MORGAN COMMUNITY COLLEGE MASTER PLAN 2018 Feb/MCC_Final… · MORGAN COMMUNITY COLLEGE FORT MORGAN, COLORADO MASTER PLAN 2018 1301 Wazee Street . Suite 100 . Denver . Colorado . 80204

MORGAN COMMUNITY COLLEGEFORT MORGAN, COLORADO

MASTER PLAN 2018

1301 Wazee Street . Suite 100 . Denver . Colorado . 80204 . 303.623.73231603 Capitol Avenue . Suite 305 . Cheyenne . Wyoming . 82001 . 307.632.3200

Morgan Community CollegeFort Morgan CampusMaster Plan 2018

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

PAGE

EXECUTIVE SUMMARY 1

INSTITUTIONAL OVERVIEW 5 Institutional Role, Mission, Vision, and Values 5

History of Morgan Community College 6 General Overview of Programs or Program Types 7

Current Policies Affecting Facilities 10 Enrollment Size and Distribution Data 15 Faculty and Staff Size and Distribution 18 Programs Under Development 20 Campus Locations and Maps 21 Institutional Economic Data 26

ANALYSIS 28 Current Land Use Plans 31

Building Plans 34 Current Space Inventory/Projections Tables 39 Facility Conditions Index 60 Topographic Map 61 Subsurface Soils Conditions 62 Site Development and Storm Water Management 64 Utility Systems Maps 68 Circulation System Maps 73 Parks/Recreation/Open Space 76 Assessment of Current Aesthetics 77 Significant Art on Campus 83

RECOMMENDATIONS 84 Overview of Recommendations 85

Priorities 85 General Recommendations 86 Enrollment and Program Growth Recommendations 87 Ideal Functional Site Zoning 95 Phasing 98 Campus Master Plan Drawing 102

APPENDICES (UNDER SEPARATE COVER) Facility Utilization Analysis: Class/Lab Facility Utilization Analysis: Campus/Building Summary Facility Utilization Analysis: Detail by Room Class/Lab/Shop Utilization by Day and Hour at each Campus Facility Condition Index Tables Technology Master Plan

EXECUTIVE SUMMARY

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EXECUTIVE SUMMARY

INTRODUCTION TO PLANNING PROCESS

The purpose of any campus master plan is to support an institution’s academic mission and strategic vision by developing a roadmap and tool to guide short term projects while providing a framework for meeting long-term goals.

THE TEAM

Morgan Community College (MCC) contracted with Bennett Wagner Grody / CannonDesign (BWG/CD) in 2017 to prepare a Master Plan for the main campus and 300 Main Building in Fort Morgan, Colorado, as well as the Centers in Bennett, Burlington, Limon, and Wray. Matt Bartels lead the effort for BWG/CD with the help from Linda Wagner, Adam Balaban, Jered Minter, and Martha Bennett.

The Morgan Community College Leadership Group, which provided direction, advice, valuable information, and reviews for the MCC Master Planning effort included: Dr. Curt Freed, PresidentSusan Clough, VP of Administration and FinanceKent Bauer, VP of Student SuccessSeth Noble, Coordinator of Physical FacilitiesKathy Frisbie, VP of InstructionDerek Grubb, Director of Institutional Effectiveness

Additional assistance was provided by leadership at each of the Centers:Faith Koetter, Director of Regional and Community Outreach, Bennett CenterValerie Rhoades, Director of Regional and Community Outreach, Burlington CenterAlex Arellano, Director of Regional and Community Outreach, Limon CenterKellie Overturf, Director of Regional and Community Outreach, Wray Center

PROCESS USED TO DEVELOP THE MASTER PLAN

The previous Master Plan had been produced in late 2002, and adopted in 2003. Using this previous plan as a starting point, the Team embarked on a highly interactive process of workshops and meetings to refocus on MCC’s mission and vision for the future. In addition to the MCC Leadership Group, additional participants such as students, faculty, staff, and community members were invited to workshops and meetings, and subsequently provided invaluable information and perspectives for the evolution of Morgan Community College.

The initial Visioning Session involved the MCC Leadership Group in workshop format to determine the goals for the MCC culture, its competition, educational programs and Academic Master Plan, its physical environments, and demographic challenges and growth projections.

The next session devoted to “Discovery” involved building/site tours to understand qualitative aspects of the campuses; a workshop with the Deans, faculty, students, staff,

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EXECUTIVE SUMMARY

and community members to gain their input and perspectives; and the accumulation of data such as current/projected enrollment, class schedules, building FCIs to evaluate and analyze near and long term development goals.

OVERVIEW OF CONCLUSIONS

Synthesizing all of the information from the workshops/meetings with the data collected led to a clear set of priorities for this Master Plan to address:

• Leverage the existing “collegial culture” of MCC to be more clearly expressed in the physical campus.

See Recommendations: Applies to all Recommendations

• Address current space needs, especially the quality of space needs and technological amenities for the sciences, as well as unique space needs for educational programs and community use.

See Recommendations: Applies to all Recommendations.

• Develop and apply an appropriate utilization rate to respond to the unique nature of MCC’s student population, geographic expanse, and high percentage of specialized program space.

See Recommendation: Applies to all Recommendations.

• Develop a significant “front door” to the campus as well as directional signage and distinct signage for each entrance to each building.

See Recommendation: 2.

• Create a “Hub” within the main academic building which will co-locate student services, a student center, and student government.


• Resolve the confusing logistics and simplify navigation between the four separate levels in the main academic building (Spruce, Aspen, and Cottonwood).


• Develop a plan for future expansion due to projected enrollment and/or program expansion.


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OVERVIEW OF RECOMMENDATIONS

Master Planning is an iterative and dynamic process. Data is developed and analyzed, options are developed and prioritized, and finally recommendations are established. The two categories of recommendations listed below derive from 1) general facility and operations issues/directions, and 2) current space needs and future enrollment projections.

General Recommendations Campus Aesthetic / Campus Standards Clear Connectivity Enrollment/Program Growth Driven Recommendations 1 Short-Term Priorities (3-5 years) Viticulture and Enology Program / Utility Expansion west of Barlow Science and Technology Programs / Utility Expansion to Mid-Campus Drive Planetarium Technology Upgrades (Refer to IT Maintenance Plan) Conference Center / Utility Expansion to East Campus Drive Campus Walking Trail

2 Mid-Term Priorities (5-10 years) Demolition/Reconstruction of Aspen (accessibility, main entry, visibility through) Demolition/Renovation/Expansion of Cottonwood Open Space Oval Development, Half-Court Basketball, Sand Volleyball Court Expansion of Student Center (Student Funded) Health/Fitness Center (Student Funded)

3 Long Term Priorities (10 - 20 years) Student Housing Future Academic Buildings East Campus Quad Development Demolition/Reconstruction of Spruce

EXECUTIVE SUMMARY

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INSTITUTIONAL OVERVIEW

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INSTITUTIONAL ROLE Morgan Community College has provided career and technical training and higher education to the residents of eastern Colorado since 1970. The impact of regional employment trends and localized demographics has profoundly influenced the facility organization and programmatic offerings of the college. Some of the significant characteristics of MCC’s facility organization and mode of program delivery are:

• MCC operates from a centralized campus in Fort Morgan, which supports four regional centers in rural communities.

• MCC course offerings range from traditional core curricula, career and technical training and continuing education, to industrial and agrarian programs driven by localized eastern Colorado economies.

• Technology links between MCC facilities make possible simultaneous long distance instruction in real time. Faculty, staff, and instructional aids operating from a single location impact an 11,500 square mile area.

• The MCC facilities enjoy a symbiotic relationship with the communities they serve. Use of these facilities by local communities create opportunities for joint venture, capital expansion, and revenue income for MCC.

• MCC is dedicated to providing student-based curricula, services, and amenities.

MISSION, VISION, AND VALUES

The success of MCC is based, in part, on the commitment of it’s entire community of faculty, staff, students, and community partners to it’s Mission, Vision, and Values:

Mission: To empower students and enrich communities

Vision Statement:To develop learners and responsive leaders who inspire innovation and passion in future generations.

Values:• The Individual• Integrity• Diversity• Equity• Excellence

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To advance the college’s mission and vision, FIVE OBJECTIVES with related strategies and performance measures were developed:

1 Student Access2 Student Success3 Teaching Excellence4 Community Leadership and Partnership5 Operational Effectiveness Metrics that support MCC’s success can be seen in the 2016-2017 Postsecondary Education Data System (IPEDS) Report, which compares MCC to its twelve peer institutions in Colorado. In this report, MCC has a higher than average retention rate for full- and part-time first degree/certificate seeking students; as well as higher graduation rates and transfer-out rates.

HISTORY

The City of Fort Morgan began as a camp and later as a fort to support immigrants with supplies going to and from the mining districts and Denver. It eventually grew into a town supporting mostly agricultural businesses serving Denver and beyond. The town was established in 1889. The town is fairly typical in Colorado for towns of that era, with its fine brick masonry tradition lining the main streets in town. Structures are of red or blond brick masonry with sometimes intricate detailing. Grain silos, farms and ranches dot the surrounding landscape of rolling hills. Known for being the childhood home of Glen Miller, in fact Ft. Morgan and most of Eastern Colorado´s base industry has remained agriculture or agriculturally related.

The College was founded in 1964 as the Morgan County Junior College District, aiming to provide education opportunities for the residents of Morgan County. With a name change, Morgan Community College was established in 1970, conducting their early classes in storefront sites in Fort Morgan and Brush. In 1973, the College became part of the Community Colleges of Colorado, the state system of community and technical colleges. At this time the service area was expanded to include Yuma and Washington Counties. MCC received initial accreditation from the North Central Association of Schools and Colleges in 1976. In 1980, the faculty and staff move to the permanent campus located on Barlow Road. The original building complex (Spruce, Aspen and Cottonwood Halls) supported auto, wood and metal shop programs as well as core academic classes.

MCC has always provided two-year college education programs, occupational programs, continuing education and adult basic education. Soon, MCC will be providing its first 4-year degree: a Bachelor of Science in Nursing.

The local area has historically been primarily agricultural. However, with the expansion of the Front Range population, housing and commercial uses will continue to move into the MCC area, particularly affecting the Bennett and Fort Morgan campuses.

1980

1998

2010

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GENERAL OVERVIEW OF PROGRAMS OR PROGRAM TYPES

The Level and Scope of Academic Offerings MCC offers transfer degrees in Associate of Arts and Associate of Science. Within the AA and AS programs, students may also elect to specialize in one of 23 Degrees with Designation. The designation is an articulation agreement with all Colorado public 4-year institutions that ensures a student transferring to one of these schools will be guaranteed 60 transfer credits in their major and will transfer with junior (third-year) status in the specified program. In addition, MCC also offers 31 certificates and Associate of Applied Science degrees in career and technical fields such as Automotive Collision Repair, Automotive Service Technology, Nursing, Welding, Radiologic Technology, and Multimedia. MCC also serves a significant number of high school students enrolled in concurrent courses designed to provide high school and college credit. Further, MCC hosts adult basic education classes to assist students pursuing their GED or students learning English as a second language. Finally, MCC also strives to support the communities in its service area with continuing education, professional development, and workforce education courses.

See Exhibit 1 for all programs offered

Program DevelopmentDevelop Relevant Programs – MCC will review community and local industry needs and develop quality programs that support these needs.

Key Performance Measures: • Develop 1 new program annually. • Have 10 students enrolled in new programs within 3 years.

New programs proposed and schedule for implementation include:

PRECISION AGRICULTUREFall 2018

INDUSTRIAL MAINTENANCE/ELECTRICAL – PRE-APPRENTICESHIP CERTIFICATE CONTINUING EDUCATION MODULES FOR ELECTRICIANSCurrently Offered - Changes implemented Fall 2018

SCIENCE & TECHNOLOGY EXPANSIONStart S&T activities Summer 2018Expand academic yr 2018-19Expand to regions summer 2019

VITICULTURE AND ENOLOGYFall 2019

AAS IN LAW ENFORCEMENTFall 2018

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MULTIMEDIA PROGRAM REVISIONFall 2018

CYBER SECURITYFall 2019

EXPANSION OF CTE TO REGIONAL AREASBennett- Summer 2018Limon - Fall 2019

BACHELOR OF NURSING SCIENCEFall 2019

FARM TO TABLE CULINARYFall 2020

BACHELOR OF SUSTAINABLE AGRICULTUREFall 2021

Campuses and Additional Instructional Locations MCC was founded in 1964 as the Morgan County Junior College District, aiming to provide education opportunities for the residents of Morgan County. Its first courses were offered in 1970. In 1973, the district was dissolved and MCC joined the Colorado Community College System under its current name. By 1980, MCC relocated from leased spaces and a downtown office building to its present location. Through various funding initiatives, the College has continued to grow to include three wings of the main classroom building and three additional campus instructional buildings. Over time, the College expanded its services to the 11,500 square mile service area through four regional Centers located in Bennett, Limon, Burlington, and Wray. The regional Centers are staffed by a Director and an Assistant Director, and provide educational opportunities to meet the unique needs of each community. Although Wray, Bennett and Burlington Centers have some classroom space available in their buildings, all four Centers also collaborate with area high schools and other public entities to provide classroom space.

Other key campus characteristics:• Morgan Community College is the only rural community college in the Colorado

Community College System without resident halls and athletic programs. • Since 2011, Morgan Community College has been recognized by the Chronicle in

Higher Education as a “Great College to Work For” and has been named to the Honor Roll for four years for exceptionally high scores in multiple categories. MCC recently learned it was selected for 2018 as well.

• MCC has the largest service area in the Colorado Community College System (11,500 square miles) – one of the largest geographical service areas of any community college in the United States, coupled with a geographically dispersed population. The College has achieved success in its outreach mission through the unique implementation of strategically placed regional Centers that can provide individualized services and instructional programs to the populations in their regions.


