Community Colleges. Meeting Today s Demands and Planning for Tomorrow

Community Colleges Meeting Today s Demands and Planning for Tomorrow October 6, 2005

Who We Are John Strybos District Director of Facilities, Operations, and Construction Management Alamo Community College District Doug Lowe President Facility Programming and Consulting

What We Think We are Going to Talk About Community Colleges vs. Four Year Institutions Changes that are coming How to lead and manage change ACCD A Case Study

What Would You Like to Talk About

Case Study Alamo Community College District Eighth largest Four existing colleges One de novo college 52,781 students 5,250 faculty and staff $200 million annual operating budget 100 buildings

Community Colleges vs. Four-year Institutions They are not the same.

Planning for Four-year Institutions Tends to be more predictable Usually based on extrapolations of past enrollment Students Time

Planning for Four-year Institutions Is based on serving full time students who have chosen a destination institution

Planning for Four-year Institutions Revolves around more homogenous space needs Typical exceptions: Vet medicine Engineering test beds Etc.

Planning for Four-year Institutions Provides for undergraduate and graduate programs

Planning for Four-year Institutions Benefits from a lot of available benchmark data

Planning for Four-year Institutions Is like steering an aircraft carrier Methodical Deliberate Change takes time

Planning for Community Colleges Is much more dynamic

Planning for Four-year Institutions Can operate under multiple forms of organization District College Campus

Planning for Community Colleges Serves a diverse mix of student types Full time Part time Non-credit Certification Bi-lingual and ESL Remedial Dual credit high school Transfer Take classes at multiple locations

Planning for Community Colleges Has both traditional and unusual space needs Truck driver training Fire and public safety training Industrial and commercial trades Etc.

Planning for Community Colleges Is a rapidly changing environment More like a group of PT boats than an aircraft carrier

Planning for Yesterday Moore s Law Gordon Moore, founder of Intel, observed in 1965 that the number of transistors per square inch on integrated circuits had doubled since the integrated circuit was invented This has been paraphrased to predict that technology will double approximately every 18 months, and the cost will be reduced by 50%

Time lag It can easily take four years to build a new building Build community support and hold a bond election Establish need Start design Begin construction Move in

Don t develop future plans based on the way things are today Plan your colleges for the kids who will be using them

Change is Coming

Closing the Gaps Enrollment at ACCD 60,000 50,000 40,000 30,000 20,000 10,000-1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 Historical Enrollment Projected Enrollment

Growth and Change Where might growth come from? Keeping more existing students? Capturing more market share? Attracting more nontraditional students? Population shifts What program changes might be coming? New offerings? Increased specialization? Additional sections? Eliminated programs? How do these affect the future?

Roadblocks to Change Newton s Third Law For every action there is an equal and opposite reaction

Roadblocks to Change The Role of Bureaucracies To resist change and provide continuity (this is a good thing)

Roadblocks to Change This is the way we have always done it

Change Promotes Wasted Space Most campuses are constantly re-organizing and/or changing how space is being allocated or used. Over time, a college campus tends to grow as a historical accident. Each change in activity and each remodeling brings opportunity for wasted space.

New Buildings Force Decisions New buildings and new campuses mean you will soon have to make decisions about how to reuse the space in the current buildings that will become vacant.

Change Can be Personal Upset the balance of power Disrupt individual turf Forcing people to share

The Big Idea 1. Where are we going? (Always start with a vision) 2. What is wrong with the way things are? (Inertia really exists) 3. What do we need to do?

