TULSA COMMUNITY COLLEGE IN SUPPORT OF THE COMPREHENSIVE CAMPUS MASTER PLANS

Transcription

1 VOLUME II TARGET YEAR SPACE NEEDS ANALYSIS FOR TULSA COMMUNITY COLLEGE IN SUPPORT OF THE COMPREHENSIVE CAMPUS MASTER PLANS METRO CAMPUS 909 S. BOSTON, TULSA, OK NORTHEAST CAMPUS 3727 E. APACHE, TULSA, OK SOUTHEAST CAMPUS E. 81ST S., TULSA, OK WEST CAMPUS 7505 W. 41ST., TULSA, OK September 2007 PAULIEN & ASSOCIATES, INC. PLANNING CONSULTANTS 899 LOGAN STREET, SUITE 508 DENVER, COLORADO (303) FAX (303)

2 D OCUMENT P REPARED B Y Paulien & Associates, Inc. DENVER, COLORADO John R. Bengston, Vice President and Principal Kate Herbolsheimer, Associate Frank Markley, Associate I N A SSOCIATION WITH TULSA, OKLAHOMA Michael Birkes, AIA, Principal & Director of Operations G.W. Hirsch, P.E., Chairman Cecil Ricks, AIA, Principal & Director of Architectural Design A CKNOWLEDGEMENTS TO: EXECUTIVE COUNCIL Thomas McKeon, President & Chief Executive Officer Gary Crooms, Executive Vice President for Business & Chief Financial Officer John Kontogianes, Executive Vice President & Chief Academic Officer Jemina Lotti, Administrative Director of Physical Facilities Flo Potts, Metro Campus Provost Sandra Massey, Northeast Campus Provost Carol Messer, Southeast Campus Provost Peggy Dyer, West Campus Provost Ron Looney, Chairman, Board of Regents Construction Committee Montie Box, Member, Board of Regents Construction Committee Martin Garber, Member, Board of Regents Construction Committee METRO CAMPUS WORKING GROUP Flo Potts, Provost Jane Fleming, Former Dean of Instruction Sally Kovac, Associate Dean, Business & Information Technology Division Mary Walker, Associate Dean, Communications Services Division Jacquinita Rose, Former Associate Dean, Science & Mathematics Division George Black, Director, Academic & Campus Services Margaret Lee, Dean of Student Services Jim Pickens, Associate Dean, Allied Health Division Ann Anthony, Associate Dean, Nursing Division Services Marvin Cooke, Former Associate Dean, Liberal Arts Division NORTHEAST CAMPUS WORKING GROUP Sandra Massey, Provost Jan Smith-Clayton, Dean of Student Services Doug Price, Associate Dean, Liberal Arts & Community Services Division Jack Connor, Associate Dean, Science & Engineering Technology Division Mike Limas, Director, Academic & Campus Services SOUTHEAST CAMPUS WORKING GROUP Carol Messer, Provost David Benton, Former Dean of Instruction Kelly Clark-Fonkalsrud, Dean of Performing Arts Rick Roach, Associate Dean, Business & Information Technology Division Vivian Clark-Adams, Associate Dean, Liberal Arts Division Joe Parli, Associate Dean, Science & Mathematics Division Heather Hancock, Dean of Student Services Judy Leeds, Associate Dean, Communications Services Division Ann Craig, Director, Academic & Campus Services WEST CAMPUS WORKING GROUP Peggy Dyer, Provost Sharon Wright, Former Dean of Instruction Mark Ames, Dean of Student Services Bryan Coppedge, Associate Dean, Science & Mathematics Division Virginia Davis, Associate Dean, Liberal Arts Division Mary Philpott, Associate Dean, Business & Information Technology Division Ellen Wilks, Coordinator, Child Development Center Sheila Bradford, Director, Academic & Campus Services And to all the representatives of Tulsa Community College who provided valuable information. PAULIEN & ASSOCIATES, INC. ACKNOWLEDGEMENTS PAGE I

3 1.0 EXECUTIVE SUMMARY Process Enrollment Assumptions Districtwide and Campuswide Space Needs Analysis Overview Campuswide Space Needs Analysis Summary Metro Campus Northeast Campus Southeast Campus West Campus Short and Long-Range Planning TARGET YEAR ENROLLMENT, STAFFING AND FACILITY ASSUMPTIONS Enrollment Assumptions Staffing Assumptions Facility Assumptions INTERPRETATION OF SPACE NEEDS ANALYSIS OUTCOMES SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS Metro Campus Issues for Consideration Northeast Campus Issues for Consideration Southeast Campus Issues for Consideration West Campus Issues for Consideration GUIDELINE APPLICATIONS Academic Space Classrooms & Service Teaching Laboratories & Service Open Laboratories & Service Office & Service Child Development Laboratories & Service Other Academic Department Space Academic Support Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Administrative Department Space Auxiliary Space Physical Education & Recreation Student Union Student Health Facilities SUMMARY...27 PAULIEN & ASSOCIATES, INC. TABLE OF CONTENTS PAGE I