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*AY 2018 Numbers are estimates

Measures

2016 2017 2018

Degree/Program Headcount FTE Headcount FTE Headcount FTE

Associate of Applied Science 486.0 262.3 486.0 236.6 521.0 262.1

Applied Technology 3.0 0.5 6.0 1.7 6.0 3.4

Auto Collision Technology 5.0 3.6 9.0 5.3 12.0 7.9

Auto Estimatics Technician 1.0 0.3 2.0 1.1

Auto Refinish Technician 4.0 4.4 1.0 1.5 3.0 4.5

Automotive Collision Tech 2.0 1.6

Automotive Service Tech 29.0 24.8 24.0 17.9 24.0 19.1

Bus Admin Acctg 9.0 2.5 2.0 0.3

Bus Admin AG/Bus Mngmnt 4.0 1.6 3.0 1.6

Bus Admin Bus Technologies 6.0 2.2 3.0 1.0

Bus Admin Real Estate 2.0 0.7

Bus Admin Supervision 3.0 0.6 1.0 0.3

Business Administration 11.0 3.4 3.0 0.7

Business-Accounting 17.0 7.6 31.0 11.4 41.0 13.8

Business-Business Admin 11.0 5.9 31.0 11.4 30.0 11.9

Helicopter & Aviation Science 4.0 1.6 5.0 3.3

Industrial Elec/Mech Maint 7.0 2.3 24.0 9.8

Media Design Marketing Advert 7.0 2.6 12.0 5.5 17.0 8.7

Medical Office Assistant 31.0 13.5 22.0 9.8 25.0 11.3

Multimedia 14.0 5.2 4.0 1.9

Nursing 229.0 125.3 247.0 120.2 223.0 109.6

Physical Therapist Assist 17.0 12.1

Physical Therapist Assistant 5.0 1.3 25.0 12.0

Radiologic Technology 51.0 29.1 50.0 28.5 60.0 33.1

Welding Technology 26.0 13.8 25.0 13.5 24.0 12.6

Associate of Arts 451.0 194.5 405.0 183.7 312.0 147.6

Associate of Arts 451.0 194.5 405.0 183.7 312.0 147.6

Associate of General Studies 126.0 38.8 154.0 52.3 144.0 50.6

Associate of General Studies 126.0 38.8 154.0 52.3 144.0 50.6

Associate of Science 338.0 138.3 235.0 99.9 158.0 72.0

Associate of Science 338.0 138.3 235.0 99.9 158.0 72.0

Certificate 302.0 103.1 365.0 129.2 299.0 112.7

ABM Advanced Business Mgmt 2.0 0.6

ABM Financial Analysis 4.0 1.2

ABM Leadership/HR Management 1.0 0.3

ABM Records and Bus Planning 3.0 0.9

ABM Rural Bus Entrepreneurship 1.0 0.3

ABM-Market Plan Development 2.0 0.6

ABM-Web Productivity & Utiliza 1.0 0.3

Adv Agri Business Mgmt Cert 17.0 6.8 18.0 5.8 4.0 1.5

Adv. Emergency Med Tech Cert 1.0 0.0 2.0 0.5

AG Bus Plan & Financial Rec 29.0 11.5 33.0 12.1 27.0 10.3

Automotive Service Tech Cert 13.0 9.2 20.0 14.8 19.0 11.3

Automotv Collision Repair Cert 7.0 3.7 10.0 5.7 12.0 6.0

Cert AG Financial Analysis 14.0 4.5 14.0 5.6 8.0 3.6

Cert AWS Skills Welding 4.0 1.1 6.0 2.2 8.0 4.3

Certified Massage Therapst Cer 4.0 1.3 5.0 1.4 4.0 1.2

Commodity Mkting Emphsis Cert 7.0 2.7 9.0 3.9 7.0 3.3

Early Childhood Teacher Cert 8.0 1.0 19.0 3.4 12.0 3.6

ECE Director Cert 11.0 3.8 21.0 6.3 28.0 9.2

Emerg Medical Tec - Basic Cert 34.0 8.7 20.0 6.0 6.0 2.2

Emerg Medicl Tech-Intermd Cert 1.0 0.0 8.0 1.6

EMT - Intermediate 9.0 2.7 1.0 0.1

Entrepreneurship Certificate 5.0 1.1 2.0 0.7

Fire Fighter Basic Cert 2.0 0.7 1.0 0.1

Fndtns of Graphic Design Cert 2.0 0.4 3.0 0.7 4.0 1.0

Fndtns of Video/Animation Cert 1.0 0.3 2.0 0.6 1.0 0.3

Foundations of Internet Media 1.0 0.1 1.0 0.4 1.0 0.2

Gas Tung/Gas Metal ARC Cert 8.0 3.6 6.0 2.0 2.0 1.0

Health Science Technology Cert 11.0 5.1 32.0 16.1 32.0 17.2

Human Resources Certificate 2.0 0.4 2.0 0.6 1.0 0.2

Industrial Maintenance I Cert 3.0 0.6 2.0 0.3

Industrical Maintenance II Cer 1.0 0.1

Infant/Toddler Teacher Cert 2.0 0.6 1.0 0.6

Integrated Management Cert 6.0 2.1 2.0 0.9 1.0 0.6

Ldrship/Human Resources Cert 6.0 2.4 2.0 0.5 2.0 0.8

Med. Office Clinical Asst Cert 10.0 2.8 7.0 4.0 10.0 2.5

Media Design Certificate 7.0 2.1 10.0 3.8 11.0 4.9

Medical Office Admin Asst Cert 3.0 1.8 1.0 0.2

Mkting&Risk Mgmt Emphsis Cert 10.0 3.8 7.0 2.8 10.0 4.4

Multimedia Certificate 5.0 0.4 3.0 0.7

Nurse Aide Cert 47.0 9.8 48.0 10.2 47.0 9.4

Office Support Speclst Cert 3.0 2.1 3.0 0.5 3.0 0.4

Personal Trainer CER 1.0 0.1

Personal Trainer Certificate 1.0 0.2 2.0 0.5 1.0 0.2

Phlebotomy Technologies Cert 2.0 0.6 9.0 3.7 6.0 2.4

Practical Nursing Cert 3.0 1.4 1.0 0.3

Real Estate Certificate 4.0 0.8 5.0 1.7

Rural Bus/Entrepren Cert 6.0 2.4 4.0 1.3

Shielded Metal Arc(STICK) Cert 10.0 4.5 6.0 3.2 6.0 2.9

Supervision Certificate 1.0 0.1 1.0 0.0

Web Prod & Utiliztion Cert 4.0 1.5 3.0 0.9 1.0 0.3

Pre-College 416.0 51.5 422.0 35.4 271.0 28.1

Pre-College 416.0 51.5 422.0 35.4 271.0 28.1

Undeclared 639.0 135.4 467.0 116.4 478.0 127.9

Undecided 639.0 135.4 467.0 116.4 478.0 127.9

Grand Total 2758.0 923.9 2534.0 853.4 2183.0 801.0

EnEnEnrollllllllllllmemememementntntntntntntntntnt b b b b b b b b b b b b b by y y y y y y y y y y Degree and Program

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CURRENT POLICIES AFFECTING FACILITIES

AdmissionsThe initial application process often begins on-line, but students work with an advisor to set up class schedules and overall academic goals. The advisors should be located near the “Hub” of the campus, or easily accessible for students.

HousingCurrently MCC does not provide student housing on campus. Historically there has not been sufficient student population to justify the investment. MCC is considering arrangements with local hotels to provide fixed rates if and when students need to stay overnight when projects, study or testing necessitates. Long-term, MCC plans to build student housing to tap into a new student population.

Student ServicesCurrently, the space for Student Services is inadequate to support a growing population. Additionally, staff is scattered throughout the campus making it hard for students to get the help they need. Student Services needs to be consolidated into a more central and visible location to more easily engage with students, but also make students aware of the variety of services that are available to them.

Campus parkingFree parking is provided to students, visitors, faculty and staff. Parking is distributed around campus with the majority of visitor and administrative staff using the west parking lot while students and faculty generally use the east and north parking areas. As the campus expands, parking will migrate to the east.

AthleticsMCC does not offer organized athletics including divisional, club or intramurals. The campus plans on developing an indoor workout area, and outdoor courts to promote impromptu activities such as frisbee, basketball, or volleyball. The campus environment could benefit from these amenities to keep students on campus between classes.

LibrariesThe library is evolving from a traditional, book- centered operation to a new student-centered, more collaborative organization. New spaces for working on computers and study spaces for individual and groups will help develop a synergy and excitement for life-long learning.

Facilities MaintenanceThe Facilities Maintenance Department has a space shortage for offices and shop / storage space. Facilities is in need of approximately 5,000 sf to house their operations so they can effectively maintain and service the MCC facilities and campus.

INSTITUTIONAL OVERVIEWINSTITUTIONAL OVERVIEW

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Academic CalendarsFall and Spring – 15 weeksSummer – 10 weeks

FALL SEMESTER

Registration/Advising Period Begins 4/2

Saturday Registration 9 - 11 am 8/11

All Faculty Report 8/14

First Day of Classes for 15-Week and CTE/Secondary 8/20

Graduation Application Deadline 9/4

Labor Day (College Closed) 9/3

Last Day to Drop 15-Week Session Classes 9/5

Professional Development (No Classes) 10/23

Thanksgiving Holiday (College Closed) 11/22

Thanksgiving Holiday (College Offices Open - No Classes) 11/21 & 11/23

End of Semester - 15-Week Classes 12/7

Last Faculty Work Day for Gen. Ed. Faculty 12/12

End of Classes for CTE/Secondary 12/19

Last Faculty Work Day for CTE/Secondary 12/21

Christmas Break (College Closed) 12/25 - 1/1

SPRING SEMESTER


College Offices Open 1/2

CTE/Secondary Faculty Report 1/3

Classes Begin for CTE/Secondary Programs 1/8

Saturday Registration 9 - 11 am 1/5

Postsecondary Faculty Report 1/7

First Day of 15-Week Classes 1/14

Last Day to Drop 15-Week Classes 1/30


Professional Development (No Classes) 3/1

Spring Break (College Offices Open) 3/25 - 3/31

End of Semester - 15-Week Classes 5/3

Graduation (Faculty Work Day) 5/4

Last Faculty Work Day for Gen. Ed. Faculty 5/8

End of Classes for CTE/Secondary 5/21

Last Faculty Work Day for CTE/Secondary 5/24

SUMMER SEMESTER


10-Week Classes Begin 5/28

8-Week Classes Begin 6/10




Independence Day Holiday (College Closed) 7/4

8-Week Classes End 8/2

10-Week Classes End 8/2

EXHIBIT 2


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Private Instruction

MCC offers private instruction courses which have been tracked differently than Lectures, Labs, etc. These courses are primarily for the Ag Business Management Courses. The Instructor goes to the student, often at their place of business, to conduct the course. It is one-on-one instruction and there is not a major impact to facilities. Therefore this enrollment type has been removed from the utilization analysis.

Classes Scheduled Without a Definitive Location

Several courses’ locations were noted as TBA (To be Announced). They have been identified as such in the analysis and are included in the utilization totals. No room was assigned and/or the system was never updated with the final location.

On-Site vs Off-Site Courses

The majority of MCC’s offerings are scheduled within properties owned or operated by MCC. For this study these courses are identified as “On-Site”. Courses offered at other locations are identified as “Off-Site”. These courses are included within the utilization analysis and contribute to the College’s facility space requirements, as ideally these courses would be offered On-Site. These off-site courses are provided in locations that are closer to the populations served or in spaces that are more highly specialized than current on-site spaces available (e.g. athletic facilities, hospitals, etc.). Many are held at their respective site for the necessary equipment or facilities (i.e. Body Firm and Star are local fitness centers with fitness equipment and pools for the PE classes).

The High School (H.S.) courses are those that are held in local high schools. While most are designed to accommodate concurrent enrollment students at those high schools, some are for adult college students. Due to limited classroom space at some centers, partnerships with the high schools allow MCC to offer courses at their locations. These courses are included in the utilization analysis, since ideally they would be offered entirely in MCC facilities.

Traditional, Interactive Video, and Hybrid Education Delivery Models

The traditional education delivery model brings together teachers and students in a face-to-face interaction in real-time.

This is contrast to Interactive Video courses where students may “attend” class virtually through a live video connection.

Hybrid courses combine both traditional and interactive video delivery modalities. Hybrid classes generally require all students to be in the classroom for a portion of the instruction and some instruction occurs online. Hybrid –Face-to-face instructional time (determined by approved contact hours for the course) is reduced and replaced by instruction and/or activities which may be provided through another delivery mode (via D2L). All lab hours must be held in the traditional delivery mode. A minimum of 33% of the approved lecture contact hours for the course must be delivered in the synchronous traditional mode. The remaining 67% of lecture time must be accounted for through a documented plan for instructional activities. This plan must be shared with students and readily accessible to them.


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Hybrid classes are included in the analysis because the non-traditional instruction contact hours vary per instructional plan. From a space utilization perspective, hybrid classes are scheduled in the same manner as traditional classes. While contact time may occur in a non-traditional mode this is at the discretion of the instructor (with administration approval).

Instructor Determined SchedulingIn many cases, the “begin time” and “end time” are blank within the scheduling data received. This is due to the flexibility provided to the students and instructors to arrange for their own meeting times. There are many reasons for this including:

• Clinical, Practicum, and Internship hours• Agriculture Business Management courses arranged with students’ and instructors’

schedules for private instruction

Lab hours that a contingent on variables (i.e. Astronomy labs require a clear night with appropriate items to observe)

Classroom Lectures vs Laboratories vs AutomotiveFor this analysis, space allocations for both classrooms, labs, and automotive have been analyzed separately. Utilization summary tables include all three and detail tables identify each type separately.

Prime Time Scheduling vs Traditional SchedulingMCC attempts to schedule courses within a “prime time” between 10:00-14:00 M-Th and 10:00-12:00 Friday. This schedule aligns with the density of student attendance during these times. Only a few courses/classrooms scheduled outside of the “prime time” are successfully attended/utilized. This is primarily due to the unique nature of MCC’s student population and its geographic expanse.

Cross Listing of Courses and Special Enrollment CircumstancesThere are several instances wherein two or more classes/sections are scheduled at the same time in the same room. There are two likely reasons:

• Courses are cross listed. These are typically two courses that have the same content but different course numbers, so they are taught concurrently. These are essentially the same course with two different titles for different programs. When this occurs, the classes are combined within the analysis.

• The more common occurrence is when a section that has been added late (after the census date) to accommodate special circumstances. For example, there have been times where a student has attended a course for the majority of term before realizing the student was never actually registered. If this was not due to student error, the College may create a special section for that student to register and complete the course and earn a grade. These types of courses will usually have a different start date than the “primary” course. When this occurs, the classes are combined within the analysis.

• In some situations, the above reasons do not apply. When this occurs, the classes are left “as is” within the analysis.

Short Course LengthsSome courses do not meet for the entire duration of the academic term. These situations have not been identified within the analysis. It is assumed that their frequency is limited and does not significantly affect utilization.


