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Erection of New Facilities Through DOCUMFNT RFSUMP ED 021 415 EF 001 695 By- Richardson Richard C., Jr. THE INTERIM CAMPUS. STARTING NEW COMMUNITY JUNIOR COLLEGES. American Association of Junior Colleges, Washington D.C. Note- 41p. Available from- American Association of Junior Colleges, 1315 Sixteenth St.:N.W., Washington D. C. 20036, ($1.50). EDRS Price MF-$0.25 HC- $1.72 Descriptors-BUILDING CONVERSION *COLLEGE BUILDINGS COLLEGE PLANNING, *COMMUNITYCOLLEGES COMMUNITY SUPPORT, *EDUCATIONAL FINANCE, *FACILITY CASE STUDIESFINANCIAL NEEDS FINANCIAL PROBLEMS *JUNIOR COLLEGES The American Association of Junior Collegesmade thisstudy to provide information for those wishing to developnew community junior colleges. A questionnaire was sent to the 250, two-year colleges which have begun operation since 1959. Ninety-one responded. Datawas assembled by the method used by new institutions to begin their programs. Major types were--(1)evening program in shared-time facilities. (2) leased. temporary facilities previouslyused for non-instructional purposes, (3) leased, temporary facilities previously used for instructionalpurposes, (4) purchased and renovated pre-existingfacilities, and (5) erection ofnew facilities through prefabricatedor slandarcl construction. Eight case studies are reported illustrating each type. Each case study offersa description of the interim campus and basic data relative to time lapse from appointment of collegepresident to opening day and evening classes, faculty, students,space and costs. Communities investigating interim colleges are advised to weigh values of immediateservice against problems of investing scarce funds in temporary solutions. The conclusion reachedis that most communitieswillaccept "withenthusiasm"any proposedfacilitysolutionwithin reasonable limits "that will place the collegein service without undue delay". (HH) THE INTERIM CAMPUS F \.\ 7 ( .; tim:idt111711611... RICHARD C. RICHARDSON, JR. I[TERI MPUS STARTING NEW COMMUNITYJUNIOR COLLEGES U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING II.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY. American Association of Junior Collegesri1315 Sixteenth Street, N.W. Washington,D. C. 20036 Introduction 3 Table I Part I. General Description 5 1.Evening Program in Shared Time Facility 5 2. Day and Evening Programs in Leased Facilities 7 CONTENTS: Table II Table III 3. Day and Evening Programs in Purchased and Renovated Facilities 8 Table IV 4. Day and Evening Programs in New Facilities Erected through Short-Term or Prefabricated Construction 10 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED Table V BY 903ev %Aavwkr A Alt 5.Day and Evening Programs in New Facilities Erected through Standard Construction 11 TO ERIC AR ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE Part II. Case Studies 13 THF ERIC SYSTEM REQUIRES PERMISSION OF ThE COPYRIGHT OWNER." 1.Monroe Community College 14 2.Okaloosa-Walton Junior College 17 3.Rhode Island Junior College 21 4.El Centro College 24 5. Rock Valley College 27 Price: $1.50 6.Northampton County Area Community Copyright 1968 College 30 American Association of Junior Colleges 7.Cypress Junior College 33 1315 Sixteenth Street, N.W. Washington, D. C. 20036 8.Butler County Community College 35 Printed in U.S.A.Conclusion 38 FOREWORD Harold Gores, president of Educational Facilities Foolish? Perhaps in some instances. Some planners Laboratories, in stressing the importance of flexibilitydon't believe in the interim campus at all.However, in designing educational facilities, has said that weonce the people of a community have made thecollege should design our schools to someday become somethingcommitment, they usually expect, and probably deserve, else.All of us involved in various phases of facilitiesaction. The usual result is an interim campus and the planning would not dispute this basic point of view. evidence points to the probability that more often than not the interim campus nets an educational dividend in At this point in time, however, with the rate ofthe long run. growth what it is in the community college field, one might be tempted to reverse Dr. Gores' statement and Interim campuses are not without their pros and say that everything else should have beendesigned tocons, however, and in an attempt to lend a measure of become a college. guidance to the planners of new colleges, the Facilities Information Service at AAJC proposed this study of One a week is a conservative estimate of the rateinterim campuses to help those entering the planning at which new community colleges are currently beingprocesses to gain some knowledge of hew others have created in the fifty states.As a matter