ChSCC Campus Plan 2010

DOBER LIDSKY MATHEY Creating Campus Solutions

LOSE & ASSOCIATES, INC. / CAMPBELL & ASSOCIATES, INC. / TWH ARCHITECTS, INC. / BETTS ENGINEERING ASSOCIATES, INC.

CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

SECTION ONE Executive Summary...... 1 APPENDIX A ACCESSIBILITY REPORT AND RECOMMENDATIONS ...... 32 APPENDIX B SIGNAGE AND WAY FINDING...... 34 CAMPUS PLAN OVERVIEW...... 2 APPENDIX C UTILITIES AND INFRASTRUCTURE...... 36 Drawing 1.1: CAMPUS PLAN...... 3 Drawing C.1: EXISTING CHILLED AND HOT WATER UTILITIES ...... 37 Drawing 1.2: CAMPUS PLAN CONCEPT...... 4 Drawing C.2: PROPOSED CHILLED AND HOT WATER UTILITY EXPANSIONS ...... 39

Drawing C.3: EXISTING PLUMBING – WITHOUT SANITARY ...... 41 SECTION TWO Terms of Reference ...... 5 Drawing C.4: EXISTING PLUMBING – SANITARY ...... 42 PLANNING PROCESS ...... 5 Drawing C.5: PROPOSED PLUMBING – SANITARY...... 43 Drawing C.6: EXISTING ELECTRICAL UTILITIES ...... 45 Diagram 2.1: CAMPUS PLANNING CHART ...... 5 Drawing C.7: PROPOSED ELECTRICAL UTILITIES...... 46 MISSION, GOALS, AND OBJECTIVES...... 7 APPENDIX D ESTIMATED PROJECT COSTS...... 47 CAMPUS ANALYSIS ...... 8

Drawing 2.1: COLLEGE PROPERTY & LOCATION...... 9 Drawing 2.2: LAND OWNERSHIP ...... 11 Drawing 2.3: LAND USE & CONTEXT...... 13 Drawing 2.4: PREDOMINANT USE ...... 15 Drawing 2.5: PEDESTRIAN CIRCULATION ...... 17 Drawing 2.6: VEHICULAR CIRCULATION AND PARKING ...... 19 Drawing 2.7: LANDSCAPE AND OPEN SPACE...... 21 Drawing 2.8: HYDROLOGY / TOPOGRAPHY ...... 23

SECTION THREE Campus Plan ...... 24

RIGHT‐SIZING...... 24 PEER COMPARISONS ...... 24 Table 3.1: Main Campus NASF...... 24 Table 3.2: NASF/student...... 24 Table 3.3: Peer Comparison – NASF/Student...... 25 CLASSROOM USAGE ...... 26 FACULTY OFFICES ...... 26 SPACE ALLOCATION GUIDELINES...... 27 Table 3.4: THEC Guidelines versus Existing NASF – 10,600 students ...... 27 Table 3.5: THEC Guidelines versus Assuming Growth to 17,500 students...... 27 FIRST PRIORITY PROJECTS...... 28 Drawing 3.1: SITE ACQUISITIONS AND POTENTIAL BUILDING LOCATIONS ...... 29 OTHER PRIORITY PROJECTS ...... 30 CAMPUS PLAN ...... 30 Drawing 3.2: CAMPUS PLAN...... 31

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10/15/2010

CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

SECTION ONE Executive Summary Chattanooga State Community College (ChSCC) was founded in 1965 in downtown Chattanooga as Chattanooga The Tennessee Board of Regents campus plan policy recommends a new plan every five years. During the past State Technical Institute, the state’s first such school. Since its inception, the institution has supplied the region’s year, Chattanooga State Community College has engaged in a comprehensive campus planning process. The technical workforce consisting mostly of engineering technology and computer science. objective of this initiative has been to develop a plan for the future that addresses facility needs, both building and site, for the next fifteen years. The resulting Campus Plan, summarized in this report, describes physical In 1973, the Institute became Chattanooga State Technical Community College and was defined by the state as resources that exist, the additional facilities or improvements that will be required, and how the College providing comprehensive one and two‐year occupational, college parallel, continuing education, and community foresees addressing these projected needs. service programs. Chattanooga State’s mission expanded further in 1981 to include vocational education when the legislature merged the State Area Vocational Technical School in Chattanooga with the college, now known The Campus Plan represents much more than a layout for determining sites for future buildings. It also reflects as the Tennessee Technology Center (TTC). This mission distinguishes the College from any other state campus Chattanooga State Community College’s vision to focus on academic excellence related to the needs of the state in Tennessee. and region. With a steadily increasing student population and a range of academic programs, ChSCC hopes to continue a leadership role in helping the region fulfill its promise. These goals are described in Section Two Over time the College grew and developed, adding a variety of programs. In the mid 1980’s, the college under “Mission, Goals, and Objectives”. absorbed a nursing school and health science education was added to the curriculum. Healthcare is the area’s largest industry and since then, health science education has increased with an additional nineteen programs in nursing and allied health.

Growth in the 1980’s continued with the opening of satellite operations in three surrounding counties as well as two sites in Hamilton County. The College also expanded its support of local industry through extensive training activities. For the past fifteen years, the College has served as the largest and most comprehensive training resource in the region. In 2009 the College was selected to operate the Volkswagen Training Academy, the training center for the Volkswagen’s North American assembly plant.

In 2009, the college was re‐named Chattanooga State Community College. The institution is an open‐entry, postsecondary institution offering over 50 majors of study toward these degrees and certificates and is a comprehensive, regionally accredited community college in the Tennessee Board of Regents College System. The College offers two ‐year programs that result in AAS degrees as well as transfer programs to colleges and universities within the state and nationwide. The TTC is one of the largest in the state with a fast growing student enrollment. It offers 29 one‐year programs with selected programs available at satellite campuses.

This institution has the largest postsecondary enrollment, 10,600 students, in the Tri‐State area as well as the largest training function in East Tennessee and is considered the most comprehensive community college in Tennessee — in curriculum and service to the community.

The main campus of 120 acres lies adjacent to the Tennessee Riverwalk Park and connects the College to the Tennessee River Walk. The River Walk parallels the river and extends eight miles to downtown Chattanooga.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

CAMPUS PLAN OVERVIEW The plan shows site locations for three new academic buildings which the College will require as enrollments The Campus Plan reflects input from the many ChSCC constituents who have participated in the planning increase from the present 10,600 students to the anticipated 17,500 students. process. It provides a framework for decision‐making that embodies a point of view regarding all aspects of the campus. These include land use, building use, pedestrian and vehicular circulation, parking, Three other new projects are: hydrology/topography, landscape, campus design, development constraints and opportunities, and sequence.  The creation of a new landscaped entrance to Riverwalk Park from the campus — linking a great public

resource to the campus and the college’s outdoor sculpture garden known as the Outdoor Museum of Please see Drawing 1.1 on page 3. This drawing is a rendered air view of the campus reflecting the Campus Plan Art. The existing greenhouse will be demolished and rebuilt in this location [4]. concept. The projects are clustered relationally with some to be completed in the near term, some in the  The construction of the Middle College High School [5] —an existing school on campus where students midterm, and others in the long term. Below is a summary of key projects with brief descriptions of each, are integrated into Colleges courses. This is a joint project with the Chattanooga Board of Education. indicated on Drawing 1.2 on page 4. Other projects will be initiated as funds permit.  A future conference and training center will be constructed [7].

