pikes peak community college - Colorado Community College System

Transcription

pikes peak community college - Colorado Community College System
Pikes Peak Community College
Ap r i l 2 0 1 2
TABLE OF CONTENTS
1 Introduction
1.1 Introduction and Planning Process. . . . . . . . . . . . . . . . . . . . . . 1
1.2 Summary of Stakeholder Consultation Process . . . . . . . . . . . . 2
2 INSTITUTIONAL OVERVIEW
2.1 Campus History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.2 Campus Sites / Service Areas . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.3 Academic and Strategic Plan Assessment. . . . . . . . . . . . . . . 3
2.4 Location and Area Context Maps for Each Campus. . . . . . . 5
2.5 Institutional Role. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3 EXISTING COND ITIONS ANALYSIS
3.1 Physical and Spatial Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . .7
3.2 Utilization Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 PROGRAM STR ATEGY
4.1 Program Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
5 FACILITIES MASTER PLAN
5.1 Real Estate Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
5.2 Facility Staging Plan Narrative. . . . . . . . . . . . . . . . . . . . . . . . . 25
Centennial Campus, Aspen . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Centennial Campus, Breckenridge. . . . . . . . . . . . . . . . . . . . . 32
Downtown Studio Campus. . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Rampart Range Campus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
6 IMPLEMENT ATION STRATEGY
6.1 Conceptual Cost Estimates and
Capital Investment Strategy. . . . . . . . . . . . . . . . . . . . . . . . . . .46
1 INTRODUCTION
1.1 Introduction and Planning Process
The Pikes Peak Community College Facilities Master Plan
establishes a future vision that builds upon previous planning
efforts, is rooted in the academic mission of the institution,
integrates innovative approaches to enhancing the student
experience, and serves as a guide for future development. All
four of Pikes Peak Community College’s (PPCC) campuses were
analyzed in the planning process and the master plan proposes
specific strategies for each campus. Collectively these strategies
provide a framework for the future development of PPCC.
1.2 Summary of Stakeholder Consultation
Process
The Concept Alternatives phase of work developed alternative
scenarios for the future growth of the campuses. The
alternatives explored two fundamental models for growth
based on different strategies for the provision of education. In
conjunction with the development of these alternatives, the
planning team conducted a series of campus forums, as well as
an online survey. The feedback from these engagement exercises
was incorporated into the selection of the preferred direction.
In the Final Phase, the campus plans were developed based on
the direction established in Phase 2. A phased Implementation
Strategy was proposed to help guide the development of the
campuses. This strategy recommends a series of high-level
tactics as well as more detailed interventions.
The campus master plan was developed over a six-month period,
beginning in August of 2011. The planning process consisted of
the following three phases:
Phase 1 – Analysis and Goal Setting
Phase 2 – Concept Alternatives
Phase 3 – Implementation Strategy and Facilities Master Plan Documentation
Phase 1 involved a review of relevant background material
including the College’s Academic Master Plan (2008-2013)
and recent Strategic Plans, an analysis of existing campus
conditions; and an extensive series of meetings with College
stakeholders to identify key issues, concerns, and ideas for the
master plan. The findings of the campus analysis and key themes
from the interviews helped to define a clear direction for the
master plan, as well as a baseline for the space needs analysis.
Together these established the foundation for the development
of alternative program concepts during Phase 2 of the planning
process.
April 2012
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2 INSTITUTIONAL OVERVIEW
2.1Campus History
EI Paso Community College was established in 1968 by
Colorado statute to provide vocational and liberal arts programs.
The mission of the college was three-fold: 1) to assist students
in obtaining job skills necessary to entering the workforce; 2)
to provide academic courses and degree programs for students
wishing to continue their education at a four-year university
and, 3) to offer special interest classes for personal growth for
the citizens of Colorado Springs. A decade later, classrooms
rented in buildings in Old Colorado City were insufficient
for serving increasing enrollments, and the college built its
first full-service campus, renamed Pikes Peak Community
College. The Pikes Peak region has experienced continuing
population growth since the late ‘60s and, to provide for the
educational needs of this increasing population, PPCC has
grown and expanded its services. From a small start of around
800 students, PPCC today enjoys a student body of more than
20,000 students, and serves EI Paso, Teller and Elbert counties
on four campuses and two military bases. In addition, PPCC
currently offers dual-enrollment opportunities to students
of nearby high schools, charter and home schools through
articulation agreements and programs at both secondary and
PPCC campuses.
2.2 Campus Sites/Service Areas
Centennial Campus
The Centennial Campus is a full-service campus offering
academic, career and technical programs leading to transfer
degrees and vocational certificates. It provides a library, theatre,
videoconference center, writing center, math and computer
labs, meeting and conference rooms, and distance learning
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facilities. Culinary Arts is one of many programs centered on
the Centennial Campus. Other services include admissions
and enrollment, advising, financial aid, records and testing.
The Campus Center houses the campus life office, student
government rooms, and the Grove, an informal student union.
Additional student services include a bookstore, office of
veteran’s affairs, ASIS for disabled student assistance, career
services, and a child development center (CDC). A gymnasium,
fitness center, tennis courts, soccer field and running track
complete sports and recreation facilities. Centennial Campus
borders the perimeter of Ft. Carson Army Post and, as such,
offers a close-at-hand and convenient off-post educational
facility for soldiers and their families.
Downtown Studio Campus
The Downtown Studio Campus is set in the heart of downtown
Colorado Springs and it offers courses leading to Associate of
Arts, Associate of Science, Associate of General Studies, and
some Associate of Applied Science degrees, as well as many
of the student services found on the Centennial Campus.
In addition, it has art and dance studios, an art gallery and
performance area. The Gallery is open to the public and features
multicultural and multimedia displays, created primarily by
artists in the Pikes Peak Region. It offers the opportunity for
community receptions and exhibits open to the public at a
nominal admission charge. Other events held at the Downtown
Studio include dance recitals, musical performances, and
Open Mic Night, an evening of community and student poetry
readings.
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Rampart Range Campus
Like the Centennial and Downtown Studio campus, Rampart
Range is a full-service campus offering multiple academic
programs and student support services. Rampart Range offers
the latest in advanced learning technology and is the home of
nursing programs, which have recently added a state-of-the-art
medical simulation lab to their training facilities. In addition,
the college’s second Child Development Center is a stand-alone
complex, adjacent to the college center, on the Rampart Range
campus. It offers educational daycare services for children age
six weeks to five years. Enrollment is available for children of
students, staff and faculty of the college.
Falcon Campus
At the beginning of the 2008-09 college year, in response to
anticipated growth in the Northeastern corridor of Colorado
Springs, PPCC contracted to lease space at the former Falcon
Middle School. After extensive renovation, classes began in
the fall of 2008. On-campus bookstore services are available at
the beginning of semesters. The campus offers full enrollment
services, writing and math labs, a computer center, and student
lounge, with expanded resources anticipated with continued
growth.
Military Sites
Pikes Peak Community College offers courses leading to
Associate of Arts, Associate of Science, and Associate of General
Studies degrees at Fort Carson Army Post and Peterson Air
Force Base. The college offers a separate schedule for courses
offered at the military sites, as these courses are held at
varying dates and times with modified semesters to facilitate
the military serviceperson’s schedule. Dependent and civilian
students are welcome to attend classes at Fort Carson, with
military personnel having priority enrollment. Fort Carson
Army Post and Peterson Air Force Base both offer complete
enrollment services for courses on both military sites and on the
PPCC main Campuses.
2.3 Academic and Strategic Plan Assessment
As part of the master planning process, the project team
reviewed existing documentation provided by the College.
The purpose of this review was to ensure that the proposed
facilities master plan was aligned with the College’s academic
and strategic planning. In addition, the planning team took
into consideration the 2011 goals presented by President Lance
Bolton in the Fall PDW Address:
■■
Retention Rates
■■
Graduation Rates
■■
Developmental Course Outcomes
■■
Assessment of Student Learning
■■
Total Enrollment Numbers
■■
Complete College Planning Documents
Strategic Plan (2012-2017)
The Strategic Plan articulates PPCC’s core values and goals that
are intended to guide all College efforts, allocation of resources,
work with administrative and support units, communication
strategies, fundraising, and government relations.