4 1.0 EXECUTIVE SUMMARY Paulien & Associates, Inc. [the consultant] specializes in higher education facilities planning at colleges and universities throughout the United States. The company was contracted to ascertain the utilization and space needs as components of the Comprehensive Master Plans for each of Tulsa Community College s (TCC) four campuses: Metro, Northeast, Southeast, and West. The Comprehensive Master Plans, which are being developed under the direction of Matrix Architects of Tulsa, Oklahoma, include academic, strategic, and facilities planning components for the College. In Volume I, the consultant produced findings illustrating the classroom and teaching laboratory utilization based on Fall 2005 data and a space needs analysis highlighting the physical requirements during the Fall 2005 semester in comparison to existing facilities at that time. This Volume II report focuses on the space needs of each campus based on projected student enrollments, staffing and program mix. Over the course of the 12 months since the publication of the Volume I Space Needs Report, the College has embarked on several initiatives including the Tulsa Achieves Scholarship program that will have facility impacts on each of the campuses. This future enrollment level has been termed target year in this analysis and is based on parameters that are valid through the Fall 2015 semester. 1.1 PROCESS Initially, Paulien & Associates was provided with facilities, enrollment, course, and staffing data by Tulsa Community College. This data provided a snapshot of the activities for Fall 2005 which was used as the base year for the space needs analysis. The consultant, in cooperation with the College administration, developed enrollment assumptions for each campus to establish target year space needs. These assumptions take into consideration anticipated enrollment levels from the Tulsa Achieves Scholarship program as well as other strategic initiatives. Increases in faculty and staff were in proportion with enrollment increases. The facilities inventory was updated to include facilities under renovation or new buildings in the design phase or under construction on each campus. The target year space needs analysis was performed using the revised facility inventory of assignable square feet (ASF). The guidelines were applied to the key space determinants using the target enrollment mix, and future faculty and staff assumptions. Existing space was then compared to the guideline generated ASF to produce surpluses and/or deficits of space at the target year enrollment assumptions. 1.2 ENROLLMENT ASSUMPTIONS The assumptions made in the analysis of the future or target enrollment expectations for the College were developed by the consultant with adjustments by central Fall 2015 FTE and Headcount Assumptions administration. As noted in the table, total student full term Fall 2015 equivalent (FTE) is projected at 13,300 FTE by the Fall 2015 Campus FTE Headcount semester, an increase of 42% from Fall 2005 levels. Using a Metro 2,993 4, FTE to student headcount ratio generated a projected Northeast 1,742 2,904 student headcount of 22,167 students. For purposes of Southeast 4,735 7,891 space planning, distance education was disaggregated from West 1,250 2,084 campus enrollments, as these FTE are not physically present Distance Education 2,580 4,300 on the campus. Over a ten year period, each of the Total FTE 13,300 22,167 campuses is projected to increase enrollments between 37% PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 1

5 and 48%. The greatest enrollment increase is expected at the Southeast Campus as a result of anticipated population increases in the southern portion of the Tulsa metropolitan area. 1.3 DISTRICTWIDE AND CAMPUSWIDE SPACE NEEDS ANALYSIS OVERVIEW Districtwide, the space needs analysis generated a total need for slightly more than one million assignable square feet of space at the target year, a 16% increase from current levels (see chart below). Space Needs Analysis Summary by Campus and District Total District Total Metro TCC Campus Northeast Southeast West Guideline ASF Existing ASF 0 200, , , ,000 1,000,000 1,200,000 Assignable Square Feet (ASF) Approximately 39% or 398,000 ASF of this space will be needed on the Southeast Campus at the target year. The master plan will need to address: possible building mass, transportation issues such as parking capacity or structured parking, pedestrian connection, vehicular circulation, and open space as campus acreage is limited at the Southeast Campus and will therefore impact the expansion of existing programs and addition of any new programs. The capacity of the existing site will necessitate investigation of alternatives for physical solutions to accommodate enrollment growth in the Southeast Tulsa metropolitan area. The space needs analysis generated a need for approximately 73,000 of additional space at the Metro Campus given the enrollment growth of 37%. The need is the result of enrollment growth and areas that have less space than the guideline generates, especially in faculty offices and some teaching laboratories. The analysis resulted in excess capacity of space at the Northeast Campus, despite a 39% increase in FTE over the planning period. The surplus of space will not require construction of new facilities to meet future academic goals, but should include renovation and realignment of existing spaces on the campus and the repurposing of inactive/conversion space. PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 2

6 Overall, the West Campus had a 5,000 ASF need at the target year. However, when surpluses and deficits are reviewed by space category, there is need for realignment of space in some buildings. More detailed findings for each campus are illustrated in Section 4.0 of this document. However, a summary of each campus is presented in the next section. 1.4 CAMPUSWIDE SPACE NEEDS ANALYSIS SUMMARY The space needs analysis outcomes are classified into the following areas: Academic Space Classroom & Service Teaching Laboratories & Service Open Laboratories & Service Offices & Service Other Academic Department Space Academic Support Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Administrative Department Space Auxiliary Space Physical Education & Recreation Student Union Student Health Facilities At the West Campus, child development laboratories were also listed as a space category. This section provides a brief summary of the results by reviewing the overall outcome of the space needs analysis for each campus and comparing existing ASF with the amount of space generated by application of the guideline for each space category. PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 3

