing caps missing na 0 $0.00 $0.00 STROOF Water pooling at roof surface na 0 $0.00 $0.00 $91,105.00
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3.7 Computer equipped classroom
3.8 Typical office
3.9 Laboratory classroom
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3.10 Cracked CMU wall at corridor 3.11 Moisture damage at ceiling tiles
3.12 Crack above office door. Typical at many 3.13 Moisture damage at ceiling tile
3.14 Damaged floor tile 3.15 Moisture damage at ceiling tile
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Campus Building Assessment 182 Student Activities Building
Built in 1997 8,112 Gross Square Feet
The Student Activities Building is a two story above grade structure with a basement level. The basement level is primarily dedicated to the Facilities and Maintenance Department.
Building Interior
Lower Level The Student Activities Building lower level consists of offices and support spaces for the Facilities and Maintenance Department and building systems as well as a loading dock. This level was not assessed as part of this building survey.
Ground Level The Student Activities Building ground level is comprised of two offices, and the Game Room. The attached list of items shows that none of the observed deficiencies are critical. Some floor tiles are cracked and need to be replaced. Most of the ceiling is covered with marks and chips from the games and active use of the room. The ground level opens up to an outdoor area for student activities.
Second Level This floor of the building consists of offices and support spaces related to student activities. Small areas of the wall finishes, portions of carpet, painted frames and areas of the ceiling appear to be in need of replacement.
Exterior Building Elements The exterior of the building was observed while walking around at the ground level. Some rusting at the metal stair and some staining of the masonry walls was evident but generally the exterior is in good condition.
The caulk and sealant as observed from windows on the first and second floors has dried and separating from the windows and walls.
Roof The roof of the Student Activities Building is a flat roof that appears to be in good condition. Ayers Saint Gross performed a visual survey of the roof surfaces, flashing and other roofing elements. These observations augment the assessment performed by the roof consultant (attached). The metal parapet coping is stained and the connections are dried and cracked. The parapet system redundancy most likely keeps water from penetrating into the wall below.
Elevators There is no elevator in this building. The Student Activities Building is accessed by the elevator in the Galleria.
Summary of Findings The building is in apparent good structural condition and requires the repair of items listed above and on the attached list.
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Campus Building Assessment 183 Immediate Needs: Regular maintenance. Develop comprehensive sealant repair or replacement program. Re-paint and replace carpets where required. Check source of leaks above ceilings, and repair if necessary.
Five Year: Re-evaluate critical issues brought forth related to the sealants and finishes.
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Building Exterior Unit Count Rate Total
North: No observable items need attention General cleaning and regular maintenance schedule seems to be in place.
South: Some staining at wall below activities deck l.s. 1 $500.00 $500.00 Some rusting at base connection of steel post (PHOTO 5.6) l.s. 1 $200.00 $200.00
na 0 $0.00 $0.00 East: Stair rusted in places
West: Not Applicable - Connection to Science and Technology na 0 $0.00 $0.00
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Campus Building Assessment 185 Building Interior
Room By Room Evaluation
Room # Photo Comment SA201 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Cracked ceiling tile. Needs replacement l.s. 1 $50.00 $50.00 Wall finish damaged. Repaint areas to match l.s. 1 $150.00 $150.00 SA201D Light fixture lens damaged l.s. 1 $100.00 $100.00 SA101 Ceiling tiles and walls damaged by contact with gaming equipment. l.s. 1 $1,500.00 $1,500.00 5.4 Floor tiles at heating unit legs are damaged. Multiple occurances l.s. 1 $150.00 $150.00 SA101C Not observed from within. Appears to be in good condition from outside
$2,800.00
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Campus Building Assessment 186 Building Interior
Room By Room Evaluation
Room # Photo Comment SA201 Moisture damage at ceiling l.s. 1 $150.00 $150.00 Cracked ceiling tile. Needs replacement l.s. 1 $50.00 $50.00 Wall finish damaged. Repaint areas to match l.s. 1 $150.00 $150.00 SA201D Light fixture lens damaged l.s. 1 $100.00 $100.00 SA101 Ceiling tiles and walls damaged by contact with gaming equipment. l.s. 1 $1,500.00 $1,500.00 5.4 Floor tiles at heating unit legs are damaged. Multiple occurances l.s. 1 $150.00 $150.00 SA101C Not observed from within. Appears to be in good condition from outside
5.1 & 5.2 View of game room. Multiple areas of contact damage at ceiling and walls
$2,800.00
5.3 View of office in game room 5.4 Floor damage at game room
5.5 Painted railing at outdoor patio 5.6 Rust damage at exterior wall
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Campus Building Assessment 190 Roof Survey
During several visits to the campus, we inspected eleven (11) buildings to evaluate existing roof conditions. Our survey was conducted by physical examination of systems without test cuts or “as-builts” to reference. We offer the following summary of buildings as surveyed.
Mary Ellen Duncan Hall for English, Languages & Business Field and flashings appear solid with little or no blisters or deteriorated substrate. The area inside the screen wall has large areas of ponded water. There are several areas with plant growth. This condition primarily exists from condensate constantly dumping onto the roof. Airborne seeds from surrounding plants and trees then germinate and grow. Prolonged growth will allow the plant roots to penetrate the roof surface and cause permanent damage. Piping all outlets to surrounding drains, using PVC, will eliminate most ponding. Outside the screen wall, one (1) vertical panel gasket is falling out above the parapet wall area. This is more aesthetic than functional but could present a safety issue if it falls.
Piping drain lines from units to roof drains and to repair gasket. Budget: Two Thousand Two Hundred Forty Dollars. $2,240.00
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Campus Building Assessment 191 Peter and Elizabeth Horowitz Visual and Performing Arts Center Field and flashings appear solid. These were two (2) blisters noted during our inspection. Neither blister is a major concern. The blisters are contained within the center of the sheet and have not spread to the laps. It is advisable to install walk pads at top and bottom of all ladders and at all doorways. At approximately two hundred (200) locations, the masonry coping stones have caulk joints. The bond between caulk and masonry should be monitored due to shrinkage and separation. Along the top edge of the counter-flashing, urethane caulk is recommended.
Add walk pads and caulk counter flashing. Budget: One Thousand Six Hundred Thirty Dollars. $1,630.00
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Campus Building Assessment 192 Patrick and Jill McCuan Hall Field and flashings appear solid. No blisters or deteriorated substrate. There are approximately one hundred thirty (130) laps in base flashings that should be aluminized to prolong life. Open laps should be prepared with cement and fabric prior to coating. At the base of standing seam roof with a skylight, there is heavy debris around the rectangular flat roof. This should be cleared to prevent drain clogging. There are several roof ladders that should have walk pads top and bottom. Excess growth of trees adjacent to building has allowed seasonal debris to accumulate throughout roof parapet and drain areas. Trimming or removal of overgrowth will eliminate repeated cleaning.
Aluminized flashing laps, clean roof below standing seam section. Add walk pads. Budget: Two Thousand Three Hundred Thirty Dollars. $2,330.00
Nursing Building Field and flashings appear solid. No blisters or deteriorated substrate. There are approximately thirty five (35) laps that should be aluminized to prolong life. The area is very clean and well maintained.
Aluminize Laps Budget: Six Hundred Forty Dollars. $640.00
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Campus Building Assessment 193 Science and Technology Building, and the Burrill Galleria Field and flashings appear solid. No blisters or deteriorated substrate. There are four (4) support rods for security lighting that should be re-located out of the roof flashing. Along two (2) walls, there is approximately two hundred forty (240)’ electrical conduit fastened through the base flashing. Long term, this should be raised to the coping and secured. There are five (5) downspouts that should have splashblocks on slipsheets. On the gutter system, approximately one hundred twenty five (125)ft requires new hangers to provide proper support. At an equipment pitch pocket, additional cement should be applied to shed water and prevent infiltration. There are approximately one hundred twenty (120) laps in base flashings that should be aluminized to prolong life.
Working with your electrician, relocate conduits. Add splash blocks on slip sheets. At gutter, add new hangers for one hundred (125)’ area. Top off pitch pocket with cement. Aluminize base flashing laps. Budget: Three Thousand Four Hundred Seventy Dollars. $3,470.00
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Campus Building Assessment 194 James Clark Jr. Library Field and flashings appear solid. No blisters or deteriorated substrate. The roof is very clean and well maintained. At several locations, slipsheets should be installed beneath items placed on roof surface.
Add slip sheets. Budget: Three Hundred Forty Dollars. $340.00
Student Activities Building Field and flashings appear solid. No blisters or deteriorated substrate. There are two (2) pitch pockets where additional cement should be applied. One (1) section base flashing needs a surface splice and approximately one hundred forty (140)’ conduit should be re-routed.
Top off pitch pockets with cement. Repair base flashing. Relocate conduits to top of coping with your electrician. Budget: One Thousand Eight Hundred Ten Dollars. $1,810.00
Children’s Learning Center This is a ballasted Firestone EPDM system. Much of the perimeter and unit flashings have failed base “Tie- ins” and require repair. There are many bridged areas and the membrane will tear. (Bridging occurs when base tie-in pulls away from substrate. Membrane stretching causes tears and failure in field sheet and flashing. Many areas have displaced ballast and all ballast should be evenly spread.
Repair all base tie-ins along radius wall section and around large HVAC unit. Redistribute ballast. Budget: Three Thousand Eight Hundred Seventy Dollars. $3,870.00
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Campus Building Assessment 195 Athletic & Fitness Center Field and flashings appear solid. No blisters or deteriorated substrate. There are several areas at support steel that require proper sealing with cement or urethane caulk.
Seal steel penetrations with caulk. Budget: Four Hundred Ten Dollars. $410.00
Hickory Ridge Building Field and flashings appear solid. No blisters or deteriorated substrate. Total area is very clean, good drainage and no plant growth. There is minimal rust on the screen wall supports. Aluminum coating will greatly extend the life of all components. It was noted that an active leak was observed over area 322.
Inspect leak above room 322. Budget: Four Hundred Forty Dollars. $440.00
Total Budget: Seventeen Thousand One Hundred Eighty Dollars. $17,180.00 Areas should be re-visited and summary inspection for changes notes and quoted.
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Campus Building Assessment 196 Campus Grounds Assessment
Campus Grounds Assessment
One of Howard Community College’s greatest resources is its landscape. HCC’s Main Campus comprises 119 acres and is marked by stream valleys, woodlands and rolling terrain. Its collection of landscapes include traditional academic spaces such as the Quad and more unique areas, such as the park-like landscape along Symphony Stream (including the Lake), large un-cleared woodland areas in a highly- developed suburban setting and a large athletics complex. In addition, the campus grounds answer the College’s demand for parking, as well as providing Operations with necessary storage and service areas. Because of the importance of the campus grounds to the College, the Master Plan includes an assessment of each of the major landscapes on the Main Campus.
Overall site plan with area delineations
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Methodology
On-Site Observations
The master plan team conducted several days of on-site reconnaissance in July, August, and September 2009, to review the condition of the grounds. The team performed a visual assessment of existing features, including paths, paving, site walls, site furnishings, plantings and water features, taking note of issues related to:
Health and safety Campus accessibility Necessary repairs or maintenance Sustainability Landscape materials and site furniture General user experience
Samples were also collected in select areas of the campus for analysis to assess the condition of existing soils and suitability for planting.
Health & Safety Concerns
The first priority of the visual assessment was to detect health or safety concerns around the campus grounds. Within the landscape, this could be anything from a visibly-failing retaining wall to a tree with a hollow, rotted-out trunk. It also meant taking note of stairs, ramps and railings that may not meet common building or accessibility codes.
Accessibility
Meeting ADA Accessibility requirements can be difficult on any campus. For HCC, the challenge is compounded by the presence of significant topographic variation on the campus. Long term, the College may want to adopt a policy encouraging or even mandating Universal Accessibility for all new construction or renovations on campus. However, there are a number of changes that can be made immediately to make the campus more accessible, including:
Pavement repairs along designated Accessible Routes (between public transportation stops, college buildings, outdoor gathering spaces and accessible parking spaces); cracks and settlement of campus walkways in areas have resulted in uneven conditions that appear to exceed allowable vertical tolerances. Creation of new Accessible Routes, either paths with 5% maximum slopes or ramps with handrails (with a maximum slope of 1:12 or 8.33%); this may involve re-grading or re-routing of existing campus walkways or the construction of new walks.
While this Master Plan is not meant to take the place of a more formal Campus Accessibility Assessment (which we commend to the College), the Campus Grounds Assessment does include notes by landscape area related to specific accessibility concerns that were observed on-site.
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Repairs & Maintenance
The first impressions of the campus is determined by the appearance of the grounds—whether they suggest neglect or high standards of maintenance and quality. At HCC, there is noticeable care taken with the maintenance of the grounds. Nevertheless, the Grounds Assessment notes a number of locations throughout the landscape where repairs are needed or where maintenance practices could be improved. For instance, regular annual mulching around the bases of trees has resulted in consistent mounding of mulch against the tree trunk—a condition that will, over time, lead to girdling tree roots and deform the normal growth of the trunk. Another example is the regular mowing and bush hogging that occurs in some of the campus’ wooded areas. While this is done to prevent invasive plants and vines from colonizing the understory, it also prevents saplings of canopy species from developing into future generations of canopy trees and the proliferation of desirable native understory plants in this stratum of the forest.
Sustainability
During master plan discussions with focus groups, sustainability was a regular theme. With future building construction as well as with regular operations of existing facilities, HCC can demonstrate its commitment to environmental stewardship by adopting sustainable practices. One opportunity on campus is to retrofit existing landscapes with stormwater Best Management Practices (BMPs) such as vegetated buffers, rain gardens, below grade infiltrators, detention basins, or vegetated swales. The Grounds Assessment includes observations by area regarding the sustainability of existing maintenance practices or existing built forms. For instance, extensive blacktop in parking lots contributes to a heat island effect raising temperatures on the ground. This in turn drives up the demand for cooling as well as raising temperatures of natural water bodies following storm events.
Consistency of Materials & Site Furniture
Currently on campus, there is a great deal of variation in paving materials, site furniture, light fixture types and planting practices. The Campus Grounds Assessment notes the variety of materials and products used within each area, and recommend a more systematic, standardized approach to campus landscape design through the use of Landscape Design Guidelines.
User-Experience
HCC’s landscape plays a significant role in the everyday experience of students, faculty, and staff, including entry and arrival, as well as opportunities for collegiate interaction and learning. Within each area of the campus, there are significant opportunities to enhance the daily experience through landscape improvements. These opportunities are noted in the recommendations that follow.
Focus Group Meetings
In addition to our on-site observations, the Master Planning team held several meetings with HCC faculty, staff and stakeholders to discuss, among other things, the needs of the campus grounds. In discussions about parking and circulation, the following observations were made by participants:
Campus roads don’t make a full circle around the campus Internal campus roads break up pedestrian circulation The current parking garage entrance is located adjacent to a loading dock Lighting is inadequate in parking lots, which is a safety concern There is a lack of parking near the athletic fields Campus Grounds Assessment | 201
It takes 20 minutes to leave campus by car due to poor vehicular circulation routes There is no true pedestrian entrance There is a lack of public transportation to and from campus There is a lack of easy-access drop-off areas and short term visitor parking The main entrance off of Little Patuxent Parkway does not make a grand campus gesture Related to this, the first impression from the existing entrance is of parking lots, suggesting an opportunity for the “Grand Prix Field” to be landscape asset The entry sign wall is cracking and needs updating The Hickory Ridge Road entrance is dangerous for vehicles and pedestrians due to no traffic light The entrance sign wall on Hickory Ridge Road is in poor condition
Also, related to campus landscapes and the grounds, participants noted that:
Additional outdoor spaces for quiet activities are desired (currently, the outdoor classroom near the pond is the only such feature) There is a desire for a stronger HCC campus identity, with clearer separation from the adjacent hospital, perhaps with additional plantings There is an opportunity for the pond to be incorporated as a strong campus feature and to showcase sustainability on campus The overall desire is to keep as many existing trees around the campus as possible Current paths are not compliant with ADA standards and the circulation network lacks cohesion There is a desire for a campus walking circuit Walkways need better pedestrian scaled lighting The campus has been designated an arboretum, so there is an opportunity to showcase this by tagging trees, updating and maintaining the wooded trails and adding interpretive signage There is a broad desire for campus-wide design standards There is a need for large outdoor event spaces (for graduation) The Quad needs comprehensive planning (to make it more emblematic of who HCC is/wants to be and to provide adequate shade) In the Quad, the fountain needs updating & the dragon paving feature becomes slippery in winter The landscaping at the RCF building is not liked by everyone Existing covered walkways are an asset There is a desire for sculpture There is interest in having a vegetable garden The college community is enthusiastic about the south quad expansion, but concerned about creating a strong visual connection with the existing quad.
Developing Priorities
Based upon the information gathered in the field and during focus group meetings, the Campus Grounds Assessment recommends improvements within each landscape area on the Main Campus. The recommendations are organized by campus precinct: the Quad, the Dell, South Precinct, North Precinct, Athletic Fields and Woodlands, Campus Entrances and Perimeter. Recommendations for each precinct are loosely ordered according to the following issue priority: 1) health and safety 2) accessibility 3) general maintenance and repairs, 4) sustainability, 5) consistency of site amenities, and 6) qualitative improvements for users.
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The Quad
East view of academic quad
This area is the main focal point for campus activity. Landscape components in this area include a large expanse of lawn, small to medium understory trees, a rain garden and mixed plantings of shrubs and perennials. The hardscape elements include a mixture of paving materials such as brick, asphalt pavers, both exposed aggregate and standard cast-in-place concrete, river rock, and boulders. Site furnishings are located along the edges of the open space and respond to the adjacent buildings. Seating components include aluminum tables and chairs, and backed and backless wood benches. Trash receptacles are a variety of corrugated plastic, plastic, and metal. Ash urns are primarily metal buckets located on tables in a designated smoking area. Other important site features include a water wall fountain, rain barrel, and simulated river rock garden.
Observations & Recommendations
Soil - There were two soil tests completed in the Quad, Sample #1 was taken from the west end of the Quad; it is sandy, compacted soils with very low organic matter (1.0%). Sample #2 was taken from the east end of the Quad; results show the soils are compacted loam soil with higher levels of organic matter (2.7%).
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- The College should develop an annual soil maintenance regime in all turf areas to improve aeration within the root zone of grasses and incorporate additional organic matter within the upper soil profile (see Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations).
Plantings - The quad has limited tree canopy and as a result is a very bright, sunny environment. Tree population includes small ornamental trees, such as redbud, to medium and some large canopy tree species, such as sweet gum. All are fairly young trees ranging from 2-1/2” to 6” caliper. - Ornamental plantings of shrubs and perennials add interest at the head of paths and along building foundations. Plantings that interrupt the openness of the quad lawn are undesirable. - Plant beds: The soils in new plant beds should be amended with organic and inorganic soil amendments. Organic compost as well as fertilizers should be roto-tilled into the upper 6-12 inches of soil. Additional testing in each bed is recommended. (See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations). - Selectively remove small ornamental trees, ornamental shrubs, perennials and groundcovers, as well as river stone areas, from the long rectangle of lawn at the center of the quad. Relocate these plantings to plant beds (new or existing) in front of buildings to strengthen the foundation planting. - Plant additional tree specimens using species (see plant palette in Landscape Design Guidelines) that will provide a tall canopy at maturity. In order to improve the canopy architecture more rapidly, install specimens that are 6 inch caliper or more. - Adopt an annual tree pruning program to enhance the canopy architecture through crown raising, crown thinning and the selective removal of crossing or co-dominant stems. Special attention should be paid to lifting the canopy height and to preserving visual connections across the lawn area between building entrances.