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Please note: This is the typical course schedule. Some courses may fall outside the time blocks due to required contact

hours. Gray areas represent ‘flex’ time for longer courses. Black areas represent break between classes.

Some specialized programs do not adhere to the above schedule due to time constraints related to concurrent

enrollment, health science clinical schedule, etc.

Classes that run one night per week (usually hybrid) are usually scheduled to end at either 8:00 or 8:20. Again, the gray

area represents ‘flex’ time.

EXHIBIT 3

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Non-Academic Spaces/BuildingsNon-Academic buildings and spaces are not included within the analysis. For example, 300 Main St. does not have designated classroom space, it is primarily office and meeting space and currently holds the CACE Art Gallery in the basement.

Relevant Institutional Space Allocation Guidelines

The consultants applied the DHE guidelines where possible. The operating assumption is to provide MCC with a reasonable amount of space to conduct its current and projected activities. Combinations of guidelines from several sources are used throughout this study in the space categories where DHE does not have guidelines.

Other spaces that cannot be calculated numerically (because there are no established guidelines or because they are specific to MCC) have been assigned a square footage based on the projected occupants and function of the space and the impact of the enrollment and staffing projections.

The method used for calculating classroom and teaching laboratory space is Assignable Square Footage per Weekly Student Contact Hour (ASF/WSCH), and Assignable Square Footage per Workstation for office space. Weekly Student Contact Hours are calculated by multiplying the number of students enrolled in a course by the Weekly Contact Hours (the length of time the course is in session for one week).

ENROLLMENT SIZE AND DISTRIBUTION


Total Enrollment

Academic Year Headcount

2016-17 1,949

2017-18 1,786

EXHIBIT 4

EXHIBIT 5

Staff and Student Growth Projections

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

Students

FTE

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854 801 841 883 927 974 1,022 1,073 1,127 1,183 1,242 1,304

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FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff FTE Staff

111 111 117 122 128 135 142 149 156 164 172 181

(Actual) (Assume.) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd) (Calc'd)

Notes:

8/16/2018

Growth projections through 2028 were established by MCC, and reflect growth in new programs plus regional demographic population growth.

16 page

Basic EnrollmentThe numbers and types of students, faculty, and staff which Morgan Community College serves entail diverse sets of needs. Like most community colleges, MCC serves first-time students, full-time and part-time students, and first-generation students, as well as non-traditional students returning to their education.

Concurrent Enrollment Redesign – MCC has been a leader in Concurrent Enrollment since the first classes were delivered to area high schools in 1988. Ongoing success in concurrent enrollment will require a review of current structures and development of new approaches to ensure the college is meeting the needs of high school students.

Key Performance Measures: • Increase number of concurrent enrollment students earning a Certificate/Degree. • Increase average credits earned by concurrent enrollment students.

Current and Phased Growth

EXHIBIT 6


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FTE

page 17

Headcount FTE Headcount FTE

Bennett Center 396 173.6 290 105.1

Fort Morgan Campus 1020 414.1 981 422.9

Burlington Center 185 47.8 184 35.6

Wray Center 177 42.0 129 25.2

Limon Center 197 61.6 176 50.4

Global Classroom 129 18.4

MCC Online Campus 26 1.5 162 21.0

CCCOnline 333 77.4 411 94.6

8/17/2018 2016-17 2017-18

EXHIBIT 7

Enrollment Distribution by Organizational Unit

Student Residence Demographic DataOn average, the College serves approximately 2,500 students each year (65% female and 35% male) with about 15% of students enrolled full-time and 85% part-time. Twenty percent (20%) of students reported a minority ethnicity with Hispanic students making up the largest portion of minority students (15%) for Fall 2013. That same year, MCC’s student-faculty ratio was fourteen students to one faculty member. There were 32 full-time and 100 part-time faculty as well as 56 full-time and four part-time staff.

Outreach to Under Served Populations – Ensuring MCC is meeting the diverse needs of service area residents is critical to achieving the overall objective of student access.

Key Performance Measures: • Reduce enrollment gap of Under Served populations by at least 1% annually.

Impact of Distance Education on EnrollmentMCC has utilized a variety of distance instruction methods such as hybrid, online, and two-way video transmission courses for several years. In 2014, MCC was formally approved by HLC to provide distance education programs. The College utilizes the D2L Learning Management System and two-way video transmissions to provide distance education offerings. The D2L platform is utilized in many course offerings to provide supplemental material for traditional courses as well as primary instruction for hybrid and online courses. Although MCC offers a small selection of online courses developed by MCC faculty, most online courses are offered through the common CCCS online course system. MCC selects courses that fit the needs of MCC students and programs, but courses are offered through a common system available to all 13 community colleges. This enables MCC to meet the diverse needs of students while still providing a rigorous curriculum. Two-way video transmissions are primarily used to provide instruction to high school students located in a variety of locations and among the main campus and Centers. Many faculty will travel to teach from different locations so students can benefit from face-to-face instruction and broadcast from that site to all others on the network.


18 page

FACULTY AND STAFF SIZE AND DISTRIBUTION

By Functional Area and Organizational Unit

Number of Staff by Employment Status and Occupational Status - Fall 2016/17

Number of full-

time staff

Number of part-

time staff

Instructional Staff 31 68 111

Primary Instruction 31 62 52

Exclusively credit 0 62 52

Exclusively not-for-credit 0 0 0

Combined credit/not-for-credit 31 0 0

Instruction/research/public service 0 62 52

Research Staff 0 0 0

Public Service Staff 0 0 0

Library and Student and Academic Affairs and Other

Education Services Occupations SOC 9 0 0

Librarians, Curators, and Archivists 2 2 10

Archivists, Curators, and Museum Technicians 0 1 2

Librarians 1 0 0

Library Technicians 1 0 1

Student and Academic Affairs and Other Education

Services Occupations 7 1 1

Management Occupations 20 1 7

Business and Financial Operations Occupations 9 1 20

Computer, Engineering, and Science Occupations 4 0 9

Community, Social Service, Legal, Arts, Design,

Entertainment, 1 0 4

Sports and Media Occupations 1 0 1

Healthcare Practitioners and Technical Occupations 0 0 0

Service Occupations 4 1 4

Sales and Related Occupations 0 0 0

Office and Administrative Support Occupations 8 2 9

Natural Resources, Construction, and Maintenance

Occupations 2 0 2

Production, Transportation, and Material Moving

Occupations 0 0 0

Note: This data provided by MCC from IPEDS System.

Reported values

Occupational category FTE Staff

EXHIBIT 8


page 19

Planning Assumptions

The following is a list of the working assumptions used in the analysis contained within the following pages:

• Student enrollment will grow by 5% year over year.

• All scheduled activities are included in the classroom, teaching laboratory, and automotive shop utilization findings.

• Unscheduled activities are not included in the classroom, teaching laboratory, or automotive shop utilization findings.

• All findings are in assignable square feet (ASF) except where noted. Assignable square footage is the usable space inside a room. It does not include circulation (corridors and stairwells), building service space (rest rooms, janitor closets, mechanical and electrical rooms), or the area taken by walls or columns.


20 page


PROGRAMS UNDER DEVELOPMENT

Morgan Community College will continue to review community and local industry needs and develop quality programs that support these needs.

Key Performance Measures: • Develop 1 new program annually. • Have 10 students enrolled in new programs within 3 years.

New programs proposed and scheduled for implementation include:

• Precision Agriculture Fall 2018 • Industrial Maintenance/Electrical Pre-Apprenticeship Certificate Continuing Education Modules for Electricians Currently offered - Changes implemented Fall 2018

• Science & Technology Expansion Start Science & Technology expansion activities Summer 2018 Expand academic years 2019-22

Expand to regions summer 2019

• Expansion of CTE to Regional Areas Bennett- Summer 2018 Limon - unknown

• Viticulture and EnologyFall 2019

• AAS in Law Enforcement Fall 2018

• Multimedia program revision Fall 2018

• Farm to Table Culinary Fall 2020

• Cyber Security Fall 2019

• Bachelor of Nursing ScienceFall 2019

• Farm to Table CulinaryFall 2020

• Bachelor of Sustainable AgricultureFall 2021

page 21


MCC Strategic & Academic Plans

MCC’s Strategic Plan for Fall 2018 to Spring 2023 is currently in process. The Plan will identify strategies to improve student access, student success, teaching excellence, community success, and operational effectiveness. MCC’s Academic Plan is currently in the process of being revised.

CAMPUS LOCATIONS and MAPS

Region

As part of the largest geographic region within the Colorado Commission of Higher Education, Morgan Community College now serves all or parts of seven counties in Eastern Colorado: Morgan, Washington, Yuma, Lincoln, Kit Carson, Adams, and Arapahoe. MCC’s service area is located in the northeast portion of the State, bounded on the east by Nebraska and Kansas. Eastern Colorado is generally flat, high plains and rolling prairie, which gradually rise westward toward the foothills of the Rocky Mountains.

Morgan Community College has Centers in Limon, Wray, Bennett, and Burlington and Administrative space at 300 Main Street in Ft. Morgan in addition to the main Morgan Community College Campus in Fort Morgan.

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CENTER ‘CAMPUSES’ IN WRAY, LIMON, BENNETT, AND BURLINGTON


BURLINGTON CENTER

page 25

PROGRAM INFORMATION/INSTITUTIONAL OVERVIEWINSTITUTIONAL OVERVIEWINSTITUTIONAL OVERVIEW

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INSTITUTIONAL ECONOMIC DATA

DEMOGRAPHICS

Morgan Community College geographically spans several regions in Colorado: The Golden Plains (including Morgan, Washington, and Yuma Counties), The Denver Region (including Adams and Arapahoe Counties), and The Central Plains (including Kit Carson and Lincoln Counties). Per the State of Colorado demographic data, the Eastern Plains are anticipated to increase significantly by 2030. As the Front Range populations spread east, housing options and growth will expand into the MCC area, especially in Bennett and Ft. Morgan. The Table below supports the projected growth between 2018 and 2030.


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PROGRAM INFORMATION/INSTITUTIONAL OVERVIEWINSTITUTIONAL OVERVIEW

ROLE WITHIN LOCAL, REGIONAL AND STATE ECONOMIES

As with most community colleges, Morgan Community College is of substantial importance to it’s local, regional and state economies, and assists in the following ways:

• Stabilizes the local economy: MCC’s enrollment is inversely proportional to the local economy; when employment is high, enrollment is low, and conversely when employment is low, enrollment is high. Having MCC as part of the local economy, contributes to keeping a stable workforce in the community.

• Fuels regional economic growth: MCC provides a place for industry training (i.e. Cargill) as well as providing incubator space for industry development (i.e. Viticulture and Enology).

• Contributes to the economy of Colorado: MCC has established itself as a place for innovation in one of the State’s largest industries: agriculture. This is where “home on the range meets 21st century demand for organic food, produce, and beverages.” Beyond the traditional production of cattle, lamb, potatoes, barley, and other crops, farmers and ranchers also focus on sustainability: Colorado has more organic certified acres than any other state.

The Eastern Plains of Colorado contribute to the $5 Billion annual economic output, with local companies exporting their products to more than 100 countries worldwide.

28 page

ANALYSIS

page 29

ANALYSIS

This Section contains factual information that was analyzed and utilized in the development of the Master Plan Recommendations contained in the following Section. Factual information includes:

Current Land Use Plans Fort Morgan Building Plans Fort Morgan Building Plans Current Space Inventory/Projections Tables Guidelines Used Instructional Space Utilization Summary Exhibit 15: Assignable Space Analysis Compared to Guidelines Classroom Guideline Application Teaching Laboratory Guideline Application Exhibit 16: Teaching Lab ASF/Student Station Chart Open Laboratory Guideline Application Automotive Shop Guideline Application Exhibit 17: Automotive and Collision Repair ASF/Student Chart Office Guideline Application Exhibit 18: Facility Utilization Analysis - Campus Summary General Use Facilities Guideline Application Support Facilities Guideline Application Exhibit 11: Assignable Space Analysis Exhibit 12: Assignable Space Count Analysis Exhibit 13: Station Analysis Exhibit 17: Building Analysis - Spruce Exhibit 18: Building Analysis - Aspen Exhibit 19: Building Analysis - Cottonwood Exhibit 20: Building Analysis - Elm Exhibit 21: Building Analysis - Birch Exhibit 22: Building Analysis - Cedar Exhibit 23: Building Analysis - Bennett Exhibit 24: Building Analysis - Burlington Exhibit 25: Building Analysis - Limon Exhibit 26: Building Analysis - Wray Exhibit 27: Building Analysis - 300 Main Facility Conditions Index Topographic Map Subsurface Soils Conditions Site Development and Storm Water Management Utility Systems Maps Circulation System Maps Parks/Recreation/Open Space Assessment of Current Aesthetics The Local Community The Site The Buildings Significant Art on Campus

30 page

ANALYSIS

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page 31

CURRENT LAND USE AND FORT MORGAN BUILDING PLANS

The local area has historically been agricultural. However, with the expansion of the Front Range population, housing and commercial uses will continue to move into the MCC area, particularly affecting the Burlington and Fort Morgan campuses. As is evident below, the only remaining agricultural area adjacent to the MCC Fort Morgan campus is to the east. The commercial development in recent years has included a Walmart and fast food establishments to the north of the campus.

EXISTING CONDITIONS ASSESSMENT AND CONCLUSIONS

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EXISTING CONDITIONS ASSESSMENT AND CONCLUSIONSANALYSIS

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FORT MORGAN CAMPUS BUILDING LOCATION PLAN

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38 page

ANALYSISANALYSIS

CURRENT SPACE INVENTORY AND PROJECTION TABLES

GUIDELINES USED

The analysis contained herein was adjusted from the Colorado Department of Higher Education (DHE) “Space Utilization Planning Guidelines” (Dated 4/5/2007). Additional guidelines were identified within the US Department of Education’s “Post Secondary Education Facilities Inventory and Classification Manual (FICM)” (May 2006 Edition) and the former Council of Educational Facility Planners International (CEFPI), now A4LE “Space Planning for Institutions of Higher Education” (2006 Edition).

INSTRUCTIONAL SPACE UTILIZATION SUMMARY and PRIME-TIME SCHEDULING

Space Utilization is a benchmark tool that illustrates the intensity of use of each major type of space at Morgan Community College.