7 1.4.1 METRO CAMPUS Results of the space needs analysis show the Metro Campus with a space deficit of approximately 73,000 ASF at the target year. The existing target year ASF includes the Center for Advanced Learning, which is currently in the preliminary design phase. Once the Center for Advanced Learning is completed, units moving into the Center will free space within the Main Academic Building that can be used to satisfy space deficits. When Target Year Space Needs Analysis Metro Campus Guideline ASF Percent Surplus/ (Deficit) Existing Surplus/ ASF Deficit) 225, ,910 (72,886) (32%) comparing existing ASF to guideline ASF, the greatest needs at the target year are in the Office & Service and Teaching Laboratories & Service categories. Space in the Classrooms & Service and Student Union categories are in relative balance at the target year. Although the existing Learning Resource Center was recently completed, increased enrollments driving the target year space needs indicate a need for additional space. While the Student Union, which contains meeting rooms and student areas, is in relative balance, the Metro Campus will require space for Assembly & Exhibit functions. Target Year Space Needs Analysis Summary - Metro Campus Classrooms & Service Teaching Laboratories Open Labs & Service Offices & Service Space Category Other Academic Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Admin Space PE & Recreation Student Union Guideline ASF Existing ASF Student Health 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 Assignable Square Feet (ASF) PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 4

8 1.4.2 NORTHEAST CAMPUS The space needs analysis generated a surplus of approximately 46,000 ASF of space at the target year for the Northeast Campus. Space within facilities located at the Northeast Campus used for district-wide facilities maintenance is not included in the campus total. Despite the surplus of space, space deficits were generated in the Offices & Service and Assembly & Exhibit categories. The largest surpluses of space were in the core academic categories of Classrooms & Service, Open Laboratories & Service, and Teaching Laboratories & Service. As illustrated in the graph, four categories were in balance at the target year. These included Other Academic Department Space, Learning Resource Center, Physical Education & Recreation and Student Health Facilities. The physical and program adjacencies must be reviewed to balance surpluses and deficits with the goal of enhancing functionality of the campus. Target Year Space Needs Analysis Northeast Campus Guideline ASF Percent Surplus/ (Deficit) Exis ting Surplus/ ASF Deficit) 229, ,743 45,471 20% Space Needs Analysis Summary - Northeast Campus Classrooms & Service Teaching Laboratories Open Labs & Service Offices & Service Space Category Other Academic Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Admin Space PE & Recreation Student Union Guideline ASF Existing ASF Student Health 0 10,000 20,000 30,000 40,000 50,000 60,000 Assignable Square Feet (ASF) PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 5

9 1.4.3 SOUTHEAST CAMPUS The space needs analysis for the Southeast Campus illustrates an overall need for approximately 139,000 ASF of additional space at the target year, bringing the campus to slightly less than 400,000 ASF of guideline space need. In reviewing the space needs analysis summary, all space categories showed a deficit at the target year. The largest space needs are in Teaching Laboratories & Service, Offices & Service, and Student Union categories. Sizable increases were generated in Other Academic Departmental Space and Other Administrative Department Space categories. This includes space for interactive learning environments with collaborative technologies within academic areas. Target Year Space Needs Analysis Southeast Campus Guideline ASF Percent Surplus/ (Deficit) Exis ting Surplus/ ASF Deficit) 259, ,147 (138,603) (53%) If enrollment growth is maintained on the campus, new facilities will be needed. Since growth will occur across all programs and disciplines, adjacencies of related disciples and support programs will need to be maintained, including a permanent location of an integrated student services First-Stop model. Space Needs Analysis Summary - Southeast Campus Space Category Classrooms & Service Teaching Laboratories Open Labs & Service Offices & Service Other Academic Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Admin Space PE & Recreation Student Union Student Health Guideline ASF Existing ASF 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 Assignable Square Feet (ASF) PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 6

10 1.4.4 WEST CAMPUS With respect to facilities, the West Campus is the smallest campus in the College. The outcomes of the space needs analysis resulted in an overall deficit of approximately 5,000 ASF. The physical and program adjacencies must be reviewed in order to balance surpluses and deficits with the goal of enhancing functionality of the campus. The largest space needs at the target year were in the Assembly & Exhibit, Offices & Service, and Facilities Maintenance categories. Target Year Space Needs Analysis West Campus Guideline ASF Percent Surplus/ (Deficit) Existing Surplus/ ASF Deficit) 142, ,477 (4,824) (3%) Space Needs Analysis Summary - West Campus Classrooms & Service Teaching Laboratories Open Labs & Service Offices & Service Space Category Child Development Labs Other Academic Space Learning Resource Center Assembly & Exhibit Facilities Maintenance Other Admin Space PE & Recreation Student Union Guideline ASF Existing ASF Student Health 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 Assignable Square Feet (ASF) The quantity of facilities on the West Campus is a direct result of the space requirements to support the academic mission. As the newest campus, some facilities do not yet exist that allow the programs to satisfy the needs for community gatherings. The physical planning will need to address the incongruity between community need and facilities SHORT AND LONG-RANGE PLANNING The next phase of space planning will look at the longer range prospects for campus development. The target year enrollment mix will be used to develop the physical implementation strategies. The short-range master plans will focus on the next five years and then a long-range plan will be created that poises each campus to better serve the students, faculty, and staff of Tulsa Community College into the future. PAULIEN & ASSOCIATES, INC. SECTION 1.0 EXECUTIVE SUMMARY PAGE 7

