2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Table of Contents 1
executive summary
7 Context
History of Wyoming Community Colleges, 9 History of Eastern Wyoming College Campus, 12 Outreach Centers, 13 Regional Context, 13
15 guiding principles
49 Exploration of concept Alternatives
Mission and Vision Statements, 17 Project Goals, 17 Facilities Master Planning Process, 19 Planning Principles, 19 Concept Plan, 21
57 Final Facilities Master Plan
23 Observations
Campus Culture, 25 Academic Programs, 27 Facility Assessments, 28 • Building Condition Assessment • Site Condition Assessment • Deferred Maintenance Budgets Existing Campus, 30 • Land Use Analysis • Circulation and Parking Analysis • Topography and Drainage Analysis • Utility Systems Analysis
39 Space Needs
Current Physical Space Inventory, 41 Instructional Space Utilization, 43 Enrollment Growth Projections, 45 Space Needs Projections, 46
Conceptual Design Process, 51 Concept Alternatives, 53 • Western Edge • Campus Core • Southern Area of Campus • Northern Area of Campus • North Campus Prioritization of Concept Alternatives, 54 Draft Master Plan, 55
Existing Campus, 59 Master Plan Recommendations, 61 • Land Acquisition • Campus Core • Student Housing • Open Space and Pedestrian Circulation • Parking and Vehicular Circulation • North Campus Implementation of Phasing, 68 Parking Count Per Phase, 71 Financing Alternatives, 72 Summary of Financial Alternatives, 74
77 Acknowledgements 78 appendix - facility assessment report
Executive Summary
THE 2013 FACILITIES MASTER PLAN EMBODIES A BOLD VISION THAT WILL PROVIDE A FLEXIBLE FRAMEWORK TO GUIDE THE DEVELOPMENT AND TRANSFORMATION OF THE CAMPUS OVER THE NEXT TWENTY YEARS. THE PLAN IS BUILT ON A FOUNDATION OF FINANCIALLY SOUND AND PRAGMATIC PLANNING PRINCIPLES THAT UNDERSCORE THE HIGH QUALITY AND CARING EDUCATIONAL ENVIRONMENT THAT SYMBOLIZES EASTERN WYOMING COLLEGE.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Executive Summary Mission and values
Planning principles
Eastern Wyoming College understands the importance of providing an environment that thoughtfully prepares both the people and the institution for changing and dynamic times, and its mission is to promote high quality, accessible learning experiences through responsive programs of distinction that are aligned with current and future opportunities. This commitment embraces investing in new facilities and technologies, while simultaneously maintaining responsible stewardship of the existing buildings and grounds. These values will enhance the quality of life for students, faculty, and staff while creating a positive influence on the community, region, and economy. This strategy of acting locally will be complemented with a global reach that nurtures and encourages intellectual, social, and personal growth.
The master planning process established a fertile environment that fostered the creation of a set of principles to guide the physical development of the campus. These Planning Principles became the foundation of the Facilities Master Plan, and provided a framework for conceptual planning that would test and optimize the highest potential for the campus. The key principles were identified as: 1. Organize the campus to strengthen the academic mission. 2. Optimize the efficiency and utilization of the existing buildings, and identify the potential for new facilities and infrastructure to accommodate future programmatic needs. 3. Enhance the sense of place of the College by reinforcing the portals and defining the edges that identify the campus. 4. Improve the pedestrian and vehicular circulation so that access is safer, intuitive, and functional. 5. Define landscaped open spaces and connections to create vibrant settings for socialization, study, and celebration of the College’s culture and heritage. 6. Develop a comprehensive framework to ensure a flexible and enduring future.
EXECUTIVE SUMMARY | 3
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Planning process The campus Master Plan is the result of collaboration between a number of entities that helped guide its formation including: students, staff, faculty, the Facilities Planning Committee, the Leadership Team, the Board of Trustees, the Foundation, and the Community Advisory Committees. The planning team met regularly with representatives from these groups and listened and learned about the culture, heritage, and developments that influenced the growth of the campus. This process spanned over eight months and included on-campus meetings, planning workshops, open forums, and formal presentations. The process methodology was organized into four distinct phases to ensure an organized progression of the work. Observation Phase This initial phase measured quantitative and qualitative aspects of the campus. Key elements of the work included extensive interviews, condition assessments of the buildings and grounds, and analysis of data, reports, and plans provided by the College. These observations were conveyed in a series of presentations that identified space needs, enrollment projections, and analytical diagrams that influenced the development of the Planning Principles.
Final Plan & Report During this phase, the planning team refined the ideas and concepts generated in the previous three phases. The Final Plan that is detailed and documented within this report proposes buildings, additions, circulation, and landscaped open space transformations for the campus. A number of comparative examples are included in this report to illustrate how similar challenges were achieved on other college campuses. In addition, the report includes three renderings that depict important view perspectives of the Main and North Campuses. These renderings illustrate the proposed campus improvements in context with the existing conditions. Included in this report, and essential to its implementation are a series of phasing diagrams, project description charts, and financing options that depict how the Master Plan will be achieved over a twenty year timeframe. The Final Plan supports the mission of the College by preserving its history and character, ensuring a flexible framework for future growth, improving pedestrian circulation and safety, organizing the function of parking and vehicular circulation, providing memorable landscaped open spaces, and enhancing the sense of place that makes Eastern Wyoming College special.
Planning Principles and Concept Plan The assimilation of the information gathered in the Observation Phase led to the creation of the Planning Principles. These principles, in turn, became the basis for their graphic representation in the form of the Concept Plan. Like a “sketch before a painting�, the Concept Plan was loosely developed intentionally so that ideas could begin to crystallize while still investigating other opportunities for the campus. Concept Alternatives This phase studied discrete areas of the campus in greater detail with a variety of design solutions. The planning team developed new program adjacencies, spatial relationships between new and existing buildings, optimization and transformation of open space, and means to improve parking, pedestrian, and vehicular circulation. This work culminated with a draft composite plan that represented the best ideas and a preliminary prioritization of the representative projects.
EXECUTIVE SUMMARY | 5
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Highlights of the Plan •
The Plan carefully evaluated the capacity of the Main and North Campuses and determined that the College has enough land area to meet future growth requirements. While not mandatory, a few surrounding properties could be acquired over time to buffer the edge conditions of the campuses.
•
The campus core represents the strongest opportunity to exemplify the Master Plan goals of the College. This area of the campus provides several of the best building sites for future programmatic growth, landscaped open space that can transform the sense of place, dramatically improve pedestrian and vehicular circulation, and create new portals into campus that will reinforce the campus edge conditions and improve the perception of first time visitors and the community.
•
The future of student housing is addressed with the siting of new residence halls in two effective locations that can be phased based on the College’s needs, that is perpetuated by the eventual replacement of Eastern Hall.
•
The Plan addresses a number of open space opportunities that will benefit the campus community by creating memorable landscaped settings, improving stormwater management controls, and augmenting the College’s sustainable practices. Integrated within these improvements will be a safer and more functional network of pedestrian pathways. This system will connect buildings more efficiently, expand campus circulation, and improve street crossings.
•
Parking and vehicular circulation received special attention because of the relative importance they play on day to day operations of the College. Parking requirements were met by adding and increasing new parking before any existing were relocated, and by balancing the overall system capacity on sites on both campuses. Vehicular circulation was improved by adding a street to circumnavigate the campus, closing a street through the middle of campus, and adding multiple gateways into both campuses.