Hardscape - HCC staff has reported problems with winter ice on the brick paths. HCC staff report that the dragon paving feature becomes slippery in winter - It is reported that the fountain in the Quad has regular problems with water leaking - Safety/accessibility: The College should conduct annual inspections in order to identify locations where pavement settlement or concrete spauling has created situations where the vertical tolerances for accessibility or safety are not met (vertical changes of ¼ to ½ inch or more). When these situations develop, the College should be ready to make a repair quickly, whether through pavement patch or lifting and resetting unit pavers. - Repairs: While much of the paving in the Quad is relatively new, repairs must be made annually due to cracking or damage from snow removal equipment, winter freeze-thaw or summer thermal expansion. - Materials: Over the next 5-10 years, we recommend updating the paths and walks within the Quad for conformity with the Landscape Design Guidelines. Where there are safety conditions or slippery conditions are known, we recommend that the College replace the paving immediately with newer paving that follows the Design Guidelines.
Site Furniture & Fixtures - People tend to congregate around the tables and chairs in the shade of buildings, while seating in more exposed locations are less popular. - There appears to be an overabundance of trash receptacles, detracting from the intended collegiate landscape. This can be mitigated by a consistent use of standardized trash and recycling containers
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with a reflective metal finish that minimizes contrast with building and retaining wall veneer of light- toned concrete block. - Reduce the number of trash and recycling stations on the Quad to strategic locations at building entrances and seating and gathering areas. Implement campus standard receptacles (see Landscape Design Guidelines). - Consider a smoke-free campus in support of sustainability goals. If smoking areas are to be maintained, provide campus standard ash urns and signage to identify designated areas.
The Quad
Key to Plan Notes:
A. Prune deadwood in Golden Rain tree B. Honeylocusts are suffering from inadequate soil volume. Remove concrete around trees; amend planting soil and resurface area with pea gravel. C. No clear entrance to quad; create viewshed with taller, mature plantings D. Create paved pedestrian path to follow diagonal desire line E. Sweetgum at corner has no leader. F. Upright trees suffering from inadequate soil volume. Remove concrete around trees; amend planting soil and resurface area with pea gravel. G. Oak in poor condition. Amend soils to revive nutrient content. H. Remove river rock along building foundation; continue brick paving, add benches and plantings behind fountain. I. Reseal fountain in locations where leaking.
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The Dell (Symphony Stream Corridor & the Pond)
View looking northeast at pond
The Dell (which is also known as the Pond or Symphony Stream Corridor) is appreciated by the campus community for its scenic beauty. This valley landscape is the campus’ most prominent riparian corridor. An earthen dam retains a pond at one end of the valley. At the other end is a small stream, sections of which have experienced significant stream bank erosion. The buildings that border the Dell have a back door relationship with the space; The Dell has unrealized potential as an important campus landscape. An amphitheater with a wood-composite stage and benches is situated at the western edge of the Dell. It serves as the campus’ only outdoor classroom or performance venue. A network of asphalt paths provides circulation routes for pedestrians around and across the valley, with a small bridge over the mouth of the stream at the pond. (Refer also to Ecological & Stormwater Observations).
Observations & Recommendations:
Soil - Samples # 3 and 4: Soils on the banks of the large pond are slightly sandy, and compacted with average organic matter for campus (2.3%-2.6%). - Sample # 7: Soils at the Symphony Stream headwaters, tested in the lawn area with canopy cover, have high amounts of organic matter (3.9%), but low potassium. - See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations.
Topography - Increased volume of stormwater runoff from upstream and denuded vegetative cover has resulted in significant soil erosion of stream banks along the waterway.
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Plantings - The campus has been designated an arboretum; there is an opportunity to identify and tag important tree specimens within the Dell - The College should increase the width of the planted buffer around the Pond in order to reduce the amount of nutrients making their way into the Pond. Existing stormwater outlets fringing the Pond should also be redesigned to serve as pretreatment facilities with new native plantings.
Hardscape - The Dell’s existing network of asphalt paths includes significant stretches that do not meet either ADA accessibility requirements. Also, settlement and cracking of the asphalt paths have resulted in potential tripping hazards. - The path network lacks a clear hierarchy of paths and paths do not appear to lead anywhere in particular, even though the intent behind some of them is to provide access between the Athletic and Fitness Center and the Main Quad. - Grading: Within the next five years, the College should develop a comprehensive plan for refurbishing the pedestrian network within the Dell. The new path system should provide a stronger hierarchy between major and minor paths. It should make use of campus standard pavements, and the new paths should be graded for a maximum running slope of 5% with a maximum cross slope of 2%. Where slopes must remain greater than 5%, ramps with handrails should be installed. These should have a maximum running slope of 1:12 and shall be no longer than 30 feet long. When two ramp runs are located adjacent to one another a five foot square landing area must separate them. - Perimeter path: In order to reduce the back-of-house feel of the Dell, a stronger perimeter path should be created to connect with a new paved pedestrian path on top of the earthen dam.
Site Furniture & Fixtures - The composite-wood benches and stage of the amphitheater have experienced some warping. While the amphitheater is well appreciated it is inadequate to meet the demand for outdoor classroom and performance space on campus. - Among the site furnishings—benches, trash receptacles and light poles—within the Dell there is no consistency or standardization. The area seems to have become a repository for former generations of benches, tables-and-chairs and trash/recycling receptacles. - As part of a larger effort to develop a stronger pedestrian network through and around the Dell, adequate light levels should be provided on primary and secondary paths as a crime prevention measure and for pedestrian safety. - Replace existing site furniture (benches, tables-and-chairs, trash & recycling containers) consistent with the campus standards. Earlier generations of furnishings should be de-accessioned or recycled. - In the next several years, address the aging construction of the amphitheater by replacing it with a new design or by reconstructing it using a synthetic wood product, such as Treks, that is not subject to warping from moisture absorption.
Program - There is an opportunity for the pond to be incorporated as a strong campus feature and to showcase and interpret sustainable efforts on campus
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The Dell (Symphony Stream Corridor and the Pond)
Key to Plan Notes:
A. Remove dead Maple tree B. Remove dead pine tree north of Parking Lot “I” C. Remove invasive vines by hand and herbicides to restore natural habitat. D. Replace wood posts and rope guardrail with code compliant ADA guardrail. E. Restore garden area by replacing cracked paving and updating plantings. F. Regrade and resurface ramp to be ADA compliant. G. Remove Burning Bush behind lower concrete wall to improve visibility. H. Limb up Pin Oaks and Silver Maples to improve visibility through the space. I. Remove dead Crabapple tree. J. Replace cracked concrete pavement. Replace seating/site furnishings under building arcade with proposed campus standard. K. Limb up trees on slope to improve visibility into and within space. L. Bury black PVC pipe, or daylight the waterflow into a wet meadow area. M. Stream corridor: - Preserve and restore: The existing plant community at the bottom of the Dell and on either side of the stream is somewhat denuded and includes a mix of invasive plants and native species. The College should refrain from mowing/bush-hogging the understory layer of this riparian woodland. Invasive plants should be removed selectively by hand or using selective herbicide applications (by a licensed herbicide applicator). A future generation of tree canopy should be planted, combining tublings and container plant stock, as well as some larger balled and burlapped specimens. - Grading: The eroded stream bed should be regraded as a series of stepped pools and stabilized with a biodegradable fiber mat and a permanent planting of rhizomatous or mat-forming native herbaceous and woody plants. The upper pools should be designed to provide adequate stormwater storage to slow and treat water before it is released into the pond. N. Repair asphalt path to eliminate cracks. O. Remove dead Oak tree. P. Replace ornamental plantings with native shrubs and grasses.
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Q. Stabilize and naturalize mown lawn slopes around pond with native groundplane plantings and trees to create shade. This will help minimize maintenance and deter geese from grazing. R. Amend soils and replant berm with native trees and shrubs to create a native transition to the woodlands. S. Remove green silt fencing.
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South Precinct
View of the Grove View of parking lots”H” and “I” at Hickory Ridge Building
The southern portion of campus has a wide mix of landscape components including an athletic facility, daycare, classroom building, multiple parking lots, and a wooded grove. It has developed incrementally over time and lacks a cohesive character.
Observations and Recommendations:
Soil Soil Sample #5: The soil sample taken in the grove under the large Beech tree indicates that this area has sandy soil with more than average organic matter (3.1%) compared to the rest of the campus. These soils are quite compacted despite being in a “wooded” setting. Soil Sample #6: The soil sample taken in the north lawn at the Children’s Learning Center had moderate compaction with moderate levels of organic matter (2.5%). There is a high rate of calcium found in this area. Soils: Amend existing tree pits and proposed plant beds based upon results from soil test results. (See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations).
Plantings The area immediately surrounding the Athletic and Fitness Center is a sloped lawn with foundation shrub and perennial plantings. Trees include Norway Spruce, Colorado Blue Spruce and Oaks. While many of the plants are in fair condition, the planting palette does not contribute to the academic character of the landscape. Neither does it respond at all to the native plant community. Foundation plantings at the Children’s Learning Center are mainly ornamental perennials with Red Maples and Purple Plum trees. The landscape here lacks a strong canopy planting and the soils appear to be poor and lacking in organic content. Trees located within the parking lot islands include a mix of dead specimens, declining specimens and healthy specimen of Oak, Cherry, Crabapples and maples. The old Grove has some significant plant specimens: a 200+ year old Beech tree, large Boxwoods, and a large Catalpa tree. These plantings are landscape remnants of a farmhouse that once stood here. Other woodland plantings are dispersed throughout and are typical to the rest of campus. (See Ecological & Stormwater Observations for further information on this area).
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The College should replace trees that are dead or in poor health within parking lots and along campus walks. Shrub plantings: Tall plantings alongside pedestrian walks and at the edges of parking lots present security concerns, providing potential cover for criminals, and should be replaced with low growing shrubs or groundcovers. The Wood or Grove: The existing mature canopy specimens in this area are a great asset to the campus, and it should be preserved. Currently, the College appears to bush hog and mow under the grove in order to keep down volunteer species. Invasive plants should be removed selectively by hand or using selective herbicide applications (by a licensed herbicide applicator). A future generation of canopy trees should be planted. Planting specimens should vary in species and include a combination of sizes, such as tube-lings, container plant stock, balled and burlapped specimens.
Hardscape In this precinct, pedestrian paths are interrupted by campus roads, have developed incrementally, are inconsistently lit, and many are non-compliant with ADA standards. Many of the handrails at stairs in this precinct do not meet ADA Accessibility Guidelines or International Building Code requirements. During peak travel times, it can take as long as 20 minutes to leave campus by car due to poor vehicular circulation routes The pavement in parking lots 1, 2 and 3 appears to have been patched extensively and have extensive cracking. This precinct of the campus contains a large amount of surface parking and lacks the qualities that define a pedestrian-friendly campus. While the Master Plan proposes future construction that will result in pedestrian-friendly campus landscapes here. In the interim, the pedestrian circulation network can by improve by : . Adjusting path/drive alignments, sidewalks, curb ramps and crosswalks should to reduce pedestrian-vehicular conflicts . Re-grading paths to limit running slopes to 5%, cross slopes to 2%. If required, ramps should be built per ADA Accessibility Guidelines. If stairs are required, they should be reconstructed to code and/or fitted out with code-compliant handrails Sidewalks and paths that are expected to remain for 3-5 years or more should be upgraded to comply with the Landscape Design Guidelines.
Site Furnishings and Fixtures In general, pedestrian lighting at the parking lots in this precinct is inadequate, which is a safety concern.
Program The Hickory Ridge Building has parking lots on two sides. The paving at the building’s entrance is a mixture of brick and cast-in-place concrete, with little surface space for pedestrian circulation between the building entry and parking area. On the west side of the building is a seating/smoking area with Bradford Pear trees and shrubs lining the walk.
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South Precinct
Key to Plan Notes:
A. Parking Lot G area is currently under design for new campus parking garage. B. Add railings at stair. C. Bradford pear trees are known to have weak wood and are not native to this area. Replace with a hardier understory species from campus plant palette. D. Replace declining crabapple with shade tolerant understory tree from design guidelines plant palette. E. Remove declining oak tree. F. Replace patched asphalt at building entry with plaza paving to create an entrance statement. G. Densely plant ground plane to deter foot traffic and cow paths. H. Remove (2) dying oak trees, (1) dead crabapple tree, and (1) declining red maple. Replace with canopy trees from design guidelines plant palette. I. Prune deadwood from trees in parking lot (2). J. Supplement dense screening with additional existing border plantings. K. Entry sign wall has evidence of spauling. Patch areas at a minimum, update and replace sign for future. Campus Grounds Assessment | 212
L. Replace dying maple trees in Parking Lot J with canopy tree from design guidelines plant palette. M. Replace declining cherry tree with canopy tree from design guidelines plant palette. N. Resurface sidewalk to remove cracks in pavement. O. Replace ornamental foundation plantings with native, lower maintenance plants from design guidelines plant palette. P. Amend soils among the Colorado Blue Spruce trees to rejuvenate the nutrient content. Q. Replace stairs leading to motorcycle court to meet code. R. Crown of oak tree is dead, replace tree with canopy tree in design guidelines plant palette. S. Replace four declining crabapples with understory tree per the design guidelines plant palette. T. Regenerate natural woodland as campus feature. Eradicate invasives, and hydroseed with native understory. U. Seal asphalt driveway annually to prevent cracking. V. Replace dying Pin Oak with understory tree from design guidelines plant palette. W. Establish a substantial vegetative barrier to screen unattractive views of service from across the Dell. X. Prune all established trees adjacent to the Athletic and Fitness Center.
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North Precinct
View through the north stream corridor to parking lot A
The North Precinct includes parking lots, and the north stream corridor. Most campus visitors arrive on campus in this precinct. A high-quality landscaped entry would make a valuable first impression on many campus visitors.
Observations and Recommendations:
Soil - Soil Sample #9: Soils tested (Parking Lot F) resulted in being quite compacted with low organic matter (2.1%) and low pH, requiring lime application. This is primarily due to the compaction from vehicles and runoff from adjacent parking lots and roadways. This lot is being graded for a new surface parking lot. - Soils: Amend existing tree pits and proposed plant beds based upon results from soil test results. (See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations).
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Plantings - The campus has been designated an arboretum; tag trees, update and maintain the wooded trails and add interpretive signage to support this program - The landscaping at the entry to the Rouse Company Foundation Student Services Hall is not liked by everyone. Cutting back the tall grasses annually and planting seasonally interesting perennial and shrub species could enliven this area. - Minimize mulch rings around all trees so that the root flare is not buried. - Remove/prune trees that are compromised structurally to avoid a safety hazard
Hardscape - Pedestrian paths are interrupted by campus roads, are inadequately lighted, lack cohesion, and are inconsistent with ADA standards.
Site Furnishings and Fixtures - Inadequate lighting in parking lots is a safety concern
Program - During peak travel times, it takes 20 minutes to leave campus by car due to poor vehicular circulation routes - There is a desire for new landscape amenities in this precinct including, a campus walking circuit additional outdoor spaces for quiet activities, sculpture, and a vegetable garden. - The College community is enthusiastic about the south quad expansion, but concerned about creating a strong visual connection with the existing quad. - Maintain stormwater detention in north stream corridor.
The Northwest Parking Lots (F,B,C,E): - A mixture of gravel with asphalt curb stops, lawn, and asphalt with concrete curbs. Parking lots are delineated with temporary fencing measures. - The gravel lot is on the perimeter of the campus along Little Patuxent Parkway. This lot does not have lighting and is not ADA accessible. - The asphalt lots with concrete curbs (Parking Lots B, C and E) have mown islands with London Plane trees. Four of these trees are in need of removal based on declining visual health. A portion of this area is under design for a new Heath and Sciences Building. - The trees lining the western side of the main entry drive are a mixture of Willow Oaks, Red Oaks, and Pin Oaks. Five of these trees are in poor to very poor health. The grading of this parking lot slopes to drains along the eastern edge. Water currently rushes over the lawn planted islands and begins to erode the soil. This runoff issue should be addressed during design of the new Health and Sciences Building.
The North Stream Corridor is located south of Parking Lot A. This corridor receives stormwater runoff from the parking lot and other adjacent hardscape areas creating a floodplain-type landscape. The plantings located here range from cattails and Joe Pye weed to large canopy trees such as Tulip Poplar, Ash, Oak, and Black Walnut. The understory is mown and/or bush hogged introducing invasive groundcovers such as Japanese Stilt Grass. There are two pedestrian paths through this area made of asphalt and timber stairs, asphalt paths, and a wooden bridge. These paths are not accessible due to the height and width of the stair treads and the length of the landings. Wire fencing acts as a physical barrier from the north central parking lot. Due to the clearing of the understory, views through this area remain open.
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North Precinct
Key to Plan Notes:
A. Improve pedestrian circulation to and from campus by adding walkways along Little Patuxent Parkway. B. Re-grade and resurface Parking Lot F to be compliant with ADA standards. C. Support sustainability efforts, with improvements to Lot F: converting northwest drainage to bio-swales for stormwater infiltration. D. Create a more permanent parking surface to avoid ruts in the lawn. Can be resurfaced as reinforced turf or gravel that is able to hold fire truck loads. E. Remove wood stake and rope fencing and replace with a planted buffer to screen parking from Little Patuxent Parkway and main entrance to campus. F. Add crosswalk striping at main entry. G. Add plantings with height and prominence around the entry sign wall to make it more noticeable., H. Patch spauled areas of entry sign and ultimately replace. I. Remove and replace declining tree. J. Remove and replace dead tree. K. Remove and replace declining tree. L. Expand landing at bottom of curb ramp/top of stair to meet ADA code. M. Replace asphalt timber stairs with concrete stairs to comply with building code. N. Remove large poison ivy vine. O. Improve pedestrian circulation on campus by adding sidewalks that connect to Little Patuxent Parkway. P. Deter from mowing/bush hogging in north stream corridor to allow native floodplain species help regenerate this area. Q. Rebuild washed-out bridge.
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R. Eradicate invasives species and hydroseed with native understory. S. Remove smaller trees and invasive species. Expand the current quad by seeding the groundplane with lawn. T. Prune large Red Oak to improve tree health and longevity. Remove and replace Cherry tree with a similar tree in the design guidelines plant palette. U. Prune all dieback and deadwood in trees; remove all dead trees. V. Replace lawn with groundcover or grasses from design guidelines plant palette. W. Replace dead and dying Sycamore trees with canopy tree recommended in design guidelines plant palette. X. To mitigate stormwater runoff and reduce erosion, convert islands in Lots B, C, E to bio-swales, or plant with salt tolerant groundcovers. Y. Incorporate landscape treatment along campus drive to highlight pedestrian circulation vs. vehicular circulation. Z. Remove and replace Oak tree with similar tree suggested design guidelines plant palette. AA. Modify sidewalk along campus drive to be compliant with ADA guidelines.
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Campus Perimeter & Entrances
View looking east on Little Patuxent Parkway
View looking north on Campus Drive with the Hospital to the west
HCC is bounded by Little Patuxent Parkway (a four lane road) to the north, Hickory Ridge Road (a four lane road) to the south, a newly developed hospital to the west and woodlands to the east. The campus drive runs north-south along the western edge of campus. This is the primary division between HCC and Howard County General Hospital.
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Observations and Recommendations:
General: - It takes 20 minutes to leave campus by car due to poor vehicular circulation routes - The main entrance from Little Patuxent Parkway does not establish a positive campus identity; the first impression is parking lots. - The entry sign walls on Little Patuxent Parkway and Hickory Ridge Road are in poor condition - The Hickory Ridge Road entrance is dangerous for vehicles and pedestrians due to no traffic light - There is no true pedestrian entrance - There is a lack of public transportation to and from campus - There is a lack of easy-access drop-off areas and short term visitor parking - Make entrance signage more pronounced - Update Primary and Secondary entrance signs - Add sidewalks along Little Patuxent Parkway and Hickory Ridge Road to encourage pedestrian use.