The College’s Vision is described as follows:
“Students Succeed at Pikes Peak Community College”
April 2012
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Mission
Goals and Objectives
Our mission is to provide high quality, educational
opportunities accessible to all, with a focus on student success
and community needs, including:
■■
Expand and strengthen opportunities for students to learn
and succeed.
■■
Exercise regional leadership through transformative
partnerships and educational opportunities.
■■
Improve institutional effectiveness by integrating data to
drive budgeting and decision making.
■■
Enhance and ensure effective, consistent communication to
and from all PPCC stakeholders.
■■
Develop and implement a plan to retain and recruit a highly
engaged and diverse workforce.
■■
Develop, cultivate and sustain a supportive culture based on
mutual respect and civility.
■■
■■
■■
occupational programs for youth and adults in career and technical fields,
two-year transfer educational programs to qualify students for admission to the junior year at other colleges and universities, and
a broad range of personal, career, and technical education for adults.
Values
We value a community built on learning, mutual respect, and
diversity. We demonstrate these values in the following ways:
Academic Master Plan (2008-2013)
■■
The Academic Master Plan examines the Educational Services
Division progress in meeting the following goals:
■■
■■
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Teaching and Learning: Our primary commitment is to student learning, success, and achievement, while promoting open and universal access to an affordable
education and affirming the importance of our facilities and
learning environments.
Mutual Respect and Accountability: Because people are
our greatest resource, we foster a culture rooted in civility,
mutual trust, and support, and hold ourselves accountable
for our decisions and actions.
Community and Diversity: We engage and support our
community while embracing diversity, as it enriches lives
and educational experiences.
■■
how proficiently is PPCC meeting the needs of its students;
■■
how responsive is PPCC to community and workforce
requirements;
■■
how wisely does PPCC invest its budget and utilize its
facilities;
■■
how advantageously does PPCC determine faculty and
program needs; and,
■■
how skillfully does PPCC aligns its academic services with
its Strategic Plan, our stated mission and vision.
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
The facilities master plan builds upon the feedback collected in
the Academic Planning process. The academic master planning
process informed our understanding of space needs, anticipated
academic program growth or retraction, and overall academic
direction. This stakeholder input was incorporated into the
identification of opportunities and constraints for the College to
address.
2.4
Location and Area Context Maps
for each Campus
Pikes Peak Community College currently operates four
campuses throughout the Colorado Springs metropolitan
area and eastern El Paso County. The Centennial campus,
in southwest Colorado Springs and adjacent to the Fort
Carson Army base, serves as the de facto flagship campus for
the College - with the highest regular enrollment and most
physical space in the system. The Downtown Studio campus,
located in downtown Colorado Springs, is considered by many
the arts campus for the College with a high concentration
of performance and visual arts courses. The Rampart Range
campus, located in northern Colorado Springs, has a highconcentration of Allied Health coursework. And the Falcon
campus, located within Falcon School District 49 facilities in
Falcon, Colorado, serves the under-served rural El Paso County
communities to the north and east of Colorado Springs.
FIGURE 2.3.1 PPCC CAMPUS LOCATIONS
April 2012
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2.5 INSTITUTIONAL Role
The role of Pikes Peak Community College is to provide high
quality, educational opportunities accessible to all, with a focus
on student success and community needs, including;
■■
Occupational programs for youth and adults in career and
technical fields;
■■
Two-year transfer educational programs to qualify students
for admission to the junior year at other colleges and universities; and
■■
A broad range of personal, career, and technical education
for adults.
At the outset of the planning process, the planning Team – with
assistance from the College – performed a detailed analysis of
existing campus conditions. This analysis, including physical
and spatial qualities of the campuses, current utilization levels
of existing facilities, and an investigation of current space needs
and deficits, serves as a baseline for master planning growth and
development assumptions and strategies.
In order to fulfill this mission, the College offers:
■■
Lower division college courses for transfer to four-year
schools;
■■
Career and technical training for employment;
■■
Courses to upgrade work skills;
■■
Developmental classes to build basic skills; Counseling to
explore educational, career, and personal goals;
■■
Extracurricular and cultural activities in addition to leadership development programs; and
■■
Resources to support community growth and development.
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3 EXISTING CONDITIONS ANALYSIS
3.1 PHYSICAL AND SPATIAL ANALYSIS
Centennial Campus
Land Use and Buildings
The organization of the Centennial campus has grown primarily
along an east-west development spine, with the Aspen and
Breckenridge buildings shaping the primary protected outdoor
spaces on campus. Uses at the center of campus - including the
central core of the Aspen building and the Breckenridge building
- are generally classroom or laboratory, although Facilities and
Operations currently occupies a significant portion of the core
of the Breckinridge building. Non-academic uses (child care
and recreation) are located at the west side of the campus, with
student support uses generally located to the east. The campus
also has some ancillary facilities on the south-central portion
of campus property, including the former coal plant, generally
serving as physical plant storage currently.
FIGURE 3.1.1 CENTENNIAL CAMPUS - EXISTING ENVIRONMENTAL CONDITIONS
The linear open space between the Aspen and Breckinridge
buildings serves as the primary outdoor activity areas on
campus, with areas for outdoor dining and casual seating
within the space. The entry landscape to the north of the
Aspen building functions primarily as a circulation corridor,
with little to no opportunity for outdoor seating or gathering.
An outdoor picnic area exists to the south of the Breckenridge
building, although this space is relatively unimproved and lacks
shade and protection from the natural elements. Excellent
solar exposure is available on the southern side of the campus,
with uninterrupted views to the mountains available from the
northwest to the southwest.
April 2012
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Vehicular and Pedestrian Circulation
Vehicular access to the campus occurs exclusively from South
Academy Boulevard, which feeds a one-way loop road that
contains all campus academic and student service buildings
and the majority of parking. The primary visitor arrival point on
campus is on the north side of the Aspen building, with a limited
supply of time-limited visitor parking, while the majority of
students, faculty and staff park and access campus buildings
from the south. Campus buildings are primarily serviced via a
service drive that runs directly to the south of the Breckinridge
building.
Pedestrian access to campus building entries from the south
requires a climb up a steep grade separating the parking areas
from the buildings. Pedestrians are encouraged to enter the
building complex from the south via a corridor within the
Breckinridge building which connects to the Aspen building.
While each of the campus buildings are connected, pedestrian
circulation within and between buildings is often indirect and
confusing.
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FIGURE 3.1.2 CENTENNIAL CAMPUS - EXISTING CIRCULATION
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Downtown Studio Campus
Land Use and Buildings
The Downtown Studio campus is located in a land-locked area
within Downtown Colorado Springs, surrounded in large part
by active uses including the public library, Antlers Hotel, and
Antlers Park to the east and south. The campus is comprised
of two buildings (each of which has been renovated from prior
non-College uses) connected through an enclosed corridor.
Minimal amounts of parking are located on the northwest
and southeast portions of the campus – these, however, are
not adequate to meet campus demands. The main entrance to
campus buildings is at the south, with good solar orientation
and access to Antlers Park across the street. Building access
also occurs within the enclosed corridor connecting the two
buildings and at the northwest corner of the site.
FIGURE 3.1.3 DOWNTOWN STUDIO CAMPUS - EXISTING ENVIRONMENTAL CONDITIONS
There is currently a relatively large open space at the southwest
portion of the campus; however, this space is underutilized
due to the change in grade between the shaded lawn area and
the sidewalk, with no access to the space except at its extreme
north. The proximity of Antlers Park to the south provides
additional opportunities for outdoor activity by students,
faculty and staff.
April 2012
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Vehicular and Pedestrian Circulation
Vehicular access to the campus occurs primarily from Bijou
Street and Cascade Avenue via Sierra Madre Street, Kiowa
Street, and Pikes Peak Avenue. While there is a small amount of
parking available on campus, most campus users who drive park
in non-campus owned paid lots adjacent to the campus, on city
streets, or in privately-owned downtown parking structures
with which the College has parking agreements.