•
The North Campus provides an excellent opportunity to meet the programmatic growth needs of the College in a meaningful and efficient manner. This campus is the site for the new ATEC facility which requires significant adjacent open space and ancillary buildings to accommodate livestock, truck, and trailer parking. In addition, the construction of the future Vet Tech building on this campus will improve the adjacency of two major programs with complementary requirements. Lastly, the motor pool and bus barn were relocated here in order to maximize the potential for the land on the Main Campus. EXECUTIVE SUMMARY | 6
Context
RECENT IMPROVEMENTS TO EASTERN WYOMING COLLEGE’S CAMPUS HAVE BEEN SUCCESSFUL AT INTEGRATING THE BUILT ENVIRONMENT WITH THE CAMPUS LANDSCAPE. THE COLLEGE HAS REINFORCED THE IMPORTANCE OF CREATING WELCOMING ENVIRONMENTS INSIDE AND OUTSIDE OF BUILDINGS.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Context History of Wyoming community colleges Wyoming’s first community colleges were established shortly after World War II. Following passage of state legislation permitting the founding of community colleges in 1945, Casper College opened that same year. Three more colleges opened by 1948. In the following decade, three additional colleges opened their doors, with the newest, Laramie County Community College, opening in 1968. In the early years, the colleges focused on preparing students for transfer to a fouryear college or university. Services expanded over time, and today each institution is a comprehensive community college, offering academic transfer, career and technical education, adult basic education, workforce training, and non-credit education programs.
The Wyoming Community College Commission (WCCC) was established in 1951 as an advisory council of 14 members. After restructuring by the Wyoming Legislature, most recently in 1985, the WCCC now consists of seven lay members and required representatives from statutory appointment districts, which are different from college district and service areas. The seven commissioners are appointed by the Governor and approved by the Legislature for four-year terms, with a two-term limit. At least three but no more than four commissioners must reside in counties in which a community college is located, and no more than four can be from the same political party. The WCCC has a staff of 14 employees to carry out its coordination and policy guidance work.
Each college has a home county district and, since the passage of the 1991 Secondary Education Omnibus Act, a service area encompassing from one to six counties. All seven community colleges have a main campus, and all but Casper College also maintain two or more outreach centers. Outreach centers generally include classroom space, have faculty and staff, and provide both credit and noncredit instruction to more remote communities.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Under current statutes (Sixtieth Legislature of the State of Wyoming 2009), the WCCC has authority to make decisions affecting several aspects of community college operations: •
Instruction. Approve and terminate instructional programs and provide oversight for program reviews carried out by the individual colleges.
•
Finances. Prepare and approve an annual system-wide budget for submission to the Governor and Legislature, administer the funding formula, disburse state aid, and set tuition rates (with fees set by individual colleges)
•
Coordination. Develop and maintain a statewide strategic plan specifying the state’s interests. Devise and implement the common course-numbering system and manage legislated fiscal support for the Wyoming Distance Education Consortium (WyDEC).
•
Data and Accountability. Establish and maintain a system-wide management information system, a statewide community college building database, and an assessment of community college building needs. Develop and maintain reporting guidelines for projecting enrollment growth and developing plans for long-range district building needs. Prepare reports for state agencies, the Governor, and the Legislature.
•
Expansion. Set priorities and recommend capital construction projects annually and approve the creation of new college districts.
Each of Wyoming’s community colleges provides comprehensive services, including academic degree and transfer, career and technical education, and adult basic education programs (including General Educational Development [GED] and English as a Second Language), as well as short-term workforce training and continuing education. While every college offers elements of all these program areas, the institutions also deliver unique programs and services to their individual communities and the state. Geography, economy, population, and educational attainment in local regions affect how the colleges operate and where they choose to target their particular services. Refer to map of Wyoming’s community colleges and outreach centers.
Community college boards are elected governing bodies charged by state statute under W.S. 21-18-304. Duties granted to the local community college boards by statute include establishing and enforcing rules and regulations for the government of each college, prescribing graduation requirements, initiating elections for bonds and mill levies, appointing the colleges’ chief administrative officer, and managing college budgets and expenditures, among other tasks. Community college district boards have authority for all decisions regarding community college operations that are not specifically granted to the WCCC by statute (W.S. 21-18-202 (g)). The seven community colleges in Wyoming collectively enroll the majority of undergraduates in the state, accounting for more than two-thirds of all undergraduate credit enrollments. In 2008-09, Wyoming’s community colleges served 26,275 partand full-time credit students (WCCC 2009). About 9,500 undergraduates attended the University of Wyoming in Laramie and a small number of students enrolled in two private institutions. CONTEXT | 11
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
History of the eastern Wyoming college campus Eastern Wyoming College will celebrate its 65th anniversary in 2013. The College was established in September of 1948 in Torrington, Wyoming, Goshen County, as the Southeast University Center, an extension of the University of Wyoming and part of the Torrington Public School District Number 3. It was housed in a vacated grade school building until 1968 when it was able to move into a new building at its current location on West C Street. In 1956, the voters of the Torrington Public School District voted to organize Goshen County Community College District as an independent political subdivision of the state with its own Board of Trustees. At this time, the name was officially changed to Goshen County Community College. Later that same year the voters added two additional public school districts, and in 1958 another public school district was added. By Fall 1965, all remaining school districts in Goshen County were added to the college district. In 1967, the name of the College was changed to Eastern Wyoming College, and in December, 1968, the name of the college district officially became the Eastern Wyoming Community College District. The College moved in 1968 into its newly built facility on West C Street which was named after the Tebbet family who donated the land to the College District. The Tebbet Building is located on a forty-five acre site where the College has since built additional facilities. EWC’s first dormitory, now called Eastern Hall, was completed in 1970. The Veterinary Technology building was completed in 1975, expanded in 1986, and further expanded in 2008. A Large Animal facility was built in 2000 on an acquired northern campus (eight and one-half acres) to further complement the Veterinary Technology program. The Mechanical Arts building was completed in 1981 and houses the Welding and Joining Technology program as well as Agricultural programs including Farm and Ranch Management. The Fine Arts Building was added in 1982, the Activities Center and the Cosmetology Building were both constructed in 1984. This project eventually included linking the Tebbet Building to the Fine Arts Building with the construction of a Faculty Link in 1985 which houses faculty offices. Also in 1991, the Activities Center was remodeled to accommodate two racquetball courts and a fitness center. In 1998, a Student Center was developed from space formerly occupied by the bookstore, and the bookstore was relocated. The Community Training Center was built in 1999. The newest addition is a second housing unit, Lancer Hall, which was completed in 2007, bringing student housing capacity to 167.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Outreach Centers
Regional Context
In 1991, the College entered a lease agreement with the Converse County School District #1 to acquire a former public school building in Douglas, Wyoming which serves to this day as the Douglas Branch Campus location.
The City of Torrington was founded by W.G. Curtis and named by him for his home town of Torrington, Connecticut. Originally a watering and coaling station for the Chicago, Burlington & Quincy Railroad (CB&Q), the blossoming town soon became the main source of civilization for nearby residents. With a post office (established in 1889) and several businesses, it became a central area of trade for that region of Wyoming. The town site was surveyed April 21, 1900 by Ashland B. Smith of the Lincoln Land Company of Nebraska, and in June the land was sold to its residents for one dollar by the president of the real estate extension of the CB&Q. Torrington was incorporated in 1908.
At the time of this writing, a conceptual design and cost estimate has been prepared to relocate the Douglas Branch Campus of EWC to a new, single story, 30,000 SF facility to be located in the Douglas, Wyoming Business Park. The ballot initiative was passed on November 6, 2012 asking Converse County taxpayers to increase sales tax by one cent to fund the $9,700,000 project. Of this amount, $9,160,000 is earmarked for capital construction and the remaining $540,000 earmarked for an operation and maintenance account serving the project. The ballot initiative is sponsored by the Converse County Commissioners and the facility will be owned by Converse County and leased to Eastern Wyoming College. In addition to programs offered at the Torrington campus location, both credit and non-credit classes are offered throughout the six-county service area via on-site and distance delivery methods. More than one-third of all student enrollments are attributed to the outreach program. Refer to map for locations of EWC outreach centers.