 Drawing 1.2 Site Number Key A second new Greenhouse will be built west of the TTC [8]. 1. Student Center Addition 2. Expansion of Academic and Library Environment In addition to these projects, there are a variety of circulation and parking improvements including the 3. Academic Expansion (near TTC) elimination of one‐way roads and the redesign and expansion of parking areas. 4. Greenhouse #1/New Riverwalk Park Entrance with Connection to Greenhouse and Sculpture Gardens Pedestrian sidewalks are created or extended, particularly around the lake and from the campus core eto th Center for Business, Industry, and Health (CBIH). Outdoor seating and gathering spaces are created to foster 5. Middle College High School 6. Academic Expansion interaction and discussion. Lighting and signage will be created to help with way finding and security, and 7. Conference/Training Center overall landscaping is improved. 8. Greenhouse #2 near TTC 9. Campus Directory Kiosk ChSCC’s infrastructure will require upgrading and expansion. The chilled and hot water central plant is at capacity. In addition, the plant’s electrical system is inadequate to accommodate the additional load. A new The current student center, known as the Starnes Student Center, does not meet the definition of a true student transformer and upgrade will be required. union – it provides primarily student services. Improving student life at the ChSCC campus will build tradition of loyalty and increase student enrollment, retention, and success. A formalized union space would provide for a In some cases, such as the new academic building adjacent to the library [3] or the Middle College High School more collegial experience as a resource for student activities and services. There is a need for more student [5], the central loop can provide chilled and hot water. In other cases, such as the Conference Center [7], an gathering spaces in order to foster more student studying/collaboration as well as social contact. As a independent system is more practical. predominantly commuter student population, there is a desire to create a sense of “place”. Accordingly, the Starnes Student Center is to be renamed Enrollment Services Center to reflect its current use, dan a new See Appendix C for a more detailed description of utility upgrade requirements for chilled and hot water, comprehensive Student Center addition will be constructed. plumbing, and electrical.

The Enrollment Services Center will become a “one‐stop‐shop” facility and will include admissions, advising, This proposed campus plan is on land presently owned by the College and does not depend on acquisition, with enrollment, financial aid, and bursar’s offices. the exception of the proposed Middle College High School [5]. The school is shown situated on both college and city properties (Middle College High School is a collaborative initiative between the college and the city). To the The Student Center addition [1] will house a variety of student life resources including the Student Government extent possible, land acquisition should be a priority. The College is presently landlocked and land‐shy. Of the Association, student clubs, recreational activities, and dining relocated from the Omniplex. This building is the 120 acres that the College owns, 82 acres are within the floodplain. Land acquired can be used for parking, College’s highest priority. academic, and administrative building sites.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 1.1: CAMPUS PLAN

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 1.2: CAMPUS PLAN CONCEPT

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

SECTION TWO Terms of Reference

PLANNING PROCESS Diagram 2.1: CAMPUS PLANNING CHART The planning process at ChSCC was collegial and participatory. There were five steps, which are described graphically in Diagram 2.1. The foundation for the planning was an understanding of the College’s mission and vision. Preliminary assumptions were identified based on these factors.

The project’s primary consultant was DOBER LIDSKY MATHEY (DLM). Campus and environs analysis and mapping were addressed by Lose & Associates, Inc. Assessment of campus‐wide utility infrastructure was provided by Campbell & Associates while TWH Architects, Inc. verified building space allocations to clarify existing conditions. Betts Engineering Associates, Inc. provided a surveyed campus base map.

ChSCC’s space inventory was the basis for these studies and for comparisons to peer institutions and THEC space standards.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

MISSION, GOALS, AND OBJECTIVES 2010‐2015 Strategic Plan Key Priorities ChSCC’s mission is to provide the Tri‐State area with program offerings that apply directly to workforce development related to the region’s business, industry, and communities. The current drivers and opportunities For the 2010‐2015 cycle, the Strategic Planning Oversight Committee identified four key priorities: for programmatic needs are linked to transportation and energy. 1. Access The college’s mission commits to the following: 2. Student Success 3. Quality Purpose: 4. Resourcefulness and Efficiency

Transform the lives of individuals and develop the capacities of business, industry and the communities The Tennessee Board of Regents and its institutions will continue the Strategic Planning Process by developing within the Chattanooga State service area and beyond through the power of technical and indicators and benchmarks that reflect each of the key priorities. A brief introduction to each key priority is postsecondary education. listed below.

Standing: Access

Chattanooga State is nationally recognized for entrepreneurial initiatives, excellence in student support, Improving opportunities for more Tennesseans to earn post‐secondary credentials is a primary area of curricular innovation, use of technology, and responsiveness to its community. The College is a leader in focus for the Tennessee Board of Regents system. Serving the needs of individual Tennesseans who wish community, economic and workforce development, the use of advanced technologies in instruction, life‐ to develop their professional skills and enrich their lives is also significant. Vital to those efforts will be transforming support services based on a culture of care for all students and employees, and maintaining addressing barrier issues such as affordability, preparedness and technology, as well as issues related to an environment of open access to learning where high academic standards and personal integrity are increasing participation levels of traditionally underserved populations. prized. Chattanooga State affords equal opportunity to all persons. Student Success Commitments: Increasing the number of citizens with diplomas, certificates, dan degrees is a critical area of focus for the TBR system. Fostering greater success of students to persist and complete credentials and degrees Chattanooga State is committed to these objectives: enhances the viability of academic programs, the growth of existing businesses and the ability to attract new high paying industries to the state.  Selecting and supporting faculty and staff members known for superior teaching, applied research and professional service. Quality  Encouraging all employees to grow personally and professionally and create community Improving access and completion rates in higher education can improve the lives of Tennesseans only to awareness of their capabilities. the degree that students acquire and retain knowledge, skills and abilities they need to become  Providing educational programs and services that are of high quality, timely, created through productive employees and responsible citizens. System institutions will address pressing local and global scholarly program design and are responsive to community needs. needs by engaging in research, creative work and public service that advance knowledge and create new  Instilling a desire for lifelong learning and a love of knowledge in all members of the College opportunities. To achieve excellence in all areas of our collective mission, we must provide high quality family. academic programs, faculty, services and facilities.  Fostering a climate of success for all students hthroug counseling, support groups, financial aid, career planning, advisement, library facilities, laboratories, tutoring, co‐curricular activities, Resourcefulness and Efficiency sports and recreation. The major sources of revenue for TBR institutions are state appropriations and student tuition and fees.  Ensuring that all of these mission commitments are publicly accountable and accomplished With the financial pressures facing Tennessee, increases in state funding over the next five years are through the careful utilization of resources, strategic planning, financial controls, employee unlikely. On the other hand, increases in student tuition and fees are possible; however, if increases in professional development, public/private partnerships, and alternative funding, where possible. tuition and fees are not accompanied by increases in alternate revenue enhancements coupled with effective deployment of resources, the ability of TBR institutions to sustain quality and access for all students may be limited.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

CAMPUS ANALYSIS

Drawing 2.1: COLLEGE PROPERTY & LOCATION

Chattanooga State Community College is located in the city of Chattanooga. Drawing 2.1 shows the campus colored light green.