Pedestrian access to the site occurs generally along the
downtown sidewalk grid. Access to the Monument Valley Park
regional trail system is also available directly to the northwest of
the campus.
FIGURE 3.1.4 DOWNTOWN STUDIO CAMPUS - EXISTING CIRCULATION
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PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Rampart Range Campus
Land Use and Buildings
The Rampart Range campus consists of two College buildings:
one serving academic and student service functions at the
center of the campus, and the other a child development center
to the west. The campus also provides a home to The Classical
Academy through a long term lease of a school facility and
recreation field at the northwest portion of the property. A high
pressure gas line (and associated dedicated easement) cuts a
diagonal through the campus to the north of the existing College
academic building, and a storm drainage detention facility
occupies much of the southwest portion of the College property.
FIGURE 3.1.5 RAMPART RANGE CAMPUS - EXISTING ENVIRONMENTAL CONDITIONS
There is currently a substantial amount of maintained open
space on the Rampart Range campus; however, the vast majority
of this space is located to the south of the College academic
building, removed from internal building functions, bound by
campus parking lots, and with little to no access to seating or
gathering areas. Outdoor seating areas located adjacent to the
building on the south provide opportunities for outdoor use,
although the configuration of the building and lack of shade
and protection from natural elements limit the effectiveness
of their use.
April 2012
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Vehicular and Pedestrian Circulation
Vehicular access to the Rampart Range campus occurs primarily
from the signature gateway entrance on New Life Drive,
connecting to Interquest Parkway on the east and south and Jet
Stream Drive on the west. The signature gateway entrance road
connects campus parking lots to the south and west of campus
to the surrounding street network and to shared parking
facilities with New Life Church to the west. Building service
occurs on the northwest side of the academic building, between
College uses and The Classical Academy.
Pedestrian connections within campus are primarily intended
to direct users from parking lots to the main academic building
entrance at the center of the site. Deficiencies exist within this
circulation system, with few clear pedestrian corridors and
lack of protection from natural elements. In particular, there
is currently no dedicated pedestrian connection from outlying
parking lots on the west to the academic building.
FIGURE 3.1.6 RAMPART RANGE CAMPUS - EXISTING CIRCULATION
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PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Falcon Campus
Land Use and Buildings
The Falcon campus consists of facilities leased from Falcon
School District 49, include a District 49 classroom building
shared with the Patriot Learning Center (serving grades 6 –
12), a temporary academic building, and ancillary educational
and storage outbuildings. With the exception of District 49
playfields and a small area of outdoor seating to the south of
the main classroom building, the campus grounds are generally
unimproved.
Vehicular and Pedestrian Circulation
FIGURE 3.1.7 FALCON CAMPUS - EXISTING ENVIRONMENTAL
CONDITIONS
Vehicular access to the Falcon campus occurs exclusively from
Highway 24. A small, visible parking lot and visitor drop-off
are located to the north of the classroom building serve campus
users, while a one way loop road connects additional campus
lands to and ancillary facilities on the south side of the campus.
FIGURE 3.1.8 FALCON CAMPUS - EXISTING CIRCULATION
April 2012
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3.2Utilization Analysis
Purpose
The utilization analysis offers an assessment of current space
utilization tested against utilization targets established by
the Council of Education Facility Planners, International
(CEFPI). The classroom target utilization rate is 65% and the
laboratory target utilization rate is 45%. These rates take into
consideration class change time, setup and takedown time
along with use outside of formal instruction. Room utilization is
calculated as the number of hours the room is used, compared to
the number of hours the room is available. The analysis provides
an understanding of current space use across the four campuses
and ultimately illustrates opportunities for improved efficiency.
TABLE 3.2.1 PPCC CAMPUS UTILIZATION SUMMARY
Monday
Tuesday
Wednesday
Thursday
Friday
Summary
Centennial
62%
61%
61%
58%
22%
53%
Rampart Range
66%
65%
65%
66%
22%
57%
Downtown Studio
44%
47%
42%
43%
22%
40%
Falcon
31%
40%
35%
38%
0%
29%
Summary
59%
59%
58%
57%
21%
Monday
Tuesday
Wednesday
Thursday
Friday
Summary
Centennial
50%
48%
50%
49%
24%
44%
Rampart Range
48%
45%
53%
52%
12%
42%
Downtown Studio
58%
60%
59%
60%
42%
55%
Falcon
35%
26%
22%
26%
6%
23%
Summary
50%
48%
50%
50%
23%
Classrooms
Labs
Summary
Across PPCC’s four campuses, classroom and laboratory
utilization rates vary. On average, classrooms are slightly below
the target utilization rate of 65%. However, upon further
examination, utilization is not evenly distributed throughout
the school day. Many classrooms are used heavily at peak times
before and after lunch but do not see much use in the late
afternoon.
With the exception of the Falcon campus, laboratories are
being heavily used across all campuses. An examination of
average utilization rates show that current use exceeds the
recommended target rate of 45% from Monday to Thursday.
Both classrooms and laboratories are underutilized on Fridays.
Additional information on utilization rates including the hourly
analysis of use can be found in the Appendix.
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CENTENNIAL
Summary – Classroom Utilization
Centennial
FIGURE 3.2.1 CENTENNIAL CLASSROOM UTILIZATION SUMMARY
Target – 65%
Average – 53%
At the Centennial campus, the average weekly classroom
utilization rate (53%) is slightly below the targeted rate of
65%. At the peak period from 10 – 11:30am, the utilization rate
is 100% implying that all available classrooms are in use. While
this utilization declines slightly during lunch, it remains close
to 90% in the early afternoon. Classroom use declines in the
late afternoon before evening classes start. In the evening the
utilization peak is low when compared to the midday peak.
Average daily laboratory utilization at the Centennial campus
(44%) is close to the targeted rate. Excluding Fridays,
the average rate would be 49.25%. Like the classrooms at
Centennial, the laboratories are heavily used during peak hours
which decline in the late afternoon. Friday afternoons are not
heavily scheduled and the utilization rate averages close to 10%
after 1 pm.
CENTENNIAL
Summary – Laboratory Utilization
FIGURE 3.2.2 CENTENNIAL LABORATORY UTILIZATION SUMMARY
Target – 45%
Average – 44%
April 2012
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DOWNTOWN STUDIO
Downtown Studio
Summary – Classroom Utilization
FIGURE 3.2.3 DOWNTOWN STUDIO CLASSROOM UTILIZATION SUMMARY
Classroom utilization at the Downtown Studio campus (40%)
is lower than the utilization rates at Centennial and Rampart
Range. The classroom utilization rate is highest in the early
evening from 6-8:00pm. While classrooms record lower use
rates on Fridays, this difference is less pronounced than at other
campuses.
Laboratory utilization rates at the Downtown Studio campus
are the highest of the four campuses. The average utilization rate
is 55%, well above the recommended target of 45%. Use rates
remain high throughout the day with peaks midday and in the
early evening. At 42% the average utilization rate on Friday is
higher than the cross campus average of 23%. This implies that
lab spaces are experiencing substantial use throughout the week
and there are fewer opportunities at the Downtown Studio
campus to realign the schedule more efficiently.
Target – 65%
Average – 40%
DOWNTOWN STUDIO
Summary – Laboratory Utilization
FIGURE 3.2.4 DOWNTOWN STUDIO LABORATORY UTILIZATION SUMMARY
Average – 55%
Target – 45%
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PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
RAMPART RANGE
Summary – Classroom Utilization
FIGURE 3.2.5 RAMPART RANGE CLASSROOM UTILIZATION SUMMARY
Rampart Range
Target – 65%
Average – 57%
At the Rampart Range campus, the average classroom
utilization (57%), while slightly below the targeted rate of
65%, is the highest across the four campuses. From Monday
to Thursday, the utilization rate remains between 80 and 90%
for much of the day and the early evening. Excluding Fridays,
average daily classroom utilization meets or exceeds the
recommended target.
The average laboratory utilization rate at Rampart Range (42%)
is close to the targeted rate. Excluding Fridays, the average rate
would be 49.5%. Laboratory use is highest in the late morning
and early afternoon with a smaller evening peak at 6pm.