When Goshen County was created from part of the northern end of Laramie County in 1911, Torrington and Lingle competed for the title of county seat. Torrington was eventually selected after its residents raised enough money to build the courthouse, which was constructed in 1913. Today, the City of Torrington contains a population of 6,500 residents according to the 2010 U.S Census Bureau and encompasses approximately 4.6 square miles. Goshen County has a population of 13,250 residents and encompasses approximately 2,232 square miles according to the U.S. Census Bureau.
CONTEXT | 13
Guiding principles
THE PRINCIPLES DEVELOPED FOR THE FACILITIES MASTER PLAN COMPLEMENT THE STRATEGIC PLAN OF THE COLLEGE AND SUPPORT A BROAD RANGE OF GOALS AND OBJECTIVES. MOST IMPORTANTLY THEY ARE A SET OF PARAMETERS THAT ORGANIZE, ENHANCE, OPTIMIZE, AND DEFINE THE FACILITIES, OPEN SPACE, AND INFRASTRUCTURE THAT ARE THE ESSENCE OF THE CAMPUS.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Guiding Principles Mission and Vision statements
Project goals
Eastern Wyoming College is a student-centered, comprehensive community college that responds to the educational, cultural, social and economic needs of its communities with quality, affordable educational opportunities for dynamic lifelong learning.
The Facilities Master Plan is a working document used to:
Eastern Wyoming College envisions being a dynamic center for education, acting as a catalyst for individual growth, community engagement and global impact.
•
Enhance the sense of place for Eastern Wyoming College
•
Create a vision that complements the Strategic Plan
•
Guide campus development in an efficient way so that short term objectives support long range goals
•
Assists in attracting and retaining the best students, faculty and staff while building a sustainable environment for future generations
•
Make a functional, inspirational and beautiful campus that supports a broad intellectual community
GUIDING PRINCIPLES | 17
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Facilities Master Planning Process
Planning principles
The following information provides a summary of the collaborative process followed by the consultant team and EWC stakeholders to prepare the Facilities Master Plan
•
Organize the campus to strengthen the academic mission
•
Optimize the efficiency and utilization of the existing buildings, and identify the potential for new facilities and infrastructure to accommodate future programmatic needs
•
Enhance the sense of place of the College by reinforcing the portals and defining the edges that identify the campus
•
Improve pedestrian and vehicular circulation so that access is safer, intuitive, and functional.
•
Define landscaped open spaces and connections to create vibrant settings for socialization, study, and celebration of the College’s culture & heritage
•
Develop a comprehensive framework to ensure a flexible and enduring future
PHASE 1: Data Review, Space Evaluation and Campus Analysis •
Review Data Collected, Interviews, Focus Groups, Facilities Condition Assessment
•
Campus Mapping, Program Needs, Potential Financial Resources
•
Present Summaries, Reach Consensus of Direction
PHASE 2: Development of Facilities Master Plan •
Alternative Scenarios for Campus and Outreach Center Development
•
Review Alternative Scenarios in EWC Campus Workshops
•
Preliminary Facilities Master Plan, Implementation Strategies and Phasing
•
Preliminary Financial Plan
•
Review Preliminary Facilities Master Plan in EWC Workshops
•
Prepare Final EWC Facilities Master Plan, Conduct Presentations
•
Final Report Delivery
GUIDING PRINCIPLES | 19
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Concept plan Using the Planning Principles as a guide, the project team developed a Concept Plan to begin illustrating the broad intentions of areas of opportunity and conflict. Like a “sketch before a painting”, the Concept Plan is conceptual in nature and is meant to be interpreted loosely. The key concepts represented by the Plan are: •
Identify building sites that represent the highest potential to accommodate future growth, foster a greater cohesion between buildings and open space, reinforce the pedestrian realm, and respect the character of the campus.
•
Highlight open areas that can transform the identity of the College by enhancing the landscape through a combination of formal and informal treatments, strengthen connectivity between buildings and grounds, and promote sustainable practices on campus.
•
Define buildings or areas that require remediation or demolition to maximize the highest and best use of the campus facilities.
•
Identify perimeter areas of the campus that could buffer the impact of future adjacent developments and enhance the edges between the campus and neighborhoods.
•
Assess ways to strengthen existing gateways into campus while identifying opportunities to create new portals to improve the College’s identity, access, and circulation.
GUIDING PRINCIPLES | 21
Observations
THE WESTERN, RURAL LOCATION OF THE CAMPUS IS REFLECTED IN THE PROGRAMS AND EXTRACURRICULAR ACTIVITIES. PROGRAMS LIKE AGRI-BUSINESS AND SCIENCES, WELDING, AND VETERINARY TECHNOLOGY ARE RESPONSES TO REGIONAL OCCUPATIONAL OPPORTUNITIES. EXTRA-CURRICULAR PROGRAMS THAT INCLUDE A RODEO TEAM AND A LIVESTOCK JUDGING TEAM REFLECT THE WESTERN TRADITIONS OF THE STATE.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Observations Campus culture Eastern Wyoming College is a community college that serves a six county region on Wyoming’s eastern border with South Dakota and Nebraska. The region’s important agriculture and mining industries have a significant influence on the college’s programs and campus culture. The college culture is a reflection of the campus demographic which includes commuting students, students who live in campus housing, community members who take advantage of services offered by the college’s programs such as cosmetology, and community members attending programs and events on the campus. This demographic includes people who come from Wyoming, other states, foreign countries, and range from young adults to senior citizens. Consequently, the college community is inclusive and strives to meet a wide variety of needs, both educational and cultural.
Much of the student body are young adult students who commute to the college on a daily basis, and as would be expected, this results in a need for convenient parking. While a significant number of students live on campus in student housing, the lack of public transportation and the harsh winter weather result in many of the resident students having vehicles as well. The parking needs of community members, faculty, and staff on campus, combined with the student needs for parking creates a major influence on the physical configuration of the campus. The campus setting which is largely a residential neighborhood, establishes a “settled” environment. Located on a bluff overlooking Torrington, the campus community has a clearly Wyoming vista which captures its agriculture and western heritage.
The western, rural location of the campus is reflected in the programs and extracurricular activities. Programs like agriculture technology, welding, and veterinary technology are responses to regional occupational opportunities. Extra-curricular programs that include a rodeo team and a livestock judging team reflect the western traditions of the state.
OBSERVATIONS | 25
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Academic Programs The College has been historically organized into three instructional divisions: • • •
Arts, Humanities, Social and Behavioral Sciences Business and Technology Science
Twenty-one academic disciplines housed in the three divisions offer EWC students a choice of two-year degrees; Associate of Arts (14), Associate of Science (15), and Associate of Applied Science (5), as well as twelve certificate programs. These disciplines include: • • • • • • • • • • • • • • • • • • • • •
Agriculture and Farm Ranch Management Art Business and Administrative Services Computer Cosmetology Criminal Justice Development and Human Development Economics Education English Health History Language Mathematics Music Physical Education Political Science Science Social Science Technical Trades Veterinary Technology
All of these academic programs offer an array of majors available on the Torrington campus, while a number are delivered via distance at twelve outreach locations across Eastern Wyoming, as well as online. Other learning services include, Adult Basic Education, Community/Continuing Education, Outreach and Learning, and Workforce Development. Based on Fall 2011 reports for Torrington on-campus enrollment (critical to space planning and the facilities master plan), the Technical Trades which include EWC’s premiere welding and joining technology program generated the most FTE (90+), followed by Math, and Veterinary Technology with 70+ FTE each. The Physical Sciences generated nearly 60 FTE during fall term. Two other featured program areas, Cosmetology and Agriculture/Farm/Ranch Management maintained 40+ FTE each and will continue to be featured programs at EWC well into the future. All are expected to grow over the master plan 10-20 year time horizon which will influence the demand for general and specialized instructional and support space. The most popular majors at EWC include Interdisciplinary Studies, Preprofessional, Welding, Veterinary Technology, Elementary and Secondary Education, and Criminal Justice.