MCC’s space utilization standard is affected by its use of “prime time” scheduling. Historically, the classrooms and labs at MCC’S Fort Morgan Campus are utilized intensely about 4 hours/day Monday - Thursday, and 2 hours on Friday. MCC has found that only a few courses/classrooms scheduled outside of this “prime time” are successfully attended/utilized. This is primarily due to the unique nature of MCC’s student population and its geographic expanse.

The college is dedicated to providing access to higher education for ALL of its student population; MCC will not penalize students in Northeastern Colorado simply because there are fewer students enrolled in a particular course offering. Because the population is relatively small and less geographically dense compared to other higher education institutions in the state, the space utilization is therefore generally lower.

Because of this unique anomaly of use, the DHE recommendations for weekly room hours of 30 hours per week are not completely applicable. Rather, the consultant recommends a standard of 18 hours per week at this time. In the future, as the Front Range population migrates east into the MCC area and/or student housing is added, the weekly room hours will be readjusted back up to 30 hours per week. This analysis includes only scheduled credit instruction. Other non-credit activities would include, but are not limited to non-credit classes offered through Continuing Education, special one-time meetings for class review sessions, unscheduled recitations, campus meetings, and community use. MCC documents some of these activities in its scheduling software. With the exception of the non-credit classes, it is difficult to calculate student station occupancy for many of these activities, which are intermittent one-time events. Therefore, it is not feasible to include the number of participants from these activities in the analysis. Student station occupancy can only be calculated for scheduled courses, which does not give an accurate view of the actual use and need for space.

page 39

During the Spring of 2017, MCC had 33 classrooms totaling 17,786 ASF including service space. The number of laboratories was 32, totaling 15,700 ASF including Laboratory service space, and the number of automotive shops was 11, totaling 23,145 ASF at the base year of this study. Additional instructional support spaces total 43,131 ASF.

As of the Spring of 2017, MCC has approximately 99,762 assignable square feet (ASF). The student station occupancy utilization of its spaces shows a deficit of 14%, or a need of 13,489 assignable square feet. The analysis of this data indicates that between the base year and the target year there will be a deficit of 73%, or a need of an additional 73,172 assignable square feet. New space needs have been identified by MCC based on community demand, specific industry growth, and associated demand for increased specialization of the workforce. These spaces are identified elsewhere in this report.

ANALYSIS

Total

hours

Used

Outside

Usage

Total

hours

Used

Outside

Usage

Total

hours

Used

Outside

usage

Feb-17 87.0 67.5 19.0 8.0 46.0 29.0

Mar-17 77.5 53.5 13.5 9.5 22.0 18.0

Apr-17 87.0 54.0 57.5 36.5 27.0 12.0

May-17 65.5 8.0 18.0 8.0 5.5 -

Jun-17 28.0 15.0 13.5 13.5 10.0 9.0

Jul-17 41.5 28.0 12.5 7.5 28.0 18.0

Aug-17 45.0 16.0 11.0 9.0 37.5 -

Sep-17 57.5 15.5 9.5 6.5 39.5 32.0

Oct-17 81.5 8.0 28.3 13.5 68.5 20.0

Nov-17 100.0 29.0 8.0 8.0 74.5 -

Dec-17 32.0 4.0 - - 40.0 -

Jan-18 62.0 29.5 4.0 - 29.5 24.0

Feb-18 91.5 21.0 20.5 9.5 143.0 25.5

Totals 856.0 349.0 215.3 129.5 571.0 187.5

40.8% 60.1% 32.8%

Medical Information Meetings

Founders Room Bloedorn Hall

Morgan Community College

Outside Room Usage

Classrooms

OUTSIDE GROUPS THAT USE MCC FACILITIES

EMS Symposium Colorado Trust Homeland Security Training Health Meetings Morgan County Commissioners Regis University Nursing ClassesWorkforce Meetings ISAE Training Climate Education Meeting Colorado Rural Water Area Agency on Aging Fort Morgan High School TestingBlood Drives One Morgan County NRCSAnnie’s Project Optimist Brain Bowl Training Medical Information MeetingsLatino Community Foundation of Colorado

40 page

CLASSROOM GUIDELINE APPLICATION

The DHE average of 20 ASF per student station (including service space) has been established as the guideline ASF for classroom space. This translates to 1.67 ASF per weekly student contact hour (WSCH). The assignable square feet per weekly student contact hour (ASF/WSCH) for classroom space is calculated as follows:

20 ASF/Student Station----------------------------------------------------------------- = 1.67 ASF/WSCH18 Weekly Room Hours X 67% Student Station Occupancy

Assignable Space Analysis Compared to Guidelines

8/17/2018

Existing ASF

Guideline

ASF1, 3, 5

Surplus/

(Deficit)

% Surplus/

(Deficit)

Existing

ASF

Guideline

ASF2, 4, 6

Surplus/

(Deficit)

% Surplus/

(Deficit)

Classroom Facilities

Classroom and Service 17,786 18,208 (422) -2% 17,786 27,804 (10,018) -56%

Classroom Facility Subtotal 17,786 18,208 (422) -2% 17,786 27,804 (10,018) -56%

Laboratory Facilities

Class & Open Laboratory and Service 15,700 22,117 (6,417) -41% 15,700 33,773 (18,073) -115%

Laboratory Facility Subtotal 15,700 22,117 (6,417) -41% 15,700 33,773 (18,073) -115%

Automotive Facilities

Shop and Service 23,145 26,490 (3,345) -14% 23,145 40,450 (17,305) -75%

Automotive Facility Subtotal 23,145 26,490 (3,345) -14% 23,145 40,450 (17,305) -75%

Office Facilities

Offices, Office Service and Conf. 18,296 16,650 1,646 9% 18,296 25,425 (7,129) -39%

Office Facility Subtotal 18,296 16,650 1,646 9% 18,296 25,425 (7,129) -39%

Study Facilities

Library 3,995 5,000 (1,005) -25% 3,995 7,635 (3,640) -91%

Study Facility Subtotal 3,995 5,000 (1,005) -25% 3,995 7,635 (3,640) -91%

General Use Facilities

Student Union 6,317 7,686 (1,369) -22% 6,317 11,737 (5,420) -86%

Assembly and Service 5,442 5,600 (158) -3% 5,442 8,551 (3,109) -57%

General Use Facility Subtotal 11,759 13,286 (1,527) -13% 11,759 20,288 (8,529) -73%

Support Facilities

Central Computer and Service 1,039 1,500 (461) -44% 1,039 2,291 (1,252) -120%

Unit Storage 8,042 10,000 (1,958) -24% 8,042 15,270 (7,228) -90%

Support Facility Subtotal 9,081 11,500 (2,419) -27% 9,081 17,561 (8,480) -93%

TOTAL 99,762 113,251 (13,489) -14% 99,762 172,934 (73,172) -73%

Notes:

9. Student FTE Growth between 2017-2028 equals 450 or 152.7%

2. Target Gear Classroom Guideline ASF calculated by multiplying 2017 WSCH by 1.67 ASF/WSCH and then multiplying the result by the Student FTE Growth percentage.

3. Base Year Laboratory Guideline ASF calculated by multiplying 2017 WSCH by 5.6 ASF/WSCH.

4. Target Gear Laboratory Guideline ASF calculated by multiplying 2017 WSCH by 5.6 ASF/WSCH and then multiplying the result by the Student FTE Growth percentage.

7. Base Year Office Guideline ASF calculated by multiplying 2017 FTE Staff by 120 ASF/FTE

8. Target Gear Office Guideline ASF calculated by multiplying 2017 WSCH by 120 ASF/FTE and then multiplying the result by the Staff FTE Growth percentage.

5. Base Year Automotive Guideline ASF calculated by multiplying 2017 WSCH by 29.9 ASF/WSCH.

6. Target Gear Automotive Guideline ASF calculated by multiplying 2017 WSCH by 29.9 ASF/WSCH and then multiplying the result by the Student FTE Growth percentage.

2017 Base Year

Student FTE = 854

2028 Target Year

Student FTE = 1,304

1. Base Year Classroom Guideline ASF calculated by multiplying 2017 WSCH by 1.67 ASF/WSCH.

EXHIBIT 15

ANALYSIS

page 41

The total number of weekly student contact hours for a lecture course section is obtained by multiplying the enrollment of the course section by the number of meeting hours in one week. For example: a history course with 30 students enrolled which meets three (3) times a week for one hour produces 90 weekly student contact hours (WSCH) [30 students x 3 weekly contact hours = 90].

The modified guideline used in this study is 1.67 ASF per Weekly Student Contact Hour. This varies from the DHE recommendation of 1.00 (using 30 Weekly Room Hours) due to the “prime time” scheduling (18 Weekly Room Hours) necessary at MCC. For more information see Prime Time Scheduling vs Traditional Scheduling narrative.

This calculation is conducted for all lecture and seminar courses on a section-by-section basis. If rooms are used more than 18 hours per week or the average student station occupancy exceeds the 67% expectation, a total classroom guideline ASF will exceed the existing space square footage. If the actual use is lower than the utilization expectations, the classroom guideline ASF will be less than the existing square footage. If utilization goals are not met and a need for additional classroom space is produced, then it is possible that the existing average square footage per student station is less than the recommended guideline of 20 ASF.

MCC had 33 Classrooms totaling 17,786 ASF including Classroom service space at the base year of this study. Application of the classroom guideline to the course data produced a need of 18,208 ASF for scheduled use. Currently, there is a 2% deficit of space (approximately 422 ASF). At the target year there is a deficit of 56% (approximately 10,018 ASF).

TEACHING LABORATORY GUIDELINE APPLICATION

The CEFPI teaching laboratory guidelines have one square footage range for each discipline area that includes basic laboratory space and service space. Because there is only one guideline per discipline, the same guideline is applied to all courses taught in that discipline. Typically, the standard application of these guidelines is to apply the high end of the range.

For the purposes of this study an average of 67 ASF per student station (including service space has been established as the guideline ASF for teaching laboratory space. This average was calculated from the following chart.

ANALYSIS

Hegis Discipline

ASF/

Station WSCH

400 Biological Sciences 65

500 Business & Management 40

700 Computer & Information Science 60

1002 Art 80

1200 Health Professions (except Medicine) 80

1203 Nursing 80

1905 Chemistry 75

2200 Social Sciences 50

2206 Geography 60

2207 Political Science 40

2209 Computerized Writing & Reading Skills 40

5301 Industrial Technology—WICHE 130

EXHIBIT 16

42 page

The modified guideline used in this study is 5.56 ASF per Weekly Student Contact Hours. This varies from the DHE recommendation of 3.33 (using 30 Weekly Room Hours) due to the “prime time” scheduling (18 Weekly Room Hours) necessary at MCC. For more information see the Prime Time Scheduling vs Traditional Scheduling narrative. For the purpose of this study 18 hours per week at 67% student station occupancy was used. This translates to each student station being occupied 12.06 hours per week (18 x .67 = 12.06). The assignable square feet per weekly student contact hour (ASF/WSCH) for teaching laboratory space is calculated as follows: 67 ASF/Student Station----------------------------------------------------------------- = 5.56 ASF/WSCH18 Weekly Room Hours X 67% Student Station Occupancy

The utilization of these labs does not include lab time by personnel preparing or tearing down experiments or extra lab time in which students are conducting experiments.

MCC had 32 Laboratories totaling 15,700 ASF including Laboratory service space at the base year of this study. Application of the Laboratory guideline to the course data produced a current year need of 22,117 ASF for scheduled use. There is a 41% deficit of space (approximately 6,417 ASF). At the target year there remains a deficit of 115% (approximately 18,073 ASF).

OPEN LABORATORY GUIDELINE APPLICATIONBy definition, open laboratories are labs that are irregularly scheduled or are used as combination teaching labs and open access labs, or are labs with special equipment needs. The types of rooms included in this category are computer laboratories, language laboratories, music practice rooms, tutoring and testing facilities, and other similar facilities. Open laboratories serve students for group or individual activities.

DHE does not address guideline space for the use of open laboratories. Therefore, data for open laboratories are included with the Teaching Laboratories.

AUTOMOTIVE SHOP GUIDELINE APPLICATIONFor the purposes of this study an average of 360 ASF per student station (including service space) has been established as the guideline ASF for automotive shop space. This average was calculated from the following chart.

ANALYSIS

General Program for Automotive & Collision Repair Technology

Space Description

ASF/

Unit Qty.

Auto

Technology

Total ASF Qty.

Collision

Repair Total

ASF

Auto Lab Stations 360 11 3,960 0 0

Auto Body Lab Stations 400 0 0 12 4,800

Straightener 280 0 0 2 560

Tool Room 300 1 300 1 300

Parts Room 400 1 400 0 0

Paint Spray Booth 480 0 0 2 960

Spot & Primer/Prep 220 0 0 2 440

Paint Mixing/Storage 144 0 0 1 144

Machine Shop/Welding 400 1 400 0 0

TOTAL PROGRAM ASF 5,060 7,204

ASF = Assignable Square Feet

EXHIBIT 17

page 43

The guideline used in this study is 29.9 ASF per Weekly Student Contact Hour. This varies from the DHE recommendation of 17.9 (using 30 Weekly Room Hours) due to the “prime time” scheduling (18 Weekly Room Hours) necessary at MCC. For more information see Prime Time Scheduling vs Traditional Scheduling narrative. For the purpose of this study 18 hours per week at 67% student station occupancy was used. This translates to each student station being occupied 12.06 hours per week (18 x .67 = 12.06). The assignable square feet per weekly student contact hour (ASF/WSCH) for automotive shop space is calculated as follows:

360 ASF/Student Station----------------------------------------------------------------- = 29.9 ASF/WSCH18 Weekly Room Hours X 67% Student Station Occupancy

The utilization of these shops does not include shop time by personnel preparing or tearing down projects or extra shop time in which students are working on projects.

MCC had 11 Shops totaling 23,145 ASF including shop service space at the base year of this study. Application of the Shop guideline to the course data produced a base year need of 26,490 ASF for scheduled use. There is a 14% deficit of space (approximately 3,345 ASF). At the target year there remains a deficit of 75% (approximately 17,305 ASF).

OFFICE GUIDELINE APPLICATIONFor this space type, the space calculation method of assignable square feet per head count (workstation) is used. Staffing information was obtained and staffing projections were produced based upon the enrollment projections and overall projections of MCC.

DHE has eliminated the specific guidelines for office space and has made the statement that, “Workstations should be provided for people who need them based on their function at the institution.” Therefore, the consultants have applied the CEFPI office guidelines. The CEFPI guideline for service space includes storage for files and supplies, workrooms, departmental copiers, etc.