The campus is located approximately five miles from downtown Chattanooga in an industrial area and in a flood plain. The Tennessee River, the city’s River Walk, and Riverwalk Park are to the north of the campus. Amnicola Highway is to the south, a railroad line and Chickamauga Dam to the east, and industry to the west.

In addition to the main campus, the College has five satellite locations:

 East Campus is located at 715 Lee Highway in Chattanooga. This campus is the Center for Education and Human Services. In addition to Early Childhood and the Tennessee Early Childhood Alliance, there are a variety of courses offered as part of continuing education, general education, online courses, and transitional studies.

With the newly legislated state tutorial preparatory entrance requirement known as the College Completion bill, it is estimated there will be an increase in the student enrollment by about 10 percent. There are discussions regarding creating a Learning Support Academy at this campus location. This would result in an expansion of the existing building or a new facility.

 Sequatchie Valley Technical Center is located in Dunlap. This site offers programs for Emergency Medical Technicians and for Welding. It too offers a range of courses.

 The Kimball Campus in South Pittsburg offers professional training in Cosmetology, Welding, Paramedics, and General Education core courses for Associate Degree programs.

Enrollment at the Kimball site is at the facility’s maximum. There is a demand for an increase in technology programs as well as full two‐year degree programs. Due to the lack of space, there is a limit to course and program offerings. It is the College’s intent to build a state‐owned facility to meet the demand of the residents and industries in the western section of the service area.

 The Eastgate Town Center site in Chattanooga offers career programs in Information Systems, and TTC diplomas in Cosmetology and certificates for Aesthetics, Manicuring, and Massage Therapy.

 The Dayton Campus in Dayton offers courses for continuing education, general education, online courses, transitional studies, and early college/dual enrollment.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.1: COLLEGE PROPERTY & LOCATION

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.2: LAND OWNERSHIP

College‐owned land is colored beige on this drawing. The boundaries of this campus are Amnicola Highway on the south and Tennessee Valley Authority (TVA) on the east with a railroad traveling in a north‐south direction along this boundary. On the west is commercial property and directly across Amnicola to the south are several commercial properties. The north side of the campus is bound by the city’s River Walk along the Tennessee River.

The college owns 120 acres of contiguous land of which 82 acres, or 68 percent, are within a floodplain.

For a 10,600 student enrollment, the campus is landlocked and land shy. There are adjacent properties, shown as pink that would be beneficial to the campus if they could be acquired. However, this Master Plan does not depend on land acquisition.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.2: LAND OWNERSHIP

120 Acres

68% in flood plain

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.3: LAND USE & CONTEXT

This drawing shows use of land on the ChSCC campus and on adjacent properties. ChSCC’s core campus as well as areas surrounding academic buildings, is colored dark red. Campus open spaces are denoted by green and include areas on the west side of campus surrounding the CBIH building and the north side of campus along the Tennessee River. Athletic and recreation areas are light green and visually extend the open space. The several drainage and retention areas, which must be preserved, are shown in light blue. Colored purple are the areas surrounding the campus support facilities. A significant amount of land, 20 acres, is designated to surface parking and the map shows the landlocked campus with little space to convert to parking in the academic core area.

Industrial/commercial areas are shown in brown.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.3: LAND USE & CONTEXT

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.4: PREDOMINANT USE

Predominant use of buildings on the ChSCC campus is shown on this drawing.

Academic buildings, colored red, are clustered mainly on the northern half of the campus with the academic core located in the northeast quadrant. Major exceptions are the Health Science Center facility located on the southwest side and the CBIH building on the west side of campus.

The Kolwyck Library, colored purple, is also in the core of campus.

Administrative use is indicated in blue. The CBIH is a mixed‐use building housing college administrative offices. The Starnes Student Center located in the core of campus, is also a mixed‐use facility partially occupied by administrative offices. The Ray C. Albright Omniplex in the northeast quadrant is mixed‐use with a relatively small presence of administrative offices.

Student Life buildings are light green. The Enrollment Services Center houses the college bookstore and outdoor lounge area adjacent to it. The Omniplex building accommodates the college cafeteria on the southwest corner of the facility. The amphitheater is centrally located in the heart of the campus core area and adjacent to both student life facilities.

Athletic and recreation facilities are brown and all of these facilities are in the southeast quadrant of campus along with outdoor fields and courts.

Physical plant support services are colored gray, and most are located on the north edge of campus adjacent to the city’s Tennessee River Walk.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.4: PREDOMINANT USE

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.5: PEDESTRIAN CIRCULATION

Paved surfaces dedicated to pedestrian walks are solid red on this drawing. Potential conflicts between pedestrian and automobiles are outlined in blue. There are several dotted red lines that denote unpaved, ad hoc paths, etched into the landscape to provide more direct or convenient routes. A bicycle path located on the city’s Tennessee River Walk is shown with a dashed green line.

The circle superimposed on the map represents a five‐minute walking distance from the center to the outer edges, based on a walking rate of three miles per hour. The circle is centered on the entrance to the Instructional Materials Center (IMC), which houses the Kolwyck Library, the center of academic activity. Distances between buildings that are within the circle can be walked in ten minutes or less. This measure is the usual break between two consecutive classes. All of the buildings, with the exception of the CBIH building, are within the circle.

While the path systems connect most campus buildings, there are several gaps and the most significant are from the academic core to the Health Sciences building and beyond to the CBIH facility on the west side of campus. Another area lacking walks is most of the perimeter of the lake in the center of campus, particularly along the front of the Tennessee Technology Center (TTC), and further to the Bond Humanities building and Outdoor Museum of Art where a busy bus stop is located.

ADA access is shown with a green circle and a non‐compliant ADA location is shown with a light pink circle.

Some pedestrian‐automobile conflicts are related to the north side of the lake in front of the Bond Humanities building and the bus stop. This area and others could be ameliorated with sidewalks or by limiting campus access to all but emergency and service vehicles and eliminating parking along the road.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.5: PEDESTRIAN CIRCULATION

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.6: VEHICULAR CIRCULATION AND PARKING provided based on a percentage of spaces provided for each lot needs to be assessed, as well as building access requirements versus existing conditions. Several ramps and accessible routes appear to be non‐compliant with Drawing 2.6 shows the existing roadway and bus route systems. The main access to ChSCC is Amnicola Highway current ADA standards. Many of the ADA designated spaces on campus do not have vehicular signage. and is highlighted in yellow. One‐way campus roads are colored red and are shown with directional arrows. Two‐way campus roads are orange in color and are shown with two‐way directional arrows. Parking lots are There is a parking lot striping conflict between student and ADA designated parking — both are blue in color. shown in gray with the capacity for each lot shown — number of general parking spaces and the number of ADA See the appendix for the ADA consultant’s recommendation about creating a compliant campus. parking spaces. The addition of both types of spaces is the total provided in that particular lot.