OBSERVATIONS | 27
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Facility assessments This section presents the results of the facility assessments that were conducted for Eastern Wyoming College. The assessments were conducted using BASYS, MGT’s facility assessment software program. The assessments included: • •
Building Condition Site Condition
Building condition assessment The BASYS building condition score measures the amount of deferred maintenance in the building’s major systems.
Typically, capital needs scores are calculated using a base condition score of 90 (which indicates that a system is in good condition and requiring only preventative maintenance), since it is unreasonable to expect all buildings to be in “like new” condition indefinitely. Exhibit 2 presents the condition score for each building that was assessed. As the exhibit shows, condition scores are in the “Poor” to “Good” categories which indicates that the facilities are generally in need of routine maintenance to major maintenance. See appendix for detailed assessment reports for each building and the site.
EWC - building condition scores SITE NAME
The scores are interpreted as follows:
GSF
CONDITION SCORE
Activities Center
46,390
85.96
90+
NEW OR LIKE NEW: The building and/or a majority of its systems are in good condition, less than three years old, and only require preventative maintenance.
Animal Holding Facility
1,916
88.52
Animal Treatment Unit
1,584
86.94
80-89
GOOD: The building and/or majority of its systems are in good condition and only require routine maintenance.
Ball Field Storage
74
86.40
FAIR: The building and/or some of its systems are in fair condition and require minor to moderate repair.
Bus Garage Storage Building
4,500
89.14
70-79
Eastern Hall
21,661
89.79
60-69
POOR: The building and/or a significant number of its systems are in poor condition and require major repair, renovation, or replacement.
Community Training Center
3,680
81.41
Cosmetology
5,946
82.93
UNSATISFACTORY: The building and/or a majority of its systems should be replaced.
Faculty Offices
5,018
79.81
Fine Arts
28,242
72.74
Lancer Hall
19,727
85.86
Machine Tooling
9,066
71.80
Mechanical Arts
13,470
68.75
Tebbet Classroom
74,281
74.68
Veterinary Technology
9,643
78.10
245,198
81.52
Below 60
Source: MGT of America, Inc., 2012
Exhibit 1
The condition rates each system in a building as “new”, “good”, “fair”, “poor”, or “unsatisfactory” based on a detailed description of each rating for the particular system. The possible score for each system is based on that system’s contribution to the overall cost of building construction. Therefore, the condition score is a measure of that portion of the value of the building which is in good condition. The capital needs score (100 minus the condition score) is a measure of the capital needs or deferred maintenance. This score, when presented as a percent, is also referred to as the facility condition index or FCI. For example, a building which has a condition score of 80, has a capital needs score of 20 (100 – 80 = 20). A capital needs score of 20 indicates that 20 percent of the value of the building can be reinvested in the building in order to attain a score of 100 and put the building in a “like new” condition.
Building total / average Source: MGT of America, Inc., 2012
Exhibit 2
OBSERVATIONS | 28
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Site condition assessment The site condition assessment score is a measure of the amount of capital needs or deferred maintenance at the site, which includes the driveways and walkways, the parking lots, the playfields, the utilities, and fencing, etc. The scores are interpreted as follows:
Ewc - projected deferred maintenance budgets SITE NAME
BUILDINGS AND SITE TO 90%
Activities Center
$631,000
Animal Holding Facility
$10,000
Animal Treatment Unit
$16,000
90+
NEW OR LIKE NEW: The building and/or a majority of its systems are in good condition, less than three years old, and only require preventative maintenance.
80-89
GOOD: The building and/or majority of its systems are in good condition and only require routine maintenance.
70-79
FAIR: The building and/or some of its systems are in fair condition and require minor to moderate repair.
Community Training Center
$106,000
Cosmetology
$142,000
60-69
POOR: The building and/or a significant number of its systems are in poor condition and require major repair, renovation, or replacement.
Faculty Offices
$172,000
Ball Field Storage
$1,000
Bus Garage Storage Building
$13,000
Eastern Hall
$16,000
Fine Arts Below 60
UNSATISFACTORY: The building and/or a majority of its systems should be replaced.
Source: MGT of America, Inc., 2012
Exhibit 3
The site assessment score was calculated in the same manner as the building condition scores. Exhibit 4 presents the site assessment score for the EWC campus.
$1,642,000
Lancer Hall
$275,000
Machine Tooling
$556,000
Mechanical Arts
$964,000
Tebbet Classroom
$3,832,000
Veterinary Technology
EWC - site condition score
EWC Campus Site
SITE NAME
SITE SCORE
EWC Campus
65.20
Source: MGT of America, Inc., 2012
$387,000 $2,793,000
Totals
$11,556,000
Source: MGT of America, Inc., 2012
Exhibit 5
Exhibit 4
EWC - budget estimate formula - all buildings
Deferred maintenance budgets Exhibit 5 presents the budget estimates for each of the EWC buildings and the EWC Campus site. Budget estimates were developed using the renovation costs shown in Exhibit 6. To calculate the deferred maintenance budget, the capital needs score is multiplied by the gross square feet of the building and the cost per square foot for renovation.
PROJECT NAME
COST PER GSF FOR NEW CONST.
FF&E @ 10%
CONTINGENCY @ 10%
A&E, PERMIT, TESTING, ETC. @15%
REPLACEMENT COST PER GSF
RENOVATION FACTOR @ 10%
RENOVATION COST PER GSF
Building Condition Deficiencies
$220.00
$22.00
$24.20
$39.93
$306.13
$30.61
$336.74
Grounds Condition Deficiencies
$33.00
N/A
$3.30
$5.45
$41.75
$4.17
$45.92
Source: MGT of America, Inc., 2012
Exhibit 6
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Existing campus Land use analysis The Eastern Wyoming College campus is located on a bluff at the northwest edge of Torrington that overlooks the Platte River valley. The Main Campus of about 42.9 acres is located along the west frontage of West ‘C’ Street/State Highway No. 159. Most of the academic and student services facilities are interconnected with frontage along Pinnacle Bank Drive with direct access from the highway. Currently Cosmetology and student housing facilities are situated on the south end of the campus. Although over 60% of the main campus is open space, much of this area consists of steep grades and is utilized by drainage ways and utility easements, leaving only a few small green areas for respite and recreation. Surrounding the main campus is the Wyoming Highway Department to the south, multi-family housing to the north, and single family residential to the east. The property to the west is currently undeveloped and may provide opportunities for future campus expansion or other compatible land use development. The North Campus is located across the highway Northeast of the Main Campus. The approximate 23 acre property, mostly undeveloped grassland, currently supports the animal barns and other animal support facilities.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
EXISTING CAMPUS
OBSERVATIONS | 31
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Circulation and parking analysis Vehicular Circulation: The primary vehicular access point to the campus is from West ‘C’ Street (State Highway No. 159). The south entrance from this street provides access to the lower campus with service to student housing, Cosmetology, and the Torrington Learning Center. This south campus roadway is circuitously routed through a primary drainage channel and terminates at the Lancer Hall parking lot. The campus east-central entrance is a loop configuration that serves as the primary access to the main campus parking area for visitors, staff and off-campus students. This loop drive with a two directional entrance and a one-way exit creates confusion and orientation problems for visitors. The two-way parking lot circulation pattern with access onto a one-way collector lane, generates additional conflicts and safety concerns. The northwest entrance to the campus from College Drive is unimproved and currently serves only as services access to the Bus Garage and Mechanical Arts area. Parking: 672 parking spaces are provided on the existing campus at ten noncontiguous sites; some that are quite remote and not easily accessible from designated collector roadways. Several of the parking areas serve as emergency and services access routes, resulting in additional conflicts and safety concerns. Due to inefficiencies in parking layout, the ratio of spaces to pavement area is less than 70% efficient, increasing surface runoff and pavement upkeep. Pedestrian Circulation: Although there is a 1.8 mile network of pedestrian walkways, the campus lacks well-defined contiguous safe routes for bicycles and the disabled. Many of the routes lack hierarchy and are disconnected by roadways and parking lots. Most of the crosswalks are poorly delineated and void of proper signage. The campus has provided accessibility to negotiate the steep grade from the lower south campus area to the northeast main campus; however, there are still many obstacles for the disabled. Emergency and Service Access: The fire lane extending along Pinnacle Bank Drive provides good emergency and fire access to the building complex from the east side; however, due to topography constraints, there is very limited access to facilities from the west. Steep roadways and inadequate maneuvering space also make deliveries to the Cafeteria and Physical Plant difficult and creates additional conflicts with other circulation patterns.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
EXISTING CAMPUS
OBSERVATIONS | 33
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Topographical and drainage analysis Topography: There is over 40 feet of elevation change that separates the lower southwest section where Cosmetology, Eastern Hall and Lancer Hall are situated from the upper central to northeast portion of the main campus. The upper portion of the campus is relatively flat allowing on-grade accessibility to most campus buildings and to any future expansion on the north side of campus. The steep slope that separates the campus makes expansion to the southwest challenging and accessibility difficult. Most of the grade that bisects the campus consists of very steep slopes that exceed 20%. Offsite Storm Runoff: Probably one of the most challenging constraints for development along the lower southwest portion of the campus is the existing drainage channel extending from the northwest corner along the west boundary to the southeast corner of the campus. This channel currently conveys runoff from a 172 acre drainage basin; mostly from the existing 84 acre residential district located directly north of the campus. Although the existing 30” storm pipe that is routed along the west side of campus is capable of conveying most of the 40 to 50 CFS of runoff generated during a 5 to 10-year storm event, the storm pipe is significantly undersized to convey the estimated 140 CFS of storm runoff that may result from a 100-year storm event. Currently overflow from any major storm event is routed through the Lancer Hall parking lot and around the west side of Lancer Hall. From there storm water is conveyed down the roadway between Eastern Hall and Cosmetology, and ultimately directed offsite to the south via the West ‘C’ Street right-of-way. Flooding of Lancer Hall has already been a problem, and significant damage is almost certain during a main storm event.