This master planning effort uses 150 ASF per FTE staff which is increased above the mid range of the CEFPI guideline for faculty offices (120 ASF). The increase is included to account for conference and service spaces. This guideline appeared to be most consistent with the office space policies at MCC.

MCC had 114 Office, Office Service, and Conference Room spaces totaling 18,296 ASF at the base year of this study. Application of the guideline produced a target year need of 16,650 ASF for scheduled use. There is a 9% surplus of space (approximately 1,646 ASF). At the target year there is a deficit of 39% (approximately 7,129 ASF).

STUDY FACILITIESStudy Facilities include Library Spaces, Open Stack Study Rooms, and Study Service. A Program Planning effort for the addition/renovation of the Library will be completed in the near future. The results of the Program Plan will confirm the need of an additional 3,640 ASF in the target year.

ANALYSIS

44 page

THE TABLES ON THIS PAGE HAVE NOT

BEEN UPDATED WITH NEW DATA

ANALYSIS

EXHIBIT 18

Facility Utilization Analysis - Campus Summary

Classroom Summary

Building

Assignable

Sq. Ft.

No of

Stations

Assignable Sq.

Ft. Per Station

Average

Enroll-

ment

Weekly

Student

Contact

Hours

WSCH

Capacity

Weekly

Seat

Hours

Weekly

Room

Hours

Hours in Use

Student

Station

Occupancy %

Spruce Hall 6,562 348 19 12 1,473 4,812 4 117 31%

Aspen Hall 0 0 0 0 0 0 0 0 0%

Cottonwood Hall 5,205 202 26 9 1,601 3,288 8 142 49%

Elm Hall 0 0 0 0 0 0 0 0 0%

Birch Hall 0 0 0 0 0 0 0 0 0%

Cedar Hall 1,656 60 28 8 126 1,008 2 17 13%

Bennett 724 36 20 10 887 4,100 25 114 22%

Burlington 4,585 98 47 6 544 9,878 6 101 6%

Limon 0 0 0 0 0 0 0 0 0%

Wray 2,351 98 24 4 214 6,226 2 0 3%

300 Main 0 0 0 0 0 0 0 0 0%

CLASSROOM TOTAL

Average 1,917 77 15 4 4 45

Total 21,083 842 4,845 29,312 491 17%

Laboratory and Shop Summary

Building

Assignable

Sq. Ft.

No of

Stations

Assignable Sq.

Ft. Per Station

Average

Enroll-

ment

Weekly

Student

Contact

Hours

WSCH

Capacity

Weekly

Seat

Hours

Weekly

Room

Hours

Hours in Use

Student

Station

Occupancy %

Spruce Hall 8,763 242 36 14 3,003 5,773 13 207 52%

Aspen Hall 0 0 0 0 0 0 0 0 0%

Cottonwood Hall 0 0 0 0 0 0 0 0 0%

Elm Hall 15,598 310 50 7 2,148 19,973 11 198 11%

Birch Hall 3,361 40 84 5 862 6,032 22 84 14%

Cedar Hall 0 0 0 0 0 0 0 0 0%

Bennett 0 0 0 0 0 0 0 0 0%

Burlington 0 0 0 0 0 0 0 0 0%

Limon 0 0 0 0 0 0 0 0 0%

Wray 0 0 0 0 0 0 0 0 0%

300 Main 0 0 0 0 0 0 0 0 0%

LABORATORY AND SHOP TOTAL

Average 2,520 54 16 2 4 44

Total 27,722 592 6,013 31,778 489 19%

page 45

GENERAL USE FACILITIES GUIDELINE APPLICATION

Assembly and Assembly Service Space

Since no DHE guidelines exist for Assembly Spaces, CEFPI guidelines have been used. CEFPI has four guideline options from which to choose: Option A - Basic Core; Option B - Enhanced Core; Option C - Larger Core; and Option D - Music Option. Option “A” uses 5,600 ASF as a minimum core requirement for a small college or university. Option “B” uses a core of 16,000 ASF for a small college or university with an active fine arts program. Option “C” uses a core of 22,450 ASF for institutions with an FTE of 5,000 and an additional six (6) ASF per FTE for institutions with an FTE greater than 5,000. Option “D” is the same as Option “C” with a core addition of 5,000 ASF for institutions with an active music program. The consultants chose Option A as the most applicable guideline for MCC.

MCC had 5 Assembly and Assembly Service spaces totaling 5,442 ASF at the base year of this study. Application of the guideline produced a base year need of 5,600 ASF for scheduled use. There is a -3% deficit of space (approximately 158 ASF). At the target year there is a deficit of 57% (approximately 3,109 ASF).

Student Union

This category consists of the Lounge, Merchandising (Bookstore, etc.), and Merchandising Service spaces. Again, no DHE guideline exists for this category. The most widely used factors are nine (9) ASF per student FTE as suggested by CEFPI, or ten (10) ASF per student suggested by the Association of College Unions - International. The CEFPI guideline is used in this Master Plan.

MCC had 7 Student Union spaces totaling 6,317 ASF at the base year of this study. Application of the guideline produced a target year need of 7,686 ASF for scheduled use. There is a 22% deficit of space (approximately 1,369 ASF). At the target year there is a deficit of 86% (approximately 5,420 ASF).

SUPPORT FACILITIES GUIDELINE APPLICATION

Support Facilities include Central Computer and Central Computer Service spaces as well as Unit Storage spaces. Again, no DHE guideline exists for this category. In this analysis, seven percent (7%) of all non-physical plant space is the factor the consultants used. This guideline produced a deficit of 44% or 461ASF at the base year. At the target year there is a deficit of 120% or 1,252 ASF..

ANALYSIS

46 page

Assignable Space Analysis8/17/2018

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Classroom and Service 7,162 0 4,670 1,537 0 1,328 14,697 499 654 156 1,780 3,089 0 17,786

Classroom Facility Subtotal 7,162 0 4,670 1,537 0 1,328 14,697 499 654 156 1,780 3,089 0 17,786


Class Laboratory and Service 10,624 0 0 0 0 0 10,624 173 2,464 0 0 2,637 0 13,261

Open Laboratory 0 0 1,012 0 0 513 1,525 225 689 0 0 914 0 2,439

Laboratory Facility Subtotal 10,624 0 1,012 0 0 513 12,149 398 3,153 0 0 3,551 0 15,700


Shop and Service 0 0 0 16,057 3,471 19,528 3,617 0 0 0 3,617 0 23,145

Automotive Facility Subtotal 0 0 0 16,057 3,471 0 19,528 3,617 0 0 0 3,617 0 23,145

Office Facilities

Offices, Office Service and Conf. 3,164 2,592 4,931 938 99 540 12,264 0 1,082 307 1,929 3,318 2,714 18,296

Office Facility Subtotal 3,164 2,592 4,931 938 99 540 12,264 0 1,082 307 1,929 3,318 2,714 18,296

Study Facilities

Library 0 0 3,995 0 0 0 3,995 0 0 0 0 0 0 3,995

Study Facility Subtotal 0 0 3,995 0 0 0 3,995 0 0 0 0 0 0 3,995


Student Union 2,474 2,592 0 0 0 0 5,066 660 235 0 356 1,251 0 6,317

Assembly and Service 2,094 1,557 0 0 0 1,013 4,664 0 778 0 0 778 0 5,442

General Use Facility Subtotal 4,568 4,149 0 0 0 1,013 9,730 660 1,013 0 356 2,029 0 11,759

Support Facilities

Central Computer and Service 234 101 215 243 0 0 793 37 151 0 0 188 58 1,039

Unit Storage 1,976 172 178 1,837 1,906 46 6,115 0 879 73 197 1,149 778 8,042

Support Facility Subtotal 2,210 273 393 2,080 1,906 46 6,908 37 1,030 73 197 1,337 836 9,081

TOTAL 27,728 7,014 15,001 20,612 5,476 3,440 79,271 5,211 6,932 536 4,262 16,941 3,550 99,762

Notes:

Data from drawings and drawing area schedules

ASF is from Schedule Data includes classrooms, labs/shops, and computer labs.

Spruce includes Ambulance Garage

Burlington Gross Area only includes MCC

Computer Labs are Included with Open Labs

Student Union includes Lounge, Merchandising, Merchandising Service

Shop Service includes Vehicle Storage Service

Library includes Open Stack Study Room and Study Service

EXHIBIT 11

INSTITUTIONAL OVERVIEWANALYSIS

page 47

Assignable Space Count Analysis8/17/2018

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Classroom and Service 11 0 8 2 0 4 25 2 1 1 4 8 0 33

Classroom Facility Subtotal 11 0 8 2 0 4 25 2 1 1 4 8 0 33


Class Laboratory 15 0 0 0 0 0 15 1 3 0 0 4 0 19

Class Laboratory Service 5 0 0 0 0 0 5 0 0 0 0 0 0 5

Open Laboratory 0 0 4 0 0 1 5 1 1 0 1 3 0 8

Laboratory Facility Subtotal 20 0 4 0 0 1 25 2 4 0 1 7 0 32


Shop 0 0 0 4 1 0 5 1 0 0 0 1 0 6

Shop Service 0 0 0 4 1 0 5 0 0 0 0 0 0 5

Automotive Facility Subtotal 0 0 0 8 2 0 10 1 0 0 0 1 0 11

Office Facilities

Offices 26 16 37 7 1 3 90 0 7 2 6 15 9 114

Office Service 1 0 1 0 0 0 2 0 0 0 2 2 1 5

Conference 1 0 0 0 0 1 2 0 0 0 0 0 3 5

Office Facility Subtotal 28 16 38 7 1 4 94 0 7 2 8 17 13 124

Study Facilities

Library 0 0 8 0 0 0 8 0 0 0 0 0 0 8

Study Facility Subtotal 0 0 8 0 0 0 8 0 0 0 0 0 0 8


Student Union 1 3 0 0 0 0 4 1 1 0 1 3 0 7

Assembly 1 1 0 0 0 1 3 0 1 0 0 1 0 4

Assembly Service 1 0 0 0 0 0 1 0 0 0 0 0 0 1

General Use Facility Subtotal 3 4 0 0 0 1 8 1 2 0 1 4 0 12

Support Facilities

Central Computer and Service 2 1 2 3 0 0 8 1 1 0 0 2 1 11

Unit Storage 9 2 4 3 1 2 21 0 6 1 1 8 9 38

Support Facility Subtotal 11 3 6 6 1 2 29 1 7 1 1 10 10 49

TOTAL 73 23 64 23 4 12 199 7 21 4 15 47 23 269

Notes:


ASF is from Schedule Data includes classrooms, labs/shops, and computer labs.




Student Union includes Lounge, Merchandising, Merchandising Service


Library includes Open Stack Study Room and Study Service

EXHIBIT 12

INSTITUTIONAL OVERVIEWANALYSIS

48 page

Station Analysis6/16/2018

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Classroom and Service 356 0 202 30 0 48 636 25 12 4 80 121 0 757

Classroom Facility Subtotal 356 0 202 30 0 48 636 25 12 4 80 121 0 757


Class Laboratory and Service 272 0 0 0 0 0 272 8 38 0 0 46 0 318

Open Laboratory 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Shop and Service 0 0 0 0 0 0 0 0 0 0 0 0 0

Laboratory Facility Subtotal 272 0 0 0 0 0 272 8 38 0 0 46 0 318

TOTAL 628 0 202 30 0 48 908 33 50 4 80 167 0 1,075

Notes:


Total Stations is from Schedule Data includes classrooms, labs/shops, and computer labs.