Most of the campus is served with one‐way drive lanes. Many of the drives have parallel and angled parking on both sides of the drive which creates vehicular movement conflicts as vehicles navigate the parking spaces within the main drive lanes. These vehicular circulation deficiencies will be resolved when a two‐way system is implemented in the new campus plan.

The college provides one campus bus route, shown by the black dotted lines. The bus route begins at the main campus entrance, proceeding to the bus stop (shown with a light green circle) near the Bond Humanities building on the north side of the lake, and then exits the campus. A shuttle service operates within the campus grounds.

A defined service entrance to a building is shown with a blue circle.

All campus parking is provided on surface lots. Due to insufficient parking space, vehicles park on street shoulders, grass, tops of curbs, parking lot aisles, curbed islands, handicapped striped zones, and in “no parking” zones, etc. Vehicles also park extending into traffic lanes. Shoulder parking begins within 300 feet of Amnicola Highway on the three lane campus‐entrance drive. Parallel parking along the main drive obstructs views of pedestrians and signage. There are no pedestrian connections from parallel parking spaces to existing sidewalks.

The number of vehicular parking spaces in the lots adjacent to the Center for Advanced Technology, the Child Development Center, and the Business & Information Systems building appear inadequate. Because the lots are in need of total replacement, it is recommended that parking be increased through the construction of a multi‐ story parking structure. The location of a parking structure, however, can only be accommodated through land acquisition. Additional educational or administrative facilities could be built above the parking structure to take advantage of the views to the Tennessee River.

The development of the proposed Middle College High School would also have an impact on parking availability. Since this is a joint project with the Chattanooga Board of Education, this issue could be alleviated if the city provides some additional parking.

There are approximately 2,800 parking spaces on campus for approximately 10,600 students.

There are several ADA parking and building accessibility non‐compliance issues. An area where there is no dedicated ADA parking is shown with a purple circle. A review of the total number of ADA parking spaces

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.6: VEHICULAR CIRCULATION AND PARKING

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.7: LANDSCAPE AND OPEN SPACE

The College campus is characterized by several open areas that serve as open landscape between buildings, drainage and retention areas, and athletic fields. Much of the existing core campus is open green space with interspersed parking lots. The new Campus Plan will identify landscapes and open spaces that will be preserved and new open spaces that will be created.

Drawing 2.7 shows existing landscape elements and open spaces, as well as existing parking lots. Open spaces are colored in green with wooded areas and tree lines in dark green. Athletic and recreation areas are shown in light green. The baseball and softball fields and intramural fields are included in this category. Drainage and retention areas are colored light blue with campus buildings tan in color.

The college has developed an outdoor sculpture garden, known as the “Outdoor Museum of Art” and will be enhanced and strengthened in the campus plan, and linked to the Riverwalk Park and the future walk/promenade around the lake.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.7: LANDSCAPE AND OPEN SPACE

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing 2.8: HYDROLOGY / TOPOGRAPHY

Drawing 2.8 illustrates hydrology drainage and the range of topographic elevations on the campus. Darker colors indicate lower elevations and lighter tones indicate higher. Each color gradation represents a 10 foot change in grade.

The topography falls from the north and northeast area of the campus to the southeast, south, and southwest. The low elevation occupies most of the campus and lies in a 100‐year flood zone. There are several retention ponds indicated within red‐dashed lines.

Most of the campus is drained by surface flow from the drives and parking lots to the existing wetlands, creeks, and lake. There is very little pretreatment of storm water runoff prior to entering streams. All future buildings and construction should be elevated at or above the base‐flood elevation, or flood‐proofed below the base‐ flood elevation. The base‐flood elevation is 659 feet.

There is some erosion occurring along the northern edge of the campus lake. Maintenance crews are mowing the lawn to the lake’s edge. There is no presence of a buffer or any measures to reduce velocities of sheet flow prior to entering the lake and providing native planting and eliminating mowing to the edge of the lake would provide one. Providing Best Management Practices (BMP) pretreatment at areas that discharge directly into streams should be considered. BMP’s for the campus should be consistent with those found in the “Storm Water BMP Manual and Best Management Practices, City of Chattanooga”.

Overall the campus appears to have many areas of quantity storage that eventually overflows to the river. It is recommended elevating future construction and mechanical equipment above the base flood elevation, and water tight connections for sanitary sewer manholes.

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Drawing 2.8: HYDROLOGY / TOPOGRAPHY

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SECTION THREE Campus Plan Table 3.1: Main Campus NASF

RIGHT‐SIZING

In determining the amount of space that should be provided on the ChSCC campus, the quality of programs needs to be assessed. One method for determining if program quality is being compromised due to insufficient space is to right‐size ChSCC’s space needs. Several methods were used. The amount of space at ChSCC was compared to the amounts at other Tennessee Board of Regents (TBR) community colleges and the Tennessee

Higher Education Commission’s (THEC) Space Allocation Guidelines. In addition, teaching space usage, faculty office sizes, and space assigned to selective departments were analyzed.

PEER COMPARISONS

Contrasting the amount of space at ChSCC to space at similar state institutions administered by the TBR is a way to put the College’s facility resources into perspective. A comparison with 12 peer state community colleges is summarized in Table 3.1. In this analysis, the total net assignable square feet (NASF) per campus for formula space are compared for teaching, office, library, physical education, student services, and physical plant. This data shows that ChSCC has 385,647 NASF.

But this picture is misleading. Firstly, ChSCC has a larger enrollment than most other TBR community colleges. Secondly, unlike other community colleges in the system, ChSCC has a Technology Center imbedded on the Table 3.2: NASF/student campus and integrated into the curriculum and use of space.

A better peer comparison is space per student shown in Table 3.2. The 12 community colleges have a total mean of 159.83 NASF/student. Subtracting the non‐assignable formula space, the mean total is 118 NASF/student. In comparison, ChSCC’s NASF total of 115.08 NASF/student becomes 84 NASF/student once the non‐assignable is deducted.

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If ChSCC were to increase their NASF to be equal to the mean of its twelve peer institutions, it would need to add 179,000 NASF or 284,000 GSF to the campus. See Table 3.3 below.

Table 3.3: Peer Comparison – NASF/Student

Mean NASF

ChSCC Existing NASF

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CLASSROOM USAGE There are 72 classrooms on the ChSCC campus, representing 19 percent of the total space on campus. This category includes seminar rooms, classrooms, and auditoriums in which the Registrar schedules classes. There are several ways to analyze these spaces. Measures include how intensively they are being used, if they are the appropriate size for the scheduled class, and if the size is adequate for the number of students given the desired seating style.