Perimeters & Campus Drive: - The perimeter along Little Patuxent Parkway is currently lawn with one Cherry tree. Views into campus emphasize parking lots. This area is unwelcoming to pedestrians. - The perimeter further east on Little Patuxent Parkway is also lawn, but includes canopy trees. Tree species include Zelkova Elm and Cherry. This space has vehicular street lighting and no pathway connection to surrounding communities for pedestrians or bikers. - The entrance off of Little Patuxent Parkway is used to access the parking garage on campus, but is unclear due to the lack of signage and location on Little Patuxent Parkway. - The southern campus perimeter borders Hickory Ridge Road. The road is tree lined with species including Red Oaks and White Pines, and has a standard concrete sidewalk, but not a formal bike lane. This area is more pedestrianized, but still has an unsafe/unwelcoming feel due to the traffic volumes and speeds on Hickory Ridge Road. - The campus drive is a designated Columbia and Howard County Pathway, but lacks connections to surrounding roadways. By designating bike lanes and pthways along Little Patuxent Parkway and Hickory Ridge Road, would help connect HCC to the surrounding community. This effort would aide to not only Columbia’s pathway network, but begin to connect with the regional bicycling routes.
Entrances: There are three entrances on campus, the north entrance (primary entrance) at Little Patuxent Parkway, the south entrance (secondary entrance) at Hickory Ridge Road, and the parking garage entrance (tertiary entrance) off of Little Patuxent Parkway. - Primary Entrance: The north entrance off of Little Patuxent Parkway is very congested, as it is heavily used. The traffic light becomes backed up during peak hours on the Parkway and on campus. The visibility of the entry sign from east Little Patuxent is limited from a distance due to the grades; however there is a nice back-drop of tall established canopy trees. The wall is somewhat outdated and has a corporate feel. The main entrance drive terminates in a traffic circle that can be quite confusing for first time visitors. Views are engaged by parking lots, both paved and lawn, and has a very un-campus-like, pedestrian feel. - Secondary Entrance: The south entrance from Hickory Ridge Road has a safety issue due to there not being a traffic light on the four lane road. Traffic can become backed up both on the campus drive and on Hickory Ridge Road causing delays up to 20 minutes. The entry sign at this location is made of the same materials as the main entrance sign: stucco and concrete. The stucco is cracked and spauling and in need of repair/updating. The entry plantings are Salvia and Hemerocalis in front of the sign with a grove of Crabapple trees as the backdrop.
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- Tertiary Entrance: This entrance off of Little Patuxent Parkway is located on the northeast corner of campus. The visibility is difficult if the user is unaware of the entrance drive. The general user is for the parking garage on the east side of campus.
Soils - Soil Sample #8: The soils tested along Campus Drive have a high calcium rate and high pH. The organic matter (2.4%) is average for the overall campus. - See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations.
North perimeter, Primary and Tertiary Entrances
Key to Plan Notes:
North Perimeter: - Remove declining Red Oak trees. Replace with similar species from design guidelines plant palette. - Viburnum’s show signs of mildew. Remove and replace with similar species from design guidelines plant palette. - Entrance is underutilized due to lack of prominence from Little Patuxent Parkway. Highlight entry with signage and plantings to make a statement.
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South Perimeter, Secondary Entrance
Key to Plan Notes:
South Perimeter: - Resurface entry to Athletic and Fitness Center to transform to a user friendly entry. - Plant embankment with perennial and shrub plantings from design guidelines plant palette that will make a statement along Hickory Ridge Road.
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Campus Drive (Campus/Hospital Interface)
Key to Plan Notes:
A. Monitor Black Gum tree for structural issues; replace if necessary. B. Remove volunteer tree species such as Black Locust, Black Cherry, and Boxelder from perimeter. Replace a consistent conifer screen to define the campus edge.
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Athletic Fields & Woodlands
View of asphalt playing surface View of athletic fields from access drive
Trails in northeast wooded area View into north central wooded area
The athletic fields make up one third of the southern half of campus. For the Woodlands please refer to Biohabitat’s Progress Report 1: Ecological & Stormwater Observations, for a general description of this area.
Observations and Recommendations:
Soils - Soil Sample #10: The soils tested in this area were on the west embankment near Field Number 1. The sample indicates that this area is quite compacted, has a low amount on organic matter (1.1%), and a high pH (7.5). There is a high amount of calcium in the soil in this area, likely a result of fertilizer used on the athletic fields. - See Soil Recommendations in appendix for fertilizer procedures and other soil remediation recommendations.
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Plantings - There is a lack of shade for athletes to rest under and spectators to sit under - Due to the large expanse of lawn and nearby pond, geese tend to flock and leave droppings on the athletic fields. Stagnant water in the pond is a breeding environment for mosquitoes. - The overall desire is to keep as many existing trees around the campus as possible - The campus has been designated an arboretum; tag trees, update and maintain the wooded trails and add interpretive signage to support this program - Replace invasive species in the groundplane with native woodland species indicated in design guidelines plant palette. - Selectively prune trees and understory in the entrance woodland area to improve visibility at the campus entry.
Hardscape - This area of campus is difficult to access for both pedestrians and vehicles. - Paths in this precinct lack cohesion, are inconsistent with ADA standards, lack cohesion, and poorly lit.
Site Furniture and Fixtures - Fields could be used more frequently by outside organizations if properly lighted. - Add lighting to the athletic fields to enable expanded use for campus and community. - Install perimeter fence to secure the space and keep equipment out of the adjacent wooded area. - Incorporate built structure to provide shade for event spectators, until canopy trees are established.
Program - There is a lack of parking near the athletic fields - Maintenance: Spray periodically to prevent mosquitoes from nesting here. - There is a desire for new landscape amenities in this precinct including, a campus walking circuit additional outdoor spaces for quiet activities, and sculpture.
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Athletic Complex Key to Plan Notes: A. Plant evergreen trees to create a wind block on northwest corner of complex. B. Resurface existing construction path to improve a pedestrian connection to campus. C. Add seating in slope for event spectators. D. Enhance pedestrian connection from the west by resurfacing walkway and framing views with vegetation. E. In areas not used by playing fields, hydroseed with native grass mixture outlined in design guidelines. Maintain mowing within 5 feet of pathways.
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Ecological Observations & Opportunities
Ecological Observations & Opportunities
Introduction
As part of the master planning efforts by Ayers/Saint/Gross, Biohabitats collected and analyzed data on the ecology, drainage issues and existing stormwater and landscape management practices on the Howard Community College campus. The following sections provide an overview of the observations, assessment findings, and design and management considerations for the campus. The summary reflects a combination of desktop and field analyses conducted by Biohabitats to better understand existing conditions. Next, it provides strategies and recommendations that align with the College mission and goals, in a way that provides the College with guidance on moving forward with appropriate sustainable implementation strategies in conjunction with the broader campus master planning efforts.
Many of the observations, analyses, and recommendations are related to preserving, restoring, or creating green infrastructure throughout the campus. Green infrastructure is a combination of natural and designed features that are linked and integrated across landscapes on campus. It provides a variety of ecological, engineering, and educational benefits. These benefits include improved habitat, plant diversity, heat island reduction, aesthetic enhancement, teaching or learning spaces, water conservation, improvements in water quality and stormwater management.
Green infrastructure in the campus context is a strategically planned and managed network of stormwater and landscape management practices. It uses native landscape systems to create functional working landscapes with multiple benefits including water quality and quantity treatment, habitat enhancement, respite, recreation, and educational opportunities. Best Management Practices (BMPs) are applied green infrastructure techniques and strategies aimed at improving environmental quality using passive natural processes. Highlighted BMPs that can be integrated into the green infrastructure include features such as bioretention, improved landscape management practices (turf conversion), green roofs, pervious pavement, rain gardens, cisterns, and constructed wetlands. These practices serve to increase and enhance local bio- diversity, improve site aesthetics, lower irrigation water demand, reduce fuel and maintenance costs, lessen stormwater runoff and filter pollutants from water draining from impervious surfaces.
The report is comprised of three primary sections – Ecological Observations, Stormwater Observations and Opportunities, and Campus Green Infrastructure Framework/Draft Design Guidelines.
Ecological Observations and Opportunities | 227 Ecological Context
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Figure 1. This map shows the forest plot areas examined during initial field observations for qualitative habitat value, presence of surface water features, off-site connections, and potential ecological restoration and enhancement opportunities. Conservation easement areas are shown as dark green hatching
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Preliminary Observations of Existing Ecological Conditions
Field Analysis and Observations
Biohabitats conducted a day of field work in July 2009 to assess ecological conditions on the Howard Community College (HCC) campus, after reviewing the existing data on ecological features and other materials provided by HCC staff. The focus of the assessment was on forest and stream resources, with the objective being to identify opportunities for enhancement and the establishment of a broader green infrastructure network across campus. Specific observations on ecological conditions are provided below.
Figure 2. Woodland conditions in the campus Area H (left) Figure 3. Woodland conditions in Area J (right).
Forests
The campus woodland consists of fragmented mixed hardwood forest patches (Figures 2 & 3). Some of the tree species most frequently encountered during field observations include: white oak, white ash, red maple, black cherry, beech, hickory, black gum, sassafras, and tulip poplar. Invasive species are prevalent in many areas with some of the most common being: Japanese honeysuckle, multiflora rose, porcelain berry, mile-a- minute, garlic mustard, Japanese stiltgrass, and poison ivy.
Generally, the woodland on campus exhibits potential for regeneration, with some areas showing evidence of native hardwood seedlings. However, a combination of understory mowing and a prevalence of invasive species in many of the forest patches makes it more difficult for successional regeneration to be successful. Groundwater seeps were found in a few areas (plots D and J) where wetland plants including skunk cabbage, sensitive fern, false nettle, jewelweed, and rushes were more prevalent. These areas have the potential for further restoration of wetland vegetation and habitat.
Overall, the woodland is not as well-integrated into the campus experience as it could be. Also, it is not being used or maintained to its highest potential. Below are some brief observations of different areas of woodland, see Figure 1 for the Plot area locations.
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Figure 4. Remnant hardwood forest with trail in Plot A. Figure 5. While some hardwood seedlings are present, invasive species are also prevalent. Plots A, B, & C (Figures 4 & 5) Remnant mixed hardwood forest fragmented by construction Shade intolerant species are dominant on periphery and in patches within Invasive species are prevalent Some hardwood seedlings exist but are stunted in growth, most likely due to mowing
Figure 6. Vegetative evidence of groundwater seep. Figure 7. Hardwood forest transition to floodplain forest.
Plot D (Figure 6 & 7) Showing more evidence of an intact hardwood riparian forest Contains a groundwater seep with associated wetlands plants including skunk cabbage Forest transitions into a flat lowland floodplain forest near the downstream end of the associated stream
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Figure 8. Wetland species in woodland areas . Figure 9. Stream conditions in Plot F.
Plot E, F, & G (Figures 8 & 9) Wetland species are evident along stream and floodplain woodland areas Mowed turf grass at the interface and transition with more formal campus landscape areas and parking lots Plot G – south of the main campus core is mainly made up of ornamental hardwood trees with turf The riparian woodland character could use some enhancement, wetland species are present but invasive plants dominate in many areas
Figure 10. Invasive species dominate understory in Plot H. Figure 11. The historic Beech Tree. Plot H (Figures 10 & 11) This is an isolated patch of mixed hardwood forest that has been heavily disturbed and contains an abundance of invasive plants Serves as the backdrop to the central pond feature The woodland contains a very large beech tree noted for its age with a plaque Understory is mowed, mainly vines, with a dense blanket of poison ivy near the periphery.
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Figure 12. Invasives are prevalent in Plot I behind the Figure 13. Plot J features a more abundant understory with childcare center. native species.
Plot I, J & K (Figures 12 & 13) Plot I is a further isolated patch of mixed hardwood forest that contains many invasive plant species, particularly along the edge of Hickory Ridge Road Plots J and K possess more contiguous areas with larger trees and a more abundant shrub layer with natives Seedling regeneration is limited perhaps because of deer browse There is a younger mesic riparian forest community apparent in Plot K
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Streams
Figure 14. The College within the broader watershed context.
Howard Community College is located within the Symphony Stream watershed, which eventually empties into the Little Patuxent River east of Merriweather Post Pavilion. (Figure 14) The College is at the headwaters of Symphony Stream. As such, the hydrologic and ecological conditions along the streams within the campus boundaries are likely to have effects on the health of the stream corridor as it flows from the College’s property. Howard Community College therefore has a potentially significant role in the overall health of the Symphony Stream system. Figure 14 also shows evidence of the wooded corridors of the various streams in the watersheds and the broader woodland and stream connections that the campus has to the region.
Riparian conditions along the streams throughout the campus property are showing evidence of disturbance. The altered hydrology of the land is causing stress and scouring (Plots C, E, & F in Figure 1). Along the stream west of the central pond, in the center of the campus, there are frequent head cuts, as well as entrenched areas and debris jams. There is even evidence in one area (Plot F) of filling or grading in the stream area (Figure 18). Streams, pictures in Figures 15 & 17, are receiving runoff from associated swales, pipes and concrete channels across the campus and it looks like there is even some pressure on the streams from increased imperviousness off-site and construction offsite, in terms of the medical center to the west. Seeps and wetlands (Figure 16) exist in several areas. There are wetland plants evident in a few locations
Ecological Observations and Opportunities | 233 (Plots F, D, and J) but enhancement and restoration is needed to support a healthier more sustainable system.
Figure 15. Stream conditions (stream south of Parking Lot A). Figure 16. Groundwater seep with wetland indicator plants including skunk cabbage (Plot D)
Figure 17. Stream conditions along the stream flowing east to Figure 18. Evidence of filling or grading in the stream area. the stormwater pond in the center of the campus. .
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Ecological Opportunities
A number of opportunities exist to enhance habitat value and ecological health throughout the natural areas found on campus: An enhanced and restored native woodland with a diverse selection of vegetative species would help promote ecological health and more seamlessly connect the different patches that have been set aside as woodland conservation easements, providing further habitat connections. An enhanced woodland could also play a role in the sustainability program on campus and the College’s participation in the President’s Climate Commitment. A natural response to the regeneration potential in the woodland areas is already expressing itself with the evidence of seedlings. This response could be strengthened through some changes in landscape maintenance on campus, to promote the growth of seedlings through a less widespread mowing regime. (Practices include: minimizing mowing in the understory of woodland areas that are part of the natural areas network on campus, controlling for invasive species in those areas, and perhaps supplementing with some native species plantings as resources allow.) Potential exists for trails to be incorporated into the woodland areas to better connect the student experience with the surrounding landscape resources, for both recreation and educational uses. Because riparian conditions along the streams throughout the campus are disturbed, enhancement and restoration is needed both in the form of channel restoration and enhancement of the native vegetative buffer. Similarly, areas with natural groundwater seeps and wetlands could be enhanced and restored. The master plan could integrate: 1. Green fingers that reach into the campus from the existing woodland, the main finger being an enhanced central woodland and stream feature that incorporates the existing pond and stream in the center of the campus 2. A robust forest resource along the eastern edge of the main campus core, with an integrated trail system and healthy streams, could provide a broader green spine for the campus
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Stormwater Observations & Opportunities
Stormwater Observations & Opportunities
Introduction
Biohabitats examined the existing stormwater conditions and associated opportunities for new integrated stormwater management practices at the Howard Community College Campus. Biohabitats also met with Ayers/Saint/Gross and consulted with KCI Technologies Inc. in the development of draft planning scenarios that incorporate green infrastructure, including enhancements and connections to the existing ecological corridors on campus as well as an integrated stormwater management approach to master planning.
The primary existing approach to stormwater management is piped flows from surface parking, rooftops and other impervious areas, to wet ponds, dry ponds or stormwater wetlands (Figure 19). Overall, stormwater runoff is causing stress to the stream systems on campus. The effects include localized erosion at piped outfalls associated with concentrated flows. It was also observed that pond littoral zones could be enhanced. Few examples of functional landscape zones that receive and beneficially use runoff are present. However, there is potential for treatment integrated into the campus landscape.
Figure 19.Stormwater context.
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Stormwater Observations & Opportunities
Biohabitats examined four areas of the campus (Figure 20) in greater detail in order to develop proposed stormwater and green infrastructure guidelines. A. North Stream System B. Central Quad C. Central Stream System D. The Dell
This report examines each of those areas in more detail to give context to the suggested guidelines, provides general suggestions for stormwater management and green infrastructure with future development, and summarizes the regulatory context for stormwater in Maryland. The report concludes with draft green infrastructure guidelines.
Figure 20. Four areas of the campus were examined in greater detail to develop proposed stormwater and green infrastructure guidelines. Those four areas are noted with the letters A-D and include areas where both retrofits and new practices could be integrated, including regenerative stormwater conveyance, turf conversion to meadow, and stream restoration and vegetative enhancement.
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A. North Stream System
Campus Drive
Underground storage structure Lot B Scholarship Drive Lot A
Lot C Stormwater Pond Pedestrian bridge Lot E
42” outfall
Faculty Drive
Mary Ellen Duncan Hall for English, Languages & Business Observations Campus Core The North Stream system (Figures 21-24), located in a forested buffer between Lot A and Mary Ellen Duncan Figure 21. The north stream system Hall for English, Languages & Business, is one of two major stream resources at the College, occupying a prominent location between Lot A and the campus core. It is mainly fed by stormwater being conveyed from the eastern portions of parking lots B, C and E, surface runoff, and a portion of the buildings in the campus core. The parking lots occupy the headwaters area, along with a narrow forest fragment that sits between those lots and Lot A. The drainage divide roughly follows the center of Lots B, C, and E.
The stream channel begins at the outfall of a 42-inch pipe that drains the portions of Campus Drive north of Lot B, Lots B, C, and E, and a portion of the academic buildings in the central campus core. The top of the buried 42-inch pipe is visible for approximately 40 feet upstream of the outfall, suggesting that the cover material is minimal.
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Figures 22. The stream channel. Figure 23. Channel instability is significant near the pedestrian bridge that connects Lot A to Scholarship Drive
A broad floodplain that measures approximately 75 – 100 feet is associated with the stream, but the stream’s channel has become moderately unstable. There is evidence of incision along the stream’s banks, beginning immediately below the 42-inch outfall. The stream continues to become more incised as it flows east and as a result, the channel is not well-integrated with the floodplain. Channel instability is significantly worse upstream and downstream of the pedestrian bridge that connects Lot A to Scholarship Drive (Figure 21 and Figure 23 for location). There are plans already drafted for the College to repair this section of the stream.
Figure 24. Evidence of instability downstream of the culvert under Faculty Drive.
Approximately 300 feet downstream of the pedestrian bridge, the stream crosses under Faculty Drive in a 42- inch culvert. The apron on the downstream side has been undermined and is failing. As the stream continues downstream of the culvert under Faculty Drive, the elevation drops several feet and channel instability becomes significantly more serious. (Figure 24)
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Figure 25. The stream and associated vegetated riparian Figure 26. The existing stormwater pond south of Lot A corridor. collects stormwater runoff from the parking lot.
A stormwater management pond, shown in Figure 26, runs along the entire southern edge of Lot A north of the stream system. There are several inflow sources including an 18-inch pipe that drains a grass swale on the west side of Lot A; sheet flow from Lot A; storm drain inlets on the east side of Lot A that outfall at the east side of pond. All stormwater that does not infiltrate is then either picked up by the underground 4-inch perforated pipe running the length of the pond or by the emergency overflow catch basin and flows into the underground facility. From there the storm water outfalls into the existing stream. This outfall appears to be stable.
Opportunities
Figure 27. Option 1 Option 1: Create a plunge pool below the 42-inch outfall to attenuate stormwater velocity and provide potential pollutant loading control. Raise the stream invert to reconnect to the floodplain, allowing the floodplain to receive high flows and improving stream channel stability. Stabilize banks and add grade controls as needed (Figure 27). The required grading would be minimal with this option, mainly just in the channel.
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Figure 28. Option 2
Option 2: Create an offline stormwater wetland, returning high flows to the stream channel. This would promote a wetland hydrologic regime and plant palette (Figure 28).
Figure 29. Option 3
Option 3: Daylight the 42-inch pipe 25-50 feet upstream of the current outfall, creating a meandering channel through the floodplain (Figure 39). This creation of a new channel may not be necessary if the existing channel is successfully reconnected to the floodplain, eg. Option1.
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Other options may include:
Stabilizing banks and adding grade control structures at the pedestrian bridge at points where there are a few feet of drop. Integrating outflow from the stormwater pond south of Lot A to the floodplain and stream system.