EXHIBIT 13




ANALYSIS

page 49

Building Analysis

SF Count Stations

110 CLASSROOM 7162 11 356

210 CLASS LABORATORY 9722 15 272

215 CLASS LABORATORY SERVICE 902 5

220 OPEN LABORATORY

310 OFFICE 2817 26

315 OFFICE SERVICE 90 1

350 CONFERENCE ROOM 257 1

430 OPEN STACK STUDY ROOM

455 STUDY SERVICE

610 ASSEMBLY 1973 1

615 ASSEMBLY SERVICE 121 1

650 LOUNGE 2474 1

660 MERCHANDISING

665 MERCHANDISING SERVICE

710 CENTRAL COMPUTER OR TELECOMMUNICATIONS 173 1

715 CENTRAL COMPUTER OR TELECOMMUNICATIONS SERVICE 61 1

720 SHOP

725 SHOP SERVICE

780 UNIT STORAGE 1976 9

NET ASSIGNABLE (NASF) 27,728 73 628

W02 ELEVATOR

W06 CORRIDOR 5806 13

W07 STAIRWAY 359 3

X02 JANITOR ROOM 77 1

X03 PUBLIC RESTROOM 1446 6

Y03 SHAFT 118 7

Y04 UTILITY/ MECHANICAL SPACE

NON-ASSIGNABLE 7,806 30 0

NET USABLE (NUSF) 35,534

STRUCTURAL 3,831

GROSS (GSF) 39,365

Spruce

EXHIBIT 17




ANALYSIS

50 page

Building Analysis

SF Count Stations

110 CLASSROOM

210 CLASS LABORATORY

215 CLASS LABORATORY SERVICE

220 OPEN LABORATORY

310 OFFICE 2592 16

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY 1557 1

615 ASSEMBLY SERVICE

650 LOUNGE 1320 1

660 MERCHANDISING 822 1

665 MERCHANDISING SERVICE 450 1


715 CENTRAL COMPUTER OR TELECOMMUNICATIONS SERVICE

720 SHOP

725 SHOP SERVICE



W02 ELEVATOR 22 1

W06 CORRIDOR 1,803 4

W07 STAIRWAY 133 2



Y03 SHAFT 16




STRUCTURAL 861

GROSS (GSF) 10,285

Aspen

EXHIBIT 18




ANALYSIS

page 51

Building Analysis

SF Count Stations

110 CLASSROOM 4670 8 202



220 OPEN LABORATORY 1012 4

310 OFFICE 4780 37


350 CONFERENCE ROOM

430 OPEN STACK STUDY ROOM 3100 1

455 STUDY SERVICE 895 7

610 ASSEMBLY


650 LOUNGE

660 MERCHANDISING


710 CENTRAL COMPUTER OR TELECOMMUNICATIONS


720 SHOP

725 SHOP SERVICE



W02 ELEVATOR

W06 CORRIDOR 2976 11

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT 77 7




STRUCTURAL 864

GROSS (GSF) 19,552

Cottonwood

EXHIBIT 19




ANALYSIS

52 page

Building Analysis

SF Count Stations

110 CLASSROOM 1537 2 30



220 OPEN LABORATORY

310 OFFICE 938 7

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE

660 MERCHANDISING




720 SHOP 14377 4 280

725 SHOP SERVICE 1680 4



W02 ELEVATOR

W06 CORRIDOR 1382 2

W07 STAIRWAY



Y03 SHAFT 25 1




STRUCTURAL 925

GROSS (GSF) 23,632

Elm

EXHIBIT 20




ANALYSIS

page 53

Building Analysis

SF Count Stations

110 CLASSROOM



220 OPEN LABORATORY

310 OFFICE 99 1

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE

660 MERCHANDISING




720 SHOP 3374 1 40

725 SHOP SERVICE 97 1



W02 ELEVATOR

W06 CORRIDOR

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT


NON-ASSIGNABLE 171 3 0


STRUCTURAL 432

GROSS (GSF) 6,079

Birch

EXHIBIT 21




ANALYSIS

54 page

Building Analysis

SF Count Stations

110 CLASSROOM 1328 4 48




310 OFFICE 450 3

315 OFFICE SERVICE



455 STUDY SERVICE

610 ASSEMBLY 1013 1


650 LOUNGE

660 MERCHANDISING


710 CENTRAL COMPUTER OR TELECOMMUNICATIONS 12


720 SHOP

725 SHOP SERVICE



W02 ELEVATOR 4

W06 CORRIDOR 740

W07 STAIRWAY

X02 JANITOR ROOM 1


Y03 SHAFT 17

Y04 UTILITY/ MECHANICAL SPACE 1



STRUCTURAL 139

GROSS (GSF) 4,709

Cedar

EXHIBIT 22




ANALYSIS

page 55

Building Analysis

SF Count Stations

110 CLASSROOM 499 2 25




310 OFFICE

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE 660 1

660 MERCHANDISING




720 SHOP 3617 1 40

725 SHOP SERVICE

780 UNIT STORAGE


W02 ELEVATOR

W06 CORRIDOR

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT

Y04 UTILITY/ MECHANICAL SPACE 72 1



STRUCTURAL 426

GROSS (GSF) 5,765

Bennett

EXHIBIT 23




ANALYSIS

56 page

Building Analysis

SF Count Stations





310 OFFICE 1082 7

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY 778 1


650 LOUNGE

660 MERCHANDISING 235 1




720 SHOP

725 SHOP SERVICE



W02 ELEVATOR

W06 CORRIDOR 2445 7

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT




STRUCTURAL 695

GROSS (GSF) 10,682

Burlington

EXHIBIT 24




ANALYSIS

page 57

Building Analysis

SF Count Stations




220 OPEN LABORATORY

310 OFFICE 307 2

315 OFFICE SERVICE

350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE

660 MERCHANDISING




720 SHOP

725 SHOP SERVICE


NET ASSIGNABLE (NASF) 536 4 4

W02 ELEVATOR

W06 CORRIDOR

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT

Y04 UTILITY/ MECHANICAL SPACE 1


NET USABLE (NUSF) 582

STRUCTURAL 389

GROSS (GSF) 971

Limon

EXHIBIT 25




ANALYSIS

58 page

Building Analysis

SF Count Stations

110 CLASSROOM 1780 4 80




310 OFFICE 926 6


350 CONFERENCE ROOM


455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE 356 1

660 MERCHANDISING




720 SHOP

725 SHOP SERVICE



W02 ELEVATOR

W06 CORRIDOR 729 2

W07 STAIRWAY

X02 JANITOR ROOM


Y03 SHAFT




STRUCTURAL 531

GROSS (GSF) 5,822

Wray

EXHIBIT 26




ANALYSIS

page 59

Building Analysis

SF Count Stations

110 CLASSROOM



220 OPEN LABORATORY

310 OFFICE 1941 9




455 STUDY SERVICE

610 ASSEMBLY


650 LOUNGE

660 MERCHANDISING




720 SHOP

725 SHOP SERVICE



W02 ELEVATOR

W06 CORRIDOR 1085 5

W07 STAIRWAY 176 4

X02 JANITOR ROOM


Y03 SHAFT 139 8




STRUCTURAL 1,220

GROSS (GSF) 6,676

300 Main

EXHIBIT 27




ANALYSIS

60 page

FACILITY CONDITIONS ASSESSMENT.

Facility assessment information was provided by MCC for the campus on Barlow Road. The audit was performed in 2017 by the College.

Rating system is as follows RATING DESCRIPTION

100 Acceptable, no deficiencies

99 - 95 Needs maintenance, routine or minor maintenance required

94 - 75 Major Maintenance, known maintenance cycles for building systems greater than one year.

The rating of the buildings are split between ‘routine maintenance’ and ‘major maintenance’ improvements. All building ratings are generally driven by aging mechanical, plumbing and electrical systems as well as exterior sealant joint and paint replacement, floor finish replacement and door hardware. Cottonwood is the one outlier and it’s FCI is driven significantly by need for a major electrical panel / system replacement and floor finishes throughout. The college has received controlled maintenance funding to replace the electrical panels in Cottonwood Hall with work to start Spring 2019.

BUILDING RATING

BIRCH HALL 99.8

SPRUCE HALL 97.4

ELM HALL 96.3

BLOEDORN HALL 94.1

ASPEN HALL 93.7

COTTONWOOD HALL 84.7

Refer to appendix for detailed assessment reports


page 61


TOPOGRAPHIC MAP

SPRUCE, ASPEN & COTTONWOOD

ELM

BIRCHCEDAR

62 page

ANALYSIS

SUB SURFACE SOILS CONDITIONS

page 63

ANALYSIS

64 page

ANALYSIS

Source: Esri, DigitalGlobe, GeoEye, Earthstar Geographics, CNES/Airbus

DS, USDA, USGS, AeroGRID, IGN, and the GIS User Community

National Flood Hazard Layer FIRMette

0 500 1,000 1,500 2,000250

Feet

Ü

103°4

6'3

3.7

0"W

40°15'44.59"N

103°4

5'5

6.2

5"W

40°15'17.13"N

SEE FIS REPORT FOR DETAILED LEGEND AND INDEX MAP FOR FIRM PANEL LAYOUT

SPECIAL FLOODHAZARD AREAS

Without Base Flood Elevation (BFE)Zone A, V, A99

With BFE or Depth

Zone AE, AO, AH, VE, ARRegulatory Floodway

0.2% Annual Chance Flood Hazard, Areasof 1% annual chance flood with averagedepth less than one foot or with drainageareas of less than one square mile Zone X

Future Conditions 1% AnnualChance Flood Hazard Zone X

Area with Reduced Flood Risk due toLevee. See Notes. Zone X

Area with Flood Risk due to Levee Zone D

NO SCREEN Area of Minimal Flood Hazard Zone X

Area of Undetermined Flood Hazard Zone D

Channel, Culvert, or Storm Sewer

Levee, Dike, or Floodwall

Cross Sections with 1% Annual Chance17.5 Water Surface Elevation

Coastal Transect

Coastal Transect Baseline

Profile Baseline

Hydrographic Feature

Base Flood Elevation Line (BFE)

Effective LOMRs

Limit of Study

Jurisdiction Boundary

Digital Data Available

No Digital Data Available

Unmapped

This map complies with FEMA's standards for the use of digital flood maps if it is not void as described below. The base map shown complies with FEMA's base map accuracy standards

The flood hazard information is derived directly from theauthoritative NFHL web services provided by FEMA. This mapwas exported on 6/5/2018 at 1:59:13 PM and does not

reflect changes or amendments subsequent to this date andtime. The NFHL and effective information may change orbecome superseded by new data over time.

This map image is void if the one or more of the following mapelements do not appear: base map imagery, flood zone labels,legend, scale bar, map creation date, community identifiers,FIRM panel number, and FIRM effective date. Map images forunmapped and unmodernized areas cannot be used forregulatory purposes.

Legend

OTHER AREAS OFFLOOD HAZARD

OTHER AREAS

GENERALSTRUCTURES

OTHERFEATURES

MAP PANELS

8

1:6,000

B20.2

page 65

ANALYSIS

SITE DEVELOPMENT AND STORMWATER MANAGEMENT PLAN

This Site Development and Stormwater Management Plan (PLAN) documents the strategy for Morgan Community College to address further growth regarding site development and stormwater related processes. This PLAN contains a discussion of the elements necessary for future development of the College and the necessary stormwater management required for such development including commentary on the anticipated needs of MCC as well as requirements of the City of Fort Morgan (the City) and State of Colorado and discussions with the Upper Platte & Beaver Canal (UPBC) Company.

GoalsThe goals of this PLAN are to: • provide MCC with an anticipated course of action for future site development; • minimize the adverse impact of stormwater runoff on water quality and water quantity relating to both the City and the UPBC; • reduce potential for flood damage, including potential damage to life and property; •reduce soil erosion from any development or construction project; •prevent, to the extent feasible, an increase in nonpoint pollution; • minimize pollutants in stormwater runoff from new and existing development to restore, enhance, and maintain the chemical, physical, and biological integrity of the waters of the state, to protect public health, to safeguard fish and aquatic life and scenic and ecological values, and to enhance the domestic, municipal, recreational, industrial, and other uses of water;

Property DescriptionLocated at 920 Barlow Road, Morgan Community College is located within the Fort Morgan City Limits, in Morgan County, Colorado. The MCC campus is slightly less than 19 acres, spanning two parcels. The entirety of the site is more-or-less half-way developed, currently consisting of four separate buildings of varying size, three parking lots, landscaped open space, sidewalks, private drives, at least two work-lots relating to MCC programming activity, and undeveloped open land.

The City Public Works Director has indicated that any redevelopment of Morgan Community College will be subject to City Planning and Zoning Development approval process. Whether the City has any jurisdiction to require compliance with City Planning and Zoning Development remains to be confirmed. Research should be performed to determine whether lands owned by the state are subject to the City’s zoning/planning process. All developments and redevelopments, whether located in Morgan County or City of Fort Morgan, will be required to address public health and safety requirements, including water, sanitary sewer and storm drainage.

Viticulture & Enology ProgramMCC currently is in the programming process to develop a Viticulture and Enology program and has targeted a parcel, approximately 4.5 acres, immediately adjacent to the main campus on the west side of Barlow Road. This site is planned to be developed independently of the main MCC campus on the east side of Barlow Road, resulting in site-specific utility service connections and stormwater management, while adhering to the greater goals and vision of entirety of the MCC campus.

66 page

ANALYSIS

According to State of Colorado law, any developments requiring sanitary sewer service must connect the sewer outfall to a public sanitary sewer main if such sewer main is located within 400 feet of the subject development. The City of Fort Morgan owns the public sewer located in Barlow Road, and will require the parcel be annexed into the City when the parcel is developed in order to provide sanitary sewer service to the property.

Since annexation and the planning process can be time consuming, it is recommended to investigate whether there is any merit to starting a small development for the Viticulture program that would not require modifications to the water tap or sanitary septic system and therefore not trigger annexation until MCC is able to annex and fully develop the site, and the owner of the property agrees.

Traffic and ParkingCurrently, MCC has four connections to Barlow Road. From south to north the connections start at 8th Avenue with the 4-way connection of the campus circulation road. Eighth Ave is on the west side of Barlow Road and the campus road is on the east side. The intersection is controlled by a 2-way stop on the side streets with continuous through traffic, with left-hand turn lanes going both directions, in Barlow Road. The second connection to the north is a one-way in T-intersection to the main entrance to the main MCC building, followed by the third connection which is the one-way out T-intersection. The intersection is controlled by a stop on the one-way out with continuous through traffic, with a shared center turn lane, in Barlow Road. The fourth connection to the north is the other connection of the campus circulation road, immediately on the south side of the UPBC. This connection is a T-intersection controlled by a stop sign on the campus circulation road with continuous through traffic, with a shared center turn lane, in Barlow Road. Currently, onsite parking and ADA access is adequate for the campus.

It is anticipated that, depending on the size of future development(s) of the MCC campus, traffic studies may be included or required (by the City) for Barlow Road and campus access to assess the traffic patterns and flow and potential Barlow Road right-of-way and intersection improvements. The City may also require right-of-way improvements regardless of requiring traffic studies. Any right-of-way improvements will be reviewed through the City Engineering Review process.

Parking requirements relating to future development will be determined based on State building requirements. Sufficient parking and ADA access will be provided onsite for all future developments.

Existing Public Utilities & MCC Service Connections – Water, Sanitary, Storm, Electric and Gas The City of Fort Morgan is the owner of the public utilities in Barlow Road, including water, sanitary sewer, storm sewer, electric and gas. The city has indicated that they have the capacity to serve new and expanded developments at Morgan Community College with the exception of storm drainage outfall.

Water: The water main in Barlow Road is possibly 12” diameter, although this has not been able to be confirmed by the City. The MCC water service appears to currently consist of multiple small taps and meters off of this water main.

page 67

ANALYSIS

There may be additional waterlines in and around the MCC campus. A public water main may exist in Barlow Road which is potentially owned by the Morgan County Quality Water District (MCQWD). The City reports that MCQWD originally served the MCC property, but that when City water became available, MCC’s water tap(s) were changed to City Water. It is unknown whether the MCQWD main was abandoned or is still in service. A second waterline, thought to be private, may exist on the MCC campus. This line shows up in certain documentation, but not in other documentation and may make a partial or even full loop through the MCC property. If this waterline exists, it may follow a portion or all of the following path: running east-west along the south side of the UP&B Canal, possibly turning south near the middle, or east side, of the MCC property, and possibly turning a second time, to the west and looping back to Barlow Road somewhere along the south edge property line. This second line, specifically, cannot be determined to actually exist; should it exist, MCC cannot connect to it without further knowledge of the line.

Sanitary: The sanitary sewer main in Barlow Road is 12” diameter and flows towards the north. This main connects into a 36” sanitary sewer main at the northwest corner of the MCC site just on the southern side of the UP&B Canal. The 36” main continues to flow east, in an easement through the MCC property, to a treatment plant several miles downstream. The MCC campus sanitary service appears to consist of a single sanitary service coming from each building that each connects to the 36” main. It is unknown, although unlikely, that any on-site or private septic systems exist on the MCC campus. Because there is public sanitary sewer within 400 feet of the MCC campus, any redevelopment or new development requiring sanitary sewerage is not allowed to utilize septic systems, and instead must be connected to the public sanitary sewer.

Storm: The storm sewer main in Barlow Road is 30” diameter and flows towards the north. According to the City Public Works Director, this line is at capacity and the City will not allow any additional flows to be connected to it.