Rampart has a substantially lower laboratory utilization rate
on Friday (12%) than Centennial (24%) and Downtown Studio
(42%).
RAMPART RANGE
Summary – Laboratory Utilization
FIGURE 3.2.6 RAMPART RANGE LABORATORY UTILIZATION SUMMARY
Target – 45%
Average – 42%
April 2012
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FALCON
Summary – Classroom Utilization
FIGURE 3.2.7 FALCON CLASSROOM UTILIZATION SUMMARY
Falcon
The average classroom utilization (29%) at the Falcon campus is
the lowest across all four campuses and well below the targeted
rate. Classrooms see little to no use on Fridays.
Target – 65%
The average laboratory utilization rate (23%) at Falcon is
substantially lower than the rate at the other campuses. Like the
classroom spaces, lab spaces at Falcon see little use on Fridays.
Average – 29%
3.3 Space Needs Analysis
Methodology
A space needs analysis was prepared as part of the master plan
process to establish current and future space needs for a variety
of space types, to determine space surpluses and shortages, and
to identify priorities for the reuse of vacated space. The space
types assessed within the analysis include classrooms, teaching
laboratories, office space, library and related study spaces, study
space (outside of the library), athletics and recreation, student
life, and support. Space needs were determined for the College’s
current enrollment level, 6,945 FTEs and a projected future
enrollment of 9,948 FTEs. These space needs were subsequently
translated into individual building programs that were used to
explore a range of potential future development scenarios.
FALCON
Summary – Laboratory Utilization
FIGURE 3.2.8 FALCON LABORATORY UTILIZATION SUMMARY
Target – 45%
Average – 23%
The space needs analysis applies national and internationally
accepted space planning guidelines to quantify overall space
needs. The guideline findings were supplemented with
stakeholder interviews and campus tours that captured the
qualitative aspects of space. The guidelines employed in the
study were developed by professional organizations and higher
education planning organizations, and include the Council
of Education Facilities Planners International (CEFPI), and
Thomas Ricca and Associates.
18
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
TABLE 3.3.1 PREDICTED FUTURE STUDENT ENROLLMENT COUNTS
Enrollment Assumptions
Centennial
Rampart
Downtown
Falcon
Total
1,041
652
249
54
1,996
HENPS
602
478
124
83
1,287
CHTS
959
426
512
26
1,923
BSBS
1,023
485
194
37
1,739
3,626
2,041
1,078
200
6,945
Centennial
Rampart
Downtown
Falcon
Summary
1,431
1,033
350
85
2,899
45%
28%
775
832
160
146
1,913
49%
58%
CHTS
1,405
555
646
41
2,647
38%
40%
BSBS
1,485
688
262
54
2,489
43%
36%
5,096
3,109
1,418
326
9,948
43%
42%
41%
52%
31%
63%
38%
39%
38%
44%
Current FTE
ML
Total
Future FTE
ML
HENPS
Total
Students
The student enrollment figures provided by the PPCC
Department of Institutional Research provide the foundation for
the space needs analysis. The enrollment of 6,645 FTE students
is based on the Fall 2010 end-of-term enrollment figures. This
number concerns only students who studied at the four PPCC
campuses and does not include online courses, course offered
off-site, or courses for high school students enrolled in the Area
Vocational Program.
Future enrollments targets were provided by the PPCC
Department of Institutional Research and result in an overall
increase of 3,003 FTEs by 2020.
Faculty/Staff
TABLE 3.3.2 PREDICTED FUTURE FACULTY/STAFF COUNTS
Current FTE
Faculty
Staff
Total
Future FTE
Centennial
Rampart
Downtown
Falcon
Total
186.8
85
48.4
6.1
326.3
320
47
10
3
380
506.8
132
58.4
9.1
706.3
Centennial
Rampart
Downtown
Falcon
Summary
224.7
108.3
55.8
8.1
396.9
22%
41%
Staff
385
59
11
4
459
21%
36%
Total
609.7
167.3
66.8
12.1
855.9
Faculty
Faculty and Staff numbers were provided by the PPCC
Department of Institutional Research. Based on numbers from
Fiscal Year 2012, there are 186.8 FTE faculty members and 320
FTE staff members. These numbers encompass faculty and staff
from all four campuses. Included in the faculty counts are both
adjunct and permanent faculty members. Staff counts include
staff that are classified according to the following employee
types: Executive/Administrative, Professional Technical,
Clerical/Secretarial, Service/Maintenance.
Future faculty and staff FTEs were generated at a rate 50% of
that used to calculate future student enrollment. This rate was
developed through consultation with the institution.
April 2012
19
Existing Space Inventory
The space needs analysis is based on “assignable square footage”,
or ASF. This term refers to space in a building that can be
assigned to a particular user. Typically, square footage that
is not “assignable” includes corridors, stairwells, elevators,
mechanical space, bathrooms, wall thickness, and such spaces
as janitors’ closets. In academic buildings, assignable square
feet typically accounts for 55 to 70 percent of the building’s
total square footage. When new buildings are planned by
institutions, their sizes are generally described in terms of gross
square feet, and are assigned a “net-to-gross” or efficiency ratio.
TABLE 3.3.3 EXISTING SPACE INVENTORY
CURRENT SPACE
Classrooms
Labs
Offices
Study Space
Sports and Recreation
Student Life
Support
TOTAL (ASF)
For the purpose of this analysis the four Pikes Peak campuses
are examined individually.
Current and Future Space Needs
Pikes Peak Community College has significant current and
future space deficits. To support the current student population
of 6,945FTEs, the College needs to provide an additional 40,000
ASF of laboratory space throughout the four campuses. While
the majority of this deficit occurs at the Centennial Campus,
additional space is also needed at the Rampart Range Campus
to support the growing Allied Health programs.
A more detailed assessment of classroom space reveals that
while there is a sufficient amount of classroom space, it is not
necessarily of the most appropriate size. The study reveals a
mismatch between the supply of classrooms with between 0
to 25 seats and demand for courses with sections of 0 to 25
students at the Centennial, Rampart Range, and Downtown
Studio campuses. There is an apparent surplus of classrooms
with between 25 and 50 seats, when classroom demand is
20
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Centennial
41,060
71,053
48,763
22,497
5,822
21,615
12,370
223,180
Downtown
9,349
11,769
7,771
2,152
3,170
34,211
Falcon
4,274
4,627
2,461
1,514
510
13,386
Rampart Range All Campuses
22,469
77,152
16,058
103,507
20,072
79,067
12,283
38,446
5,822
12,017
37,312
4,355
16,725
87,254
358,031
greatest for rooms of 0 to 25 seats. The larger classrooms could
be considered for an alternate use or, depending on architectural
feasibility, be considered for subdivision into two smaller
classrooms that match the demand for smaller courses. It is
recommended that these changes occur incrementally over time
and align with instructional demand, rather than a wholesale
conversion of larger classrooms.
Looking beyond instructional space, there exists a significant
need for study and student life space. The analysis revealed a
current need for 39,000 ASF of additional study space for all
campuses. This need is distributed between study space inside
the library and dedicated study space outside the library. There
exists a need for an additional 19,000 ASF of student life space.
Much of this need is driven by shortages in assembly/exhibit,
dining, and lounge space at the Downtown Studio Campus.
To support a future student population of 9,948FTEs by 2020,
the University needs an additional 272,000 ASF of space.
Current and future space deficits by individual space category
are documented in the table below.