11 2.0 TARGET YEAR ENROLLMENT, STAFFING AND FACILITY ASSUMPTIONS 2.1 ENROLLMENT ASSUMPTIONS Enrollment projections were developed using historical participation rates derived from Fall 2005 enrollment data and 2005 population estimates based on age categories from 15 to 64 years. Special considerations in the target year enrollment mix included additional students as a result of the Tulsa Achieves Scholarship program, increased recruitment and retention strategies, expansion of workforce programs, and an increase in the FTE to headcount ratio to an average of 0.60 across all campuses. Given these planned strategies and population parameters, as obtained from the Oklahoma Department of Commerce and prepared by the Oklahoma State Data Center, district-wide enrollments are projected to reach 13,300 FTE or 22,167 unduplicated headcount students by The district-wide FTE and headcount assumptions were then distributed to each campus based on historical analysis and projected population growth surrounding each campus. The results are noted in the following table. Fall 2015 Student FTE and Headcount Assumptions Campus Fall 2005 FTE Fall 2015 FTE Numerical Change in FTE Percent Change in FTE Fall 2015 Headcount FTE/ Headcount Ratio Metro 2,179 2, % 4, Northeast 1,257 1, % 2, Southeast 3,311 4,735 1,424 43% 7, West 842 1, % 2, Distance Education 1,805 2, % 4,300 Total FTE 9,398 13,300 3,902 42% 22, Source: Paulien & Associates' estimates using internal TCC data Due to differences in student demographics and the communities each campus serves, the FTE/Headcount ratio was adjusted for each campus. Overall, it is anticipated that the FTE/Headcount ratio will reach an average of 0.60 by The table illustrates that all four campuses will experience enrollment growth. The Northeast and West campuses will experience the smallest numerical increases in enrollment while the Metro and Southwest campuses show modest increases by Off-campus enrollments include delivery by on-line delivery methods and centers. Any campus outside the Tulsa Metropolitan area is not factored into the distance education category. Distance education will continue to increase as the College continues to expand delivery within Tulsa County and surrounding areas. PAULIEN & ASSOCIATES, INC. SECTION 2.0 TARGET YEAR ENROLLMENT, STAFFING, AND FACILITY ASSUMPTIONS PAGE 8

12 2.2 STAFFING ASSUMPTIONS For this study, faculty and staff assumptions were calculated by the consultant. Growth in the number of faculty was directly proportional to the percentage growth of student FTE over the planning period. Staff growth was established at 50% of FTE growth. The headcount and FTE faculty as well as faculty and staff combined are noted in the following table. 2.3 FACILITY ASSUMPTIONS The facilities inventory was updated to include facilities under renovation or new buildings in the design phase or under construction on each campus. These spaces will be reflected in the target year analysis. TULSA COMMUNITY COLLEGE Faculty and Staff Assumptions Fall 2005 Fall 2015 Headcount FTE Headcount FTE Metro Campus Total Faculty & Staff , Total Faculty Northeast Campus Total Faculty & Staff Total Faculty Southeast Campus Total Faculty & Staff , Total Faculty West Campus Total Faculty & Staff Total Faculty At the Metro Campus, the Center for Advance Learning, a new building that is in the design phase was added to the target year ASF. Existing spaces currently occupied by units scheduled to move to the new building were listed as inactive/conversion space. The First-Stop at the Northeast Campus was created within an area previously occupied by Student Union functions within the Student Center Building. The First-Stop consolidates enrollment services and related Student Union functions such as the bookstore within one location on campus. Space previously occupied by Enrollment Services within the Main Academic Building has been renovated to serve Student Union functions. Changes from the base year on the Southeast Campus include an addition to Building 8, which is home to Science and Mathematics programs. The addition provides space for the Allied Health and Nursing programs as well as Mathematics tutoring laboratories. The Nursing program presently offers both the first and second year programs on the Metro Campus, but the first year program will shift to the Southeast Campus when the new addition is completed. The West Campus has a new building in design that will be an addition to the Science program space. The new construction includes several science laboratories and related laboratory support areas, faculty and staff offices, and general student learning areas such as classrooms and interactive learning spaces. PAULIEN & ASSOCIATES, INC. SECTION 2.0 TARGET YEAR ENROLLMENT, STAFFING, AND FACILITY ASSUMPTIONS PAGE 9