Gas and Electric: The gas main in Barlow Road is a 2” diameter steel pipe. The overhead electric in Barlow Road is 3-phase. The MCC service connections to these utilities require further research.

Upper Platte & Beaver Canal (UP&B Canal)The UP&B Canal runs along the northern edge of the MCC property and is operated by the Upper Platte & Beaver Canal Company. The UP&B Canal board met in early May, 2018 and agreed that they will not accept any more drainage water from MCC than they have already agreed to, nor will they allow any more pipes to be put in the ditch. At the time of development, additional conversation should be pursued with UP&B Canal to verify this conclusion is still appropriate.

Future Public Utilities & MCC Service Connections – Water, Sanitary, Storm, Electric and Gas Future MCC campus development will require service connections to any new facilities. All utility improvements, including mains, services or otherwise, will be reviewed through the City Engineering Review process.Water: The City would like to see the number of water taps consolidated. To achieve this, the City will likely require that a water main loop be run through the campus, likely along the

Continued on page 70

68 page


MCC EXISTING UTILITY SYSTEMS MAP FORT MORGAN CAMPUS

page 69


SPACE

PONDRETENTION

PLANETARIUM

FUTURE OPENSPACE

FUTURE

OPEN SCIENCE PLAZA

CONFERENCE

PA

RK

ING

CEDAR

PARKING

PARKING

ELM

FUTURE

8T

HA

VE

NU

E

PARKING

TEMP PARKING

STEM

STORAGEAREA

PA

RK

ING

ASPEN

BIRCH

BARLOW ROAD

RETENTION

COTTONWOODSPRUCE

RESIDENT

VITICULTURE

POND

HALL

MCC MASTER PLAN UTILITY SYSTEMS MAP FORT MORGAN CAMPUS

70 page


campus circulation road, with both ends connecting to the water main in Barlow Road. The water main should be 8” diameter, at a minimum, and be designed to handle multiple fire hydrants, in order to provide the required hydrant fire flow coverage of the campus. At the time of the loop installation, it is possible that some or all of the existing taps will be required to be abandoned and the taps consolidated into as few taps as possible on the water main loop.

Sanitary: It is anticipated that sanitary sewer service connections may continue to be made to the 36” main running along the north side of the property, no new septic systems will be allowed, and any existing septic systems may be required to be abandoned and service connections provided.

Storm: Stormwater Management and drainage must be intentionally and specifically addressed due to the requirements of the City and the UP&B Canal Company. Stormwater is further discussed below.

Gas and Electric: It is anticipated that Gas and Electric service connections will continue to be made in the same fashion as they currently are.

Stormwater ManagementThe City has stated that they will require stormwater management improvements, including detention or, more likely, retention and infiltration facilities for all future developments. The storm drain line on the west side of Barlow Road is at capacity and the City will not allow any new connections or flows to that system. The UP&B Canal Company has stated that they will not accept any flows beyond what they already accept from the MCC campus, including reduced discharge from stormwater detention ponds, or any new pipe connections that direct stormwater flow into their canal.

Typically stormwater management improvements, specifically water quality Best Management Practices (BMP’s) are required only for projects disturbing more than one acre. However, because of the sensitive nature of the existing storm drainage systems/receiving waters (City and UPBC), as discussed throughout this PLAN, it is anticipated that stormwater management improvements will be required for all developments, regardless of size. The City accepts the use of Urban Drainage and Flood Control District (UDFCD) criteria for stormwater runoff and design of detention/retention and water quality facilities. Any stormwater management improvements will be reviewed through the City Engineering Review process.

The site, in existing conditions, is approximately 37% impervious. Generally, the existing onsite drainage of the MCC campus flows overland, mostly consisting of sheet flow, towards the north and into the UPBC. The exception to this drainage pattern is a relatively small basin (approximately 1.5 acres) along the west side of the main building, which in 2011, as part of the Nursing and Health Sciences expansion, was improved to consist of storm sewer, overland drainage and a detention pond and outfall.

It is highly recommended that MCC perform a complete Drainage Master Planning Study for their property, due to the nature of the drainage constraints placed on the MCC property

ANALYSIS

page 71

by the City and the UP&B Canal Company. Going through a drainage master plan process may assist MCC in future discussions with both the City and the UP&B Canal and potentially alleviate some of the constraints currently in-place. One potential solution pathway would be to consider implementing stormwater management in the form of retention with water quality for the entire MCC property, including already existing portions, in order to reduce the stormwater runoff to the UP&B Canal to levels that are at or below historic runoff rates.The UDFCD Urban Storm Drainage Criteria Manual (USDCM), Volume 1, Chapter 3 (January 2016) or current edition contains a recommended drainage master planning process, from which the following is an excerpt:

“Master plan recommendations can be remedial (correcting existing problems) and/or preventive. The drainage master planning process is based on a two-pronged approach:

1. Preserve: Where development has not yet occurred, preservation of existing drainage features and associated floodplains in a manner that preserves natural flow paths, ecological benefits and natural floodplains is preferred.

2. Mitigate: Both historic and future development may require mitigation of the impacts of urbanization through improvements that stabilize or restore stream channels, detain increased runoff volumes, and improve conveyance.

An effective drainage master planning process typically begins with research and data collection, and ends with a solid conceptual design plan for future improvements that addresses multiple stakeholders’ needs and can be used as a reference document for the future. The process includes technical analysis, engineering calculations, agency and public coordination, attention to the environment, and the use of sound judgment and common sense.”

UDFCD has long recommended a Four Step Process to reduce the impacts of urban runoff on the receiving water that focuses on reducing runoff volumes, treating the water quality capture volume (WQCV), stabilizing streams, and implementing long-term source controls. The Four Step Process pertains to management of smaller, frequently occurring events, as opposed to larger storms for which drainage and flood control infrastructure are sized. To reduce runoff peaks, volumes, and pollutant loads from urbanizing areas, we recommend implementing UDFCD’s Low Impact Development (LID) strategies for new development and redevelopment, including the key technique of Minimizing Directly Connected Impervious Areas (MDCIA).

Low Impact Development (LID) as it relates to stormwater management is a comprehensive land planning and engineering design approach to managing stormwater runoff with a goal of replicating the pre-development hydrologic regime of urban and developing watersheds. MDCIA includes a variety of runoff reduction strategies based on reducing impervious areas and routing runoff from impervious surfaces over grassy areas to slow runoff and promote infiltration. For the entirety of the MCC campus, look for opportunities to route runoff through vegetated areas, where possible by sheet flow. When LID/MDCIA techniques are implemented throughout a development, the effective imperviousness is reduced, thereby potentially reducing sizing requirements for downstream facilities.

ANALYSIS

72 page

Based on the current situation and conditions, however, it is anticipated that complete retention of stormwater with infiltration (if feasible) will be required for the site. Water quality is inherently provided within any retention pond, as all water either evaporates or is discharged to groundwater. One benefit of an infiltrating retention pond is that it does help maintain local groundwater recharge. One caution for using infiltrating retention ponds is to ensure that the retention pond is located sufficiently distant from structures or below grade infrastructure so that the infiltration does not negatively impact those facilities. Due to the sandy soils in the area, it is assumed that a retention pond will drain down even without an outfall to storm sewer or the Canal. A minimum in-situ infiltration rate of 1 inch/hour is recommended to allow for a properly functioning retention pond. Infiltration rates supporting this assumption come from the 2011 project, contained within the letter report from Terracon dated 10/5/2009 entitled “Percolation Rate Testing, Proposed Detention Pond Northwest of Morgan Community College Campus, Fort Morgan, Colorado, Terracon Project No. 21095001”. The actual infiltration for each retention pond site will need to be confirmed prior to design.

It may be beneficial to consolidate or provide a semi-regional retention pond for as large a portion of the property as feasible. Any retention pond should be designed per UDFCD requirements, including, but not limited to the USDCM Volume 2, Chapter 12, Storage (September 2017) or current edition.

ANALYSIS

page 73


CIRCULATION SYSTEMS MAP - Pedestrian circulation

ANALYSIS

74 page

CIRCULATION SYSTEMS MAP - Bicycle circulation


page 75

CIRCULATION SYSTEMS MAP - Vehicular circulation


76 page


ATHLETIC/PARKS/RECREATIONAL FIELDS/OPEN SPACE

ANALYSISANALYSIS

page 77


ASSESSMENT OF CURRENT AESTHETICS ON THE MAIN CAMPUS THE LOCAL COMMUNITYThe City of Fort Morgan began as a camp and later as a fort to support immigrants with supplies going to and from the mining districts and Denver. It eventually grew into a town supporting mostly agricultural businesses serving Denver and beyond. The town was established in 1889. The town is fairly typical in Colorado for towns of that era, with its fine brick masonry tradition lining the main streets in town. Structures are of red or blond brick masonry with sometimes intricate detailing. Grain silos, farms and ranches dot the surrounding landscape of rolling hills.

THE SITEMorgan Community College was established in 1970 originally inhabiting the historic building at 300 Main Street, then moving in 1980 to its permanent, current location on Barlow Road. The original building complex (Spruce, Aspen and Cottonwood Halls) on Barlow Road supported auto, wood and metal shop programs as well as core academic classes. Although significantly altered, this original building exists today, and is a high volume structure with an industrial appearance. The structures are fairly tall, though they do not appear so due to the great length of the buildings.

The existing site extends beyond the existing buildings to the east. Land beyond Elm Hall is rolling grassland. The site is bounded to the north by an irrigation ditch. This creates a natural amenity and edge for the site. East of the site and to the south is agricultural land. Campus development can naturally occur to the east. By careful positioning of new buildings, roads, parking, trails and open spaces, a great campus can be planned. Using the new structures to create places between buildings can result in great outdoor campus spaces.

The Community College is currently in negotiation with MCC Foundation to lease land to the west across Barlow Road. This site is seen as a possible location for a Viticulture and Enology program. The site is well-located for community and local commercial access to the program and future housing as well as good visibility. This site could be a long term choice for student housing. It is somewhat away from the main campus and would have some commercial amenities nearby.

THE BUILDINGSFor the Fort Morgan campus, buildings consist of: the main building complex (Spruce, Cottonwood and Aspen Halls) housing a wide variety of academic and specialty programs as well as student service, administration and the library, Elm Hall which houses automotive technology programs, Birch Hall which is welding programs and Cedar Hall which is the Adult Education Center.

For the last several decades it has been a priority with the College Administration to become more ‘collegiate’ in appearance reflecting the greater numbers of academic and specialty programs offered. Additions to the main building complex have typically been red brick masonry. Brick masonry was also added to the elevations of the main buildings in the 90’s. The building is a very long simple rectangle with relatively

ORIGINAL LOCATION AT 300 MAIN, FT. MORGAN

ANALYSIS

78 page

few windows and narrow corridors. It does not meet the current expectations for today’s pedagogy-integrated science and technology programs and collaborative learning. There are few places for students to meet socially and collaborate academically. Corridors with a few exceptions are dark and physically uninspiring. The building is fairly inflexible for additions and significant modification due to its structure.

The main building complex has metal, standing seam, roof overhangs the full length of the building.

The Administration has worked hard to add collegiate amenities such as a student center, new shops facilities, and specialty programs facilities to meet the ever changing student needs. The buildings are exceptionally well-kept.

The main building has primary entrances on the east and west elevations. The west entrance is on Barlow Road. There are actually two entrances, one to the new nursing facility and one to the existing main building. The ‘main’ entrance is difficult to see and is up a half flight of stairs or up a long ramp. One enters the building with little demonstration of the activities offered. The entrance to the nursing addition is newer and has some lobby and collaborative space for students to gather but it is not intended to be the ‘main’ entrance. The Community College is next to a Walmart on Barlow Road. As one drives by to the south in a vehicle it takes a moment to recognize the presence of the College in spite of the large signage. Due to the relatively small parking area on the west the west entrance is more ceremonial in nature. There are several entrances to the east. As renovations have been completed entrances have been emphasized with curved metal overhangs. These entrances offer some consistent character to the long otherwise uninterrupted existing facades. The east entrances respond to the student flow from larger parking areas to the east.

The main building complex has been added onto several times. The student center was designed in 1999, to have collegiate red brick with precast wainscot and metal detailing to reflect the tradition of brick and metal in the community and in Fort Morgan.

With the addition of Elm Hall and the Adult Education building the campus has become slightly more ‘campus-like’. The landscape is well kept and on the east and offers a refuge from Barlow Road which is fairly busy.

Elm Hall, built in 2001, is a precast concrete and brick veneer building which has been designed at a forty-five degree angle to face the main building. It is clad in red brick with precast water table accents and light colored stucco on large building volume walls. Cedar Hall is a pre-fabricated building with vertical, metal, standing seam siding with a red brick wainscot. It has a low slope, standing seam roof with parapets at two elevations to hide roof-top mechanical equipment. The welding building is a pre-fabricated, metal building with vertical metal, standing seam siding. It has a standing seam, gable roof.

The Nursing, Health Science and Technology, and Ambulance addition was added onto Spruce Hall in 2009. This addition brings some modern spaces for student collaboration as well as advanced teaching space for health and nursing programs. The building is red brick with long sloped clerestory features abstractly mimicking the distant mountains as well as


page 79

allowing for a well daylit interior. The entrances are similar but a modernized version of the 1990’s entrance features on the building. The large addition, covering the simple existing building, gives the campus a new modern look onto Barlow Road.

AGRICULTURAL STRUCTURES DOT LANDSCAPE RED BRICK VERNACULAR

RED AND BLOND BRICK USED HISTORICALLY


80 page


MAIN CAMPUS BUILDING

BIRCH HALL (LEFT) AND CEDAR HALL (RIGHT)

ANALYSIS

page 81


CEDAR HALL AMBULANCE PROGRAM ADDITION AND TYPICAL ENTRANCE OVERHANG

NORTHEAST ELEVATION ELM HALL

STUDENT CENTER (LEFT), ELM (RIGHT) MAIN PARKING VIEW TO THE NORTH

ANALYSIS

82 page

BARLOW ROAD VIEW TO SOUTH NEIGHBOR WALMART TO THE NORTHACROSS UPPER PLATTE & BEAVER CANAL

VIEW TO THE EAST WEST LAWN AND OUTDOOR SEATING

INTERIOR HALL WITH LEVEL CHANGE ASPEN TO SPRUCE DARK INTERIOR CORRIDORS


page 83

SIGNIFICANT ART ON CAMPUS

Over the years art has been collected at the Main Campus. Some has been associated with projects and some not.