TABLE 3.3.4 CURRENT AND FUTURE SPACE DEFICITS
CURRENT AND FUTURE SPACE DEFECITS
Classrooms
Labs
Offices
Study Space
Sports and Recreation
Student Life
Support
TOTAL (ASF)
Centennial
CURRENT
2020
(1,147)
(26,315)
(63,624)
(9,465)
(21,275)
(16,876)
(31,521)
(12,308)
(19,657)
(4,149)
(8,885)
(1,204)
(5,603)
(70,317)
(151,711)
Downtown
CURRENT
2020
(7,157)
(13,855)
(766)
(1,103)
(8,601)
(11,970)
(5,391)
(7,086)
(14,843)
(16,105)
(3,379)
(4,210)
(40,136)
(54,329)
Falcon
CURRENT
2020
(567)
(1,516)
(43)
(790)
(1,724)
(999)
(1,629)
(234)
(702)
(532)
(749)
(3,122)
(6,363)
Rampart Range
All Campuses
CURRENT
2020
CURRENT
2020
(2,261)
(3,408)
(7,854)
(15,642)
(41,893)
(94,638)
(1,222)
(1,830)
(11,453)
(24,250)
(13,060)
(22,410)
(39,327)
(67,625)
(10,207)
(15,544)
(28,905)
(43,915)
(207)
(19,226)
(25,899)
(591)
(2,514)
(5,706)
(13,076)
(32,935)
(60,408) (146,510)
(272,812)
April 2012
21
4 PROGRAM STRATEGY
4.1 Program Options
In developing this program, the planning team explored a
number of different options for future growth. In particular,
two options were tested in the concept alternative phase of the
planning process.
The Access Model
The Access Model maintains the current distribution of course
offerings at the four campuses. While certain campuses may be
associated with certain programs, students are able to take a
broad range of classes at each campus. This approach provides
convenient access to PPCC’s educational offerings for students
throughout Colorado Springs. Future development would
support this program distribution by proposing new buildings
and strategic interventions to meet current campus deficits.
FIGURE 4.1.1 ACCESS MODEL DIAGRAM
22
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The Flagship Model
The Flagship Model looks to consolidate different program and
academic divisions at individual schools. Under this approach,
the Centennial campus would be the primary campus for the
Division of Business, Social, and Behavioral Sciences (BSBS)
and portions of the Division of Communications, Humanities,
and Technical Studies (CHTS). Moving other programs off the
Centennial campus would free up additional space and reduce
the need for new academic buildings. The Downtown Studio
campus would build upon its current offerings and become the
primary campus for the visual and performing arts. Rampart
Range would be the primary campus for the Allied Health
professions with the majority of the Health, Environment,
Natural and Physical Sciences (HENPS) programs located
there. The smaller Falcon campus would focus on the Natural
Resources and other “outdoor” programs.
Each of the campuses would continue to offer Math and English
tutoring to all students.
Strategic Direction
FIGURE 4.1.2 FLAGSHIP MODEL DIAGRAM
The current distribution of courses at PPCC supports a broad
“Access Model”. Under this model, a range of courses are
offered at all campuses. This distribution allows the college to
provide convenient access for the entire student body. After
reviewing feedback from campus forums and a campus-wide
online survey, it was determined that this approach should be
continued. According to the feedback received, students value
having access to a wide range of course offerings at all campuses
and appreciate the convenience of this model. While future
development will take advantage of operational efficiencies
created by clustering certain departments and uses, PPCC’s
growth will follow the current distribution strategy.
April 2012
23
5 FACILITIES MASTER PLAN
5.1REAL ESTATE PLANNING
Centennial Campus
The Centennial Campus contains 212 acres of land located
on the south side of Academy Boulevard west of Interstate
25 in Colorado Springs. Given current enrollment and future
enrollment estimates no additional land is needed.
Downtown Campus
The Downtown Campus contains nearly 2 acres and is located
in the heart of downtown Colorado Springs. Currently the
campus is land locked bounded by West Kiowa Street on
the south and west, West Bijou Street on the north and the
Carnegie Library on the east. Expansion of the current facility is
possible to meet the current space deficit as well as some minor
growth into the future by building over the current parking lot
as well as building upward. More land will be needed into the
future for expansion of the facility to meet potential student
enrollment increases and additional programs. Parking for both
students and faculty is limited with student parking taking
place through an agreement with the structured parking on the
south side of West Kiowa Street.
There is potential land with building improvements available on
the west side of West Kiowa Street held in private ownership.
These properties contain approximately 1.5 acres located
directly west of the current building but across West Kiowa
Street, which is an urban street. The property is limited to the
west by the railroad corridor for the Burlington Northern Santa
Fe and Union Pacific Railroads, on the south by the historic
Union Pacific Railroad Station and on the north by a city park.
This land is the most logical site for acquisition and could
provide the needed capacity for future facility growth as well as
additional parking for students and faculty.
24
The Campus Administration should take into consideration
real estate that may become available in the immediate area
west of West Kiowa Street and along the railroad right of way.
Acquisition could come through purchase or various forms of
public/private partnerships.
Rampart Range Campus
The Rampart Range Campus contains 75 acres of land located
on the North side of Colorado Highway 83 east of Interstate 25.
Given the current enrollment and future enrollment estimates
no additional land is needed.
Falcon Campus
The Falcon Campus is located in the Falcon Community
Education Center which is leased from Falcon School District
49. The Falcon Community Education Center also houses a
middle school in the same facility. The Falcon Campus opened
in the fall of 2008 with a head count enrollment of 440 students
or 178 FTE students. In 2008 the projected growth in the Falcon
school District was identified by the school district and College
Administration to have major implications for PPCC enrollment.
However, the enrollment has remained relatively steady with
an enrollment increasing 12 FTE students to 200 for the Fall
Semester of 2011. Classroom utilization rates are currently
running on a weekly average of 29% well below the target rate
of 65%. The weekly average laboratory utilization rates are
running 23% which is also below the target rate of 45%.
As a result of the relatively flat growth, there are no current
space deficits nor will there be in the future when growth
estimates to 326 FTE students have been taken into
consideration. The existing lease for the Falcon Community
Education Center will expire in 2013 but has two additional
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
years available through annual options to renew. The Falcon
Campus can continue through 2015 with little if any renovation
assuming the current programming will not change. It is the
opinion of the Master Plan that the current space co-located
with the middle school has little if any potential to become a
permanent campus location for the College.
■■
What potential private/public partnerships could be considered when co-location with a business/industrial park,
military instillation or governmental site might have either
no cost or low cost land and infrastructure considerations?
■■
Along with the program plan for a new eastern location a
financial plan should be developed.
The Master Plan does recommend that a location in the eastern
part of Colorado Springs or in eastern El Paso County be
established for a permanent campus. To accomplish this task,
the Master Plan recommends the College establish a planning
committee of senior administrators and faculty members to take
the next two to three years and determine the following:
■■
The time line should be flexible to take advantage of any
opportunities that may surface regarding land or buildings
from a future permanent site.
■■
Establish a decision making process for both internal PPCC
approval as well as external approvals to allow for the College to take quick action.
■■
What would be the programs offered at the eastern location
that might differ from the current programs offered?
■■
Should the eastern location be at or near the current geographic site to serve the future population growth for this
area?
■■
Should the programming at the Rampart Range Campus be
combined with the program for the eastern location when
considering construction of a new building to serve the current space deficit at the Rampart Range Campus as well as
future programming at the eastern location?
■■
What would be the “ideal” geographic location for an eastern site when considering current and future student homes
and work locations? Current student enrollment and future
projections should take into consideration the military installations as well as the building locations for current and
future business growth. Both the Shriver and Peterson Air
Force instillations as well as the Colorado Springs Airport
locations are experiencing growth.
5.2 Facility Staging Plan Narrative
The master plan provides specific recommendations for both
the repurposing of existing spaces and future development
projects on the Centennial, Downtown Studio, and Rampart
Range campuses to accommodate existing space deficits, while
also providing frameworks for future campus growth. Included
in these recommendations are potential interventions that may
occur within existing buildings to repurpose space for more
appropriate uses, as well as proposed building expansions to
accommodate current space needs.
Interventions
The master plan proposes a series of small-scale strategic
interventions across the four campuses. These interventions
provide a framework for initial and short term moves and
address priority space deficits. These interventions are lowcost improvements that allow PPCC to make better use of its
April 2012
25
existing facilities. While an overall space deficit exists, there
are several spaces across the four campuses that are currently
underutilized. For example, the space needs analysis revealed
that PPCC has a number of larger classroom spaces (25-50
seats) that are not being used to capacity. Opportunities exist
to reposition some of these classroom spaces either as smaller
classroom spaces or as academic lounges.