West Campus Greenway: A stormwater management strategy with the capacity to handle large storm events for both offsite drainage and for stormwater runoff generated from on-site impervious areas should be integrated into future campus improvements. In partnership with the City of Torrington, development of a ‘Greenway’ corridor along the west perimeter of the campus extending to the ‘City Shop Pond’ should be a high priority. The greenway should be designed to support stormwater management best practices with the goal to restore natural functions of the site and to decrease the amount of runoff. The use of detention ponds, vegetative bio-swales, riparian habitats, infiltration galleries, and rain gardens should be integrated into future improvements to mitigate storm runoff and improve water quality. As part of the greenway improvements, a bicycle and pedestrian trail should be considered to expand recreational resources and encourage connectivity to the Torrington community. Landscaping of the greenway will provide wind protection and enhance the west edge of the EWC campus, and support environmental learning opportunities on campus.
Onsite Drainage: The campus also has several onsite drainage problems as well. Runoff generated from the existing main parking lot is routed down the service drive between Vet Tech and the Student Center creating icing problems at crosswalks and flooding problems at both the southeast entrances into Vet Tech and the southeast entrance into the Mechanical Arts. A significant amount of stormwater runoff is generated from the impervious pavement and buildings, and from the steep slopes that cover more than half of the campus.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
EXISTING CAMPUS
OBSERVATIONS | 35
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Utility systems analysis There is a patchwork of utility systems and easements that traverse across the campus. There are four primary utility easements consuming a significant amount of campus acreage that follow different alignments and are not well organized. Storm Drain Systems: A major 30” RCP storm pipe enters the campus on the northwest corner and conveys mostly offsite storm water along the west campus boundary and discharges stormwater at the City Shop Pond located southwest of the campus. Water Systems: There is a loop water main centered on a 20’ easement that is routed through the campus and is connected on the northwest corner at College Drive and at the southeast corner at West ‘C’ Street. Currently the water system serving the campus appears adequate to support some campus expansion. Some of the fire hydrant locations are inefficient, and should be relocated as required by code for any future redevelopment. here is also a 6” non-potable water line used for irrigation that is routed unsystematically around the campus. Sanitary Sewer Systems: An 8” VCP sanitary sewer line located in a separate 20’ easement that flows from the northwest to the southeast somewhat parallel to the water line easement. Currently the sanitary sewer system serving the campus appears adequate to support some additional growth. Other Utility Systems: Both a primary overhead power and gas line are located within a 30’ easement that runs along the west campus boundary.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
EXISTING CAMPUS
OBSERVATIONS | 37
Space Needs
WHEN DEVELOPING A CAMPUS-WIDE MASTER PLAN, IT IS CRITICAL THAT PLANNERS BEGIN WITH A CLEAR AND PRECISE UNDERSTANDING OF THE EXISTING FACILITIES AND SPACE, AS THE RESULTING DATA AND CONCLUSIONS WILL SERVE AS THE BASELINE FROM WHICH FUTURE NEEDS ARE DETERMINED, AND PLAN OPTIONS TO MEET THOSE NEEDS ARE DEVELOPED ACCORDINGLY.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Space Needs EWC TORRINGTON CAMPUS BUILDING INVENTORY BUILDING NAME
Current physical space inventory As described in Exhibit 7, of the nearly 250,000 gsf of space currently available on the EWC Torrington campus, roughly 43% was constructed in the late 1960’s to mid 1970’s. An additional 109,000 gsf (44%) was built during the 1980’s. Since 1997, only 32,000 gsf has been added to the campus space inventory via six new structures, the newest, Lancer Hall residential facility being the largest project at nearly 20,000 gsf. The core “spine” of the campus is anchored by the original Tebbet Classroom Building, and connected to the Fine Arts and Faculty Office facilities to the south, and the Activities Center to the north. This core series of structures encompass approximately 62% of the total campus space. It should be noted that several of the more “technical” instructional programs (welding, mechanical arts, veterinary tech, and cosmetology) are offered through their own stand-alone buildings.