Victory of Olaf M-statue at east entrance parking area, 1980 by John T. Young. This was a Cottonwood Hall project. Statue was moved and a new plaque installed in 2010 as part of Health Wing addition

Untitled-large round steel sculpture symbolizing eastern Colorado in 1990 by Fred Myers, Denver.

Harvest-sculpture on front of Aspen Hall west exterior, 1987, by Susan Furini of Arizona. Aspen Hall project.

Arroyo-cow picture in Aspen Hall in 1998 by Mary Morrison, Denver. Cottonwood Renovation

Awesome Beauty-landscape picture in LRC, 1998, by Rick Parachini, Fort Morgan. Cottonwood Renovation

Nature paintings in Cottonwood Entry both by Robin Laws, Fort Morgan. These were not Art in Public Places, but purchased by MCC in 1999 to supplement renovation project art.1. Along the South Platte (piece has condition issues)2. First Snows of Autumn

Aluminum letters quote on wall in Spruce Hall “Education is the most powerful weapon which you can use to change the world.” by Nelson Mandela, 2010, in recognition of Cargill for donation toward furnishings-Health Wing addition.


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RECOMMENDATIONS

OVERVIEW OF RECOMMENDATIONS

The purpose of any campus master plan is to support an institution’s academic mission and strategic vision by developing a roadmap and tool to guide short term projects while providing a framework for meeting long-term goals.

OVERVIEW OF PRIORITIES

Master Planning is an iterative and dynamic process. Data is developed and analyzed, options are developed and prioritized, and finally recommendations are established. Synthesizing all of the information from the workshops/meetings with the data collected led to a clear set of priorities for this Master Plan to address:

• Leverage the existing “collegial culture” of MCC to be more clearly expressed in the physical campus.


• Address current space needs, especially the quality of space needs and technological amenities for the sciences, as well as unique space needs for educational programs and community use.


• Develop a significant “front door” to the campus as well as directional signage and distinct signage for each entrance to each building.


• Create a “Hub” within the main academic building which will co-locate student services, a student center, student government.


• Resolve the confusing logistics and simplify navigation between the four separate levels in the main academic building (Spruce, Aspen, and Cottonwood).


• Encourage healthy life styles by providing healthy food choices, a walking path around the campus, and areas for outdoor activities.

See Recommendations: 1 and 2.

• Develop a plan for future expansion due to projected enrollment and/or program expansion.


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RECOMMENDATIONS

“The moment I stepped foot on campus, I knew I belonged here.”

The two categories of recommendations listed below are divided first into GENERAL RECOMMENDATIONS for facility and operations issues/directions. These recommendations should be incorporated into all building and site renovations/expansions, and new construction. Secondly, ENROLLMENT AND PROGRAM GROWTH DRIVEN RECOMMENDATIONS will apply to current space needs and future space needs based on enrollment projections and program growth.

GENERAL FACILITY RECOMMENDATIONS

1 Campus Aesthetic / Campus Standards

2 Clear Connectivity

Campus AestheticThe aesthetic goal is for the college to present both a positive first impression as well as a long-term collegial ambiance to which students, faculty, and staff want to return.

The feeling of “community” at MCC has repeatedly been stated as a significant determinant for remaining at the college, but the desire for a more college-like aesthetic has also been consistently been expressed. The MCC campus in Fort Morgan is continuing to evolve to embrace an “academic ambience.” The idea of a campus aesthetic is clearly important, as students are known to cite aesthetics as one of the main reasons for selecting a college.

As the MCC campus evolves to have more full-time students, its imperative to have places to gather both inside and out, for academic discussions or for entertainment, and so students will be less likely to just run to their cars the minute classes are over. The campus aesthetic will reinforce this.

Clear ConnectivityConnectivity occurs in several ways: intuitively, visually, and technologically. Intuitive connectivity is considered a more relaxed, subliminal way a person connects between spaces, such as moving toward a daylit space, avoiding a narrow, dark corridor, or generally staying on the widest pathway.

Visual connectivity is found in wayfinding, both in signage, dimensions and colors of spaces, and transparency in buildings. Technological connectivity is just that: the way we connect through technology; i.e. through computer programs, electronic signage, distance learning, or social media. In all cases connectivity must provide clear direction to people as they move through and across the campus.

Technological connectivity is constantly evolving. Today, work is continuing to improve technological deficiencies that currently hamper operation, discourage the attraction of new students and staff, and reduce educational effectiveness.

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ENROLLMENT AND PROGRAM GROWTH DRIVEN RECOMMENDATIONS

1 Short-Term Priorities (3-5 years) Viticulture and Enology Program / Utility Expansion west of Barlow Science and Technology Programs / Utility Expansion to Mid-Campus Drive Planetarium Technology Upgrades (Refer to IT Maintenance Plan) Conference Center / Utility Expansion to East Campus Drive Campus Walking Trail


3 Long Term Priorities (10 - 20 years) Student Housing Conference Center / Utility Expansion to East Campus Drive Future Academic Buildings East Campus Quad Development Demolition/Reconstruction of Spruce

The following visual guidelines illustrate the facility recommendations for Morgan Community College:

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RECOMMENDATIONS

Open spaces, like quads and ovals, are aesthetic “place makers,” but also provide exterior “rooms” for studying, recreation, lounging, and special events.

Architectural forms can be used to establish a collegiate aesthetic, to guide visitors to the campus, and to bring daylight into interior spaces.

Consistent use of red and buff masonry as the primary building material to unify campus structures. Painted metal, both sage and buff, provide consistent accents.

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RECOMMENDATIONS

For a cohesive campus (and to avoid confusion), entries should be pronounced, well identified, inviting, and somewhat transparent.

Building exteriors should be punctuated with windows, scaled for classrooms and offices.

Mature landscapes will reinforce the permanence of the place, provide shade and beauty.

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RECOMMENDATIONS

To establish a collegial interior, design linking corridors which also provide spaces for study and lounging. Avoid dark, maze-like corridors. Maximize daylight throughout.

Provide a variety of student spaces for group study, private study, lounging and interaction/entertainment.

All spaces should be accessible; floor level changes should be kept to a minimum.

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RECOMMENDATIONS

Parking should ultimately be removed from the center of campus, should be well-lighted and safe, and reinforce the campus landscape.

Daylit exits will intuitively provide direction and orientation.

Avoid designing dark, narrow corridors, which people naturally avoid and where people do not feel safe.

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RECOMMENDATIONS

Adhere to signage standards. As areas are renovated, re-number rooms in a logical manner.

Develop a signage system for differentiating each door into each building.

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Use color and pattern to help orient people, and provide emphasis to specific locations.

Use transparency to identify and provide emphasis to specific locations.

RECOMMENDATIONS

Improve technology access to be fast, reliable, and programmatically appropriate in class/labs.

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RECOMMENDATIONS

SITE DEVELOPMENT

A Functional Zoning organization was developed to give a logical framework for all future site development. The zoning framework is a result of discussions with the College, and will assist MCC in organizing programs within existing structures as well as for future programs.

The first zone includes industrial programs. These programs, including those in the existing Buildings Elm and Birch, would expand to the east of Elm Hall, where easy access by larger equipment is possible.

The second zone is for purely academic buildings. This includes the main building with a possible addition to the west of Cottonwood and new future buildings to the east of Cottonwood on the south half of the site. Access would be from the parking lot on Barlow road and from 8th Avenue.

The third zone, an Academic/Public mixed zone, would be for a new Conference Center and Planetarium. This would be linked with the academic buildings but would have additional parking and separated drop off and bus parking location. These would also be accessed from 8th Avenue to avoid large vehicle conflict.

The fourth zone would be on the property west of Barlow road. This could be reserved for the Viticulture program and future housing.

In order to make the site more collegiate in character, promote recreational activity, have a great natural appearance and promote safety on the site a new layout could be considered. A new student green, commons or oval of open space could be located as a centerpiece for the existing main building, Elm Hall and the new addition onto Spruce. The buildings could have views onto a green space rather than onto parking and vehicles. Students could use the space, well sheltered from Barlow Road, for socializing, recreation or just respite. It could be a major named space.

The parking would be located to the east. The west lot would be expanded.

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RECOMMENDATIONS

ACADEMIC

2ACADEMIC

3ACADEMIC/PUBLIC

1INDUSTRIAL/AGRICULTURAL

4STUDENT HOUSING

4ACADEMIC/AGRICULTURAL/

WATER RETENTION & PARKING

IDEAL FUNCTIONAL ZONING

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THE PLAN

VEHICLE

SERVICE

RECOMMENDATIONS

EXISTING VEHICULAR, SERVICE, AND WALKING PATHWAYS

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THE PLAN

VEHICLE

SERVICE

WALKINGPATH

TRAFFIC LIGHT

SERVICE YARD

RECOMMENDATIONS

MASTER PLAN VEHICULAR, SERVICE, AND WALKING PATHWAYS

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RECOMMENDATIONSRECOMMENDATIONS

PHASING

Three phases define the future campus development:Phase 1 – Viticulture and Science and Technology Building and PlanetariumPhase 2 – Library, Student Services, Aspen building renovationPhase 3 – Housing, Future Academic Buildings

Phases are shown to be 3-5 years, 5-10 years, and 10+ years. Availability of funding will impact the schedule of these phases.

1 Short-Term Priorities (3-5 years) Viticulture and Enology Program / Utility Expansion west of Barlow Science and Technology Programs / Utility Expansion to Mid-Campus Drive Planetarium Technology Upgrades (Refer to IT Maintenance Plan) Conference Center / Utility Expansion to East Campus Drive Campus Walking Trail

The Phase 1 work is devoted to programs already in development (Viticulture and Enology), as well as a new Science and Technology Building. The space needs analysis deficit in Science Labs and Classrooms will greatly diminish with these programs; likewise, the special equipment and desired science teaching modality cannot be accommodated in existing labs. Lab work in the future will be taught in class/labs, where students can work in groups in both a class setting and a lab setting within the same room. Although this type of class/lab is less efficient from a square footage standpoint, it is extremely efficient and effective from a teaching/learning perspective.

The Planetarium was placed in this Phase, as it will be privately funded, and will provide an effective method of engaging younger K-12 students/parents/teachers within the MCC Fort Morgan Campus. This will become the only Planetarium on the Eastern Plains, and will draw students from over a 100 mile radius.

In addition to the above structure, additional required work will include the expansion of utilities west of Barlow, the expansion of utilities to the mid-campus drive, and the scheduled technology upgrades for the existing campus buildings. Within this phase, parking will be relocated from the center of campus to the east, and in its place an new Campus Oval will be developed. As part of this new Oval, areas for half-court basketball, sand volleyball, and frisbee golf can be constructed.

There has been much discussion between the College and the Chamber of Commerce over the last decade regarding the development of a Conference Center. There is an unfulfilled need for a large interior space for major events, fund-raisers, and conferences. Hand in hand with such a conference center will be the development of educational programs in hospitality management and the culinary arts.

The site development of the Campus Walking Trail falls within this initial phase, as the trail was one of the most requested items during the students, staff, and faculty workshops and meetings. It will consist of a crushed granite walkway that circumnavigates the entire campus.

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MASTER PLAN PHASING

1 SHORT TERM PRIORITIES (3-5 YEARS)

Viticulture and Enology

Science and Technology Building

Planetarium

Conference Center

Open Space Oval Development

2 MID-TERM PRIORITIES (5-10 YEARS)

Demolition/Reconstruction of Aspen

Demolition/Renovation/Expansion of Cottonwood

Expansion of Student Center

Health/Fitness Center

3 LONG-TERM PRIORITIES (10-20 YEARS)

Student Housing

Future Academic Buildings

East Campus Quad Development

Demolitions/Reconstruction of Spruce

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RECOMMENDATIONS


A major deficiency of the existing building is the difficulty to circulate easily within the building. There are a total of four levels within Spruce-Aspen-Cotton Halls. The maze of levels and dark, anonymous corridors make it extremely difficult to navigate to class. Major high-use programs such as Student Services, the Library, and the Student Center are not highly visible nor easy to find.

This Phase would remove the entire dysfunctional middle section, Aspen Hall, and rebuild it to better serve the College. The new space will be a beacon bringing in light and solving the circulation and levels issues. By putting the level changes in one exciting space surrounding an atrium, students will easily be able see where they are going. This space will have an energetic vibe, will be the new “hub” of the campus, and will house the Student Center where students can collaborate and socialize.

As part of the Aspen Hall replacement, the new front main entrance will be highly visible from the street and provide a great new identity for the College. Administration offices currently in that space would be moved to a better location. From this central space it will be much more apparent where the library and student services are located. The existing student center, which is currently somewhat off the main student path will be renovated into a Health/Fitness Center; this was one of the most frequently requested amenities by students, staff and faculty.

The renovation/expansion of Cottonwood Hall is also included in this phase. In this renovation, academic classrooms, the Library, and Student Support will be reorganized and right-sized to better serve the College.

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3 Long Term Priorities (10 - 20 years) Utility Expansion to East Campus Drive Student Housing Demolition/Reconstruction of Spruce Future Academic Buildings East Campus Quad Development

As part of the Master Plan framework, it is important to envision the complete development of the campus. Therefore, Phase 3 illustrates the build-out of the campus within the Functional Zoning of the entire site.

As discussed previously, construction of student housing will tap into a segment of students never before attending Morgan Community College. Many students do not consider MCC because no student housing is available. It is anticipated that this endeavor will be a joint project between a developer and the College.

As with Aspen Hall, eventually the oldest portions of Spruce Hall will need to be replaced. Once high-bay shops, Spruce Hall has devolved into a maze of interior classrooms and offices devoid of daylight. A replacement will be configured such that all academic spaces will have natural daylight, and corridors will be wider, logically located, with obvious exits to the exterior.

Future academic buildings are shown to surround a future East Campus Quad. When constructed, this will complete the development of the Fort Morgan Campus; the campus will still provide career/technical education, while embracing a collegiate ambiance in the interior and exterior spaces.

RECOMMENDATIONS

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1301 Wazee Street . Suite 100 . Denver . Colorado . 80204 . 303.623.73231603 Capitol Avenue . Suite 305 . Cheyenne . Wyoming . 82001 . 307.632.3200

MORGAN COMMUNITY COLLEGE MASTER PLAN 2018 Feb/MCC_Final… · MORGAN COMMUNITY COLLEGE FORT MORGAN, COLORADO MASTER PLAN 2018 1301 Wazee Street . Suite 100 . Denver . Colorado . 80204

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