Corridor Interventions
Corridor interventions transform corridors into lively spaces for
students to both socialize and study by adding seating along one
or both sides of the wall, dependent upon wall widths. These
interventions also invite the opportunity to introduce additional
transparency in adjacent walls to activate the corridors and
showcase academic programs.
Benefits
■■
Low-cost, high-impact intervention
■■
Provides seating and space for students to socialize and
study
■■
Links key gathering areas of the campus – creates a necklace
of engagement spaces
■■
Builds upon existing social activity
■■
Enhances campus gateways
■■
Provides opportunities to link hallways to classrooms
(transparency)
■■
Improves interior circulation and wayfinding
26
Examples of corridor interventions
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Academic Lounges
Strategically located throughout buildings, these nodes will
provide shared study, and student life spaces that encourage
collaboration between students and faculty, and between
students within an academic program. They are designed as
flexible spaces that enhance studying and learning, promote
spontaneous interaction, and provide visibility and accessibility
between students and faculty. Ultimately, these spaces create
a sense of community and strengthen students’ connection to
their academic programs.
Benefits
■■
Converts underutilized spaces into nodes of student
activity
■■
Spreads student activity around campus buildings to
enliven the environment
■■
Provides study space adjacent to academic clusters
■■
Repurposes underutilized spaces that are difficult to
program for other uses
Examples of academic lounge interventions
April 2012
27
Office Efficiencies
Faculty and staff currently share closed and private office areas.
An open office model, that still provides private meeting areas
and lockable storage units, reconfigures existing office areas
into a flexible work environment that promotes collaboration,
flexibility, and efficiency. These spaces will also address the
identified need for additional conference and meeting areas.
Benefits
■■
Repurposes office areas to create flexible work stations that
make efficient use of space
■■
Creates conference spaces that allow group discussion and
collaboration
■■
Consolidates offices that work closely and would benefit
from closer proximity
Examples of office interventions
28
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Learning Landscape
Learning landscapes are intended to function as extensions
of the academic and social environments into the physical
landscape. Located near campus entrances, these exterior spaces
promote spontaneous interaction and enhance studying and
learning. They enhance campus wayfinding by identifying key
building entrances.
Benefits
■■
Uses landscape interventions to create sheltered and amenable exterior spaces
■■
Repositions underutilized exterior space to serve as learning space
■■
Creates memorable gateways to the campus by enhancing
entrances and wayfinding
Examples of learning landscape interventions
April 2012
29
Interventions at Centennial
CENTENNIAL CAMPUS aspen
At the Centennial campus several potential interventions were
identified by the planning team.
The proposed corridor interventions connect key student nodes
throughout the Aspen building. Building upon the activity in
the atrium space, the repurposed corridors extend student life
throughout the building and helps create a more dynamic and
engaging environment. In the Aspen Building these interventions will create a more welcoming environment and help new
students and visitors navigate through the campus.
Kiln
Expansion
Lab
Renovation
Three Academic Lounges are created in the Aspen Building.
These lounges create important nodes of student life and provide valuable study space. Each lounge repurposes an existing
classroom and is positioned close to existing program concentrations. For example, the proposed lounge on the 1st floor is
adjacent to the renovated science labs. This space could become
an important science tutoring space as well as a key social space
for students in the sciences.
In the Breckenridge Building, opportunities exist to transform
the exterior space along both sides of the building. Landscape
interventions along the service drive and the facilities space
could create public spaces for the campus community. Landscape design could also be used to help overcome the grade
change between the building and adjacent parking areas.
30
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
One-Stop
Student Services
The Meadows
Existing Conditions
FIGURE 5.2.1 CENTENNIAL CAMPUS INTERVENTIONS
CENTENNIAL CAMPUS aspen
Link social spaces to the proposed
One-Stop Student Center
Build upon the success of the
Meadows and the Atrium Space
Expand existing circulation
on the third floor
CENTENNIAL CAMPUS aspen
Introduce Science
Lounge—near the
science lab renovation
Build on adjacencies—
Fitness Center
Repurpose exterior
walkway—Arts Lounge
Corridor Interventions
Academic Lounges
FIGURE 5.2.2 CENTENNIAL CAMPUS INTERVENTIONS
FIGURE 5.2.3 CENTENNIAL CAMPUS INTERVENTIONS
April 2012
31
CENTENNIAL CAMPUS aspen
CENTENNIAL CAMPUS breckenridge
Repurpose office areas in the
F Building to improve efficiency
C Building
2nd Floor
Address conference
space shortages
Conference Center
Office Efficiencies
Existing Conditions
FIGURE 5.2.4 CENTENNIAL CAMPUS INTERVENTIONS
FIGURE 5.2.5 CENTENNIAL CAMPUS INTERVENTIONS
32
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
CENTENNIAL CAMPUS breckenridge
CENTENNIAL CAMPUS breckenridge
Showcases student work
Create a gateway to campus
from the south parking lot
Introduce interior
circulation spaces
Repurpose Facilities space
as an academic lounge
Provide opportunities to
repurpose cafeteria space
2nd Floor
2nd Floor
Corridor Interventions
Academic Lounges
FIGURE 5.2.6 CENTENNIAL CAMPUS INTERVENTIONS
FIGURE 5.2.7 CENTENNIAL CAMPUS INTERVENTIONS
April 2012
33
CENTENNIAL CAMPUS breckenridge
Improve
courtyard
social spaces
Explore
opportunities
for exterior
teaching space
2nd Floor
Use landscape to
enhance campus
gateway
Optimize southern
exposure to create
an exterior walk that highlights
adjacent academic uses
Learning Landscapes
FIGURE 5.2.8 CENTENNIAL CAMPUS INTERVENTIONS
34
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
DOWNTOWN STUDIO CAMPUS
Interventions at Downtown Studio
The wide corridors of the Downtown Studio campus present
an excellent opportunity for the creation of additional student
lounge and study space. The strong arts culture should be
reinforced and celebrated. Opportunities to expand or open up
the gallery space should be explored in greater detail.
Black
Box
Existing Conditions
FIGURE 5.2.9 DOWNTOWN STUDIO INTERVENTIONS
April 2012
35
DOWNTOWN STUDIO CAMPUS
DOWNTOWN STUDIO CAMPUS
Expand
student commons
spaces along
wide corridors
Create
a stronger sense
of arrival for Sierra
Madre entrance
Showcase
Gallery
space
Repurpose courtyard
space as a
short-term student
engagement area
Transform
existing
outdoor
area into
a gathering
area
Corridor Interventions
Learning Landscapes
FIGURE 5.2.10 DOWNTOWN STUDIO INTERVENTIONS
FIGURE 5.2.11 DOWNTOWN STUDIO INTERVENTIONS
36
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
RAMPART RANGE CAMPUS
Interventions at Rampart Range
The Rampart Range Campus benefits from a large atrium
space that functions as the center of student life. Corridor
interventions should focus on creating smaller more intimate
spaces for students to gather. These spaces could be associated
with individual departments, helping to create a stronger sense
of community within certain programs.
Existing Conditions
FIGURE 5.2.12 RAMPART RANGE INTERVENTIONS
April 2012
37
RAMPART RANGE CAMPUS
Create nodes for
students in the East
and West wings
Improve student locker
areas by providing more
lounge and study spaces
Create nodes for
students in the East
and West wings
Corridor Interventions
FIGURE 5.2.13 DOWNTOWN STUDIO INTERVENTIONS
38
PIK ES PEAK COMMUN I T Y C O L L EG E F A C I L I T I E S M A S T E R P LA N
Development Program
TABLES 5.3.1-3 CAMPUS DEVELOPMENT PROGRAMS
The space needs identified for each space category were translated into an overall master plan program. The space deficits
identified earlier are determined using assignable square feet
(ASF). In translating the assignable square feet, the development program converts these assignable areas into gross figures
applying an overall building efficiency of approximately 65% on
average. Given the uncertainties that surround future growth,
the program was developed to accommodate current space
deficits. It is anticipated that current space needs will be met
through a combination of new buildings and strategic interventions that seek to make better use of existing spaces.