of fact, thegotten their start. The solutions are diverse, the options American Association of Junior Colleges identifiedare numerous, and the advantages anddisadvantages seventy-two new institutions which opened their doors must be weighed. to students in the fall of 1967. Richard C. Richardson, Jr., has done an excellent In order to become operational at the earliest possible job in his analysis of the interim campus. The planning date, most of these newly created colleges are gettingteam for any new institution would do well to read it their start in some form of temporary facility ancarefully. "interim campus." This publication is one of a series being published by Almost every conceivable type of existing building isthe Association as part of its Facilities Information being converted to an interim college facility in the bigService which is supported by Educational Facilities rush to action a dairy farm in Illinois, a machineLaboratories. tool factory in Rhode Island, department stores in Edmund J. Gleazer, Jr. Dallas and Philadelphia, a ghost town in Florida, and Executive Director former army and air bases everywhere. American Association of Junior Colleges 1 Average Time No. of Required TABLE I Institutions Method for Planning METHODS USED BY NEW 17 Evening Program in Shared Time 11 months INSTITUTIONS TO BEGIN THEIR Facilities PROGRAMS AND TIME REQUIRED 14 Leased Temporary Facilities Previously 10 months FOR PLANNING Used for Instructional Purposes 15 Leased Temporary Facilities Previously 7 months Used for Noninstructional Purposes 9 Purchased and Renovated Pre-existing 12 months Facilities Erected New 17acilities through Short- 10 months Term or Prefabricated Construction 29 Erected New Facilities through 27 months Standard Construction OPTIONS TYPES OPTIONS Abandon Abandon Incorporate PERMANENT FACILITIES Abandon Relocate Incorporate Abandon Incorporate NO INTERIM CAMPUS 2 11 INTRODUCTION The "instant college" is a way of describing one ofinvolved in the development of new institutions and to the unique characteristics of two-year institutions. It hasmake this information available to those who might become almost commonplace for new colleges to admitbenefit from it.As a first step, a questionnaire was their first freshman class within a year of the date ondeveloped and distributed to the 250 two-year colleges which the first president is appointed. In one instance,which have begun operation since 1959. A total lf a college reports admitting students within two and aninety-one institutions provided usable responses that half months of that date.The trend toward thecould be divided into categories.The distribution of prompt provision of instructional services by new two-responses is presented in Table I. year colleges has become so pronounced that authori- A number of institutions used a combination of ties have found it necessary to counsel restraint and toapproaches that were impossible to categorize. Unfor- advise strongly that programs of instruction shouk' nottunately, the excitement and ingenuity that character- be initiated without a minimum of one year of pla ized many of the approaches described does not lend The two-year college movement can be proud that initself to presentation in tabular form. The net result of a profession noted for conservatism and judiciousreviewing the responses is to reinforce the reader's delay,italone, among its educational counterparts,faith in the vitality of the two-year college and in the needs to be counseled to exercise restraint in establish-creativity of its disciples, who jointly share responsi- ing services. bility for the development of a new pattern in higher education that threatens to alter, for the better, the No one can seriously question the fact that itis entire structure of American higher education. extremely desirable to have at least a year of planning The organization of this report on the interim campus before classes open. However, in many communitiesincludes two major divisions. In the first section, com- there are excellent reasons why the new college needsparative information and interpretive commentary have to get underway with a minimum delay.While therebeen combined to summarize the results of the ques- are many problems that must be surmountedby suchtionnaire study and to draw implications for the new institutions, certainly none is more acute than the onetwo-year college faced with comparable alternatives. of physical facilities. In the second section of the report, eight case studies In recognition of the importance of this area, theare presented as representative of institutions that have American Association of Junior Colleges requested
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