The intensiveness of use is in terms of usage hours per week. The target is 30 hours per week. ChSCC’s mean classroom usage is about 22 hours per week in the 9 buildings where classrooms are located. The mean use exceeds 30 hours per week in 2 of the buildings, both of which are located in the TTC.

The next measure is the seat occupancy — the size of the section relative to the capacity of the classroom. The target seat occupancy is 60 percent, compared to the average of 78 percent at ChSCC.

The classroom size is determined by the desired seating style. More square feet per station is required to accommodate a table‐and‐chair arrangement than for a tablet‐arm chair. In addition, the NASF per station for each type gradually decreases as the capacity increases. The mean area per station at ChSCC is 23 NASF, which is in the middle of the appropriate size range depending on the desired teaching style. Based on emerging data relative to how students learn, there is an increasing preference for ethe tabl ‐and‐chair seating style.

FACULTY OFFICES The mean size of an individual faculty office is 147 NASF. The mean size of the 78 offices, with insufficient information about whether they are shared or individual, is 143 NASF.

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SPACE ALLOCATION GUIDELINES Another measure to determine adequacy of space, is to apply the THEC Space Guidelines to the campus space In Table 3.5, the same 7 categories of space are shown for the college and the TTC with the Existing NASF on inventory. However, since ChSCC is a unique campus within the system because it includes a TTC integrated into campus. ChSCC has 411,000 NASF of space on the main campus. THEC guidelines support 405,000 NASF. Looking the college and utilizes some college space, a special guideline will be developed for this state institution only. ahead, the campus enrollment is expected to reach 17,500 students in fifteen years, by 2025. At that time, with TTC students utilize the Health Sciences building and library as well as student services’ spaces such as the the special THEC Space Guidelines applied, the college will need to have 608,000 NASF. The resulting NASF for cafeteria and Enrollment Services Center. There are diminishing needs for TTC classrooms because they are the college and the TTC combined is increased by almost 200,000 NASF, or 33 percent. sharing with the college. The current THEC Space Guideline assumes there are two separate institutions — so therefore no sharing of space. The special guideline needs to reflect a result that includes spaces shared between the two entities. The resulting special guideline is maintaining the current College and University THEC guideline used for all classrooms and the current TTC THEC guideline for TTC labs and TTC offices.

In Table 3.4, there are 7 categories of space shown for the college and the TTC. The Existing NASF shown is the combination of the college and the TTC space on campus. With the special THEC Space Guidelines applied, the resulting NASF for the college and the TTC combined is virtually the same.

Table 3.4: THEC Guidelines versus Existing NASF – 10,600 students Table 3.5: THEC Guidelines versus Assuming Growth to 17,500 students

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It is recommended that the main Campus entrance drive be upgraded to service the following: FIRST PRIORITY PROJECTS  Starnes Student Center The following are first priority projects that the college considers the highest of priorities to improve the college  Kolwyck Library campus. See Drawing 3.1.  Albright Omniplex Building  Allied Health Facility  Business & Information Systems STUDENT CENTER ADDITION (1)  Child Development Center The Starnes Student Center functions primarily — not for student life activities — but as a student services  Branch Center for Advanced Technology building which includes admissions, advising, enrollment, financial aid, and a bursar’s office.  Health & Fitness Center/Athletics

In an effort to integrate and create a more cohesive commuter campus, a new comprehensive Student Center Pedestrian circulation will be improved by providing more sidewalks that flow from building to building. The greatest need is connection from the new Health Science Center north to the TTC and to the campus core in the addition will be built. It is important that the campus have a focal point as well as student gathering spaces. The northeast sector of campus as well as west to the CBIH building. Completion of the sidewalk on the north side Student Center addition will be a resource for student life activities including the Student Government of the lake is important. Association, student clubs, recreational activities, and dining. This location provides a great opportunity to enhance the entrance image to the campus while providing a vital resource to the heart of the campus core. A garage is preferable to increase parking on a land‐shy and land‐locked campus where two thirds of the campus land is located on floodplains. Surface lots will either be added or enlarged and located on thes campu The cafeteria located in the Omniplex will be moved to the Student Center addition and the vacated cafeteria perimeter. space can be renovated for classrooms and other academic needs. Other dining options will be developed in locations outside of the Student Center as well. MIDDLE COLLEGE HIGH SCHOOL (5) The Middle College High School is a technical high school on campus where its students are integrated into the Another goal is to provide a one‐stop‐shop for students in this location. programs and matriculate with all college students. The school is a separate resource and serves as a feeder into the college. The college is in discussions with the Chattanooga Board of Education regarding development CIRCULATION IMPROVEMENTS AND PARKING of this project. A new facility for the school will be located on the northeast corner of campus north of the The campus circulation, both vehicular and pedestrian, is in need of improvement. Currently, most of the Albright Omniplex, on both college and city properties. campus is served with one‐way drive lanes. The one‐way drive loop around the perimeter of the campus serves as the only route to navigate the entire campus by vehicle and is too long and unwieldy. It is recommended that RELOCATED GREENHOUSE AND RIVER WALK ENTRANCES (4) all one‐way drive lanes be eliminated. A new road east of the expanded TTC would greatly improve circulation A new formal entrance to the River Walk will be created and will connect to the relocated greenhouse and the without impeding on campus green areas. Access to the rear of the TTC must be maintained. college sculpture gardens. The existing main entrance to the River Walk will be enhanced.

A pull‐off at the main entrance to campus, that includes a displayed campus map and new way‐finding signage, LAND ACQUISITION will be installed. It is also recommended that the Olan Mills/Campus entrance drive be upgraded to service the With 68 percent of the campus acreage in a floodplain, and insufficient parking, land acquisition is a high following: priority. There are potential land acquisitions to the west and south of the campus.  Olan Mills  Center for Business, Industry, & Health Drawing 3.1 Site Number Key  Allied Health Facility 1. Student Center Addition  Tennessee Technology Center  Auto Diesel Technology Building 2. Expansion of Academic and Library Environment  Fine Arts and Bond Humanities Building 3. Academic Expansion (near TTC)  Media Technology Center 4. Greenhouse #1 and New Riverwalk Park Entrance with  Physical Plant Connection to Greenhouse and Sculpture Gardens  The Athletic Complex 5. Middle College High School 6. Academic Expansion 7. Conference/Training Center 8. Greenhouse #2 near the TTC 9. Campus Directory Kiosk

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Drawing 3.1: SITE ACQUISITIONS AND POTENTIAL BUILDING LOCATIONS

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OTHER PRIORITY PROJECTS CAMPUS PLAN EAST CAMPUS Drawing 3.2 – The illustrative Campus Plan is a rendered air view of the campus as it might look when all the ChSCC owns a satellite campus located at 7158 Lee Highway in Chattanooga. This location serves Hamilton Campus Plan projects are complete. This vision of the Chattanooga State Community College campus expresses County and north Georgia residents. all of the ideas discussed above, collected from the many on‐campus interviews, discussions, and review sessions. The campus consists of one building with a total of 10,000 NASF. The Campus Plan concept is illustrated on this drawing. It shows buildings prescribed by the programmatic The services and programs provided are Paralegal with a Library, Education, Human Services, and Tennessee analysis and landscapes that were conceived through the campus design process. The architects for each of the Technical University. construction projects will determine final building form and position on each site. The College will also influence