13 3.0 INTERPRETATION OF SPACE NEEDS ANALYSIS OUTCOMES For each space category, four columns illustrate the findings. A portion of the analysis from the Metro Campus is used as an example. The Existing ASF at the target year includes facilities in planning or in the construction phase. Any planning or ongoing renovation projects that impact existing space were also incorporated in this category. Only assignable square feet (ASF) are included, which is the usable area of a building and does not include circulation areas such as corridors, mechanical/electrical areas, building structure space, custodial closets, or restrooms. On the Metro Campus, there was 36,749 ASF of existing Classrooms & Service space. Reviewing the second column, the Guideline ASF is a calculation of how much space is ideally needed in each space category at the target year, given enrollment, program, and staffing assumptions. The consultant applied appropriate guidelines relative to an institution of Tulsa Community College s enrollment, mix, and mission. Referring to the table, the guideline calculation produced a need for 35,358 ASF of Classroom & Service space at the target year. The Surplus/(Deficit) column is the difference between the Existing ASF and Guideline ASF totals, while the Percent Surplus/(Deficit) column is the magnitude of the difference expressed as a percent. For each column, deficits are in parentheses and indicate a space need in that category. Referring to the example, the Metro Campus has a 1,391 ASF or 4% surplus of Classroom & Service Space at the target year. The space needs analysis is quantitative only and does not take into account the quality of space to serve the campus mission. PAULIEN & ASSOCIATES, INC. SECTION 3.0 INTERPRETATIONS OF SPACE NEEDS ANALYSIS OUTCOMES PAGE 10

14 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS The operating assumption in applying the guidelines is to provide each campus with enough space to conduct its current and future activities. The following sections discuss the guideline in comparison to existing space. The guidelines applied for each space category and explanation of the application may be found in Section 5.0 Guideline Applications of this document. 4.1 METRO CAMPUS The target year 2015 Space Needs findings incorporated the expected increase in student enrollment and proportionate increases in faculty and staff as well as other space related initiatives. The enrollment projections assume FTE enrollment growth of 37%. The space needs analysis outcomes for the Metro Campus indicate an overall space deficit of 72,886 ASF at the target year when comparing guidelines to actual space. While the overall deficit of space is campuswide, individual surpluses or deficits by functional space category can be reviewed as separate elements. The space categories with the greatest space need at the target year include Offices & Service and Teaching Laboratories & Service. ACADEMIC SPACE Analysis of the Classroom, Teaching Laboratories, Open Laboratories as well as Office and Other Academic Department Space generated an overall deficit of 55,470 ASF at the target year. The Metro Campus guideline generated a surplus of classroom space. However, as noted in the Utilization and Base Year Space Needs Analysis report (Volume I), the analysis does not consider qualitative issues that impact the function of these spaces. Teaching laboratory space showed a 20,328 ASF deficit at the target year as a result of the need for new laboratories to accommodate enrollment growth and the expansion of existing laboratories, such as art, science, and health laboratories and related support spaces. The Metro Campus requires substantially more office space. A factor driving the deficit is the difference between the existing average office size of 111 PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 11

15 ASF and the guideline application of 120 ASF for faculty offices. Space was also allocated for adjunct faculty as well as additional office service and conference room space. The Other Academic Department Space category at the Metro Campus includes the Honors study lounge and the Dental Hygiene program clinical areas. The campus will require additional general use meeting rooms and lounge areas for students, faculty, and staff. Expansion of specialized divisions such as Nursing and Allied Health will require additional space for locker areas, waiting rooms, and dedicated study areas in proximity to the learning spaces as the cohort nature of these programs tends to warrant educational environments that are clustered. ACADEMIC SUPPORT SPACE The Academic Support space classification includes the Learning Resource Center, Assembly & Exhibit, Facilities Maintenance, and Other Administrative Department Space. Application of the guidelines in the Academic Support Space category at the target year generated a deficit of 18,015 ASF. Despite substantial renovation of the Learning Resource Center, enrollment growth will necessitate the need for additional space. The consultant determined that most of the existing Assembly & Exhibit space is located in the Student Union and therefore, a deficit in Assembly & Exhibit exists. The guideline application provides for a large auditorium that could be multi-functional including academic and academic support programs. Current space assigned to the Facilities Maintenance category on the Metro Campus is primarily storage rooms and a print shop. As the campus increases in enrollment and physical size, facilities maintenance spaces will need to include expanded areas for shops, tool storage rooms, material and central storage rooms in support of the increased facilities. The Other Administrative Department Space category at the Metro Campus includes the Disabled Student Resource Center, a staff lounge, and several telecommunications areas. Currently there is approximately 8,000 ASF of space in this category at the Metro Campus. At the target year, existing space in this category is reduced to 4,620 ASF due to space vacated by computer services. AUXILIARY SPACE Auxiliary Space is often defined as student funded or fee supported space and includes spaces that house physical education and recreation, the student union and student health. Individual components that make up the auxiliary space category generated a 599 ASF surplus at the target year. As Physical Education facilities were recently constructed at the Metro Campus, the guideline for Physical Education & Recreation shows that no additional facilities will be needed over the planning period. Student Union space at the Metro Campus consists of the areas within the Student Center, including the art gallery and film viewing room. The guideline generated a small deficit at the target year ISSUES FOR CONSIDERATION A consolidated Allied Health Academy that more closely mimics the workplace environment will afford students a more practical educational experience. The space should include: classrooms; program specific teaching laboratories and related support areas; faculty and staff office areas; dedicated locker areas and study space such as interactive learning locations; and specialized space such as a public waiting room for the Dental Hygiene clinic that serves as a teaching environment for students and a clinic for the community. These areas should be in proximity to the campus at large and general student space such as open computer laboratories. The academy should be modeled to incorporate PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 12