DATE BUILT
ASF
GSF
Tebbet Classroom
1968
34,314
74,281
Eastern Hall
1970
13,862
21,661
Veterinary Technology
1975
7,959
9,643
Dog Kennel
1976
672
798
Mechanical Arts
1981
11,410
13,470
Storage
1981
781
783
Fine Arts
1982
20,748
28,242
Welding Gas
1982
155
185
Activities Center
1984
43,122
46,390
Cosmetology
1984
4,329
5,946
Ball Field Storage
1985
56
74
Faculty Offices
1985
2,333
5,018
Machine Tooling
1986
7,207
9,066
Softball Concessions
1997
559
625
Animal Holding Facility
2000
1,827
1,916
Community Training Center
2000
2,475
3,680
Animal Treatment Unit
2001
1,444
1,584
Bus Garage Storage Building
2006
4,433
4,500
Lancer Hall
2007
12,772
19,727
Theater Marquee Building
N/A
Totals Source: EWC Physical Plant Office
202
240
170,660
247,829 Exhibit 7
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
The facilities space inventory analysis is made up of two components; (a) all space attributed to a specific building, and (b) the type of space (intended or designated purpose of that space). These two components are related but are not perfectly correlated by building designation and space use category. For example, the Cosmetology building though primarily used by that instructional department includes space that is designated as general classroom use, class laboratory, office, and support space. A mix of various space use categories can be found in nearly all campus facilities. Reviewing the assignable square feet (asf) inventory on the Torrington Campus, by standard space use categories (Exhibit 8) reveals that roughly 27% is designated as instructional space including traditional classrooms, class laboratories, and related service space. Administrative, faculty, and staff offices make up 14% of the assignable campus space, as does the cumulative special use facilities for athletics, physical education, and animal quarters. Study facilities (3%) include all space associated with the Library excluding offices. Space categorized as “general use” represents 21% of the total space (asf), and includes areas such as the Fine Arts auditorium, food service, bookstore, recreation, lounge areas, and general meeting space. Support service space (7%) encompasses maintenance, shop, vehicle storage, general storage, and computer and telecommunications areas. A small segment (1%) of the campus assignable space is space is categorized for health care purposes, but in EWC’s case, this space is used for animal categorized for care as purposes, butVeterinary in EWC’s Tech case, program. this space Finally, is used 13% for animal examination andhealth treatment part of the of the examination and treatment as part of the Veterinary Tech program. Finally, 13% of the assignable space is designated for student housing purposes. assignable space is designated for student housing purposes. Figure 2
Ewc Torrington campus ASF by space type 14,630 , 9% 2,455 , 1% 11,233 , 7%
Instructional Space Utilization One of the basic analyses that help planners and campus officials determine current campus physical capacity, and a factor in identifying space needs, is the current utilization of existing space. This is particularly important when examining the need for instructional space. A space utilization analysis results in measures of the time a given space (room) is in use and the occupancy vs. capacity of that space when used. For instructional space (classrooms and class laboratories) the two key measures are weekly room use hours and station occupancy rate. For the EWC planning effort, the consultant team was provided a “snapshot” of classroom and class lab utilization for Fall 2011, as the most recent completed full academic term. Final class schedules for credit-generating courses, course contact hours, and the existing space inventory for that term were used in this analysis. It should be noted that instructional space utilization is driven by many factors associated with an institution and a site. These include but are not limited to: student mix, faculty availability, non-credit instructional space demand, room capacity, other non-instructional events, and current inventory alterations (off-line) for EWC Torrington. Exhibits 9 through 13 present several key utilization findings. The Fall 2011 schedule generated average weekly classroom hours by day of week (Exhibit 9) and time of day (Exhibit 10). Monday is typically the busiest day for classroom use on campus, and while there is a noticeable drop-off on Friday, it is not as dramatic as often seen at other institutions. Time of day analysis reveals that EWC classroom utilization is heavier in the morning, and two peak periods occur at 9:00AM and 1:00PM. There is limited classroom use for credit generating courses in the evening on the Torrington campus.
Fall 2011 classroom Weekly Room Use Hours by Day
Classroom Facilities Laboratory Facilities
22,172 , 13%
Office Facilities 31,036 , 18%
36,547 , 21% 23,914 , 14% 23,979 , 14% Prepared by MGT, 2012
Prepared by MGT, 2012
Study Facilities Special Use Facilities General Use Facilities Support Facilities Health Care Facilities
4,694 , 3%
Residential Facilities Exhibit 8 MGT Space Utilization Analysis, 2012
Exhibit 9
SPACE NEEDS | 43
INSTRUCTIONAL SPACE UTILIZATION
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Fall 2011 classroom Weekly Room Use Hours by time
Fall 2011 class lab Weekly Room Use Hours by time
Exhibit 12
MGT Space Utilization Analysis, 2012 Exhibit 10
MGT Space Utilization Analysis, 2012
A similar analysis focused on utilization of EWC class laboratories during Fall 2011 term. Exhibit 11 and Exhibit 12 illustrate those findings. Tuesdays and Thursdays show slightly higher lab utilization, though overall, use across all five days of the week was reasonably distributed. Use by time of day indicates that EWC Torrington lab space is active during most prime campus operating hours (8:00-11:00AM & 1:00-4:00PM). It should be noted that class lab utilization numbers often fluctuate due to space that is highly specific to a particular program or discipline and therefore, cannot be used for other purposes. Likewise, some lab space is often scheduled continuously during the course of a full day when significant access to specialized space and equipment is required of all student majors.
In comparing the Torrington campus weekly room use counts and station occupancy rates from Fall 2011 to the previous planning analysis completed in 2008, several noticeable changes have occurred. Exhibit 13 shows that although classroom average weekly room use has declined by 2 hours, the available station occupancy rate (when in use) has risen significantly. Thus current classroom space is being utilized more efficiently than in the past. There is also continued competition for classroom space from non-credit generating activities (a key EWC mission critical component), which often proves difficult to track and record utilization with accuracy. As can be noted, class labs have realized a 5 hour increase in average weekly room use and an even greater jump (than classrooms) in station use rate (occupancy) from 39% to 58% since 2008.
Instructional space utilization 2008-2011 Fall 2011 classroom Weekly Room Use hours by day
2008 CLASSROOMS CLASS LABS
2011
WRU*
20
18
Station Use**
44%
56%
WRU*
15
20
Station Use**
39%
58%
*Avg. weekly room use hours **Avg. station utilization Source: 2008 EWC Master Plan, prepared by Paulien & Associates 2011 MGT Space Utilization Analysis
MGT Space Utilization Analysis, 2012
Exhibit 13
Exhibit 11
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Enrollment Growth Projections A major driver of space needs on any campus is enrollment change both in terms of headcount and FTE. Drops in enrollment may result in more appropriate/reasonable levels of space use if overutilization is currently in play (given established target utilization thresholds). However, significant enrollment declines may result in severe underutilization, and thus a surplus of space. Exhibit 14 depicts recent 5-year historical enrollment trends for headcount and FTE for EWC as an institution including the main campus, all outreach sites and on-line courses. From 2007 to 2011, the overall institutional enrollment growth rate was slightly over 26%, while the Torrington campus alone grew by only 17%.
Ewc enrollment history*
which is very important when planning for instructional space, particularly lab space needs. Nearly half of the additional FTE’s expected by 2021 are projected in only four instructional disciplines at the campus: Technical Trades (+63 FTE), Agriculture (+33 FTE), Math (+32 FTE), and Science (+25 FTE). Currently, Technical Trades (Welding and Mechanical Arts), Math and Veterinary Tech generate 70 or more FTE’s each. Science, Physical Education, Agriculture, Cosmetology, English, and Social Science generate in the range of 40 to 60 FTE’s respectively. A number of these disciplines require specialized instructional space and equipment. Growth in two of EWC’s most popular programs, Veterinary Tech and Cosmetology are not projected for significant growth over the plan horizon, but stakeholder input indicated that more aggressive potential growth beyond that projected could occur if new related program tracks in either discipline were introduced.
EWC TORRINGTON on-CAMPUS enrollments (FTE) DEPARTMENT
Projections
FALL 2007
FALL 2011
Agriculture and Farm and Ranch Management
40.2
48.4
62.9
81.8
Art
11.5
17.0
20.4
24.5
Business and Admin Services
11.3
8.8
14.7
18.4
Computer
14.3
13.2
17.2
22.4
Cosmetology
28.3
43.8
46.0
48.3
Criminal Justice
17.5
11.3
22.8
29.6
Human Development
36.5
26.8
32.2
39.6
Economics
4.5
3.3
5.4
6.5
Education
10.3
17.3
22.5
29.3
English
23.8
43.3
52.0
62.4
Health
15.6
12.8
18.7
22.4
History
1.8
6.3
7.5
9.0
Working with EWC officials, FTE enrollment projections were established by instructional disciplines at a 5-year and 10-year time horizon using Fall 2011 as the base year. Due to the focus of this master planning effort, projections developed were limited to the Torrington Campus, included for-credit enrollment only, and excluded on-line or distance modes where students would not be physically present on the campus.