With the newly legislated state tutorial preparatory entrance requirement known as the College Completion bill, the final physical resolution of the Campus Plan, as projects may need to be redirected in response to changing it is estimated there will be an increase in the student enrollment by about 10 percent. There are discussions academic and programming requirements. Funding opportunities will also be a factor in the realization of the regarding creating a Learning Support Academy at this campus location. This would result in an expansion of the Campus Plan, both in sizing and sequencing. existing building or a new facility. The objective to a campus plan is to not only locate buildings that will be required over time to support current and projected academic and student life activities, but to also take advantage of the opportunity to strengthen and enhance the physical image of the campus with these new construction projects. BEYOND PRIORITY PROJECTS  General academic improvements including classroom upgrades and faculty offices  Continued circulation and parking improvements  Intramural spaces including a volleyball court and fields for soccer, football  Conference and Training Center with an outside developer

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Drawing 3.2: CAMPUS PLAN

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APPENDIX A ACCESSIBILITY REPORT AND RECOMMENDATIONS PDS America Kenneth Barry Bonifay Accessibility Consultant

1305 Litton Ave. Nashville, TN 37216 615‐650‐1254 – P 615‐650‐1231 – F 615‐335‐2336 – C E‐mail [email protected]

General Notes

A. Limits of audit This walk‐through inspection of the Chattanooga State Tech Community College (CSTCC) campus to resolve accessible path issues (including signage) is limited to this single issue per requirements the Federal ADAAG and IBC 2006 Chapter 11 & ICC/ANSI A117.1‐2003 accessibility codes.

B. Code Resolution The applicable codes this project should be reviewed under are: 1. IBC 2006 Chapter 11 & ICC/ANSI A117.1‐2003 – Selected and used by TBR 2. ADAAG 28 CFR part 36 94 mandated by Tennessee State Legislature –July 2006

In reviewing this project reviewer uses most stringent requirements of each code to determine accessibility compliance as required by CFR 28 part 36 at Subpart A ‐36.103 (c.).

C. Report Method This report will focus on compliance with the accessible path requirements and required signage for same. PDS America will also provide signage requirements associated with providing the accessible paths, recommended text and locations for the signage.

Accessibility Audit Report for D. This report consists of: Chattanooga State Community College Site Visit Report and recommendations Key Maps Chattanooga, TN Directional Signage notes General Notes‐ Maintenance Recommendations CHSCC ADA Project 12‐03‐09

Nov. 15, 2009

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Site Visit Report and recommendations 9. Recommendations

1. The following report is the result of an audit of Chattanooga State Technical Community College campus in a. For buildings and areas not on AP: Chattanooga, TN to determine compliance with IBC 2006 – ANSI 2003 chapter 11 – regarding requirements 1. Greenhouses – Part of the landscaping program, the greenhouses need to be on AP and also for Accessible Paths (AP) and related signage per sections 1110 of IBC 2006, ANSI 2003 sections 703.2 and accessible. I recommend program planners and facility managers look into long‐term plan to 703.6.3.1 include bringing greenhouses into compliance. For purposes of this audit this would at a minimum involve locating HC parking at greenhouse area and provide AP to one accessible 2. Accessible Path (AP) Requirements entrance to the greenhouses from HC parking.

The campus primarily employs perimeter parking with HC parking arrival points at buildings that front on a 2. Security Offices – Located on the second floor of the Maintenance and Security Building. The staff meet with students/public in first floor lobby – however,c the publi entrance to this loop drive around the campus and two large parking lots. I found that with a few exceptions the campus is building (doors) is not accessible. There is a ramp to get a wheelchair person up to the doorway mainly in compliance with providing accessible paths from (1) HC parking to campus buildings (2) Between level. There is currently a second door to the East of the public entrance that serves a garage campus buildings and areas serving the public. Exceptions found were: area. The lobby area can be accessed through this door. a. Greenhouses (not on AP) b. Campus Security (not on AP) I recommend:

c. Sports Fields (2 areas not on AP) (A) Universal symbol sign be placed on this door.

(B) The door is kept unlocked during business hours of security. 3. Signage Requirements (C) Directional signage to this door is placed at stairs to public entrance (see signage notes). Inspector found campus lacks required International Symbol and directional signage per ANSI 1110.

10. General Signage Recommendations 4. An assessment was done for each building identifying accessible and non‐accessible public entrances and Except for signage on each building there is no campus map type signage on the campus itself. Such paths. The law requires signage at accessible entrances when not all public entrances are accessible and directional signage at non‐accessible entrances/paths to direct wheelchair bound persons to the closes signage would be very helpful for everyone arriving at the campus by car or on public transportation. I accessible entrance. IBC 2006‐1110.1 (5) have provided a map with recommendations for locations of such signs that would createe th best information for pedestrians on the campus. I recommend this type of signage be installed to show 5. The law also requires universal symbol signage at accessible Passenger Loading Zones (PLZ). Three PLZ’s building locations as well as accessible routes and accessible entrances on the campus proper. were identified on the Chattanooga campus without this signage. IBC 2006‐1110.1 (2)

This type of map (CSTCC) currently provides on its website would work if updated to show accessible 6. Location and wording of the required signage is found in the Directional signage notes of this report and paths. Such a signage system would make the campus more accessible for everyone and is a good use of referenced on key maps to identify recommended location of signs. accessibility funding. If funds are available a version of such a campus map would be helpful at all arrival 7. The Americans with Disabilities Act requires accessible elements be maintained in usable condition. The points (HC parking) (Bus Stop) not just locations I show on the map. inspector found several instances where maintenance will be required to bring certain elements into compliance with the law. These areas ared identifie in the General Notes section. I recommend that all three types of signs be considered for the signage package for this campus. a. International Symbol Signage b. Directional Signage 8. The site has three locations where the AP crosses the main traffic loop driveways of the campus. Two are c. Campus locator Map Signage new paths where the path is built up to act as a speed bump. I recommend Detectable Warnings (DW) be

considered at these locations. Note: There are service drives that AP’s cross where I don’t believe the traffic

levels present a need for DW’s (See DW notes at end of General Notes and Maintenance section of this Kenneth Barry Bonifay report). PDS America – TBR Accessibility Consultant November 15, 2009

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APPENDIX B SIGNAGE AND WAY FINDING

There are three main categories of signs on a campus: 1) way finding and orientation, 2) regulatory, One type of sign that does not exist on campus is the way finding and orientation sign – a simple map of the and 3) informational. campus, place strategically and easy to read while in a car and walking.