16 interaction between the different, but related, Allied Health programs to foster a collaborative curriculum. As science trends include an increased emphasis on the laboratory experience and collaborative work, the Metro Campus science laboratories should be renovated and expanded to facilitate contemporary paradigms of instruction. Similar laboratories should be clustered around shared laboratory support or preparation spaces. Science laboratory configuration should include four person work areas to be in concert with material resources, which are typically provided for two or four persons. Another trend is the integration of technology to support and enhance the laboratory experience, and this includes multi-media audiovisual equipment or mediated teaching laboratories. The integration of lecture/discussion activities within the teaching laboratory is becoming increasingly common, which requires proper room proportions and clear sightlines to allow visibility to the teaching wall, projection screens, and other educational technologies. Existing faculty and staff located in the affectionately named fish bowl offices that are typically less than 100 ASF should be located within a larger office. Although campus culture often dictates a preference for offices along a corridor, office suites have a tendency to be a more efficient use of resources. Additional service space for division mailboxes, work rooms, and general office supplies would be well located with the division staff office space if faculty offices were in appropriate proximity, either along a corridor or as part of an office suite. How the Metro Campus should be most appropriately enveloped within the emerging downtown Tulsa community fabric needs to be carefully considered. Opportunities for community partnerships through development of retail conditions, housing, and parking should be investigated. Campuses with consolidated and integrated student services such as the Metro Campus First-Stop should focus on enhancing this area as a public entrance both on the interior and exterior of the space. This zone of the campus should serve as the front door to the campus as well as provide the public face for the surrounding community area. The Metro Campus has created an inviting First-Stop interior area, and the exterior has many welcoming elements such as a circular drive and beautified landscape, but additional features such as immediately adjacent short-term visitor s parking, enhanced landscape and green areas, improved urban pedestrian connections, and a more iconic front entry would increase the clarity of this area within the community context as a main entry to the campus. Opportunities should be created throughout the campus to promote casual interactions between students and faculty. Campuses with multiple buildings tend to enhance exterior spaces with, for example, benches under shady trees that foster conversations. Inwardly focused campuses such as the Metro Campus where buildings are connected must created interior environments for this necessary interaction. Alcoves within hallways that have benches and white boards, open lounge areas with casual seating, and computer kiosks for checking all provide opportunities for this necessary enhancement of the collegiate community. PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 13

17 4.2 NORTHEAST CAMPUS Application of the target year assumptions, including enrollment increases of 39% over the planning period, result in an overall surplus of 45,471 ASF in comparison to existing facilities. A sizable portion of the surplus was generated in two categories: Classrooms & Service, and Teaching Laboratories & Service. ACADEMIC SPACE The largest surpluses on the campus were in categories related to academic space. At the target year, a 38,527 ASF surplus was generated in the Academic Space category. As the Classroom Utilization Analysis illustrated (see Volume I), classrooms at the Northeast Campus are used less than guideline utilization expectations. Despite enrollment increases, there remains a surplus of classroom space on the campus. The same is true of Teaching Laboratories at the Northeast Campus exclusive of the science laboratories. The science laboratories are consistently well used based on the number of courses and enrollments within these spaces. The spaces for science will need to be augmented to provide more contemporary facilities. In reviewing the Offices & Service category, the Northeast Campus has a deficit of space in this category. The consultant generated space for adjunct faculty. The deficit is the result of increases in faculty and staff positions as most existing offices are comparable to the 120 ASF guideline and existing office service and conference space are adequate. Other Academic Department Space at the Northeast Campus includes the greenhouse and outdoor classrooms as well as the Resource Center for the Deaf & Hard of Hearing. While the guideline generated a small deficit at the target year, these spaces are in relative balance. ACADEMIC SUPPORT SPACE The Learning Resource Center has a small surplus of space after taking into consideration changes made as a result of renovations in this area. With regards to the Assembly & Exhibit space category, the consultant determined that most of the existing space was located in the Student Union and, therefore, minimal ASF was assigned to this space category. While the guideline of 5,600 ASF was applied for all campuses consistently, the Northeast Campus has a large auditorium and related support areas, and will require only PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 14