Language
5.0
0.0
5.3
5.5
Mathematics
60.0
71.8
86.1
103.3
As of Fall 2011, the Torrington campus alone generated 668 FTE on site (Exhibit 15), which represents approximately 50% of the total EWC FTE enrollments during that time period. Enrollment projections depicted show a planned growth of nearly 23% by 2016 reaching 819.4 FTE, and a total growth over 2011 figures of 47% by 2021 (981 FTE) resulting in the potential addition of 314 new FTEs by the end of the designated 10-year window. The projection table also depicts enrollment projections by discipline
* Includes all EWC sites and on-line enrollment Source: EWC Office of Institutional Research
Exhibit 14
FALL 2016
FALL 2021
Music
5.3
4.1
6.3
7.6
Physical Education
43.0
51.6
54.2
56.9
Political Science
19.1
26.3
31.6
37.9
Science
50.4
57.5
69.0
82.8
Social Science
42.8
42.0
51.4
61.7
Technical Trades
87.9
91.3
118.7
154.4
Veterinary Technology
Totals Source: EWC Office of Institutional Research
43.6
70.9
74.5
78.2
572.7
667.7
819.4
981.4 Exhibit 15
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
In addition to enrollment driven space needs, changes in the number of full-time and part-time employees have implications for future space needs. As displayed in Exhibit 16, EWC Torrington campus has approximately 126 FTE positions including adjuncts. The college estimates that only modest growth (22%) in personnel will be realized to accommodate the projected enrollment growth on-site over the next 10 years. Of the additional 28 FTE positions to be added in that time frame, 75% will be instructional, and the current student/instructor ratio (15 to 1) would be maintained. Even this modest staffing growth will result in the potential need for additional office space on the Torrington campus.
EWC TORRINGTON - STAFF PROJECTIONS (FTE) FALL 2011
FALL 2016
FALL 2021
Enrollment (FTE) Student /Instructor Ratio
667.7 15
819.4 15
981.4 15
Instruction Executive / Administration Other Professional Staff Tech / Para-professional Clerical / Secretarial Service / Maintenance
45.0 13.0 26.3 9.0 18.7 13.7
55.2 13.0 27.7 9.5 19.6 14.4
66.1 13.0 29.0 9.9 20.6 15.1
Totals
125.7
139.3
153.7
Source: EWC Offices of Human Resources & Institutional Research
•
Labs (includes both teaching and open labs) - Due to the technical nature of many of EWC’s programs, lab space across the campus is in demand. As shown in a previous chart, the use of existing lab space has significantly increased since 2008. Four science class labs were recently renovated in the Tebbet building. Specific guidelines were applied to each discipline’s projected growth over the planning horizon to determine need. Currently there is a 9,000 square foot (asf) deficit, and that is predicted to more than double by 2021 if no additional lab space is developed. This projection does account for additional lab and related service space for Vet Tech.
•
Offices (includes offices, service space and conference rooms) - Following a number of comments regarding need for additional faculty and staff office space, the planning team utilized a modest set of space allocation guidelines that vary across levels of personnel to generate office space need. Based on guidelines, there is currently a surplus of office space. In identifying future needs, the planning team added a conference room for the student services unit which has a pressing need for more privacy in meetings and counseling situations, and some additional office space for several technical disciplines that have very limited office space allocations. Despite the limited growth in EWC personnel projected for the Torrington campus, by 2021, the current overall office space surplus becomes a deficit of a similar magnitude.
•
Study Space - This space category is primarily focused on EWC’s library space needs. In recent years the library has decreased in size to accommodate other administrative space needs. Current stacks take up a considerable amount of the remaining space, and office and service areas are filled beyond capacity. Guidelines were adjusted to accommodate for more user space and a reading area. As can be seen in Exhibit 17, despite those modifications, a deficit is foreseen going forward.
•
Special Use Space (includes EWC athletic and P.E. facilities and animal quarters) – This category is a mix of specialized space. The EWC athletic and physical education related space is primarily contained within the Activities Center building Given the size and comprehensive nature of this facility, the planning team elected to use the current space allocation as the guideline for space needs. No apparent need for additional space expansion in this area is currently projected. The other special use space on campus is related to animal holding areas for the Veterinary Tech program at the main campus and on the North Campus site. Though future plans for possible expansion have been discussed for North Campus, no additional space need was generated based on guidelines given the current programmatic needs at this time.
Exhibit 16
Space needs projections Based on generally accepted space guidelines for community and technical colleges and recommended adjustments derived from observations and stakeholder input, the following space needs projections were derived for current year, and the two designated planning time horizons. •
Classrooms - Based on established guidelines, EWC has slightly more classroom space than currently needed, much of that within the Tebbet Classroom facility, although several classrooms are located in other buildings primarily utilized by a single discipline. The planning team did accommodate for additional classroom space for Cosmetology, the CTC, and a modest sized lecture hall in the guideline adjustments. There are also non-credit demands on classroom space that are not accounted for in the guidelines. Looking forward, as enrollments increase over the next ten years, additional classroom space will be needed.
SPACE NEEDS | 46
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
•
General Use Space (includes assembly, auditoriums, exhibition, food service, merchandizing, lounges, recreation, and open meeting space) – Two areas within this category are deemed important for future consideration of additions. Food service and preparation areas are relatively adequate now according to guidelines, but based on student and staff input expansion and reconfiguration of this space would be needed to better serve students, and increased capacity would be required if projected enrollment growth is realized. This also holds true for recreation and general purpose lounge areas in the main core set of buildings on campus. The current “Student Center” space is inadequate in terms of size and configuration. Thus this category recommends nearly 10,000 asf of additional student use space by 2021.
•
Residential Space - EWC currently has two student housing facilities on site. Input from campus officials reiterated the need for additional beds to be added to the current inventory at each of the two master plan time horizons. The needs analysis did not apply guidelines to this category, but allocated 13,000 asf of additional living space by 2016 and a similar amount by 2021.
In summary, excluding any planned or proposed new buildings for the Torrington campus, the planning team suggests that over the next ten years based on the applicable guidelines, EWC would require an additional 63,000 square feet (asf) of space to meet its instructional and operational responsibilities on site. EWC TORRINGTON CAMPUS - PROJECTED SPACE NEEDS (ASF) CURRENT SPACE
2012 GUIDELINES
SURPLUS / (DEFICIT)
2016 GUIDELINES
Classroom Facilities
14,630
Laboratory Facilities
31,036
13,426
1,204
40,259
(9,223)
Office Facilities
23,914
Study Facilities
4,694
21,249
2,665
5,917
(1,223)
Special Use Facilities
23,979
23,979
General Use Facilities
36,547
Support Facilities Health Care Facilities
SPACE TYPE
SURPLUS / (DEFICIT)
2021 GUIDELINES
SURPLUS / (DEFICIT)
13,911
719
15,404
(774)
43,835
(12,800)
52,504
(21,469)
23,544
370
25,989
(2,075)
5.955
(1,261)
5,995
(1,301)
-
23,979
-
23,979
-
32,384
4,163
39,738
(3,191)
47,597
(11,050)
11,233
9,079
2,154
9,585
1,648
10,365
868
2,455
2,701
(246)
3,526
(1,071)
3,526
(1,071)
Residential Facilities*
22,172
22,172
-
35,172
(13,000)
48,172
(26,000)
Assignable Total
170,660
171,166
(507)
199,245
(28,585)
233,533
(62,873)
* These space projections include the need for additional student housing facilities in 2016 and 2021. Prepared by MGT, 2012
•
Support Space (includes maintenance, shop, central storage, vehicle storage, computer and communications space) – Although facility improvements, relocation and consolidation were the general concerns regarding this space category, guidelines do not indicate any significant need for additional space from current capacity at this time.
•
Health Care Space - For EWC, this category includes examination, treatment and service space related to the Veterinary Tech services and large animal facilities. Current working space was observed to be small and cramped with inadequate storage. Guidelines were adjusted to accommodate for this critical space need in future years for this key EWC program.