Other than identifying the buildings with white fonts adhered to the exterior of buildings, most signage on the In addition there are a number of inconsistently designed regulatory or informational signs that add confusion to ChSCC campus is ad hoc and inconsistent. Even the building signs are inconsistent with different size fonts. the campus environment. Some of the signage is ad hoc, and some contain too much text to read from a car.

Even the campus’ main sign, although large and prominently located is difficult to read because the cut‐out letters fade into the background – so although “Community College” is easy to read on the concrete background, the word “Chattanooga State” is difficult.

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There are good examples of college and university signage and good graphic designers locally and regionally. A typical campus way‐finding and signage study might include exterior signs, interior signs, and temporary We recommend that ChSCC engage a graphic designer to develop a way finding concept plan and a more signage. The extent of the study might also include marketing graphics, letterhead and business card graphics. consistent approach to signage. Usually a sign and way‐finding study includes an analysis of the campus and its current signage, style of signs, location, and readability and effectiveness. The next step is the generation of the types of signage that meet

These two images are from Arrows functional, aesthetic, and brand issues and requirements. The third step in the process is development the and Icons Magazine and are shown selected design in terms of color, materials, finish, and installation. The fourth step is final design and

here as good examples of a agreement on location, and the final step is the creation of documentation for construction. consistent style In addition to the design of the signage, the study might help the College develop policies and procedures on how a new sign is requested, who is responsible for the oversight, design, and installation, and how the signage will be manufactured.

The signage and way ‐finding consultant will assist the College on identifying the approved College logo, symbols used, color palette, design standards, fabrication standards, materials to be used, location, and installation procedures.

Two examples of directional signage Ideally, there is a consistency among all the graphics on campus.

that can be viewed while in a car – usually located at a pull‐off near the A typical signage planning study for exterior directional and building identity signs is in the order of $20,000 to

entrance to campus. Some designs $35,000 and will usually take 3 to 6 months. This fee does not include the marketing graphics and any changes have a convenient place to hold to letterhead and business cards. paper maps of campus

Examples of building signage

Clear directional sign to be read An example of a map placed adjacent to a pedestrian path – and designed with while in a car smaller fonts for a person to stand close and be able to read the map

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APPENDIX C UTILITIES AND INFRASTRUCTURE Campbell & Associates, Inc. Consulting Engineers

651 E. 4th Street Existing Chilled and Hot Water Utilities Chattanooga, TN 37403 The existing central plant of the ChSCC campus includes the production of chilled and hot water, which is 423‐267‐9718 – P 423‐265‐7879 – F pumped through two water loops to the majority of the campus buildings. Please refer to Drawing C.1. E‐mail [email protected] In the central plant, the chilled water is produced via (4) 500‐ton centrifugal water .chillers The chillers are in www.caengrs.com good condition. Two were installed in 1994, and the other two chillers were installed in 2005. The two newer machines are equipped with VFD’s and are the primary chillers utilized in hot weather. Based on a typical 23 year life for centrifugal chillers, the older two machines will need to be replaced by 2017. Four cooling towers and four condenser water pumps are paired with the chillers. Two of the towers were last replaced in 1994, and  The Greenhouse and Packaging/Warehouse buildings are served with forced air gas heaters. Hot water the other two are newer and were installed in 2005. The two older towers will need to be replaced in service should be extended to these building to replace these older inefficient gas heaters. approximately 4‐6 years.  A portion of the Health and Fitness Center is provided with packaged A/C units with gas heat. The units The plant can currently serve all of the needs of the campus on a typical day with only two chillers. During peak are beyond their useful life and should be replaced. loading, three machines are required to operate to satisfy demand. The fourth chiller is essentially required only  The new Allied Health Facility has high efficiency water source heat pumps. The buildings water loop is to provide redundancy. cooled and heated via a variable flow open well, geothermal system. A central cooling tower and high The central hot water is generated by three boilers with a capacity of 7.5 MBTU each. These boilers were efficiency boilers provide backup to the geothermal water loop. replaced in 1998, 1999, and 2005 respectively. No replacements are anticipated in the next 10 years.  The new Field House currently under construction is provided with split system heat pumps. The CW and HW is distributed to the campus via two separate water loops with primary pumping from the central plant. The main loop feeds utility water to the Omniplex, where 5 pairs of CW and HW pumps provide Following the initial survey and study of the central plant utilities, the following items were noted to be secondary pumping to area buildings. The lower loop serves the Media Technology Building (former WTCI), the beneficial in the short term: Diesel Shop, the eastern half of the TTC, and stubs are provided for future connections as shown on the Existing Plan — Drawing C.1. 1. On the two newer cooling towers, the fan motors are currently 2‐stage. The motors should be immediately retrofitted with VFD’s. These VFD’s will likely have a payback of less than a year and will All of the existing campus is not currently on the central plant system. The buildings currently not on the central increase the life of the motors considerably. plant system include: 2. The lower loop is provided with a 75 HP CW pump and a 60 HP HW pump. Both of these pumps operate  Western half of the TTC Building — served with packaged A/C units with electric heat, and some continuously at full load when enabled. The pumps should be provided with VFD’s. The drives will allow packaged heat pump units. Chilled and hot water should be expanded to this building, replacing these the pumps to operate at partial flow conditions reducing energy consumption and increasing the pump old inefficient units. New CW and HW lines could easily be tied into existing stubs provided at the and motor life. The cost of the VFD would likely have a payback of less than a year. manhole shown on the Proposed Plan — Drawing C.2.

 The CBIH Building has an air‐cooled chiller, boiler, with CW and HW loops serving central station air handling units with VAV boxes with terminal reheat. The buildings HVAC systems are original to the building, with the exception of the chiller and new chilled water coils in the air‐handling units, which were installed in 2008.

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Drawing C.1: EXISTING CHILLED AND HOT WATER UTILITIES

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Proposed Chilled and Hot Water Utility Expansions

The following is a listing of the modifications and/or recommendations to provide services to each of the Conference & Training Center [7] proposed buildings in the Campus Plan Report. Please refer to Drawing C.2. Due to the location of this building and the cost of expanding existing central utilities to this location, it would not be recommended. With the overall square footage of the new building and the varying occupant load, an Student Center Addition [1] independent air‐ or water‐cooled chiller and high‐efficiency boiler should be considered to provide CW and HW services for this building. The existing CW and HW lines would be in the footprint of the new building, and should therefore be relocated around the building, with new connections provided from the existing manhole. It appears as though adequate If the majority of the buildings identified above are added onto the existing central plant system, the plant capacity is available to serve the new building from the existing main loop lines, however, as with all services, would be required to run all four of the existing 500‐ton chillers at the same time during peak loading. the capacity will need to be verified during the design of the building based on the actual capacities required. It Currently, the chilled water plant’s electrical system is not adequate to accommodate the load of all four of is likely that new secondary pumping would be required back at the Omniplex distribution point. these chillers and associated equipment simultaneously. The main incoming electrical service to the central plant would need to be upgraded, which is discussed further in the electrical utility summary.