General Recommendations Look for ways to control the runoff being generated upstream in the quad which discharges into the stream, through capture and reuse, and other treatment practices upland. Practices could include parking lot bioretention islands, green roofs, and daylighting stormwater in upland areas. Revegetate the stream banks with small trees and herbaceous vegetation plantings, plant trees in any canopy breaks, and begin an invasive plant treatment program in the floodplain and woodland area. Downstream of Faculty Drive repair culvert apron and stabilize banks(Figure 30).
Figure 30. Repair area downstream of Faculty Drive culvert.
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B. Central Quad
Observations Onsite stormwater management practices on the quad are limited. The central turf areas include trench drains that handle local drainage from the associated turf and sidewalks in the vicinity. (Figure 31) The vegetative cover is mainly turf with some ornamental vegetation. There is one large water feature at the eastern end, which is very pristine in style. Paving varies between brick and pavers.
Figure 31. Trench drains in the central quad.
Two exhibition rain gardens are situated along the front of the Nursing Building. While most of the drainage in the quad is internal to the buildings these rain gardens incorporate water coming from downspouts that have been connected to rain barrels. (Figures 32 and 33) Small-diameter hoses convey the stormwater from the rain barrels into the rain gardens.
Figure 32 and 33. The rain barrels and rain gardens along the northern façade of the Nursing Building.
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The north quad area features a broad expanse of turf which could accommodate stormwater management elements integrated into the landscape. (Figures 34 and 35)
Figure 34 and 35. The northern quad area between Mary Ellen Duncan Hall for English, Languages & Business, and the Rouse Company Foundation Student Services Hall provides a space that could include integrated stormwater management in the campus landscape, providing a visual connection to the natural systems to the north of Mary Ellen Duncan Hall for English, Languages & Business through some turf conversion to native meadow as well as space for an underground infiltration chamber.
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Opportunities
New Practices/Treatment:
Figure 36. Option 1
Option 1: A shallow underground infiltration chamber could be constructed to capture runoff from the quad and adjacent rooftops, which constitute a relatively dense area with few options for stormwater source control. The chamber would be located under a portion of the turf area between the Rouse Company Foundation Student Services Hall and Mary Ellen Duncan Hall for English, Languages & Business. Flow from the 15-inch pipe draining the quad and rooftops would be diverted into the chamber, with overflow returning to the existing pipe. The chamber would be sized to capture 0.5 inches of rain from an approximate 3.5-acre drainage area. The approximate footprint of the chamber would be 900 square feet. Additional analysis to determine actual drainage area and infiltration rates would be needed to refine the footprint of the chamber. (Figure 36)
Option 2: The new campus buildings, suggested along future extensions of this quad to the north, could include a combination of greenroofs and bioretention areas in the landscape surrounding the buildings, instead of having all internal drainage systems that are then conveyed to the stream to the north of Mary Ellen Duncan Hall.
Option 3: New or repaired walkways could be designed with permeable pavement systems.
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C. Central Stream System
Observations Science and Peter and Elizabeth Technology Building Parking Horowitz Visual and Garage Performing Arts Center
Amphitheatre
Pond Lot Nuisance G outfall
Dry Detention Pond Campus Drive Athletic & Lot I Lot H Fitness Center Figure 37. Central stream system.
The central stream acts as a backbone of the campus and provides stormwater conveyance for a major portion of the campus. It enters the College property in a culvert under the Lot G driveway and is then joined by a 30-inch outfall from a dry detention pond, as shown in Figure 37. The detention pond receives runoff from portions of Lot G & H. Upstream of Campus Drive the channel is relatively stable but somewhat poorly defined. Downstream of Campus Drive the stream becomes progressively more incised.
Figure 38 The culvert under the Lot G entry drive. Figure 39 A nuisance area exists at an outfall, near the amphitheatre, which has been filled in with sediment and other debris.
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Near the amphitheater, a minor nuisance spot was observed where a 12-inch outfall discharges to a short tributary channel to the stream. (Figures 38 & 39) Small puddles of stagnant water were observed below the outfall. Soil and gravel have filled the side channel so that approximately half of the 12-inch pipe is filled in.
A small tributary with a wooded buffer showing wetland characteristics enters the main channel to the east of the amphitheatre. A 12-15” (approx) flexible corrugated pipe parallels the east edge of this area and discharges into the stream. (Figure 40)
Figure 40. A flexible corrugated pipe discharges stormwater into the stream to the east of a small wooded tributary to the main stream.
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Opportunities
Figure 41. Option 1
Option 1: Construct plunge pools and enhance wetland and riparian vegetation upstream of the Campus Drive culvert. Adjacent to the wetland and plunge pools, augment existing vegetation in the forest conservation easement and provide a new social gathering space integrated into the restored site. (Figure 41)
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Figure 42. Option 2
Option 2: Excavate the material blocking the 12-inch nuisance outfall near the amphitheater and create step pools to convey flows to the main stream. (Figure 42, A) Disconnect the corrugated pipe into a series of vegetated step pools that convey water to the main stream channel. Stabilize the channel as needed and revegetate along the stream. (Figure 42, B)
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D. The Dell
Science and Technology Parking Garage Building Steep Riprap slopes outfall
Stream corridor
Service Drive
Concrete-lined stormwater Riprap channels outfall
Athletic & Woodland fragment Fitness Center Figure 43. The Dell
Figure 44. Existing conditions at the Dell, looking southwest to the Athletic & Fitness Center.
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Observations The pond is a collection point for stormwater flows from the central campus, parking and drainage from south (Athletic & Fitness Center and parking), as well as from potential offsite sources draining to the stream. (Figure 43 & 44)
Figure 45. A view of the pond looking northwest to the Science Figure 46. The concrete-lined channels that drain into the and Technology Building. pond
Figure 47 and Figure 48. Evidence of a vegetated bench along the edge of the pond and potential for further habitat enhancement.
Various stormwater conveyance measures are used to convey water to the pond: concrete-lined channels from Athletics, stream channels, rip rap outfalls, and surface runoff flows. (Figure 45 & 46)
A vegetated bench along the northern shore of the pond, below the mown edge and tree line, could accommodate revegetation and enhancement. During a site visit HCC staff indicated that the College has been trying to maintain an unmown buffer around the pond’s edge to help promote habitat. (Figure 47 & 48) It would be useful to know the pond bathymetry, in order to understand potential for a littoral (shoreline) vegetated bench that could be enhanced with vegetation along.
Wildlife observed during the field visit included frogs, birds (a green heron) and turtles.
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Opportunities
Figure 49. Potential opportunities at the pond. Enhance the vegetation along the pond’s edge: either by adding to the existing pond shoreline vegetation to provide enhanced filtration potential and a more robust habitat; or redesign the pond shoreline, providing a gently undulating edge with planted littoral benches for a more organic look and feel, increased stormwater filtration, and a more robust habitat connection. The extensions of vegetation into the pond would help with stormwater filtration and could help provide a sort of forebay in the area where the stream enters the pond. These vegetative fingers/undulations would need to be designed to minimize any decrease in overall capacity of the stormwater pond. (Figure 49 and rendered sketch in Figure 50)
Remove the three concrete-lined channels on the south-western edge of the pond and construct plunge pools below the outfalls. Create a stormwater wetland in this location as well, by diverting some of the flows from the stream channel and excavating and revegetating the southwestern edge of the pond, as shown in Figure 49 and 50, integrating this wetland into the enhanced vegetation along the pond shoreline, described above.
Provide native plantings to connect the riparian corridor to the forest fragment on the south side of the pond.
Convert some of the turf to meadow on the steep northern slope of the pond, leaving some areas of turf for passive recreation, seating and open views.
Construct a living wall (vertical gardens on the façade of the structure) along the parking garage exterior façade, creating more areas of microhabitat, as well as perhaps some nodes for shady seating areas along the upper edge of the pond with views down and across “the Dell.”
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Consider replacing rip rap inflows around the pond with Regenerative Stormwater Conveyance. (See detailed description of this practice in the Green Infrastructure chapter.)
Figure 50. Potential enhancement of the Dell, with a stormwater wetland feature, turf converted to meadow in some areas, enhancement of the pond shoreline, and strengthened woodland corridor connections.
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Stormwater Regulatory Context
Maryland’s Stormwater Management Act of 2007 (the Act) requires establishing a comprehensive process for stormwater management approval, implementing Environmental Site Design to the maximum extent practicable (MEP), and ensuring that structural practices are used only where absolutely necessary. It also establishes several performance standards for stormwater management plans. Designers must now ensure that these plans are designed to: Prevent soil erosion from development projects. Prevent increases in nonpoint pollution. Minimize pollutants in stormwater runoff from both new development and redevelopment. Restore, enhance, and maintain chemical, physical, and biological integrity of receiving waters to protect public health and enhance domestic, municipal, recreational, industrial and other uses of water as specified by MDE. Maintain 100% of the average annual predevelopment groundwater recharge volume. Capture and treat stormwater runoff to remove pollutants. Implement a channel protection strategy to protect receiving streams. Prevent increases in the frequency and magnitude of out-of-bank flooding from large, less frequent storms. Protect public safety through the proper design and operation of stormwater management facilities.
The primary goal of Maryland’s stormwater management program is to maintain after development, as nearly as possible, pre-development runoff characteristics. Traditional stormwater management strategies treat runoff to mitigate adverse water quality and/or quantity impacts associated with new development. Designs applying these strategies often combine centralized structural practices for pollutant removal with channel erosion or flood control impoundments. These designs are less able to mimic predevelopment conditions because they focus on managing large volumes of polluted stormwater rather than treating smaller runoff volumes closer to the source.
Environmental Site Design (ESD) is a comprehensive design strategy for maintaining predevelopment runoff characteristics and protecting natural resources. This approach relies on integrating site design, natural hydrology, and smaller controls to capture and treat runoff. In promoting ESD as part of the new stormwater approach, the State of Maryland has moved to modify stormwater design from a more conventional centralized management to more effective planning and implementation of this suite of smaller scale practices that treat water closer to the source.
There are many stormwater design strategies that seek to replicate natural hydrology. Sometimes known as better site design, low impact development, green infrastructure, or sustainable site design, these strategies all espouse similar techniques. In each, a combination of planning techniques, alternative cover, and small- scale treatment practices is used to address impacts associated with development. For consistency, the Act adopts ESD as a more generic classification for use in Maryland.
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Title 4, Subtitle 201.1(B) of the Act defines ESD as “…using small-scale stormwater management practices, nonstructural techniques, and better site planning to mimic natural hydrologic runoff characteristics and minimize the impact of land development on water resources.” Under this definition, ESD includes: Optimizing conservation of natural features (e.g., drainage patterns, soil, and vegetation). Minimizing impervious surfaces (e.g., pavement, concrete channels, and roofs). Slowing down runoff to maintain discharge timing and to increase infiltration and evapotranspiration. Using other nonstructural practices or innovative technologies approved by Maryland Department of the Environment (MDE).
Operationally, ESD is primarily a technological standard requiring the use of certain site design and stormwater practices, as defined in the new Chapter 5 of the MDE Stormwater Manual. The ESD practices specifically referenced in Chapter 5 include:
Reducing impervious cover Submerged gravel wetlands Better site design Landscape infiltration Green roofs Infiltration berms Permeable pavers Dry wells Reinforced turf Micro-bioretention Disconnection of rooftop runoff Rain gardens Disconnection of non-rooftop runoff Swales Sheetflow to conservation areas Enhanced filters Rainwater harvesting
For further information the Maryland Stormwater Design Manual, Volumes I & II can be found at the following:
http://www.mde.state.md.us/Programs/WaterPrograms/SedimentandStorm water/stormwater_design/index.asp
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Green Infrastructure Framework
Green Infrastructure Framework
Introduction
A green infrastructure stormwater and landscape management philosophy highlights the use of native landscape systems and practices in the campus context. Creating more sustainable green infrastructure requires transitioning from practices that may contribute to the degradation of the environment toward creating working landscapes that perform important ecological functions. Examples of these functions include: receiving, retaining, and filtering stormwater in a way that may preserve or mimic natural hydrological patterns (treating water as a resource, not as a problem); creating natural habitat for diverse ecosystems; providing educational opportunities; contributing to overall campus sustainability initiatives; and reducing the overall operation and maintenance burden for campus staff.
Howard Community College’s Mission, Vision & Values incorporate several key values that speak to the integration of the green infrastructure approach on campus. Innovation, Partnership, Sustainability are three values that are inherent in this approach to landscape planning and management. The campus can be a physical embodiment of Innovation, becoming a living example of innovative approaches to natural resource planning and management in the campus context and within the wider community of Columbia. There is the potential to explore Partnership with the greater community (Columbia Association, General Growth Properties (GGP), Wilde Lake High School, etc.) with respect to broader ecological planning initiatives and natural resource connections such as trail connections and educational and restoration opportunities associated with the natural resources on campus. Finally, the opportunity for integrating environmentally sustainable practices in the management of stormwater and the natural landscape is a perfect fit for addressing Sustainability.
The timing of this Master Plan coincides nicely with other community planning and revitalization efforts that are concentrated around principles of sustainability, community, and healthy living. Specifically, GGP’s General Plan for Downtown Columbia highlights the importance of riparian corridor restoration along Symphony Stream and the integration of stormwater management BMPs for improvement of watershed health and function. (http://www.columbia-md.com/pdf/manyvoices/8_supp_docs_4_watershed.pdf). As noted in the Ecological Observations section of this report, the College is located at the headwaters of the Symphony Stream watershed and therefore can play an important role in promoting overall watershed health.
By implementing many of the recommendations for establishing and enhancing green infrastructure elements across campus important physical and figurative connections can be made between the College’s green infrastructure framework and the Downtown Columbia initiatives being developed by GGP. The Columbia Downtown Sustainability Framework and the proposed Design Guidelines for the Downtown Town Center share the College’s commitment to holistic and broad scale sustainable planning approaches that integrate, respect, and link water, landscape, and ecology across the site.
As the College works to preserve, enhance, and restore ecological habitat and stream health while promoting access and educational opportunities on campus it is also providing benefits to the broader community. The benefits include:
Improved habitat patches and corridors that can provide connections for wildlife to Lake Kittamaqundi and the Little Patuxent River,
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Opportunities for enhanced connections to nature trails and greenways along Little Patuxent Parkway and through the natural areas on campus which provide the community with active and passive recreation opportunities, and Further enhancements to streetscape design that enhances the pedestrian experience while providing further vegetative canopy and stormwater management opportunities along multimodal transit routes.
Campus Opportunities
On the Howard Community College campus a number of opportunities exist for the inclusion of green infrastructure in the master planning process:
The master plan will help define campus open and natural spaces in new and innovative ways that respect and respond to the natural context. Stream and woodland enhancement and restoration will form a green spine for the campus and strengthen an existing natural amenity while treating stormwater. Integrated small-scale stormwater treatment measures implemented across the campus will fulfill new Maryland regulations and provide multiple benefits in the landscape. Multiple benefits include: increasing and enhancing local bio-diversity, improving site aesthetics, mitigating urban heat island effects, lowering irrigation water demand, reduce fuel and maintenance costs, lessening stormwater runoff and filtering pollutants from water draining from impervious surfaces, and providing recreational and educational amenity. Alternative management and maintenance practices will allow for ecological regeneration in the campus woodland and meadow areas.
Several of the Master Plan’s Planning Principles directly speak to a greater integration of landscape ecology and stormwater practices in the master plan:
Extend the balance of buildings, open spaces, and trees to developing areas of Campus to improve the Campus as it grows. Provide campus facilities that are modern, safe, accessible, and environmentally sound that build on a strong sense of community and connectivity. Create spaces that support the goals of the College, academic initiatives, campus life, continuing education, service and outreach within the community, recreation, and quiet study. Act as stewards of the land by integrating built growth with natural systems, utilizing natural methods of stormwater management, and embracing the natural amenities in and around the Campus by treating the ecosystem as an asset. Balance natural and built environments through the President’s Climate Commitment, reducing greenhouse gas inventory, reaching carbon neutrality, and pursuing LEED certification.
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Green Infrastructure Practices by Landscape Position
The restoration and creation of functional landscapes through the integration of green infrastructure practices requires application of practices in many different positions in the landscape. This section provides general recommendations for green infrastructure practices organized by the landscape positions found most commonly on the Howard Community College campus.
Woodland
Forest resources are integral to the campus green infrastructure network, providing habitat; learning and recreational areas; connections to the regional ecosystem; teaching, research, and cultural opportunities; and stormwater management, among other benefits. A vigorous forest cover is also critical to maintaining healthy stream ecosystems and flood control.
Invasive exotic species may be defined as non-native species that can adapt, grow and spread rapidly in an area, to the exclusion and displacement of native vegetation valuable to local fauna and ecological processes. Invasive species control and restoration of native forest species is recommended as a management strategy to maintain the function the existing woodland areas.
Campus woodland health and broader ecological connections can be addressed through the establishment of sound management practices on campus, improving the ecological health of campus woodland areas and incorporating ecological features and practices as natural amenities that integrate into the campus aesthetic. Connections to the woodland areas can be made in transition zones between formal landscape plantings and native zones. A focus on using native species in all planting areas on campus is recommended. To promote a broader understanding of the importance of healthy woodlands an integration of an expanded trails network that does not disrupt the existing habitat can be provided.
Turf Areas and Open Spaces
Converting turf to native plantings has multiple benefits including: increasing soil permeability, reducing overall mowing maintenance, reducing potable irrigation water demand, increasing canopy cover for rainfall interception and heat island mitigation. Turf conversion can also be linked to providing areas for stormwater management through creation of raingardens and other vegetated stormwater Best Management Practices (BMPs). These converted areas may also provide opportunity for the inclusion of student run gardens or edible landscapes (Figure 51). This conversion would be a multifunctional landscape opportunity, combining turf conversion with productive landscapes that could contribute to cultivating a sense of stewardship within the student community. Turf conversion is often balanced with the need to have some formal landscape areas in quads that are traditionally valued as open turf areas.
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Figure 51. Edible (garden) landscapes integrated into the campus landscape at Goucher College, Towson, Maryland.
Hardscapes and Plazas
In hardscape and plaza areas, permeable/porous pavement is often considered in order to minimize impervious surfaces (Figure 52). The perimeters of quads represent ideal spaces to convert to areas for stormwater collection (raingardens). These areas can be planted with native vegetation to provide vibrant colors and texture (Figure 53). Planting can be both formal and informal and provide aesthetic benefits through seasonal color, aroma, and shade.
Figure 52. Permeable pave systems at the University Figure 53. Native vegetation alternatives to turf at of Delaware in Newark, DE. Swarthmore College in Swarthmore, Pennsylvania
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Rooftops – Green Roofs & Bioretention
Green roofs provide an opportunity to absorb and slow stormwater runoff from rooftops. Additionally, a planted roof can lower summer cooling needs and provide a useable space for study, vegetable/herb/flower gardening, or other activities (Figure 54). LEED offers points for green roofs in new construction. Green roofs should be considered when appropriate and complimentary to the building’s design.
Alternatively, runoff from rooftops can be harvested or slowed and filtered through bioretention/infiltration. Runoff from rooftops can be treated using rain gardens, stormwater planters, infiltration trenches. These practices are placed adjacent to buildings and should be designed to complement or enhance the existing landscape plantings (Figure 55). If roof repair is necessary on existing structures green roofs can also be considered.
Figure 54. Green Roofs and Cisterns capture and Figure 55. Rain chains integrated into the building beneficially reuse rainwater: University of North Carolina architecture at Harford Community College. Chapel Hill.
Rooftops - Rainwater Harvesting
Rather than treating stormwater as a nuisance to be disposed of, rainwater harvesting is a technique used to capture and reuse this valuable resource. Harvested rainwater may be collected from most impervious areas such as a rooftops or plazas. Rooftop harvesting tends to be the most common, since it is a relatively clean source of water. Water can be stored in above-ground cisterns or underground storage tanks with capacities up to 10,000 gallons. The water collected can be used for lawn and garden watering, watering down artificial turf playing fields, as well as indoor uses such as toilet flushing. In some cases the cisterns are used to provide aesthetic-driven water features (Figure 56). Storing rainwater also conserves potable water and Figure 56. Cisterns capture and beneficially reuse rainwater at the Chesapeake Bay Headquarters Phillip Merrill Center reduces water utility costs. Gravity flow or pumps can in Annapolis, Maryland. be used to distribute the water.