New Program
Academic Building
Recreation Building
New Facilities Building
TOTAL (GSF)
The master plan design accommodates the current and future
program through strategic building placements that introduce
approximately 180,000 GSF of new development to meet current
space deficits. In addition to buildings identified by the College,
such as the Black Box Theatre and a new Facilities building,
the master plan proposes two distinct building types with a
combination of program elements. Academic buildings recognize that learning takes place outside of classrooms and includes
student life and study spaces in addition to classrooms, teaching
labs, and offices. Recreation facilities include spaces for health,
athletics and recreation as well as student lounges and potential
food services space.
New Program
Academic Building
Black Box Theatre
TOTAL (GSF)
New Program
Academic Addition
Recreation Addition
TOTAL (GSF)
CENTENNIAL CAMPUS
Gross Square Footage (GSF)
65,000
25,000
6,000
96,000
DOWNTOWN STUDIO CAMPUS
Gross Square Footage (GSF)
35,000
10,000
45,000
RAMPART RANGE CAMPUS
Gross Square Footage (GSF)
23,000
16,000
39,000
Note: Falcon Campus is not included. No additional buildings are
being proposed for that campus
The following charts and table describe the individual building
compositions.
April 2012
39
Centennial Campus
Open Space
Urban Design Framework
■■
Efforts should be made to improve existing outdoor spaces
through improvements to landscape treatments, provisions
for adequate seating, and protection from natural elements.
■■
Useable outdoor spaces should be provided to the south
of the Breckenridge building to take advantage of the solar
exposure and provide a pleasant transition between parking
areas and building entries.
The master plan recommendations for facilities growth at the
Centennial campus are organized around a framework that
encourages compact facilities growth to increase densities of
use in campus activity centers, improve connections between
campus buildings and outdoor spaces, provides a primary
campus entry on the southern side of the campus, and reserves
College properties for potential future growth or partnership
opportunities. These framework recommendations are
summarized as follows:
Facilities Growth
■■
The future addition of campus buildings should occur primarily to the south of existing building envelopes to focus
development density at the core of the campus. Lands to the
west and east of existing buildings should be reserved for
long-term growth or partnership opportunities.
Program Accommodation
At the Centennial campus, a phased development approach
recommends the addition of several additional buildings. These
buildings are based on the space needs analysis and are designed
to meet both short-term and long-term demand for additional
space.
Campus Entries
■■
The plan encourages the development of a primary pedestrian entrance to campus buildings on the south side of
the campus to serve the majority of the campus population
entering the buildings from this direction.
■■
The plan encourages the reconfiguration of the north visitor
parking lot to increase parking availability and to improve
the overall arrival experience at this location.
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Phase 1
In the first phase, a new Facilities building is recommended
to be built near the existing coal plant. This building would
allow the existing Facilities space in the Breckenridge building
to be repurposed to include an Academic Lounge and teaching
laboratory space to accommodate current deficits.
Phase 2
FIGURE 5.3.1 CENTENNIAL PHASE 1 DEVELOPMENT
In the second phase, a new 65,000 GSF academic building is
recommended to connect the Aspen and Breckenridge buildings.
The orientation of the proposed building crosses the courtyard
space and provides a direct connection from the new Student
Services area in the Aspen building to the Breckenridge building.
The new building also creates a smaller enclosed courtyard
space adjacent to the Atrium. A 25,000 GSF addition to the
Student Recreation space is also recommended in phase 2.
Together, phases 1 and 2 accommodate the current space needs
of the campus.
FIGURE 5.3.2 CENTENNIAL PHASE 2 DEVELOPMENT
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Future Phases
In Phases 3 and 4 a number of future projects are identified.
These potential projects can be used to accommodate future
growth at PPCC. Opportunities to consolidate parking in
structures could be explored to ensure that the campus remains
compact as the student population grows.
Downtown Studio Campus
Urban Design Framework
The master plan recommendations for facilities growth at the
Downtown Studio are intended to identify infill opportunities
on campus while anticipating potential future property
acquisition as is necessary. These framework recommendations
are summarized as follows:
FIGURE 5.3.3 CENTENNIAL PHASE 3 DEVELOPMENT
Facilities Growth
■■
The master plan recommends the infill of the area between
the existing buildings to meet current space deficits.
■■
The master plan identifies potential acquisition properties
in the event that the College wishes to increase the physical
footprint of the Downtown Studio campus.
Campus Entries
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In conjunction with the proposed building infill, the plan
recommends the development of a primary campus entrance
on the west side of the existing campus.
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The plan encourages improvements to the existing south
entrance to enhance the entry experience at this location.
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FIGURE 5.3.4 CENTENNIAL PHASE 4 DEVELOPMENT
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Open Space
■■
Efforts should be made to make the existing campus open
space at the southwest more accessible and useable to
campus users.
Program Accommodation
At the Downtown Studio campus a proposed building addition
would provide additional classroom, laboratory and student life
space. To accommodate future growth, the College may consider
the acquisition of strategic parcels adjacent to the existing
campus.
Phase 1
FIGURE 5.3.5 DOWNTOWN STUDIO PHASE 1 DEVELOPMENT
In the first phase, a new 35,000 GSF academic addition is
recommended. The new addition would bridge the North and
South buildings and is intended to incorporate the proposed
Black Box theatre.
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Phase 2
In the second phase, additional development may occur on an
adjacent parcel on the west side of North Sierra Madre Street.
This site is large enough to accommodate the long-term space
needs of the Downtown Studio Campus.
Rampart Range Campus
Urban Design Framework
The master plan recommendations for facilities growth at the
Rampart Range campus are organized around a framework
that maintains compact growth around the existing academic
building while enhancing the existing architectural and site
design. These framework recommendations are summarized as
follows:
Facilities Growth
■■
The master plan recommends that expansion efforts to meet
current space deficits on campus should occur as additions
to the existing academic building.
■■
Future growth should strive to frame existing and new outdoor spaces to the south of the academic building in order
to create densities of activity at the campus core.
FIGURE 5.3.6 DOWNTOWN STUDIO PHASE 2 DEVELOPMENT
Open Space
■■
In concert with the proposed building phase 1 building additions, efforts should be made to improve outdoor spaces
directly to the south of the academic building.
■■
As future campus growth occurs, efforts should be made to
create a range of outdoor space types, including gathering
areas, dining spaces, passive study areas, outdoor classroom
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opportunities, etc. to contribute to the collegiate experience
of the campus.
Program Accommodation
At the Rampart Range campus, future development is
recommended to occur in two phases. The first phase would
accommodate the current needs identified in the space needs
analysis while the second phase would accommodate future
growth.
Phase 1
FIGURE 5.3.7 RAMPART RANGE PHASE 1 DEVELOPMENT
In the first phase, a new 23,000 GSF academic addition would
be built as an expansion to the eastern wing of the existing
academic building. In addition, a 16,000 GSF recreation center is
recommended to be built as an expansion of the western wing.
Phase 2
In phase 2, development parcels have been identified along the
formal lawn space to the south of the building. Aligned eastwest, these future academic buildings would take advantage
of southern exposure to better regulate their energy use. These
buildings would be sited to allow for unrestricted views of the
main academic building and to preserve the formal relationship
of the building to the lawn space.
FIGURE 5.3.8 RAMPART RANGE PHASE 2 DEVELOPMENT
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6 IMPLEMENTATION STRATEGY
6.1Conceptual Cost Estimates and Capital
Investment Strategy
For FY 2011-12 there is a current space deficit of approximately
225,000 gsf across the four campuses (please refer to the
space analysis presented in Table 3.3.4 “Current and Future
Space Deficits” on page 21). The analysis also suggests that
approximate 45,000 gsf may be reduced from the deficit from
repurposing or right sizing various existing spaces throughout
each campus through multiple and relatively small projects.
The deficit in academic space is currently holding back the
development of programs that right sizing current space could
help. This leaves a requirement of approximately 180,000 gsf
of new construction to take care of the current space deficits
on the Centennial, Rampart and Downtown Campuses. The
Master Plan does not recommend any new or additional space
be built at the Falcon Campus at this time based on the space
needs analysis.