Getting Started NOW! Understand where improvements are needed A little tweaking Fully dysfunctional

Getting Started NOW! Start from where you are today Don t waste time wishing Work with the cards you have been dealt

Getting Started NOW! Become a champion for change Apply constant subtle pressure

Getting Started NOW! Know your stuff Set yourself up for success be able to answer the tough questions Authoritatively Accurately

Collaboration is very important but not a free-for-all

A Better Way Think strategically Study the past Learn from the present Figure out where you need to be going Then plan accordingly

A Better Way Develop a programming model Don t try to be 100% perfect Use the 80% rule

Strategic Campus Planning 1. Understand Demographics 2. Determine Capture Rate 5. Calculate Density SF per FTE 6. Project Need by Type of Space 3. Project Enrollment 7. Track Classroom Utilization 4. Determine FTE to Enrollment Ratio 8. Develop a Strategy and Action Plan

State & Regional Population Growth (1960-2040) Texas (million) 40 Historical Projected 14.9 million 4 County (million) 30 3 20 11.2 million.5 million 2.7 million 10.3 million 1.2 million - 1960 1980 2000 2020 2040 - State of Texas Bexar County Surrounding 7 Counties Note: Different scales are used for the State of Texas and counties. The scale for counties is stretched ten times to the Y axis. Source: Census and Texas State Data Center

Residence of Students District Wide ACCD Student Residence 0 1 50 51 150 151 300 301 500 501 1000 1,001 2,500 Source: Fall 2003 ACCD Total Enrollment

County Population Growth (1990-2000) 1. Northwest Vista College 2. Palo Alto College 3. St. Philip s College 4. San Antonio College 5. Northeast Campus POPULATION -2,800 to 1,001-1,000 to -501-500 to -1 0 1 to 500 501 to 1,000 1,001 to 2,500 2,501 to 5,000 5,001 to 11,000 Source: Census 1999, 2000, and Texas State Data Center

Strategic Facilities Planning 1. Understand Demographics 2. Determine Capture Rate 5. Calculate Density SF per FTE 6. Project Need by Type of Space 3. Project Enrollment 7. Track Classroom Utilization 4. Determine FTE to Enrollment Ratio 8. Develop a Strategy and Action Plan

Capture Rate Comparison San Jacinto CD El Paso CC North Harris Montgomery CC Dallas CCCD Austin CC Tarrant CC Houston CCS Alamo CCD 0% 1% 2% 3% 4% 5% San Antonio College (1.3%) St. Philips College (0.5%) Palo Alto College (0.4%) Northwest Vista College (0.4%) Note: The targeted participation rate in the Closing the Gaps published by the Texas Higher Education Coordinating Board is 5.7% by 2015. This is a percentage of aggregate total of students in public higher educational institutions over total population. Each individual institution s percentage is defined separately.

Annual Enrollment Projections 120,000 100,000 80,000 60,000 Historical Projected Northeast Campus opens 6.0 % 10.6 % 105,640 79,936 75,762 66,057 40,000 4.2 % 5.2 % 3.5 % 1.0 % 51,893 20,000 0 1990 1995 2000 2005 2010 2015 1. THECB Projection Scenario 2. Capture Rate 3.2% Scenario 3. College Vision Scenario 4. District Projection Scenario 5. Straight Line Scenario Source: Texas Higher Education Coordinating Board, College President s Interviews, Texas State Data Center, and Dr. Steve Murdock, the State Demographer

Define FTE Semester credit hours Academic vs. technical How are non-credit hours incorporated?

FTE to Headcount Ratio ACCD Total 60.6% Northwest Vista College St. Philip's College 58.7% 61.3% Palo Alto College 60.0% San Antonio College 61.2% 0% 10% 20% 30% 40% 50% 60% 70% FTE Enrollment Ratio based on 15 semester credit hours Source: Texas Higher Education Coordinating Board

Academic & Technical Student FTE Ratio Northwest Vista College 96% 4% St. Philip s College 68% 32% Palo Alto College 91% 9% San Antonio College 83% 17% Academic FTE Technical FTE 2,000 4,000 6,000 8,000 10,000 12,000 14,000 Note: Student FTE is based on 15 semester credit hours. Source: Texas Higher Education Coordinating Board