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Streets
Road runoff can be captured in stormwater tree pits or rain gardens located in curb extensions. These features also promote traffic calming, improving safety for drivers, pedestrians, and bicyclists. Permeable pavement could be considered for bike lanes, parking lanes and stalls, or infrequently-used roads, or campus service drives. If traffic calming is considered necessary, stormwater tree pits or rain gardens can be integrated into the design of curb extensions.
Parking Lots
Existing parking lots could allow for innovative stormwater management opportunities in capturing and treating runoff from these impervious surfaces. Increasing tree canopy and combining these areas with stormwater receiving zones to filter water and support plant life provide multiple benefits, including the provision of further habitat areas and the mitigation of urban heat island effects. Runoff from parking lots can be treated by rain gardens placed around the perimeter or in linear islands within the parking lots (Figure 58). If space allows, grass filter strips placed between the parking lot and rain gardens will promote additional infiltration and reduce the pollutant load and velocity entering the rain gardens. Replacing all or part of a parking lot with porous pavement or paver blocks is another option (Figure 57). Pavers or colored porous concrete can be used to visually demarcate special parking areas.
Figure 57 Permeable pavement systems at Morris Arboretum Figure 58. Bioretention at the University of Delaware, in Philadelphia, PA Newark, DE.
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Regenerative Stormwater Conveyance
Conveying stormwater through pipes or concrete channels degrades the surrounding environment by speeding up flows, causing erosion, and denying infiltration. Regenerative Stormwater Conveyance (RSC) uses stream restoration techniques to create open channel flow, allowing sediment to settle in pools, aeration in riffle structures, and restored ecological function (Figure 59). RSC is used to convey water down slopes from impervious areas or pipe outfalls. It is composed of a sand seepage bed, riffle weirs made of boulders and cobbles, a mulch and compost layer, and native plants. RSC is less intrusive than other conveyance stabilization techniques and dissipates energy by slowing the flows, provides infiltration through the sand bed, and has a natural appearance. These vegetated channels create opportunities for aesthetically valuable green infrastructure.
Figure 59. Regenerative Stormwater Conveyance in Anne Arundel County, Maryland.
Living Walls
Living walls are vertical gardens designed to be built along building facades or on interior walls. The structures of living walls can vary from a simple wire trellis to support vines to more intensive frames and fabrics hosting a variety of plant species. Living walls can improve the aesthetic quality of large, unattractive building facades and lessen the need for indoor air cooling in warm weather. They can be combined with green roofs to slow stormwater runoff from rooftops, used for experimental and educational programs, and can even be used to cultivate edible crops.
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Green Infrastructure Design Guidelines
Green Infrastructure Design Guidelines
The proposed Master Plan concepts for Howard Community College provide numerous opportunities for the College to embrace and enhance the strong ecological and natural resource assets that currently exist on and adjacent to campus. Design guidelines have been organized to be associated with the colored areas on Figure 60.
Riparian Systems Restoration and Management
Reconnect streams to the floodplain. Because riparian conditions along streams throughout the campus are disturbed, enhancement and restoration of the streams is needed both in the form of channel restoration and enhancement of the native vegetative buffer.
Stabilize outfalls and stream channels, encouraging groundwater flow for low flows and providing safe conveyance of high flows through practices including plunge pools, step pools, and created wetland areas.
Native woodland enhancement and habitat management
Respond to the natural and topographical context of the natural landscape in planning for stormwater measures and revegetation, integrating green fingers that reach into the campus, while remaining respectful of views and access points for users.
Enhance and restore the native woodland with a diverse selection of vegetative species would help promote ecological health and more seamlessly connect the different patches that have been set aside as woodland conservation easements, providing further habitat connections, updating maintenance practices to better support natural regeneration (limiting mowing in woodland areas with regenerating native understory).
Restore and enhance locations where groundwater seeps and wetlands have been identified as part of native woodland management and restoration.
Incorporate trails through woodland areas in a manner that allows them to be an amenity and learning tool.
Integrated Stormwater Bioretention and Conveyance Opportunities in Open Space Areas
Integrate surface stormwater treatment into the landscape design and aesthetic of quad zones and open space in a way that bridges the contrasts between the traditional formal quad landscape design, and the aesthetic and vegetative diversity that is found in the campus woodland spine. Vegetated wetlands and bioretention gardens can be designed as integral parts of the landscape, thus reducing some areas of turf, increasing infiltration and providing increased habitat in central locales.
Integrate stormwater management and natural resource enhancement into the landscape as an amenity for users and an element of education.
Integrate edible landscapes and other alternatives to turf that could be incorporated into curricular planning.
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Green Roofs and Vegetative Treatment for New Buildings
Avoid internal drainage in new architectural design by integrating stormwater capture and infiltration features in the placement and design of new buildings. This can be accomplished by the inclusion of green roofs, green canopies, stormwater planters, and cisterns. Green roofs should be considered for those buildings that may have views from other structures. Living walls and green canopies can also be integrated into parking deck design to better provide habitat and vegetative connections.
Parking Lot and Impervious Surface Alternatives
Provide upland treatment practices including parking lot bioretention, and permeable paving for new walkways, hardscape areas, plazas, and streets. These practices augment the restoration and treatment practices being employed in the stream channel or floodplain, in order to provide the appropriate level of quantity and quality control.
Enhanced Existing Stormwater BMPs
Enhance existing stormwater BMPs to incorporate more native vegetative materials connecting with the existing natural areas in a seamless manner.
Figure 60. Green Infrastructure.
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Site-Specific Implementation Opportunities Identified in the Master Plan Concept
The proposed Master Plan concepts for Howard Community College also provide a number of specific areas where a suite of practices could be applied within those areas identified above. They are detailed in Figure 61 and described below. The proposed Master Plan concepts provide numerous opportunities for the College to embrace and enhance the ecological and natural resource assets that currently exist on and adjacent to campus.
Figure 61. Locations where multiple green infrastructure practices can be implemented to strengthen ecological systems on campus.
The numbered list below is associated with the numbered/colored areas on Figure 61.
1. As the headwaters of the central stream on campus, this area provides opportunity for a sensitive treatment of the proposed realignment of the road and addition of the parking deck, as well as the handling of stormwater. The realignment and parking deck construction at this location raise some possible regulatory and natural resource permitting issues that relate to the wetlands/floodplain/and stream corridor designations in this location. However, it also provides opportunities for innovative applications of green infrastructure Green Infrastructure Design Guidelines | 267
including integrated stormwater management along the streetscape and native vegetation plantings in stormwater management features. The realignment also allows for the restoration of a more intact stream corridor to the east of Campus Drive, providing stronger ecological connectivity along the corridor, and more robust habitat.
2. As noted in Figures 49 and 50 in the Stormwater Opportunities chapter there is much potential in the area around the pond to provide an aesthetic as well as natural amenity in this location. A combination of vegetative practices including turf conversion to native plants often found along a riparian edge and vegetative conveyance practices can create a more robust habitat area for wildlife. The stream corridor conveying flows to the pond can be enhanced through invasive species control, vegetative enhancement, and restoration of the floodplain. A diversion of flows into a wetland area on the edge of the pond can allow for filtration and treatment of stormwater flows and add more diversity to the vegetative edge of the pond, while providing potential research and educational opportunities for students. As this area takes on a more naturalized character the views from buildings and campus areas will be enhanced and new areas for student gatherings and study will be created. A living wall can be built along the existing parking deck to further enhance the natural character.
3. This interface between the central campus and the restored stream corridor provides potential for integrated stormwater management practices in the landscape including regenerative stormwater conveyance. Connections to the riparian corridor can be integrated into landscape design and unique views across the stream corridor will be enhanced through plantings.
4. There are a number of locations across the campus that provide opportunities for integrated stormwater management with the design and construction of new buildings. Functional landscapes can be designed to complement the building architecture and the pedestrian experience while handling and conveying stormwater, and integrating habitat for birds and pollinators through the inclusion of native plant species. This location also shows the intersection of building, quad, parking lot, and streetscape. Practices integrated in a way that connects these features and adds visual interest will provide multiple benefits.
5. The northern stream feature can be strengthened through active restoration and management of the stream corridor and woodland area. As new development occurs north of the central quad this area has growing significance as a natural aesthetic feature and a connection to the woodland habitat. The new parking deck could include a living wall to provide a less dramatic contrast to the character of the stream corridor. Integrated stormwater management features around existing and proposed buildings in the northern portion of campus can help manage flows to the stream.
6. This location along Hickory Ridge provides opportunities to highlight integrated stormwater management at the public interface. With the construction of the new campus buildings in the southern part of the campus bioretention can be integrated into the campus landscape. The parking lot provides an opportunity to implement permeable paving or parking lot bioretention features. Greenroofs can be designed into the building design in such a way that they could be partially visible from the road or from other campus buildings in the vicinity.
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Existing Grounds and Infrastructure
Existing Grounds and Infrastructure
Civil and Environmental Analysis
Civil and Environmental Analysis is provided by KCI Technologies, Inc. The civil analysis includes details regarding drainage and stormwater management, sanitary sewer system and water service. The environmental analysis includes streams and buffers, floodplains, wetlands, forest conservation, and steep slopes.
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Figure 1: The image above indicates locations of the existing storm drain and stormwater management system and their associated drainage areas.
Storm Drainage and Stormwater Management
The campus is divided into three main drainage areas (the north campus, central campus and south campus) that are served by a variety of stormwater management techniques.
The north campus drainage area extends from Little Patuxent Parkway to the building line of the Peter and Elizabeth Horowitz Visual and Performing Arts Center, the Patrick and Jill McCuan Hall, and the Nursing Building and includes the campus quadrangle. This drainage area utilizes an underground stormwater management facility beneath Parking Lot “A” that feeds directly into a bioretention area just south of the lot. Discharge from that bioretention area as well as the runoff from the existing impervious areas (sidewalks and
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roadways) drain into a small existing stream that sits between Parking Lot “A” and the Mary Ellen Duncan Hall for English, Languages, and Business and extends east towards the property boundary.
The central campus drainage area includes all of the area from the Hickory Ridge Building on the West; the Peter and Elizabeth Horowitz Visual and Performing Arts Center, the Patrick and Jill McCuan Hall, and the Nursing Building on the North; the property boundary on the East; and the edge of the athletic fields to the South. This drainage area is served primarily by the largest stormwater management pond on the campus. This pond contains a permanent pool that provides water quality and quantity treatment for all of the buildings in the area as well as the parking lots and roadways. The central drainage area also contains the main stream segment of the central stream corridor that serves the campus. The stream runs from the Hickory Ridge Building parking lot and carries runoff from the western portion of the campus to the pond where it is treated and ultimately discharged into the main stream corridor that bisects the campus.
The south campus drainage area includes the athletic fields and the track facility and extends to Hickory Ridge Road. A stormwater management pond with a permanent pool serves this drainage area by providing water quality and quantity treatment, ultimately discharging into a stream corridor that exists in the southernmost portion of the campus.
Sanitary Sewer Services
KCI Technologies, Inc. conducted a full utility survey in July 2009 that identified the extent of the sanitary sewer system that serves the campus. The sewer system is broken down into two major categories: public and private. There is a 10” public sewer line that is maintained by Howard County Department of Public Works that enters the campus just north of the Hickory Ridge Building parking lot and runs along the central stream corridor until it exits through the campus’s eastern boundary. Private sewer lines located on campus range from 6 to 8-inches and are maintained by the College. All existing structures in the central part of campus discharge into the 10” public sewer that runs through the central stream corridor. A public sewer line located across Hickory Ridge Road serves the existing Hickory Ridge Building and the Children’s Learning Center.
Water Services
The water system was surveyed by KCI Technologies, Inc. in July 2009. The campus is served, predominantly, by an 8-inch water line that extends from Little Patuxent Parkway and loops around the buildings in the core campus quadrangle. The Athletic and Fitness Center as well as the athletic field irrigation system are fed off of this 8-inch main as well. The Children’s Learning Center and Hickory Ridge Building are the only campus buildings not served by the 8-inch line extending from Little Patuxent Parkway. They are connected to a 6” water line located in Hickory Ridge Road.
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Figure 2: The image above indicates the location of the existing water and irrigation lines, the fire hydrants and the sanitary lines.
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Streams and Buffers
The campus contains several streams that run from west to east and connect to a stream corridor that exists just beyond the eastern property boundary. The streams play a crucial role in the stormwater management process by collecting runoff and carrying it through the campus towards the main stream corridor. However, some stream segments are comprised of slopes in excess of 25% and exhibit stream bank erosion issues. In order to protect the structural integrity and ensure that the environmental benefits of the stream system will continue, Howard County has established a fifty foot (50’) stream buffer around the existing streams. A stream buffer provides a substantial distance between the centerline of the stream and proposed construction and development, thusly decreasing the harmful environmental impacts on the natural resource.
Floodplains
The campus contains a 100-year floodplain within the central drainage area along the main stream segment and includes the central stormwater management pond, according to existing the FEMA Map dated December 4, 1986. This area must be kept free from development, except necessary road and utility crossings.
Wetlands
The campus has a number of wetland areas as delineated on Howard County Plat Number 19050 dated April 28, 2007, all of which are associated with the existing stream corridor and drainage areas. The State of Maryland has established a twenty-five foot (25’) buffer around all of the wetlands and any impacts to this buffer require the processing of permits at a state and/or federal level.
Forest Conservation
The campus contains eight major forest conservation easement areas as delineated on Howard County Plat Number 19050 dated April 28, 2007, although this does not represent all of the forested area within the boundary. Several forested areas have not been placed within easements and could be incorporated into the forest conservation program if necessary. However, some of these forested areas are located within the NT zone of the campus boundary and are therefore ineligible for forest conservation.
Steep Slopes
A steep slopes analysis identified those slopes that were between 15-25% and those that were greater than 25%. Based on Howard County regulations, any area of land containing slopes greater than 25% are considered undevelopable; utilizing this guideline in conjunction with stream and wetland buffers the campus contains approximately 30.4 acres of potential developable land out of the total 118.6 acres (excluding any surface parking; field verification will be required). The steep slopes located within the campus boundary are primarily concentrated around the stream banks, stormwater management ponds, and the athletic fields, though steep slopes can also be found elsewhere on campus.
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Figure 3: The image above represents the existing steep slopes throughout the campus.
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Figure 3: The image above identifies the areas that are considered developable by Howard County regulations; these areas do not lie within any stream or wetland buffer or include any slopes greater than 25% and excludes all surface parking.
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Mechanical and Electrical Systems Assessment
Mechanical and Electrical Systems Assessment
Mechanical Systems Assessment
Mary Ellen Duncan Hall for English, Languages & Business (DH)
Heating Hot Water
Hot water for space heating is supplied by two Weil-McLain Model 88 Series 1 boilers with dual fuel (oil/natural gas) capable burners located in the basement mechanical room. The boilers are rated for 2,500 MBH producing 125 GPM of 200° F water. The boilers operating in a lead/lag sequence and are not redundant. The boilers are in good condition.
Duncan Hall boiler
The heating hot water distribution system is comprised of two primary heating hot water pumps, rated for 125 GPM at 15 ft. of head each, and two secondary heating hot water pumps, rated for 420 GPM at 85 ft. of head each, with the secondary pump connected to variable frequency speed drives for variable flow rate operation. A master mixing valve maintains temperatures in the secondary loop between 180° F and 190° F. Differential pressure sensors located near AHU -3 and AHU-4 control secondary pump operation while the primary pumps operate continuously when the system is “on”. Temperature sensors in the hot water supply and return piping control boiler operation. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps except for the primary heating hot water pumps, with are inline type.
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Fuel Oil and Natural Gas
A 5,000 gallon double wall above ground Fireguard steel tank, located in a pit outside of the basement mechanical room, stores No. 2 fuel oil for use by the boilers. A Simplex packaged fuel oil pumping system distributes fuel oil to each boiler.
A metered 4” gas main entering the basement mechanical room from the site provides the boilers with natural gas.
Chilled Water
Chilled water for space cooling is supplied by two water cooled York MaxE centrifugal chillers located in the basement mechanical room. Condenser water for the chillers is provided by two forced draft BAC cooling towers, located on the building’s roof. Each chiller provides the building with 300 nominal tons of cooling capacity, producing 600 GPM of 44° F water with a 12° temperature differential. Cooling tower capacity has been sized to match the chillers. The chillers and cooling towers operate in a lead/lag sequence and are not redundant. The chillers and cooling towers are in good condition.
Duncan Hall cooling tower.
The chilled water distribution system is comprised of two primary chilled water pumps, rated for 600 GPM at 40 ft. of head each, and two secondary chilled water pumps, rated for 1,200 GPM at 75 ft. of head each, with the secondary pumps connected to variable frequency speed drives for variable flow rate operation. Differential pressure sensors located near AHU-3 and AHU-4 control secondary pump operation while the primary pumps operate continuously when the system is “on”. Temperature sensors in the chilled water supply and return piping control chiller operation. The condenser water pumps, rated for 1,000 GPM at 80 ft. of head each, and the cooling towers operate under the same sequence as the chillers and primary chilled water pumps. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps
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Duncan Hall chiller
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Rouse Company Foundation Student Services Building (RCF)
Heating Hot Water
Hot water for space heating is supplied by two H.B. Smith Model 28A-S/W-14 boilers with dual fuel (oil/natural gas) capable burners located in the basement mechanical room. The boilers are rated for 3,098 MBH producing 155 GPM of 200° F water. The boilers operating in a lead/lag sequence and are not redundant. The boilers are in good condition.
RCF Student Services building boiler
The heating hot water distribution system is comprised of two primary heating hot water pumps, rated for 155 GPM at 20 ft. of head each, and two secondary heating hot water pumps, rated for 300 GPM at 75 ft. of head each, with the secondary pump connected to variable frequency speed drives for variable flow rate operation. A master mixing valve maintains temperatures in the secondary loop of 180° F. A differential pressure sensor located near AHU-1 controls secondary pump operation while the primary pumps operate continuously when the system is “on”. Temperature sensors in the hot water supply and return piping control boiler operation. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps except for the primary heating hot water pumps, which are inline type.
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Fuel Oil and Natural Gas
A 5,000 gallon double wall above ground Fireguard steel tank, located in a pit outside of the basement mechanical room, stores No. 2 fuel oil for use by the boilers. A Simplex packaged fuel oil pumping system distributes fuel oil to each boiler.
A metered 3” gas main entering the basement mechanical room from the site provides the boilers with natural gas.
RCF Student Services building fuel oil storage tank
Chilled Water
Chilled water for space cooling is supplied by a water cooled York MaxE centrifugal chiller located in the basement mechanical room. Condenser water for the chillers is provided by a forced draft BAC cooling tower, located on the building’s roof. The chiller provides the building with 500 nominal tons of cooling capacity, producing 1,000 GPM of 44° F water with a 12° temperature differential. Cooling tower capacity has been sized to match the chiller. The chiller and cooling tower are in good condition.
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RCF Student Services building chiller
RCF Student Services building cooling tower
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The chilled water distribution system is comprised of a primary chilled water pump, rated for 1,000 GPM at 35 ft. of head, and a secondary chilled water pump, rated for 1,000 GPM at 85 ft. of head, with the secondary pump connected to a variable frequency speed drive for variable flow rate operation. A differential pressure sensor located near AHU-1 controls secondary pump operation while the primary pump operates continuously when the system is “on”. Temperature sensors in the chilled water supply and return piping control chiller operation. The condenser water pump, rated for 1,500 GPM at 75 ft. of head, and the cooling tower operate under the same sequence as the chiller and primary chilled water pump. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps.