Academic and Library Environment [2]

The proposed building location will require demolition of the existing WTCI Media Center structure. The existing media center is served with 4”CW and 2”HW lines fed from the lower loop. These lines will likely not be sufficient to serve the new building proposed, and new taps to the lower loop will be required.

Academic Expansion I [3]

This building can be fed with chilled and hot water from the lower loop. There is an existing unused branch line that would be the logical utility source for this proposed building. The lines would be connected to the new building, and the remainder of the lines (see Drawing C.2) would be abandoned or demolished as practical.

Middle College High School [5]

New chilled and hot water could be provided from the central loop to feed this building. The probable connection point would be the existing manhole shown on Drawing C.2. The flow rates and capacity available will need to be verified during the design of the building based on the actual capacities required. It is likely that new secondary pumping would be required back at the Omniplex distribution point.

Academic Expansion II [6]

This building can be fed with chilled and hot water from the lower loop. The building can be connected to existing CW and HW stubs that have been provided for such future new buildings.

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Drawing C.2: PROPOSED CHILLED AND HOT WATER UTILITY EXPANSIONS

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Plumbing Utility

The following report addresses Plumbing Utility availability for various projects identified in the Campus Plan MIDDLE COLLEGE HIGH SCHOOL [5] Overview. Each building in this report is identified by name to match the 2010 Campus Plan Report. Please refer to Drawings C.3, C.4, and C.5. The proposed building location will require the extension of all basic utilities. Sewer pumps may be required.

ACADEMIC EXPANSION II [6]

STUDENT CENTER ADDITION [1] The proposed building location will require the extension of all basic utilities. Sewer pumps may be required.

The proposed building location will require modification to various utility lines serving the surrounding existing structures including, but not limited to, two domestic water services and one forced sewer main. CONFERENCE & TRAINING CENTER [7]

Utilities available are: The proposed building location will require modification to various utility lines serving the surrounding existing 1. Domestic Water structures including, but not limited to, domestic water service, forced sewer main, and natural gas main. 2. Fire Service (available but not readily accessible) Utilities available are: 3. Gravity Sewer

4. Gravity Storm Drainage 1. Domestic Water

5. Natural Gas 2. Fire Service 3. Sanitary Sewer (available but pumping may be required) 4. Gravity Storm Drainage LIBRARY ADDITION [2] 5. Natural Gas The proposed building location will require demolition of one existing structure.

Utilities available are:

1. Domestic Water 2. Fire Service – (available but not readily accessible)

3. Gravity Sewer

4. Gravity Storm Drainage 5. Natural Gas

ACADEMIC EXPANSION I [3]

The proposed building location will require the relocation of the existing natural gas line.

Utilities available are:

1. Domestic Water 2. Fire Service – (available but not readily accessible) 3. Sanitary Sewer (available but pumping may be required) 4. Gravity Storm Drainage 5. Natural Gas

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing C.3: EXISTING PLUMBING – WITHOUT SANITARY

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing C.4: EXISTING PLUMBING – SANITARY

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing C.5: PROPOSED PLUMBING – SANITARY

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Existing Electrical Utilities

The campus is currently served by three high voltages feeders dispersed throughout the campus. These feeders Academic Expansion II [6] provide power to the various existing buildings via transformers providing secondary power. Each transformer currently serves one or two buildings, depending on the size of the transformer and building power Primary power for the new transformer would be fed underground from the high voltage line located to the requirements. Please refer to 6Drawing C. . west of the new building. Transformer size would be determined during design of the building.

Proposed Electrical Utility Expansions Conference & Training Center [7]

The following is a listing of the modifications and/or recommendations to provide electrical services to each of Primary power for the new transformer would be fed underground from the high voltage line located south of the proposed buildings in the Campus Plan Report. Each building in this report is identified by name to match the building. Transformer size would be determined during design of the building. the 2010 Campus Plan Report. Please refer to Drawing C.7. Currently, the chilled water plant’s electrical system is not adequate to accommodate the additional load of all four of the chillers and associated equipment simultaneously. The main incoming electrical service to the Student Center Addition [1] central plant would need to be upgraded. This upgrade would consist of replacing the existing transformer with The existing primary service to the Starnes Student Center would be extended underground to the new a larger one increasing the power available to the plant. transformer for the new Student Center building. Transformer size would be determined during the design of The existing primary power appears to be adequate to handle the additional loads for the new buildings. If the building. additional primary power is required, the local electric utility may charge for this increase. There may also be a charge for new transformers and/or replacing existing transformers. This charge is determined by the utility based on a customer’s power usage and is charged directly to the owner. This evaluation is done for each new Academic and Library Environment [2] service installation.

The existing transformer would be used to provide power for the Academic and Library Environment building. Transformer size would be determined in the design of the building and the existing transformer replaced if necessary.

Academic Expansion I [3]

The existing primary service to the Fine Arts/Humanities building would be extended underground to the new transformer for the Academic Expansion I building. Transformer size would be determined during the design of the building.

Middle College High School [5]

A new underground primary service would be run to the new transformer for the building. Transformer size would be determined during design of the building.

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing C.6: EXISTING ELECTRICAL UTILITIES

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

Drawing C.7: PROPOSED ELECTRICAL UTILITIES

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CHATTANOOGA STATE COMMUNITY COLLEGE Campus Plan

APPENDIX D ESTIMATED PROJECT COSTS

Estimated Estimated Project: Landscape, Roads, Parking, and Estimated Estimated Project: New Construction Construction Cost Project Cost Infrastructure Construction Cost Project Cost Student Center Addition $20.9 – $23.8 Million $27 – $31 Million Convert one‐way drives to two‐way $183,000 – $208,000 Academic and Library Addition $24.7 – $28.5 Million $32 – $37 Million Resurface parking lot at Business/Child Dev. $317,000 – $342,000 Academic Building $24.7 – $28.5 Million $32 – $37 Million New parking lot at Health & Fitness and Advanced $241,000 – $266,000 Academic Building $8.7 – $10.0 Million $11 – $13 Million Technology

Middle College High School To be Determined To be Determined New connecting road at Shipping/Receiving $95,000 – $120,000

Training Center To be Determined To be Determined Construct 3 Roundabouts $585,000 – $610,000

Removal of existing lots at new academic bldg $79,000 – $104,000

Reconfigure parking lot at TTC $172,000 – $197,000

New pedestrian sidewalks $286,000 – $311,000 Estimated Estimated Project: Renovation Construction Cost Project Cost New lot at CBIH $468,000 – $493,000

Enrollment Services Center $4 – $6 Million $5 – $8 Million Develop river access plaza $520,000 – $545,000

Omniplex Building $4 – $6 Million $5 – $8 Million Landscaping and irrigation budget $390,000 – $415,000

Health, Fitness & Athletics $2 – $4 Million $3 – $5 Million Campus information kiosk $65,000 – $90,000

Wayfinding signage $98,000 – $123,000

New site furniture $195,000 – $220,000

Various utility infrastructure projects $125,000 – $175,000

New 1,000 car parking deck on acquired land

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