Texas and National Peer Community College Southwest Campus St. Philip's College Palo Alto College San Antonio College Northwest Vista College ACCD Total San Jacinto CD New York City CCC North Harris Montgomery CC El Paso CCD City College of Chicago Community College of Philadelphia Tarrant CC Houston CCS Maricopa CCD Dallas County CCD Miami-Dade CC Austin CC THECB Five-Factor Model 39 50 75 68 83 102 107 104 95 94 92 85 127 122 114 111 110 356 Target: 92 Gross SF per FTE Gross SF per Student FTE (Student FTE based on 15 semester credit hours) 176-50 100 150 200 Gross SF per Student FTE Source: Texas Higher Education Coordinating Board, 3D/I Facility Condition Assessment

Recap of Assumptions Capture Rate Will vary by college based on a combination of historical and projected performance FTE to Enrollment Ratio Based on historical ratio of FTE to enrollment for each college Density Actual density at each college will vary slightly due to multiple variables including: Demographic make-up Student-faculty ratio Academic offering Overall the target density at ACCD is 92 GSF per FTE

Future Space Demand District Wide Gross SF 5,000,000 Northeast Campus opens 4.6 million GSF 4,000,000 3,000,000 Demand for Space Addition of 2005 Bond Projects (including deferred projects) 4.3 million GSF 2.5 million GSF 2,000,000 Existing Space 1,000,000-2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Space Projection by Type of Space (District Wide) 2015 2004 Teaching Space Library Space Office Space Support Space Non-E&G Space 2004 947,000 ASF 2015 1,641,000 ASF 132,000 ASF 200,000 ASF 362,000 ASF 626,000 ASF 143,000 ASF 216,000 ASF 59,000 ASF 339,000 ASF Note: Colored squares represent 2004 space. Dotted squares represent 2015 space. Total 2004 2,479,000 GSF 2015 4,601,000 GSF

Total GSF Space Projection by Type of Space (District Wide) 1,200,000 1,000,000 800,000 600,000 400,000 200,000 - SAC SPC SWC PAC NVC NEC AHC CTTC District 2004 Actual Space 2015 Projected Space Note: Projected space for the Allied Health Campus may be distributed to existing campuses instead of a stand-alone campus.

Strategic Facilities Planning 1. Understand Demographics 2. Determine Capture Rate 3. Project Enrollment 4. Determine FTE to Enrollment Ratio 5. Calculate Density SF per FTE 6. Project Need by Type of Space 7. Track Classroom Utilization 8. Develop a Strategy and Action Plan

Classroom Utilization District Wide 100% 80% 60% THECB Classroom Utilization Standard (38 hours per week with daily 10 hours of use) THECB Classroom Utilization Standard (38 hours per week with daily 14 hours of use) 40% 20% 0% Weekend Weekday 6am 8am 10am 12pm 2pm 4pm 6pm 8pm 10pm 12am Source: Fall 2004 Class Schedule. Note: The utilization does not include TBA class schedule and unknown/unidentified rooms.

Classroom Utilization San Antonio College St. Philips College South West Campus Palo Alto College Northwest Vista College Note: The utilization does not include TBA class schedule and unknown/unidentified rooms. Source: Fall 2004 Class Schedule

Building Condition

Space Utilization

Building Blocks for Change New Bldgs Academic Bldg Library & Resource Bldg One-Stop Student Services & Commons Performing Arts Center Central Plant Child Care Recreational Facility 3 story 3 story 3 story 2 story 1 story 1 story 2 story 4 story Surface Parking Surface Parking Future Addition for Natatorium, Gymnasium and additional Recreational Spaces Convert Existing Space to Recreation Center and Kinesiology Convert Existing Space to Administration, Support Space, and Teaching Space Surface Parking or 4 story Parking Garage Note: Building footprints are conceptual. Organization and levels of actual buildings will vary depending on physical design.

Benefits of Planning for ACCD Consolidated the vision Turned chaos into order Put all of the issues into one basket

Leadership is Key Change is coming to community colleges There will be resistance You can make a difference

Making a Difference Be prepared for change Understand the data Study your choices Make clear recommendations Have an action plan (a to do list) Manage the change when it comes