Peter and Elizabeth Horowitz Visual and Performing Arts Center (HVPA)
Heating Hot Water
Hot water for space heating is supplied by two Weil-McLain Model 88 Series 1 boilers with dual fuel (oil/natural gas) capable burners located in the basement mechanical room. The boilers are rated for 1900 MBH producing 95 GPM of 200° F water. The boilers operating in a lead/lag sequence and are not redundant. The boilers are in good condition.
Horowitz Visual and Performing Arts Center boiler
The heating hot water distribution system is comprised of two primary heating hot water pumps, rated for 100 GPM at 20 ft. of head each, and two secondary heating hot water pumps, rated for 270 GPM at 85 ft. of head each, with the secondary pump connected to variable frequency speed drives for variable flow rate operation. A master mixing valve maintains temperatures in the secondary loop of 180° F. A differential pressure sensor located near AHU-3 controls secondary pump operation while the primary pumps operate continuously when the system is “on”. Temperature sensors in the hot water supply and return piping control boiler operation. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps except for the primary heating hot water pumps, which are inline type.
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Fuel Oil and Natural Gas
A 5,000 gallon double wall above ground Fireguard steel tank, located in a pit outside of the basement mechanical room, stores No. 2 fuel oil for use by the boilers. A Simplex packaged fuel oil pumping system distributes fuel oil to each boiler.
Horowitz Visual and Performing Arts Center fuel oil storage tank
A metered 3” gas main entering the basement mechanical room from the site provides the boilers with natural gas.
Chilled Water
Chilled water for space cooling is supplied by a water cooled York MaxE centrifugal chiller located in the basement mechanical room. Cooled water for the chillers is provided by a forced draft BAC cooling tower, located on the building’s roof. The chiller provides the building with 380 nominal tons of cooling capacity, producing 760 GPM of 44° F water with a 12° temperature differential. Cooling tower capacity has been sized to match the chiller. The chiller and cooling tower are in good condition.
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Horowitz Visual and Performing Arts Center chiller
Horowitz Visual and Performing Arts Center cooling tower
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The chilled water distribution system is comprised of a primary chilled water pump, rated for 760 GPM at 35 ft. of head, and a secondary chilled water pump, rated for 760 GPM at 85 ft. of head, with the secondary pump connected to a variable frequency speed drive for variable flow rate operation. A differential pressure sensor located near AHU-3 controls secondary pump operation while the primary pump operates continuously when the system is “on”. Temperature sensors in the chilled water supply and return piping control chiller operation. The condenser water pump, rated for 1,140 GPM at 75 ft. of head, and the cooling tower operate under the same sequence as the chiller and primary chilled water pump. All pumps are Bell & Gossett Series 1510 base-mounted end suction pumps.
Campus infrastructure
The existing campus heating and cooling is provided by a central utility plant that serves the Arts and McCuan Hall, Nursing Building, Science and Technology Building, and the Library. The remaining buildings including the Duncan Hall, Horowitz Visual and Performing Arts Building and Rouse Company Building have dedicated heating and cooling plants for each building. Additional investigation is required during the concept phase of this project to determine if new campus buildings should utilize dedicated remote plants or a central utility plant for heating and cooling.
Electrical Systems Assessment
Existing Conditions
This assessment covers the three major contiguous buildings including Mary Ellen Duncan Hall for English, Languages & Business (ILB), Peter and Elizabeth Horowitz Visual and Performing Arts Center (HVPA) and Rouse Company Foundation Student Services Hall (RCF). The buildings were built within last seven years and located at Howard Community College Campus. The main 13.2 KV primary power source for these buildings is fed from the existing outdoor switchgear which is located adjacent James Clark Jr. Library building and serving all buildings in HCC Campus.
The information contained in this document was obtained by the review of all major construction drawings and projects which modified the electrical power distribution system. After reviewing the existing drawings, field survey was performed, with the assistance of the facilities electrician, to verify the accuracy of the drawings and locate any undocumented modifications to the electrical power distribution system. The general condition and age of the distribution system equipment was inspected and noted for the three buildings included in this report.
Normal Power Distribution System
Baltimore Gas and Electric Company (BGE) power distribution to the HCC consists of two redundant 13.2 KV feeders (BGE No.’s 7607 and 7604). The primary service feeders are connected to the existing 13.2 kV outdoor metal clad switchgear manufactured by PowerCon and located behind the Clark Library building. The distribution side of switchgear was replaced in 1997 and serves all the campus buildings with five separate branch feeders. The feeder #5 serves the three buildings included in this report outdoor selector loop switches located next to each building. The switchgear is in good condition, but does not have any spares, spaces or additional capacity for future expansion. The addition of new buildings to the campus will require additional investigation during the concept phase of this project to determine what potential upgrades to the primary service gear and the BGE utility service to the campus may be required.
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Main Outdoor Switchgear
Mary Ellen Duncan Hall for English, Languages & Business (ILB)
The Duncan Hall (ILB) is served by substation (ILB), 2500 KVA, 480Y/277V, 3000A, manufactured by Siemens in 2002 which serves a MCC and various distribution panels including two ATS’s (emergency and standby). The substation (ILB) is located in the main electrical room in the basement. The substation (ILB) is divided into two separate parts, one for primary switch and transformer, and the other for main switchboard (SU). They are in excellent condition and the SU has plenty of capacity with multiple spaces for future loads.
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Duncan Hall Substation (Main Switch and Transformer)
Horowitz Visual and Performing Arts Center (HVPA)
Duncan Hall Substation (Main Switchboard)
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The Substation (HVPA), 2000 KVA, 480Y/277V, 3000A manufactured by Square D in 2005, mainly serves all the electrical and mechanical loads in HVPA building through various distribution panels including two dimmer racks (208Y/120V, 600A per each rack) and two ATS’s (emergency and standby). The substation is located in the main electrical room in the basement. The substation (HVPA) is in excellent condition and has excess capacity with eight (8) spaces for future growth.
Student Services Building (SSB)
Horowitz Visual and Performing Arts Center Substation
The Rouse Company Foundation Student Services Hall (SSB) is served by substation (SSB), 1500 KVA, 480Y/277V, 2000A manufactured by Square D in 2007. The substation (SSB) serves all the electrical and mechanical loads in SSB through multiple distribution panels including two ATS’s (emergency and standby). The substation (SSB) is in excellent condition and located in the main electrical room on basement. The substation (SSB) has excess capacity with three (3) spares (two 3P-225A and one 3P-150A) and five (5) spaces available.
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RCF Student Services building Substation
Emergency Power Distribution System
There are two outdoor generators to supply emergency power for life safety loads in the three buildings noted above. Each generator has its own 300 gallon fuel oil tank located under the generator.
Mary Ellen Duncan Hall for English, Languages & Business (DH)
Mary Ellen Duncan Hall for English, Languages & Business (DH) and the James Clark Jr. Library are served by the emergency generator 200KW, 480Y/277V located next to the outdoor switchgear behind the Library Building. It is manufactured by Caterpillar and in good condition. A distribution panel (DEGS, 480Y/277V, 600A) manufactured by Siemens in 2002 and located adjacent the generator is utilized to serve all emergency loads in Mary Ellen Duncan Hall for English, Languages & Business (ILB) and Clark Library Building. The panel DEGS is in good condition and has spaces available. Two ATS’s manufactured by Cummins (3P-225A for emergency and 3P-150A for standby loads) are used to serve the Mary Ellen Duncan Hall for English, Languages & Business (ILB). Both ATS’s are in excellent condition and located in emergency electrical closet in the basement of the building.
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Duncan Hall Emergency Generator
Duncan Hall Emergency Distribution Panel board
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Peter and Elizabeth Horowitz Visual and Performing Arts Center (HVPA) and The Rouse Company Foundation Student Services Hall (RCF)
The Peter and Elizabeth Horowitz Visual and Performing Arts Center (HVPA) and The Rouse Company Foundation Student Services Hall (RCF) are served from a separate 200KW generator located adjacent to The Rouse Company Foundation Student Services Hall and Peter and Elizabeth Horowitz Visual and Performing Arts Center. The generator was manufactured by Cummins in 2005 and is in excellent condition. To serve all life safety loads in these two buildings an outdoor distribution panel (DEGS, 480Y/277V, 600A) manufactured by Square D is located adjacent to the generator. The panel DEGS is in excellent condition and has excess spares. Two (2) ATS’s (3P-250A for emergency and 3P-60A for standby loads) manufactured by Cummins are currently serving HVPA building. Another Two (2) Cummins’ ATS’s (3P-200A each) are occupied to feed emergency and standby loads in SBB. The ATS’s are located in emergency electrical closet in the basement of each building and are in excellent condition.
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Peter and Elizabeth Horowitz Visual and Performing Arts Center / The Rouse Company Foundation Student Services Hall Emergency Generator
Peter and Elizabeth Horowitz Visual and Performing Arts Center / The Rouse Company Foundation Student Services Hall Emergency Distribution Panel board
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Mechanical and Electrical Systems Infrastructure
Mechanical and Electrical Systems Infrastructure
Mechanical
North Campus
HVAC
Building ‘C’, Science Engineering Technology Building, and building ‘B’, Health Science Building, will each have separate chiller and boiler plants located in the basement of each building. The plant for each building will require approximately 2,000 SF of space. The estimated heating and cooling requirements for each building were calculated and are summarized in the following chart:
Building/ Open Heating Cooling Cooling Space Total Area Capacity Capacity Capacity Number Building Use GSF Comments PHASE (MBH) (MBH) (tons) NORTH CAMPUS BUILDINGS C Science Engineering Technology Building 132,000 Phase 1 3,552 6,880 573 D Health Sciences Building 102,000 Phase 1 2,745 5,316 443 G Lot A Parking Structure Phase 1 0 0 0 H Addition to Existing Parking Structure Phase 2 0 0 0
Hot water for space heating will be supplied by two low pressure hot water boilers with dual fuel (oil/natural gas) capable burners located in the basement mechanical room. The boilers will be rated for 4,000 MBH (145 BHP) each for building ‘C’ and 3,000 MBH (110 BHP) each for building ‘D’. The boilers will be redundant.
A 5,000 gallon double wall above ground Fireguard steel tank, located in a pit or on grade outside of the basement mechanical room, will store No. 2 fuel oil for use by the boilers. A packaged fuel oil pumping system will distribute fuel oil to each boiler.
Chilled water for space cooling will be supplied by two water cooled centrifugal chillers located in the basement mechanical room. Condenser water for the chillers will be provided by induced draft cooling towers, located on the building’s roof. The chillers for building ‘C’ will be sized for 400 nominal tons of cooling capacity each at a 12° temperature differential and chillers for building ‘D’ will be sized for 300 nominal tons of cooling capacity each using the same temperature differential. Cooling tower capacity will be sized to match the chillers. The chillers and cooling towers will operate in a lead/lag sequence and will not be redundant.
The chiller plants of buildings ‘B’ and ‘C’ will be interconnected through underground piping to provide a level of redundancy. The building ‘C’ chiller plant will also be connected through underground piping to the existing student services building. These tie-ins will connect the chilled water systems of student services, HVPA, building ‘B’ and building ‘C’, providing a minimum level of redundancy for all four buildings.
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Plumbing
Each building will require a new domestic cold water connection from the site for domestic cold and hot water service and a separate minimum 4” water supply for fire protection. Each building will also connect to existing sanitary sewer and storm water site utilities. The capacities of each building to be added to the existing site infrastructure by each building are summarized in the following chart:
Building/ Storm Storm Building Sanitary Sanitary Open Total Area WSFU GPM Water Pipe Water CW pipe DFU Pipe Size Space Area per GSF estimate estimate Size (in.) GPM Size (in.) Estimate (in.) Number Building Use floor GSF BUILDINGS C Science Engineering Technology Building 33,000 132,000 12 1953 907 197 4 391 6 D Health Sciences Building 34,000 102,000 12 1953 700 202 4 302 6
Domestic hot water service will be provided by natural gas-fired hot water heaters located in each building’s mechanical room.
LEED Strategies
Based on the total square footage of each building, the baseline HVAC system used for energy comparison as required by ASHRAE 90.1 is an all air, variable volume system with packaged direct expansion rooftop air handling units. In order to meet LEED silver requirements and improve on the baseline, the following systems will be implemented:
Solar hot water heating, using hot water solar panels installed on the roof, for primary domestic hot water service with natural gas-fired water heater as backup. Enthalpy wheel heat recovery on the exhaust systems. High efficiency boiler and chillers. Heat recovery for domestic hot water or boiler feed water preheat. Chilled water, variable volume air handling systems.
South Campus
HVAC
An 11,000 square foot central energy plant, located in the building ‘O’, will provide south campus building ‘J’, ‘K’, ‘L’, ‘N’ and ‘O&P’ with chilled water and steam to meet each building’s estimated heating and cooling requirements. Refer to the following chart for a heating and cooling capacity summary:
Building/ Open Heating Heating Cooling Cooling Space Total Area Capacity Capacity Capacity Capacity Number Building Use GSF Comments PHASE (MBH) (lbs/hr) (MBH) (tons) SOUTH CAMPUS BUILDINGS J Math Building 60,000 Phase 2 1,615 1,835 3,127 261 K English and World Language Building 60,000 Phase 3 1,615 1,835 3,127 261 L Continuing Education Building 60,000 Phase 3 1,615 1,835 3,127 261 N Student Union 78,000 Phase 3 2,099 2,385 4,066 339 structure combined w/ PE O Facilities Building & Parking Structure 35,000 building, includes SCUP Phase 2 942 1,070 1,824 152
structure combined w/ Facilities P Physical Education Building 136,000 Building and Parking Structure Phase 2 3,660 4,159 7,089 591 Total 11,546 13,120 22,361 1,863
The central energy plant will consist ultimately of three (3) water cooled centrifugal chillers located in a mechanical room. Condenser water for the chillers will be provided by induced draft cooling towers, located Mechanical and Electrical Systems Assessment | 298
on the building’s roof. Each chiller will have a nominal cooling capacity of 700 tons providing a total of 2,100 tons of available cooling. Initially during phase two, two chillers will be required. Then, when phase three is constructed, the third and final chiller will be added. Space will be left for a fourth chiller to accommodate future expansion beyond phase three.
The chilled water distribution system will consist of variable flow primary pumps (one per chiller) which will circulate chilled water through the chillers and out to the associated campus loop. The south campus loop will be constructed of buried pre-manufactured piping system located in the quads between buildings. Secondary variable flow chilled water pumps will then be installed in each building to provide the building with chilled water through a decoupled secondary loop off the primary campus loop.
Two (2) fully redundant 500 BHP high pressure fire-tube steam boilers will provide the south campus with high pressure steam to meet the required heating capacity and domestic hot water requirement of each building. The boiler will have dual fuel burners, operating on both No.2 fuel oil and natural gas. Steam will be distributed to the south campus building through a campus loop. The campus loop will be constructed of a pre-manufactured double-wall pipe system and will be located in the quads between the buildings. An above ground 10,000 gallon fuel oil tank, located adjacent to building ‘O&P’ will provide the boilers with 2½ days of fuel oil.
Each building will have a steam pressure reducing station to convert the high pressure steam from the campus loop to medium and low pressure steam for use by equipment throughout the building. Individual shell and tube steam to hot water converters will provide the required heating hot water to meeting the building’s required heating capacity, as listed above.
Plumbing
Each building will require a new domestic cold water connection from the site for domestic cold and hot water service and a separate minimum 4” water supply for fire protection. Each building will also connect to existing sanitary sewer and storm water site utilities. The capacities of each building to be added to the existing site infrastructure by each building are summarized in the following chart:
Building/ Storm Storm Building Sanitary Sanitary Open Total Area WSFU GPM Water Pipe Water CW pipe DFU Pipe Size Space Area per GSF estimate estimate Size (in.) GPM Size (in.) Estimate (in.) Number Building Use floor GSF BUILDINGS J Math Building 20,000 60,000 10 1214 412 129 3 178 4 K English and World Language Building 20,000 60,000 10 1214 412 129 3 178 4 L Continuing Education Building 20,000 60,000 10 1214 412 129 3 178 4 M Academic Building 20,000 60,000 412 178 N Student Union 26,000 78,000 10 1214 536 148 4 231 6
O Facilities Building & Parking Structure 68,000 68,000 15 3491 467 138 4 201 4
P Physical Education Building 68,000 136,000 15 3491 935 200 4 403 6
Domestic hot water service will be provided by steam-fired instantaneous hot water heaters located in each building’s mechanical room. Assuming that the existing pool will be replaced as part of the physical education building, a steam heat exchanger for pool heating will be provided. The pool heat exchanger will require approximately 960 lbs/hr of steam from the central plant.
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LEED Strategies
Based on the total square footage of each building other than the Student Union, the baseline HVAC system used for energy comparison as required by ASHRAE 90.1 is an all air, constant volume system with packaged direct expansion rooftop air handling units. Because the Student Union is over 75,000 square feet, the baseline HVAC system used for energy comparison as required by ASHRAE 90.1 is an all air, variable volume system with packaged direct expansion rooftop air handling units. In order to meet LEED silver requirements and improve on the baseline, the following systems will be implemented:
Solar hot water heating, using hot water solar panels installed on the roof, for primary domestic hot water service with natural gas-fired water heater as backup. Enthalpy wheel heat recovery on the exhaust systems. Chilled water, variable volume air handling systems.
The central plant is also required to meet LEED silver standards. To reduce energy consumption and meet these requirements, the following systems will be implemented:
High efficiency boiler and chillers. Heat recovery for domestic hot water or boiler feed water preheat. Heat recovery from the chillers to heat the indoor pool in adjacent “P” Physical Education building.
Parking Garage
Each parking lot or addition to an existing parking structure will require service from site utilities. Since the square footage of the proposed parking structures are not know at this time, each parking garage was assumed to require the following site utilities:
6” fire protection water supply 1-1/2” domestic cold water 12” storm water 4” sanitary
Each garage will also be provided with a below grade oil interceptor for protection of the sanitary system. Direct expansion fan coil units will be utilized to provide space cooling and heating to various electrical and office spaces included in each garage.
Electrical System Infrastructure
The existing primary electrical service to the campus and the primary distribution gear are operating near capacity and cannot support the additional load associated with the proposed campus master plan. The existing college-owned primary switchgear is served by two (2) utility-owned services: one primary service and one redundant service. The existing configuration requires 100% of the campus load to be on one of the two incoming utility services. Based on preliminary discussions with the utility, the current campus load is approaching the maximum threshold on the incoming utility service. The utility has indicated that moving forward the campus will need to utilize the current primary service and redundant service in a (main-tie-main configuration with the two main service switches normally closed and tie switches normally open) to provide adequate power from the utility. The primary electrical service and gear will need to be replaced to provide increased capacity to support the proposed campus expansions.
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The new primary switchgear will utilize the two (2) existing utility service conductors connected via an automatic transfer tie switch. Existing loads and future loads will be added to either utility service conductor so the campus load is split between the two service conductors.
The following table indicates the existing and future anticipated loads for the campus expansion. The building loads were determined based on anticipated lighting, receptacle and mechanical equipment loads for each building usage type:
Switchgear Demand Loads Building Amps Building Use KVA Phase Number (at 13.2 KV) ‐ Existing Demand Load 3398 149 ‐ C Science Engineering Technology Building 1056 46 Phase 1 DHealth Sciences Building 816 36 Phase 1 GParking Garage 263 12 Phase 1 ‐ Central Plant (part of Facilities Building) 1664 73 Phase 2 O Facilities Building & Parking Structure 408 18 Phase 2 JMath Building 360 16 Phase 2 PPhysical Education Building 1088 48 Phase 2 KEnglish and World Language Building 360 16 Phase 3 L Continuing Education Building 360 16 Phase 3 N Student Union 468 20 Phase 3 Total at Primary Switchgear: 10.2 MVA 448 A Phase 1
The Health Sciences Building will add an estimated 816 KVA of load to the existing primary distribution system. The existing primary switchgear is capable of supporting the construction of the Health Sciences Building with the approval of the utility to confirm load availability on the existing utility service conductors. The existing 100E fuse section serving Thermal Storage will be repurposed to serve a new 4-way automatic transfer loop switch and 1000 KVA, 13.2KV-480Y/277V pad-mounted transformer to serve Health Sciences Building. The new primary feeder will be routed through one of the existing spare conduits in the 6-way ductbank that runs north of the Library and between the Instructional Lab Building and Nursing Building. The new feeder will be sized to serve the Health Sciences Building and future Science Engineering Technology Building even though the existing primary switchgear configuration will only support the load associated with the Health Sciences Building. Existing loads currently being served by the Thermal Storage transformer will be back-fed from the existing main switchboard in the Library Building.