18 a few additional meeting rooms, the existing large auditorium and sound booth in the Academic Building may suffice. District-wide Facilities Maintenance housed at the Northeast Campus was identified and listed separately from the campus to appropriately illustrate the actual space dedicated to the campus. Application of the guideline generated a moderate surplus of space in this category. The existing space in the target year for Facilities Maintenance increases slightly as the result of renovation occurring with construction of the First Stop. The Other Administrative Department space category at the Northeast Campus includes the Heritage Center as well as telecommunications and information technology spaces. AUXILIARY SPACE The target year guideline for Physical Education & Recreation is in balance when compared to existing space as a relatively new Physical Education & Recreation area was created on the Campus. Student Union space at the target year includes the recent conversion, private dining rooms and the auditorium. After application of the guideline in accordance with recognized standards, the Northeast Campus has a moderate surplus of Student Union space in the base year. Student Health Facilities include the waiting area, clinical rooms, and support areas required to administer health related activities to students, is in relative balance in the base year ISSUES FOR CONSIDERATION The Northeast Campus is investigating opportunities to draw a larger student population and the community at large to the campus. Ease of exterior and interior orientation, enhanced finishes, and an overall welcoming atmosphere will generally increase such opportunities. Casual interactions at the Northeast Campus should be internal and external. As the campus has several large and interconnected buildings, the internal casual interaction space might include alcoves within hallways that have benches and white boards or posting areas, open lounge areas with casual seating, computer kiosks for checking , and various food venues such as coffee carts within larger lobby areas or transitional spaces. As the Northeast Campus begins implementation of the master plan, careful consideration of appropriate internal and external campus zones should occur. The relationship between the various academic disciplines space needs and other campus functions will require focus within interior space. Exterior issues such as the campus front door, approachable and inviting campus entry points with pedestrian access not impeded by vehicular circulation, and logical exterior orientation (i.e. how do I get from here to there and what is there?) beginning with vehicular appropriate signage should be addressed. Connectivity to the exterior such as from the classroom areas to outside learning spaces needs to occur while maintaining security. Enhanced landscape on the campus such as walkways, purposefully placed trees and shrubs, banners, sculpture, and flower beds area elements that would promote connection to the arboretum and detention pond area as well as signal areas of entry or exterior connection between buildings. As science trends include an increased emphasis on the laboratory experience and collaborative work, the Northeast Campus science laboratories should be renovated and expanded to facilitate contemporary paradigms of instruction. Similar laboratories should be clustered around shared laboratory support or preparation spaces. Science laboratory configuration should include four person work areas to be in concert with material resources, which are typically provided for two or four persons. Another trend is the integration of technology to support and enhance the laboratory experience, and this includes multi-media audiovisual equipment or mediated teaching laboratories. The integration of lecture/discussion activities within the teaching laboratory is becoming increasingly common, which requires proper PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 15

19 room proportions and clear sightlines to allow visibility to the teaching wall, projection screens, and other educational technologies. Interior teaching spaces, those without windows, should have an enhanced level of finish to make them more inviting. Mediated teaching environments should be the standard with all classrooms and most teaching laboratories having at least an overhead projection system and technologically enhanced instructor s podium. Classrooms should be as standardized as possible with secure and adjacent storage (e.g. storage closet areas within a series of classrooms or a lockable storage cabinet within the classroom) to discourage individual faculty or division ownership of any particular room, which will increase the overall utilization of the educational spaces. 4.3 SOUTHEAST CAMPUS The target year enrollment projections at the Southeast Campus were the highest among the TCC campuses, increasing by 1,424 FTE over the planning period. As a result, the space needs analysis outcomes generated a sizable deficit of 138,603 ASF campuswide, when comparing guidelines to actual space. In reviewing the table, space deficits were generated in each space category with the largest needs in the Teaching Laboratories & Service and Offices & Service categories. ACADEMIC SPACE Analysis of Classroom, Teaching Laboratories, Open Laboratories as well as Office and Other Academic Department Space categories generated an overall deficit of 89,007 ASF at the target year. As the Classroom Utilization Analysis (Volume I) illustrated, the Southeast Campus is already averaging greater classroom utilization than the guideline utilization expectations established by the College. Additional student enrollments will require approximately 13,000 ASF of new classroom space on the campus. Given utilization expectations, teaching laboratories at the Southeast Campus also exceeded the guideline, specifically in the math and science areas. The introduction of the Allied Health programs to the campus will increase the need for additional basic science laboratories at the target year. Open Laboratories at the Southeast Campus include computer and language laboratories as well as music PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 16