In addition, the space analysis does present a future need of
approximately 200,000 over and above the current deficit of
225,000 gsf. This estimate is based on growth projections
provided by PPCC that may or may not materialize based on
the economic conditions in PPCC’s service area. This capital
strategy analysis will concentrate our recommendations on the
current space deficit, although the capital strategy for future
project would be the same.
The Capital Strategy for financing renovation or new projects
may be broken into several categories depending on the
magnitude of the projects being considered at a particular point
in time. Listed below are these major categories:
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■■
Small renovation/construction projects that change or add
to existing spaces to repurpose space or right size space to
fit changing conditions.
■■
Debt financing for major projects for auxiliary service or
revenue producing areas within College.
■■
Debt financing for major projects that are currently dependent on state funding that provide space for academic and
administrative purposes.
Repurposing or Right Sizing Projects Capital Strategy
Over the past several years PPCC has been able to complete
many small repurposing/right sizing projects with year end
fund balances. This is a commonly accepted financing practice
and may be continued in the future. However, the danger of
continuing this financing practice lies in the possibility of the
lack of year end fund balances in successive years. PPCC should
consider establishing a “Renewal and Replacement (R&R)”
budget line to insure the repurposing/right sizing projects can
continue without reliance on year end fund balances.
A “facilities financial sustainability” strategy should be
considered by PPCC. This concept would provide for an annual
R&R budget line based on funding renewal and replacement
of all facilities over the expected life of the buildings or
infrastructure. In higher education most often facilities are
designed and built for a 75 year life particularly for academic and
administrative buildings. One and one half percent of current
replacement value would provide annual funding that would
replace a facility in 75 years. In contrast to a 75 year building
life, student housing projects are typically designed for a 40 to
50 year life so replacement housing can be provided to meet
changing resident student life style demand. Replacement of a
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50 year life facility would need two percent per year of current
replacement value as an annual budget.
For academic and administrative buildings PPCC could create
an annual “Renewal and Replacement” budget amounting to
one and one half percent of current replacement value for all
buildings and utilities. This annual budget would be used for
renewal of current spaces to meet changes in programs as well
as replace major building/utility systems over time. These
major system replacements would include roofs, windows,
flooring, mechanical/electrical components, etc. A facilities
component study would need to be completed scheduling
major and minor component replacements based on their
expected useful life. Projects would be scheduled each year
with respective funding to take care of the needs. There may
well be years when the annual R&R budget is not expended
allowing for a fund balance to be scheduled into the future for
major component replacements. In extraordinary circumstance
when a replacement project cost is too great for consideration in
the annual budget, a short term borrowing could be considered
to be repaid within approximately five years. An example of a
project of this nature could be replacement of all windows in a
building or several buildings.
Debt Financing for Auxiliary Services Facilities and Gift
Funded Projects
Auxiliary service facilities are commonly thought of as student
fee or revenue driven spaces. For PPCC this would include
student recreation, food service, parking, child care or other
similar facilities. Typically a portion of the revenue from
student fees or revenues received for services provided are used
to pay down debt, typically a 20 year bond issued at a fixed rate.
The bonds in PPCC’s case are offered through the Community
College System Administration allowing for the debt security
or “collateral” to be shared by all campuses in the state wide
community college system. This strategy does benefit all
state community colleges, primarily the smaller more rural
institutions.
Currently, the state-wide Community College System enjoys
a strong bond rating of AA2-AA3 depending on each year’s
bond rating by agencies that rate the system’s debt, such as
Moody and Standard and Poor’s. While the past history of
debt issuance and repayment is quite good as evidenced by the
strong bond rating, other debt structures could be considered
due to the strong rating as well as the relative size of PPCC
compared to other members of the State Community College
System. Other debt structures could include issuing a Variable
Rate Debt Note or VRDN or a Direct Purchase of the debt by
an investment bank which would hold the debt in their own
portfolio and not resell it on the open market.
Institutions like PPCC have the flexibility to consider such a
debt instrument if their bond rating is AA3 or better due to the
investors or people/institutions who purchase this type of debt
looking for a short term safe investment. The concept behind
VRDN’s is to optimize the interest rate paid by selling the debt
to the investment world for daily or weekly time periods. This
allows the institution to experience interest rates paid at the
short end of the yield curve currently at approximately one
percent or typically 3 to 4 percent below those rates paid on 20
year fixed rate debt. The current one percent figure does include
the interest paid and the daily or weekly cost of issuance and
liquidity instruments.
Another characteristic favorable to VRDN’s revolve around the
debt principle or “loan amount”. There is not a requirement
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in a VRDN instrument to repay the principle in a regular
manner. Nor is there a requirement for establishing a recall
period usually 10 years before the debt can be refinanced or
completely paid off found in fixed rate debt. This allows PPCC
to accumulate an auxiliary’s revenue stream into a fund that
can be invested like an endowment fund. The fund or quasiendowment would usually earn more return on investment than
the interest paid on the VRDN. PPCC would have the flexibility
to pay down the principle at any time with no recall restrictions.
Over time VRDN instruments have behaved quite favorably
in the market. While there may well be periodic downturn in
the market over a twenty year time frame the average market
returns are in of six to eight percent range.
To date the governing body for the state wide community
college system has not issued any debt instruments other than
fixed rate debt over a certain time period usually 20 years.
However, due to the nature of a student fee revenue stream not
subject to potential state restrictions, the market does look at
VRDN’s as a viable alternative to fixed rate debt.
Currently PPCC is collecting student fees for recreational and
student gathering spaces. And currently there is a fund balance
in the student fee account is approaching one million dollars.
Consideration should be given to creating a “quasi-endowment”
with the student fees that would be invested in the financial
markets by “The Foundation” as any other institution of higher
education does across the country. Typically an endowment
earns enough through investment returns to allow for an annual
five percent payout for annual budget needs. The corpus or the
original amount invested would be preserved or increased due
to the annual returns over the 20 or more years the endowment
is maintained. Should the student fee fund balance at $800,000
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to $1,000,000 be invested a potential annual payout would be in
the $40,000 to $50,000 range. Using a standard rule of thumb,
this annual payout could pay off a 20 year fixed rate bond of
$400,000 to $500,000. Student fees would continue to be
collected annually and added to the quasi-endowment providing
for a larger quasi-endowment and possible future borrowings.
Gift funds may also be considered for this type of debt
instrument. Gift pledges over a period of time for a particular
project or series of projects are looked at by the investors
as a relatively solid income stream. Or if gifts are given as
“unrestricted”, a gift funded capital construction quasiendowment can be created in the same manner as described for
the auxiliary service quasi-endowment.
Debt Financing for Campus Facilities for Academic and
Administrative Purposes
Historically, the State of Colorado has appropriated needed
funding to build new facilities for the state Community College
System. With the current downturn in the economy beginning
in 2008, state funding for capital facilities has dropped
substantially. While all are looking for the economy to recover,
the State of Colorado may or may not be able to fund future
facilities needs for the community colleges.
The administration may need to consider other income streams
as well as debt instruments to fund the current space deficit
of 180,000 gsf. There are three potential sources of income to
retire debt. The most used income stream used by institutions
of higher education is the student fee. While not common in
the past for academic and administrative buildings, the student
body may be asked to initiate a student fee to build a specific
new facility benefiting the student body as a whole. An example
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may include a new science laboratory building or other such
facility that the space deficit analysis demonstrates is the
highest priority.
The second most used income stream is dedication of a portion
of tuition revenues for debt retirement. History has shown that
this method is not popular with institution governing boards
but with the state of the economy this approach may well be a
viable choice.
The last source of income is gift funding. Gift funding usually
comes in the form of restricted money dedicated for a particular
facility that meets the donors requirements. Gifts are usually
directed toward specific programs that have a high profile. The
example that is foremost in the space need for PPCC that may
meet a donors interest is the Downtown Campus Black Box
Theater. In PPCC’s service area there are various foundations
and individual donors that have a history of gifting to other
higher education institutions in the area.
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