Future load added to the primary switchgear associated with the campus master plan will require a new primary switchgear lineup and possible utility service upgrades. The new primary switchgear will back-feed existing campus loads and have capacity to serve new loads associated with the campus master plan. The new primary feeder serving the Health Sciences Building will have capacity to serve the Science Engineering Technology Building. Primary feeders will run underground in ductbank and utilize a primary selection configuration to provide redundant primary service to each building.
Upgrades to the primary switchgear and incoming utility services will be required prior to construction beginning with the Science Engineering Technology Building. Upon completion of the necessary upgrades, a 1000 KVA, 13.2KV-480Y/277V pad-mounted transformer will be served by the existing loop switch installed under the Health Sciences Building.
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Phase 2
The Central Plant and Facilities Building will require two (2) additional expulsion fuse and switch cabinets (for primary selection distribution) at the primary switchgear and new underground ductbank from the primary switchgear to the Facilities Building. This ductbank will be sized for all future building in the south campus. A new 4-way automatic transfer loop switch and 2000 KVA, 13.2KV-480Y/277V pad-mounted transformer will serve the Facilities Building and Central Plant. The Physical Education Building will require a 1000 KVA, 13.2KV-480Y/277V pad-mounted transformer served by the 4-way automatic transfer loop switch installed for the Facilities Building. The Math Building will require two (2) additional expulsion fuse and switch cabinets at the primary switchgear. Two (2) new primary feeders will serve a 4-way automatic transfer loop switch and 750 KVA, 13.2KV-480Y/277V pad-mounted transformer. The transformer for the Math Building is sized to serve both the Math Building and Continuing Education Building.
Phase 3
The Continuing Education Building would be served by the 750 KVA transformer serving the Math Building. The Student Union will require two (2) additional expulsion fuse and switch cabinets at the primary switchgear. Two (2) new primary feeders will serve a 4-way automatic transfer loop switch and 750 KVA, 13.2KV-480Y/277V pad-mounted transformer. The transformer for the Student Union is sized to serve both the Student Union and English and World Language Building.
Refer to sketch SKE-1, Schematic Medium Voltage Riser Diagram, for additional information.
Emergency generators will provide power for egress lighting and necessary equipment loads to evacuate buildings in the case of utility power loss. The following is the anticipated generator sizes and areas each generator will serve:
250 KW, 480Y/277V, 3Φ, 4W diesel generator (to serve Health Sciences Building and Science Engineering Technology Building) 250 KW, 480Y/277V, 3Φ, 4W diesel generator (to serve Facilities Building and Physical Education Building) 250 KW, 480Y/277V, 3Φ, 4W diesel generator (to serve Math Building, English and World Language Building, Continuing Education Building and Student Union)
LEED Strategies
To meet LEED Silver requirements, the following lighting/electrical design strategies will be implemented:
Energy efficient lighting systems to comply with ASHRAE 90.1-2007 Daylight harvesting and automated photocell lighting control systems will be implemented to maximize building energy performance. Full cut-off site lighting fixtures will be utilized to comply with LEED light pollution reduction requirements. Lighting controls will be utilized to provide individual lighting control with adjustable light levels for each space.
Parking Garage
Each parking lot or addition to an existing parking structure will require service from site utilities. Since the square footage of the proposed parking structures are not know at this time, each parking garage was assumed to require a 300 KVA, 13.2KV-480Y/277V pad-mounted transformer. Garage lighting will be full cut- off distribution fixtures with HID lamps. Egress lighting will be battery back-up type lighting fixtures.
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Mechanical Equipment Cutsheets
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Technology Systems
Technology Systems
Introduction
Advancements in Technology have and will most certainly continue to change the way we conduct our daily lives. There are countless examples of how newfound technologies and their resulting applications have expanded our capabilities and advanced our knowledge. Similarly, on campuses across the country and throughout the world, technology continues to impact the teaching and learning process, continually introducing new opportunities for enhancing and enriching the educational experience. Whatever the mean or method, ultimately technology should be considered a resource; an additional utility used to advance the College’s mission of Providing Pathways to Success.
Today’s campus environment uses a wide-ranging set of technologies to serve its faculty and students, and to maintain its daily operation. With student and faculty-driven appetite for technology continuing to rise, use of technology in an educational setting is poised to expand, probably exponentially. To support the rollout of new technologies, an ample telecommunications infrastructure must be available as its lifeline. Howard Community College has made large strides towards developing this backbone in recent years with the development of a robust fiber optic network. However additional measures can strengthen those advances already made, particularly with adding system and network redundancy.
Howard Community College has established itself as one of the most tech-savvy community colleges in the nation. To help maintain this standing and to serve its stated mission, a driving goal should be the continued move towards facilities that will support and enhance innovative academic programs and increased availability of resources. To aid that objective, this section will address the considerations necessary to allow technology to play its part.
In the following sections, this portion of the plan will:
Set a context for the faculty, students and academic program that Howard Community College’s technology infrastructure will need to serve.
Considering that context, develop a vision for the college’s future technology capabilities.
Provide an assessment of HCC’s current technology infrastructure.
Respond to the vision and existing conditions with recommendations that will support the development of technology infrastructure that will move Howard Community College towards their desired goals.
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Setting the Context
Diverse Student Body & Faculty Composition
Tomorrow’s college students are currently racing through elementary and secondary school. As “digital natives” of the Information Age, they will have experienced a childhood and education unlike any of previous generations. In many school systems, even kindergarten courses utilize interactive computer programs, access the internet and incorporate multi-media presentation, exposing children to technology at their earliest introduction to an educational setting. The rapidly growing pool of information and knowledge sources (e.g. Twitter, Facebook, instant messaging, RSS feeds, etc.) that are readily available to them throughout their youth has not only permitted, but prompted them to become continually “connected”. As a result, the use of technology in their daily lives is often both widespread and commonplace, perhaps even mundane to some. Even more so than today’s college students, most future students will expect immediate access to information and technology. Moreover, they’ll expect it to be available whenever, wherever and however they choose to use or consume it.
Conversely, considering the nature of community college offerings, a portion of the student body and the faculty is often from previous generations where the use of technology may not have been as prominent in their upbringing or perhaps does not play as significant a role in their current daily lives. Furthermore, Howard Community College has a large contingent of adjunct faculty who may or may not be proficient with academic technologies. For these reasons, it is important that employed technologies exhibit both ease of use as well as some form of standardization across systems and spaces.
Regardless, higher education institutions are challenged to keep pace with the evolving needs and expectations of future students. A corresponding adaptation of their facilities, technology systems and service offerings will be paramount to an institution’s growth and success. And understanding the profile and mindset of the Students of the Future will help to drive that change successfully.
Pedagogical Trends
It has long been recognized that students tend to learn and retain information far more readily and with greater success when they are active participants in the process. In response to this, all levels of education are trending towards more active and engaged learning, and away from the traditional ‘lecture’ style of teaching. We see manifestations of this trend in many areas, from the use of audience response systems and interactive course material in the classroom to lab spaces that utilize simulation, visualization, and virtual environments. A rash of new technologies are available that support each of these approaches, leveraging the latest in computing advances, but also requiring an ample infrastructure to drive their operation.
Outside of the examples noted above, one of the more prominent pedagogical trends is group collaboration. Increasingly, instructors are encouraging students to work in groups to develop projects and presentations, experiment with a topic, or provide a solution to a problem or question they’ve posed, all in an effort to promote the concept of active learning. Technology is supporting this trend as well, making it easier to gather, work, share and create, whether participants are in the same room or in several different remote locations. One of the greatest facility needs here is the bandwidth necessary to transmit the associated data and video information.
On other fronts, many academic programs are requiring their students to prepare their presentations in multi- media format. This requires that the relevant creation tools be readily available to them, often meaning that institutions need to provide the necessary systems and spaces. In terms of spaces, this not only includes
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multi-media workstations or labs, but rooms where students can practice presenting their materials once it is created.
The Facility Master Plan should acknowledge these growing trends and ensure that the appropriate strategy is in place to accommodate and adapt to these and other technologies in the future.
Technology Vision
Howard Community College will look to employ several technology initiatives over the foreseeable future. The following summarizes those that will be impacted by the capabilities of the campus’ physical plant and network infrastructure.
Mobility
Nearly everyone, particularly college students, carries some form of mobile computing device. These might include laptops, netbooks, smartphones, or some form of the emerging tablet devices such as Kindle or Apple’s iPad. With wireless network coverage becoming more and more ubiquitous and reliable, and applications for these devices growing exponentially, the door is wide open for instructors and students to explore new ways to communicate and exchange information. To accommodate this growing need for mobile and instant connectivity, HCC should plan to have the network in place to enable new activities and applications that leverage this mobile capability.
Video Conferencing/ Distance Learning
Two-way audio/video conferencing can often be an effective way to communicate when meeting in a common physical space is not practical or possible. Video conferencing and distance learning enables student teams or faculty colleagues situated anywhere around the globe to seamlessly communicate in real-time as though they were in the same room, potentially breaking the barriers to resources previously restricted or perhaps unavailable altogether. While not new technologies (at least in concept), these solutions are becoming more prevalent in higher education settings with the prominence of interdisciplinary collaboration and international campus communities. They also help to satisfy a growing need for institutions to extend their program offerings to a larger pool of potential students.
Telepresence System by Cisco Distance Learning space with multiple rear projection screens
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A major trend in these applications is the transition to high definition (HD) video, which offers greatly increased resolution and more “life-like” visuals. Similarly, audio components of these conferencing technologies are becoming more sophisticated in order to better aurally replicate communication as if it were happening between persons within the same space.
At the same time, and at the opposite end of the spectrum, there have also been advancements in desktop or web conferencing. This employs more modest video resolutions and is usually aimed at a smaller number of participants. At very minimal cost, this approach can extend the availability of video communication to a wider pool of users.
Regardless of the selected approach, video conferencing and/ or distance learning in some form is seen as a growth area for the college. Since most of these technologies have migrated to an IP-based topology and encoded audio and video signals can still be sizable data packets, bandwidth again dictates its ultimate performance.
On-line/On-Demand Resources
There has been tremendous growth in electronic learning resources in recent years and this is poised to continue for the foreseeable future. It is likely that HCC will look to better leverage on-line content for instructional resources. For example, professors are more and more likely to access instructional content (such as streamed video, etc.) from the internet during class sessions. Similarly, with the availability of more and more online textbooks and the hardware to download and store them electronically, it is feasible that students will obtain their instructional materials from the internet rather than the campus bookstore.
There is also a growing need to address increasingly busy lifestyles. Many students are often faced with delicately balancing competing demands coming from family, school and/or work. As a result, the expectation of quick, easy access to resources and information whenever and wherever they want (or are able to) consume it is becoming customary. Providing online resources is a means to satisfy this need, particularly with the explosion in mobile devices and applications.
HCC is presently in an early experimental and planning stage with capturing and archiving the institution’s classroom instructional sessions. Capturing faculty lectures offers many benefits: 1) It offers a means to permanently capture one of the campus’ largest assets, presenting opportunity for better leveraging it’s intellectual property; 2) It enables the campus to extend their academic offerings beyond the confines of the classroom to a literally global audience, introducing new opportunity for institutional growth; 3) Posting captured lectures on-line allows students to revisit lecture topics for additional review through an on-demand retrieval system. For those who attend the class in person, this often allows them to be more engaged with the classroom presentation or activities and less distracted with taking precise notes. Other sessions that could benefit from capture and archiving might include guest speaking events, panel discussions, or student organization meetings.
To be of most value, captured content should at least include audio and video of the instructor as well as his/her/their presentation graphics, synchronized to the audio and video so it’s easy for the viewer to follow along. Including audio/video of the classroom participants and any exchanges they have with the instructor or each other further captures the real life experience of the classroom session. However, any extent of captured content will place a significant demand on network storage and bandwidth. Whether streaming live, or pushed to multiple on-demand users, the necessary infrastructure must be planned accordingly.
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Linkage to Partner Institutions
A physical data connection to partner institutions, namely neighboring hospital facilities and/or collaborating universities, would enable significant opportunity for sharing valuable resources. Such a provision is considered an attractive feature and should be considered when adding or retrofitting cabling pathways.
Multi-Media
The use of audio and/or video in the classroom can bring presentation material to life, further or perhaps better engaging students, especially those who have come to relate easily with such media. In addition, the use of multi-media materials offers instructor’s a way to better relate to the variety of differing learning styles that is typically evident with their students.
Separate from its benefit to the teaching/learning process, it is also becoming imperative for aspiring professionals to be comfortable working with varying forms of media as literacy with such material is becoming a vital skill across a wide spectrum of disciplines.
One quickly emerging form is 3D video. This technology and the corresponding content is on the verge of becoming far more readily available, and is well-poised to become a compelling and useful tool for instruction and learning, particularly in the technology and health science fields.
Having the tools to support both creation and consumption of multi-media will be a growing need for the college. Here again, the appropriate infrastructure must be in place to support it.
Centralized Server Applications
Considering the high quantity of desktop PC’s owned and managed by the university and the associated resources needed to support, maintain and refresh them, new technologies such as cloud computing or virtual desktopping could be an attractive way to expand computer resources and applications to students and faculty both on and off campus. With cloud computing, servers and software maintenance could even be outsourced altogether as a service to the college. Any such approach would rely heavily on connectivity and bandwidth throughput.
IP Solutions
The campus is in the early stages of a transition to Voice over Internet Protocol (VoIP) telephony. It is expected that this will ultimately be rolled out campus-wide. This will reduce the amount of copper cable and associated cabling pathways required within the campus network, as only 25-50 pair would be required to each building (for emergency circuits, fire alarms, etc.) as opposed to 100-200 pair cable. In addition, horizontal copper cabling from telecomm rooms to individual workstations can potentially be reduced. For example, the three copper cables that are traditionally installed at each workstation (data/voice/spare) can be reduced to two by utilizing a shared cable for voice/data and maintaining flexibility for future needs.
Another initiative currently under consideration is the use of video distribution through the IP data network, with streaming video applications. This will allow delivery of video content to every node on the HCC network, as well as to off-campus locations, providing service to at-home or remotely located students.
Similarly, plans are underway to modify surveillance systems to operate with IP-based cameras and storage nodes.
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Campus Infrastructure Assessment
Telecommunications
The present telecommunications distribution backbone consists of a combination of copper (voice) and fiber optic (data/VoIP) networks as well as limited coaxial video distribution, as further described below.
Voice - The campus utilizes a combination of copper and fiber optic services from the local voice service provider (Verizon), consisting of multiple PRI digital phone lines. The single point of entry for all Verizon services is situated on the north side of campus along Little Patuxent Parkway and routes directly to a PBX located at the campus NOC (data center) on the first floor of the James Clark Jr. Library building. From this location, copper is routed underground to each building in effectively a star configuration; however some branches of the star configuration serve more than one building.
A remote PBX unit is planned to be installed in the near future in the Hickory Ridge (HR) Building and connects to the main PBX via fiber optic cable. This allows copper distribution within this building to be served by the remote unit as opposed to being fed from the Clark Library across campus.
With the crossover to VoIP technology, (see above), the campus plans to abandon some of their copper cabling. With this technology, voice traffic would utilize the data network’s fiber optic infrastructure, eliminating the need for dedicated high-pair count copper cable to be routed across campus, thereby reducing installations costs for new capital projects.
Data – Fiber optic data service is provided to the campus by Comcast through a single point of entry along Little Patuxent Parkway, separate from the Verizon feed, which extends directly to the NOC. This service is currently contracted for 75 Mbps bandwidth. Current utilization is averaging roughly 60 Mbps. HCC is actively managing bandwidth usage via multiple means, such as packet shaping, web filtering, etc.
Like the copper distribution, fiber optic cabling is arranged in a star configuration, with service to each building originating from the NOC. The campus has deployed an air blown distribution of fiber optic cabling. This has allowed them to install services on an as-needed basis as opposed to installing a set quantity of cables at Day 1 in anticipation of some future need which may or may not materialize. The tube infrastructure used with blown fiber permits fiber cabling to be easily added to established locations or routed through multiple pathways, introducing significant installation cost savings and flexibility.
Typical feeds originating from the NOC and extending to outlying buildings are comprised of a 19-tube pathway, each with a capacity for up to 342 strands of fiber. Most of these pathways currently utilize only 5 (or fewer) tubes, yielding significant expansion capability within existing pathways. A similar condition exists for vertical risers within buildings where 7-tube pathways have been installed between telecomm rooms, with only 2-3 tubes populated.
All current fiber cabling is single mode. While this requires costlier head-end equipment, it offers virtually unlimited bandwidth, which will be a significant asset when the initiatives described earlier in this section begin to roll out.
On the current fiber backbone, the campus operates on 1 Gbps connections between all building telecomm rooms. However, with upgraded network electronics, this same fiber optic backbone is capable of supporting
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10Gbps throughput, at which time workstations computer network speed can increase tenfold from 100 Mbps to 1 Gpbs.
Wireless - There are currently seven wireless networks established across campus, supported by 52 access points. With the exception of the Children’s Learning Center building, wireless coverage is available in at least some capacity in all campus buildings. In the Clark Library and McCuan Hall, wireless coverage is provided throughout the entire building. In most other buildings, however, it is focused primarily on public areas and not necessarily classroom spaces. Wireless is also available outdoors in the campus Quad area, as well as discreet areas behind the Science & Technology Building and near the lobby of the Peter and Elizabeth Horowitz Visual and Performing Arts Center. HCC’s wireless network currently operates in accordance with industry standard protocols 802.11a, b, g and n.
Video – Separate from its fiber optic feed to the campus, Comcast delivers a broadband coaxial feed for CATV. This feed is also from Little Patuxent Parkway on the north side of campus, and follows the same path as Comcast’s fiber feed.
Currently, CATV distribution is limited to minimal select locations, with signal distributed via homerun coax cable from the television studio in McCuan Hall. HCC TV content programmed from the campus TV studio is not currently distributed throughout the campus.
Security
Campus security systems utilize the same fiber-optic bundle and pathway installed for IT services, however are restricted to dedicated fiber stands that are isolated from other campus networks. Communications over these dedicated fibers ensures a more secure and reliable link for the critical nature of security operations.
Surveillance camera footage is recorded locally in the telecom rooms in each building to a DVR device, which can be remotely accessed via a fiber connection by authorized personnel.
Audiovisual
The majority of campus audiovisual systems that are currently employed are local to the spaces that they serve, with little or no system connectivity between rooms. However, all video projectors (except those in the Hickory Ridge Building) are connected via network ports to a centralized control system that allows monitoring, management and remote diagnostic capability by authorized support staff.
Strategy
Recommended Action/Upgrades for Existing Infrastructure
The current telecommunications network provisions offer a great deal of flexibility for expansion and/or reconfiguration. Moreover, the current systems offer considerable bandwidth and throughput to accommodate future initiatives. While this is a significant strength of the campus’ current infrastructure, a particular weakness is the lack of redundancy in some of its key systems. If the main copper or fiber feeds to the existing NOC are somehow disturbed, then the campus is severely isolated. Similarly, if a pathway between any given building and the NOC is severed, that building will lose all connectivity (voice and data).
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The following actions are recommended:
Secondary Voice Point-of-Presence (POP) - as noted above, the campus has already installed a remote PBX unit in the Hickory Ridge Building. This remote unit presents a natural location for adding a redundant POP, which will provide HCC with a more robust and flexible voice infrastructure. This would better position HCC for uninterrupted service should an unexpected event impact the primary feed from Little Patuxent Parkway.