20 practice rooms, the Math Laboratory, and the Writing Laboratory. The Southeast Campus will require additional open laboratory space in the target year. As faculty and staff numbers increase to meet enrollment growth, the Southeast Campus will require substantially more Office & Office Service space than is currently available. As conversion of space has occurred and new space has been built the average office size has increased, although offices smaller than the recommended guideline still exist. Space should be provided for adjunct faculty and additional conference rooms. The Southeast Campus has approximately 0.2 ASF per full-time equivalent student of Other Academic Department Space. This is significantly less space than found on the other TCC campuses. By the target year, approximately 8,900 ASF of space will be needed in this category. This space will include additional student lounge areas, study spaces for collaborative learning, general meeting rooms, and expanded learning support areas (e.g. tutoring, math laboratories, writing centers, and other academic support related services) for students. ACADEMIC SUPPORT SPACE This Academic Support space classification includes the Learning Resource Center, Assembly & Exhibit, Facilities Maintenance, and Other Administrative Department Space. Application of the guidelines in the Academic Support Space category at the target year generated a deficit of 31,937 ASF. While the Learning Resource Center currently has a surplus of space, enrollment growth will necessitate the need for an additional 6,557 ASF of space by the target year. With regard to the Assembly & Exhibit category, the Southeast Campus is home to the Performing Arts Center for Education (PACE), so the consultant applied a guideline in recognition of the performing arts facilities required. The target year deficit in this category will account for evolving methods that will impact the space in the future. Facilities currently assigned to the space category Facilities Maintenance at the Southeast Campus are primarily storage rooms, mail rooms, and a paint shop. Overall, the campus will have a sizable deficit in this type of space at the target year. Additional space will be required for central computers and information technology (e.g. server areas, workrooms, and storage areas), general meeting rooms and lounge areas, and campus safety areas. AUXILIARY SPACE The target year guideline for Physical Education & Recreation shows that what the campus currently has is sufficient. The Student Union is relatively new on the Campus and is currently serving the needs of the College. However, a 43% increase in enrollment will require an additional 16,399 ASF by the target year. The Campus will also require additional Student Health Facilities by the target year if visits continue at the current rate ISSUES FOR CONSIDERATION A priority for the Southeast Campus should be implementation of the First-Stop in association with an iconic front door to the campus. Access to the campus exterior orientation and way-finding are components of this issue. Eliminating pedestrian/vehicular conflicts is important, and should be fostered by creating green areas for pedestrians near campus entry points rather than driveways, which should be located near the perimeter of the campus. As the campus is spread throughout various buildings, connections between the buildings are important. Currently, PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 17

21 access is primarily through interior corridors, but exterior connections are also possible. Exterior connections should be enhanced through use of landscape on the campus such as walkways, purposefully placed trees and shrubs, banners, sculpture, and flower beds that would encourage occupation of exterior space. The existing buildings have small footprints and new construction should be larger to allow future flexibility. Larger footprints would also allow consolidation of related programs within the same building. The Science and Mathematics programs, with the new addition, do this very successfully, and other disciplines would benefit from a similar consolidation. The Southeast Campus has made good use of the connections between buildings by locating casual seating and media in various niches. Additional enhancement to foster interaction might include more formal study areas furnished with tables and chairs and white boards or posting areas, plug and play flat screens that would allow students to hook a laptop into a larger screen for group collaboration, computer kiosks for checking , and various food venues such as coffee carts within larger lobby areas or transitional spaces. The PACE provides facilities in support of various academic programs as well as extensive campus and community-atlarge events. Additional space is required for a concert hall and related support areas. The concert hall will allow more flexible programming of existing venues and provide an environment to support the music program. Classrooms should have a similar level of furniture, finish, and technology to both ease maintenance and replacement and to ensure that one space is not perceived as better than other thereby discouraging ownership of a particular classroom. All classrooms should be centrally scheduled to foster the highest utilization of existing facilities possible. Adjacent secure storage areas (i.e. located in proximity to classrooms) or lockable storage cabinets within a classroom would allow faculty to leave bulkier materials (e.g. maps or reference books) within the classroom between course meeting times rather than move items back to their office space. Faculty offices at the Southeast Campus include faculty office suites and the affectionately named fish bowl offices, which are offices of typically less than 100 ASF located along a corridor. Faculty office suites encourage division identity, collaboration among faculty, interaction between full-time faculty and adjunct faculty, and efficient use of resources. New construction and renovation of existing space should be cognizant of the benefits of faculty suites and promote this office configuration. Adjunct faculty office space is of particular importance as office space is created. PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 18

22 4.4 WEST CAMPUS The Space Needs Analysis table notes that the West Campus requires approximately 5,000 ASF of additional space at the target year in comparison to existing facilities. The relative newness of the campus in combination with this illustration of a small deficit means that the campus was appropriately planned for future enrollment levels. However, the total deficit on the campus is approximately 19,000 ASF when each space category is added separately and surpluses are not factored into the equation. ACADEMIC SPACE Analysis of Classroom, Teaching Laboratories, Open Laboratories as well as Office and Other Academic Department Space categories generated a slight surplus of 1,255 ASF at the target year. The West Campus has a surplus of classroom space at the target year. The Classroom Utilization Analysis (Volume I) concluded that the West Campus is averaging less classroom utilization than the guideline utilization expectations established by the College. However, the campus has the newest facilities within the College and the classrooms were constructed for an enrollment level and instructional paradigm that allowed for capacity. The Teaching Laboratories at the West Campus are well used in accordance with the guideline utilization expectations. The campus is currently in the design stages for a new Science Building that will be located adjacent to the existing Science and Math Building. This space program has been included as existing space in the target year analysis. Open Laboratories at the West Campus include the Language Laboratory, the Faculty Innovation Room, the TLC (general access computer laboratory), and a teleconference room. The Campus has such as small surplus in this category that the category could be considered in balance. The guideline generated a deficit in the Office & Service space category which results from increased faculty and staff, and additional support. The consultant recommends office suites that provide efficiency and avoids duplication of resources. Adjunct faculty were included in the guideline analysis. Although many institutions have child care facilities and relevant guidelines exist in association with those PAULIEN & ASSOCIATES, INC. SECTION 4.0 SPACE NEEDS ANALYSIS OUTCOMES AND ISSUES FOR CONSIDERATION BY CAMPUS PAGE 19