Migrate from Star to Ring Campus Network Configuration – The current star network configuration does not offer the physically diverse redundancy that is necessary to support the campus’ expanding reliance on IP-based communications. This is viewed as a significant liability to HCC’s daily operations. Constructing a ring network would go a long way towards addressing this concern. By connecting buildings in series to adjacent buildings and maintaining the direct connection to the NOC, any building could withstand disruption to a single link without enduring downtime.
Secondary On-Campus Data Center – Currently, all campus servers are located in the Clark Library data center (NOC). Should any of these servers be impacted by a virus, hardware failure, etc. then the campus is exposed to service interruption. The first step of protection against this type of failure is to have redundant servers in place. Optimally, these should be physically located in a separate building to help protect against larger events impacting an entire building (e.g. power outage, fire, AC failure, etc.). Moreover, with an established campus ring network, a secondary data center would be immediately available to all campus buildings without having to install direct feeds to each.
Connection to Howard County Network Ring – Howard County employs a high-bandwidth private ring network, with pathways that run in close proximity to campus. Connection to this ring would offer HCC direct connectivity to various public buildings as well as an alternate route to satellite campus locations. It would also offer a means for increasing available bandwidth to network users.
Fire/Police Command Center – Establishing a command center location where emergency services can quickly and easily connect to communication links should improve their response time and operational efficiency. Placing such a space at or near the main campus entrance is most desirable. Physically, this is often a conference or meeting room space that can become a command center for emergency personnel during emergency situations. As a minimum, it should include both direct feeds from voice and CATV providers as well as standard campus links to the same. This provides direct off-campus communications by bypassing any campus facilities that may not be available during emergencies.
Expanded Bandwidth: Assessment of bandwidth needs should be a regular exercise, with service upgrades instituted as required. Plans are already in place to increase bandwidth to 100 Mbps during Fall, 2010.
Future Construction Project Considerations
When future buildings are brought online, or existing buildings undergo renovations, the following measures are recommended in support of those established above.
Multiple Point-of-Service Entries – In conjunction with the ring network configuration recommended for the campus backbone, we strongly recommend that new or renovated buildings be designed to include multiple entry points for telecommunications services. Even if a ring network is not in place at the time of building construction/renovation, preinstalled entry pathways will easily permit these buildings to eventually connect to Technology Systems | 312
the new ring configuration without the need for costly and potentially disruptive demolition. For example, the new Health Sciences Building currently under design is planned to have its primary connection fed from the Rouse Company Foundation Student Services Hall (RCF) or perhaps the Mary Ellen Duncan Hall for English, Language & Business (DH). Additional entry pathways should be provided to also allow network connectivity on the west side of the building in order to allow redundant connection to the Hickory Ridge Building (via the future parking garage). Similarly, an additional entry point may be desired to accommodate connection to the neighboring hospital facility.
Redundant entry points can be as simple as four 4” conduits through the foundation wall (below grade) capped for future use. Adding these pathways during construction/renovation is a very minimal expense as compared to post construction.
With a remote PBX planned for the Hickory Ridge Building, voice service should be provided to new capital projects from the nearest campus PBX (main or remote). This should reduce installation costs by eliminating the need for long, cross-campus copper cable runs.
With many new services planned to migrate onto the IP network, properly sized and conditioned telecom rooms will become paramount to accommodate the expected service levels. Industry standard provisions call for 100 sf of telecom room for every 10,000 sf of serving space. This should serve as a minimum guideline and should be adjusted as required on a case-by-case basis. Increased network demands will require additional network electronics, which in turn calls for increased power circuits and dedicated 24/7 HVAC systems.
All new underground pathways shall be constructed with concrete to provide maximum protection for cabling routed within.
All new or renovated spaces shall be provided with wireless coverage through the facility.
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Transportation Observations
Transportation Observations
Transportation challenges were among the most prominent issues noted by HCC officials and stakeholders. Roadway and parking improvements have not kept pace with the rapid growth of the student body in recent years. Transportation options remain limited, with passenger cars being the dominant mode of travel to and from campus.
Transportation Modes
Travel to and from the HCC campus is dominated by private vehicles, many of which have only one occupant. Connections to pedestrian, bicycle, and transit systems are limited. The school operates a shuttle service to an off-campus parking facility at the beginning of each semester, but the service is discontinued as soon as parking demand decreases to the point that it can be accommodated by on-campus lots and decks.
Automobiles
There are three main access points to the campus for automobiles:
A signalized intersection on Little Patuxent Parkway on the north side of campus. This intersection is aligned with Harpers Farm Road and a roadway directly connecting to the campus’s roundabout. This is the main northern access point to the campus.
A right-in/right-out intersection on Little Patuxent Parkway on the north side of campus, east of the main Little Patuxent Parkway access point. This is the nearest access point to the campus’s parking garage.
A two-way stop-controlled intersection on Hickory Ridge Road on the south side of campus.
A fourth access point on Hickory Ridge Road serves the athletic field in the southeast portion of campus. However, no formal parking is served by this access, and it does not connect to the rest of the campus roadway network.
Most traffic to the campus comes from the east. This is the direction of US 29, the Columbia Town Center, and the majority of the region’s population. Turning movements serving this travel pattern, such as the left turn from Little Patuxent Parkway onto campus, are the heaviest and can become congested during peak periods.
On the campus, roads and parking lots are located more towards the periphery, with a core area of buildings in the center of campus.
Pedestrians
On campus, roadways have wide sidewalks along them. In the center of the campus where there are no roadways, there are walkways between buildings. Some pedestrian enhancements such as striped crosswalks have recently been implemented, although auto compliance issues with these devices is sometimes poor. Pedestrian connections within the main cluster of buildings at the center of campus are strong. However, the Hickory Ridge Building is isolated from the rest of campus and it is difficult to walk to and from it.
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Pedestrian facilities immediately adjacent to the campus consist of sidewalks and paths. Hickory Ridge Road has sidewalks on both sides, and Little Patuxent Parkway has a sidewalk on the north side only. The south side of Little Patuxent Parkway is well-used by pedestrians, with a pathway worn into the ground. The Columbia community has a large network of paths, but these are not well connected to the campus. The northern terminus of the Hickory Ridge Path is on Hickory Ridge Road near the athletic fields.
Figure 1 - Pedestrian activity on the south side of Little Patuxent Parkway near campus.
Bicycles
The campus has an existing bike path on the western edge of the campus that is not signed well or used frequently. Howard County has an exiting bike path that terminates near the athletic fields at the southeastern edge of the campus, off of Hickory Ridge Road. In the past few years several bike racks have been installed on the campus, although bicycle usage remains low. The Master Plan recommends strengthening the bicycle link between the campus and the Howard County bike system, and improving the bicycle network on campus.
Transit
There are two transit services on the campus: Howard Transit, and a school-operated shuttle that serves a remote parking lot.
Howard Transit is a county-wide bus system. The routes are designed as a hub-and-spoke style system, with a hub at the Columbia Mall. The campus is served by three routes: Blue, Green, and Orange. The Orange and Green routes pass through the campus on the main roadway connecting Little Patuxent Parkway and Hickory Ridge Road. The Blue route runs on Little Patuxent Parkway and briefly enters campus with a stop near the roundabout. The Blue and Orange routes operate with one-hour headways on weekdays, with the Blue route only operating during the morning and evening peaks. The Green route operates with 30 minute headways on weekdays.
At the beginning of each school year, HCC sets up off-campus parking at a large parking lot that is otherwise underutilized during school days. HCC is currently using a parking lot at Wilde Lake Village Center, which is north of the campus and accessible via Harpers Farm Road and Twin Rivers Road. A shuttle bus runs from this parking lot to the campus with headways of approximately 15 minutes. This service only operates for the
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first few months of the school year, and is discontinued when parking demand falls and all parking needs can be accommodated by campus lots and the deck.
Figure 2- Transit routes serving Howard Community College
Commuting Survey
Students and staff were surveyed in 2008-09 about their commutes to campus. Eighty six percent of students and 92 percent of staff commute to campus alone in a car. Eight percent of students and five percent of staff commuted to campus via carpool. Students expressed interest in carpooling, with 23 percent saying they would participate in a carpooling program if one were offered. Approximately 30 percent of students and staff have a commute of five miles or less to campus, and approximately 85 percent of students and staff have a commute of 20 miles or less.
Parking
With travel to and from campus dominated by private automobiles and a rapidly growing student body, the availability of parking is a major concern for students, faculty, and staff alike. The campus experiences periods when all parking facilities are effectively at capacity, although this condition does not last for the entire school year. Transportation Observations | 317
Permitting and Enforcement
A permit is required to park on campus. The permits are effectively free to anyone associated with the College. Students pay a transportation fee as part of a large set of fees they are required to pay for each semester enrolled. The fees, including transportation, are not optional. The college has designated certain lots for use by students and others for use by staff. There is no parking for visitors and other persons not formally associated with the College.
There has traditionally been little enforcement of parking regulations on campus. Many students, staff, and visitors park on campus without displaying a permit, and students often park in staff lots.
Supply and Demand
Heading into the Fall 2009 semester, the campus has 2,401 parking spaces total, broken down as follows:
512 spaces in a garage 1,607 spaces in permanent surface lots 206 overflow spaces in a gravel lot in the northern part of the campus (Lot F) 76 overflow spaces in the former tennis courts
These totals include handicapped spaces. The College is moving forward with plans to expand the gravel lot (Lot F) to 540 spaces, and plans to have the improvements completed sometime this year.
During the first several weeks of a semester, especially the fall semester, school officials systematically fill each lot and the garage during the morning. Around mid-morning, all parking facilities on campus are full and officials are forced to turn cars away. Many students and staff park in surrounding neighborhoods and in parking lots of nearby businesses. After several weeks, demand reduces to the point that campus lots can usually accommodate all those who wish to park. However, parking utilization rates as high as 99% during the middle of the day were observed on several days in the middle of the Fall 2008 semester.
The peak period for parking demand occurs around 10:30 a.m., when students have arrived for late morning classes. In the early afternoon, more spaces become available as students and staff leave for the day. Figure 2 shows the utilization of on-campus parking facilities on selected weekdays in the Fall 2008 semester. Data was provided by the college. Figure 3 shows usage of the parking facilities throughout the day on Tuesday September 2, 2008. This day was during the second week of the semester, and is typical of a high-usage day.
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3 5 9 25 27 29 2 1 3 7 9 13 15 17 t 11 ct ct ct ct t g g ept ept O O O O c ct u u ug S S Sept 9 ept Oct O O A A A Sep Sept 15 Sept 17 Sept 19 Sept 23 Sept 25 S Weekdays in Fall 2008
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Figure 2 - Utilization of on-campus parking facilities in Fall 2008
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Figure 3 - Utilization of on-campus parking facilities on high-usage day
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Peak parking demand on September 2, 2008 occurred at 10:30 a.m. Utilization of each campus lot at this time is shown in Table 1. Spaces In Lot Use Available A 409 409 B 220 220 C 184 184 E 104 104 F 206 206 G 150 160 H 150 153 I 178 178 J 184 199 Tennis Courts 76 76 Parking Garage 512 512 TOTAL 2373 2401
Table 1 – Lot-by-lot utilization of on-campus parking facilities during peak demand.
Issues and Challenges
Focus Groups
Focus groups were held with campus staff members in July, 2009. The majority of transportation-related comments dealt with parking and circulation. Themes that emerged from the focus group discussions are noted below:
The current campus parking supply is not sufficient. Although more parking is desired, converting the field in the northern part of campus into a parking surface may not be the best use for this area since it is one of the few open spaces on campus. Parking is needed for special users: visitors to the campus, users of the athletic fields off of Hickory Ridge Road, and the maintenance vehicles. There is little enforcement of parking restrictions on campus. Some lots are designated for staff only, but many students park in them. Likewise, student lots require a permit (issued for free), but many students use the lots without displaying a permit. Fines for this are minimal, and rarely issued. Parking utilization is highest in the midday. Many students have their first class at 10 a.m., creating heavy traffic into campus at this time. The shared off-campus parking and shuttle service from this lot to campus is not widely utilized. There is little incentive for students or staff to use this shuttle, since on-campus parking is free Parking lots walkways need better lighting. Wayfinding on the campus road network is difficult and signing is not sufficient. The short distance between the Little Patuxent Parkway entrance and the roundabout complicates this. Access to the parking garage is weak. It is difficult for pedestrians to cross the main campus roadway. This isolates the Hickory Ridge Building from other campus buildings. The two main entry points to the campus are congested. There is little transit service to and from the campus. Transportation Observations | 320
Campus Visit
A campus visit and discussions with facilities staff revealed a number of specific issues with the campus’s transportation system. These issues are described in detail below, and noted with brief comments on the map that follows.
1. Queue storage for left turns from Little Patuxent Parkway westbound into the campus is insufficient. Extending the left turn lane will impact a sensitive area, and it will be difficult for the campus road to receive two left turn lanes in its present form. 2. The short length of the campus roadway between Little Patuxent Parkway and the roundabout makes merging and way-finding difficult. Drivers have a short amount of time to comprehend signs between turning onto the campus and deciding which way to turn at the roundabout. 3. The roundabout has major design deficiencies. Splitter islands do not exist on some approaches, and do not properly deflect vehicles where present. The eastbound approach has an offset-left design, which creates the potential for high speeds and allows drivers to circulate the roundabout in the wrong (clockwise) direction. There is no truck apron, and truck trailers off-track into the central island. Pedestrian features are minimal. The college plans to make improvements to the roundabout when funding becomes available. 4. The route from the parking garage from the main campus roadway is undesirable and passes through a parking lot. 5. An intersection on the campus is very close to the right-in/right-out intersection on Little Patuxent Parkway, creating sight distance constraints. Modifications to these intersections will be difficult due to grades. 6. Stop signs on the campus are often disregarded by drivers. Compliance with the stop sign on the main campus road at the entrance to the Hickory Ridge parking lot near the Peter and Elizabeth Horowitz Visual and Performing Arts Center (HVPA) is especially poor. 7. The left turn from the main campus road into the Hickory Ridge parking lot near the Athletics and Fitness Center is congested during the a.m. peak. 8. Hickory Ridge Road is one lane in each direction, but is built on a three-lane cross section with a paved median and shoulders. It would be possible to restripe the road with on-street parking or bicycle lanes. 9. Aside from a few handicapped spaces, there is no parking at the athletic fields. Surface parking for these fields is desired. 10. The drop-off area outside of the HVPA theater becomes congested before events, as patrons drop off their passengers before parking. These events generally occur in the evenings and on weekends. 11. In general, there is speeding on the campus roadway, even though traffic calming devices have been installed.
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Parking and Circulation
Parking and Circulation
Future Parking Needs
Existing Parking Supply
Howard Community College (HCC) currently has a supply of 2401 parking spaces. During the day on weekdays, this supply is oftentimes fully utilized and unable to meet demand, particularly during the beginning of the fall semester. As the school’s student population continues to grow, the amount of parking relative to the size of the student body should not be decreased.
To quantify the existing parking supply relative to the current student body, the parking space to full-time daily equivalent student (FTDE student) ratio was calculated. HCC’s FTDE student population, which was 3,415 for the 2008-2009 school year, is calculated by the Maryland Higher Education Commission. For the 2008-2009 school year, the most recent year for which data is available, the parking space to FTDE student ratio for HCC is 0.70
Future Parking Supply
Through each phase of Master Plan implementation, HCC will gain parking spaces. This will be accomplished primarily through the replacement of surface parking lots with parking decks. Net changes in parking supply are shown in Table 1.
Table 1 –Campus Parking Supply Number of Spaces Change from Existing Existing 2401 - Currently in Design 3071 670 Phase 1 (2010 to 2015) 3208 807 Phase 2 (2015 to 2020) 3408 1007 Phase 3 (Beyond 2020) 3808 1407
By the 2018-2019 school year, HCC’s projected enrollment is 4127 FTDE students. This is nearly the same year as the completion of Phase 2 of the Master Plan, and is used to project if the future parking will sufficiently serve the school. No projection if provided for phase 3 because the timeframe for implementing it is unknown.
As shown in Table 2, the current parking to student ratio is 0.70 spaces per student. At the time of Phase 2 implementation, a ratio of 0.83 parking spaces per student is projected. In the future, there will be more parking in terms of both the total number of spaces and in relative terms compared to the size of the student body.
Table 2 – Student to Parking Space Ratios Existing Phase 2 FTDE Students 3415 4127 Parking Spaces 2401 3408 Parking Space to FTDE Student Ratio 0.70 0.83
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Considering that the campus’s current parking supply cannot serve the demand on some days, HCC should consider implementing one or more of the following strategies in order to reduce parking demand:
Provide frequent transit service throughout the school year from off-campus parking facilities or areas where large concentrations of students and/or staff live.
Promote walking and bicycling as a means to reach campus by providing better facilities for these modes and providing connections to off-campus sidewalks and paths.
Change the way in which the school’s transportation fee is assessed. Instead of charging all students, only charge those who wish to obtain a campus parking permit.
Increase the school’s transportation fee (and only assess those who obtain a parking permit).
Create a ridesharing program and provide incentives for those who participate in it.
Modify class schedules to spread the peak parking demand.
Site Plan Reviews
The Master Plan Concept, which is shown in Figure 1, was reviewed from an access and circulation perspective. The review assessed how vehicular traffic would enter and leave campus and how traffic would circulate once on campus.
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Little Patuxent Parkway A
B
Hickory Ridge Road
Figure 1 –2020+ Master Plan Concept Figure 1: Master Plan Concept
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A. Main Entrance/Campus Roadway Intersection (Currently a Roundabout)
The Master Plan calls for the south leg of this intersection to be removed, creating a three-leg roundabout. Two types of intersection control were initially evaluated: a stop-controlled intersection with a free movement into campus from Little Patuxent Parkway and an improved roundabout. With each option, a drop-off area for buses was placed west of the intersection along the main campus roadway.
Although both intersection options were found to adequately serve projected future traffic, a roundabout was recommended for the following reasons: Stop-controlled intersections where one leg is not required to stop may be confusing to drivers both entering the campus and drivers on the campus roadway A roundabout will require all vehicles to slow, which will make pedestrian crossings safer A roundabout will create a gateway into campus
B. The Rouse Company Foundation Student Services Hall (RCF) Drop-off Area
The Master Plan concept calls for the turnaround area at the RCF to become a bus drop-off area, with buses accessing it from the main campus roadway to the west. This concept was found to be feasible. The turnaround is large enough to accommodate a turn by a bus, although the road between the turnaround and the main campus roadway may need to be widened to allow and inbound bus and an outbound bus to pass.
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Detailed Phasing and Probable Cost
Detailed Phasing and Probable Cost
In order for the Master Plan to be appropriately implemented and funded over time, a phasing plan with associated costs was identified. This plan provides a sequence of construction efforts, allowing projects to be built to accommodate the on-going needs of Howard Community College. The planned projects have been identified in five-year increments starting with projects currently in construction through 2020. The project sequencing and phasing reflects the findings of the enrollment and space projections. Identified below is the detailed plan sequence phasing and associated order of magnitude cost.
Proposed Plan Phasing- Currently in Design 2010 Cost Estimate
Hickory Ridge Garage $12,000,000 Health Sciences Building (HSB) $49,795,000 HSB Open Space Improvements $976,000
Proposed Plan Phasing- Phase 1: 2010-2015 Cost Estimate
Science Engineering and Technology Building (SET) $83,520,000 SET Open Space Improvements $579,000 Hickory Ridge Road re-alignment $695,000 Lot A Parking Structure $19,195,000
Proposed Plan Phasing- Phase 2: 2015-2020 Cost Estimate
Maintenance Building $16,520,000 Mathematics Building $24,695,000 Pedestrian Bridge $529,000 Improvements to Dell $1,274,000 Physical Education Building $52,825,000 Children’s Learning Center Reconfigured Parking $922,000 Athletic Field Parking and Entry $1,999,000 Addition to Parking Structure $12,925,000
Proposed Plan Phasing- Phase 3: 2020+ Cost Estimate
Continuing Education Building $24,695,000 South Quad $1,082,000 Hickory Ridge Garage Addition $11,260,000 English & World Language Building $24,890,000 Physical Education Quad $1,329,000 Student Life Building $31,470,000
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