Exhibit 17
Based on the applicable guidelines and recommendations provided by the planning team in consultation with EWC administrators and other stakeholders, the resulting space needs projections allow for a more efficient allocation of space per FTE in the future years (Exhibit 18). For comparative purposes, this calculation excludes residential space. It should be noted that smaller institutions (in terms of enrollment) have a more difficult time in achieving reasonable ASF/FTE ratios due to some large functional space needs such as auditoriums and athletic/recreational facilities. In addition, depending on the array of technical instructional programs included at a community college of this size, institutional space requirements may be larger than comparative benchmarks. The best EWC example is the significant space required to operate its signature Mechanical Arts (Welding) program. EWC TORRINGTON CAMPUS
CURRENT
2016
2021
ASF*
148,488
164,073
185,361
FTE
668
819
981
ASF / FTE
222
200
189
* Excludes Residential Facilities Prepared by MGT, 2012
Exhibit 18
SPACE NEEDS | 47
Exploration of concept Alternatives
THE CONCEPTUAL DESIGN PROCESS EXPLORES A WIDE VARIETY OF IDEAS THAT TEST PROGRAMMATIC GROWTH AND ADJACENCIES, NEW BUILDINGS AND ADDITIONS, DEMOLITION OF ANTIQUATED FACILITIES, NEW PATTERNS FOR PEDESTRIAN AND VEHICULAR CIRCULATION, AND OPEN SPACE TRANSFORMATIONS. COSTS, TECHNICAL FEASIBILITY, AND LAND AVAILABILITY CONSTRAINTS ARE ONLY APPLIED AFTER THE MERITS OF EACH CONCEPT HAVE BEEN THOROUGHLY VETTED.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Exploration of concept alternatives Conceptual design process The information gained through the interview process, coupled with the creation of the Planning Principles and the Concept Plan, together became the foundation for the planning team to begin studying areas of the campus in greater detail. Concept alternatives were developed to test the feasibility of the broader ideas illustrated in the Concept Plan. Detailed design options were developed for all areas of the campus to further understand the opportunities of the land both on and off campus. These conceptual designs tested the land capacities for building growth, testfit programs of various sizes, and analyzed optimal adjacencies identified in the Space Needs Assessment completed for the College as an integral part of the master planning process. Through a series of interactive on-campus workshops, the planning team presented design options for each area of the campus and reviewed the concepts with the Facilities Planning Committee and the Leadership Team. During these workshops, revisions were made to each concept presented to optimize the design and satisfy multiple programmatic drivers.
Each workshop addressed issues relating to identifying building sites to accommodate future new construction, additions and renovations to existing buildings, and the potential for select demolition as a building approaches the end of its functional useful life. During these workshops, the planning team studied the treatment of landscaping and open space, pedestrian and vehicular circulation, parking and service access, hydrology and stormwater management, and utility infrastructure. Preservation of historic buildings, view corridors and vistas, and a mature tree canopy influenced and guided plan developments. In addition, Eastern Wyoming College provided clear direction that the plans should accommodate a zero net loss in parking spaces and bed count as new developments were implemented. This directive resulted in the creation of a series of “enabling projects� that are required to occur first to facilitate a subsequent project in a later phase. The Concept Alternatives workshops culminated in a composite plan that represented a final design for each area of the campus that satisfied the parameters of the academic programs in context with the planning principles of the master plan.
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Concept Alternatives In order to create the composite plan, the planning team had to combine and refine design concepts for each area studied on both the Main and North campuses. As the plan was developed, values and priorities were discussed for each concept such as: does it provide the best use of the site, does the concept solve multiple problems or issues, and how does this idea compare to others in terms of level of priority? The following narrative provides a brief summary of the site and programmatic parameters that were tested and discussed for each concept: Western Edge The western area of the campus was studied to test the feasibility of improving stormwater management, building sites for new construction, and expansion potential beyond the existing property line. Because of the concern with reoccurring flooding when water enters the campus from the north, the planning team realized that addressing this issue first might contribute to the viability of both future expansion and construction to the west. However, until a definitive decision was made, concepts were explored that depicted multiple buildings being constructed both on and off campus along this western edge. This area of the campus was also studied as a means for improving vehicular circulation, service access, and future parking.
Campus Core The heartbeat of the campus is the central core area that is defined by the shape of the existing buildings which form a wide arc that is anchored by a large area of parking in the center. The size and scale of the buildings, their relationship to the adjoining open space, and the amount of parking in this vicinity of campus became a primary concern of the planning team. In addition, the planning team felt that the collegiate environment of the College was being overshadowed by functional parking convenience. For these reasons, concept studies looked at other means of improving building and open space connectivity, pedestrian and vehicular circulation, and opportunities to decant some of the parking to the perimeter of the campus. The campus core was tested as a location for future buildings – both on the edge and in the center, formal landscaped tree-lined quads, single versus multiple vehicular gateways, and even as an area devoid of parking altogether. In addition, the scale of this space was a concern and concepts were developed that compressed the overall size, brought future buildings closer together, yet preserved the historic significance and focal point of Tebbet Classroom Building. These ideas were carefully balanced against the pros and cons each scheme provided to find an optimum solution that satisfied the majority of the College’s needs.
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Southern area of Campus The southern portion of the campus is characterized by buildings that are distant from one another, large expanses of parking, and topography that acts as a natural grade separation to distance these facilities from other buildings on campus. Studies in this vicinity recognized that Eastern Hall will eventually become too expensive to maintain and because of its design, will become increasingly difficult for it to keep pace with today’s students’ housing expectations. The Cosmetology building is functionally active both programmatically and because of the large clientele it serves in the community. Accessibility for the public is good, however, the building’s condition, remoteness from other programs, and size contributed to studying the potential to repurpose this facility in the future. Lancer Hall provides student housing and is one of the “newer” buildings constructed on campus. In this case, the separation from other campus buildings was viewed in a positive manner. Student housing typically strives to create a village of buildings on most campuses to foster community and frame open space for socialization, recreation, and casual study. For this reason, concepts were developed to add student housing on the southwestern area of campus. The Torrington Learning Center occupies a site at this end of the campus, however, this program serves community needs and is unrelated to the functions of the College.
North Campus Studies and analysis of the North Campus uncovered a wealth of development options that were particularly well suited for this precinct of the College. Currently, the large-animal facility, hay barn, and animal pens are centrally located within the campus and allow for a variety of scenarios for future growth. And, as the master planning process commenced, the planning team was informed that there was a project already underway to site a new ATEC building on this campus. The two planning efforts proceeded forward, with the recommendation by the College that the Master Plan work lead since the opportunity to plan for multiple buildings, parking, street entrances, and vehicular circulation would be best served by a holistic approach that addressed both near-horizon and long range plans. As the master plan team provided further analysis and development options, land acquisition opportunities became apparent that could potentially improve building adjacencies, street alignments, pedestrian access, and vehicular circulation. However, it was pointed out to the College that purchasing any other land was not mandatory in order to fulfill the long range growth potential of the North Campus.
Northern area of Campus Analysis of this precinct of campus proved the most promising in terms of providing opportunities for expansion to meet a variety of the College’s future needs. Topographically, this area of campus is relatively flat which translates into cost effective building sites. In addition, several existing buildings are not built to institutional quality levels which means when demolished, the proximity of the new buildings on these sites to other campus facilities will be ideal. The open building sites that exist today will enable smooth transitions, meaning that the existing buildings and their programs can remain completely functional until the new buildings are constructed. Once the old buildings are no longer needed, the sites can be cleared for other developments. This type of transition is particularly well suited to the future needs of Welding & Mechanical Arts, Veterinary Technology, and Cosmetology. The softball field site was studied for its ability to satisfy both short-term and long range objectives. Its location and flat topography make it a strong candidate as an enabling project for temporary parking so that other projects can be implemented. Vehicular access is very good, and pedestrian connections to the campus core and North Campus are short and convenient. Then, as time passes and other sites become available, the softball field site could be optimized further as a potential location for future academic buildings or residence halls. This concept of developing the northeast corner of the main campus offers numerous opportunities to strengthen the relationship both functionally and visually with the North Campus.
One objective of the concept alternatives workshops was to begin prioritizing the concept designs in order of importance. As the advantages and disadvantages of each scheme were discussed, an inherent hierarchy began to emerge that became more formal when the planning team assisted the Facilities Planning Committee in listing the projects into three phases: Sooner, Later, and Much Later. This simple strategy of using loose nomenclature accomplished two goals. First, all projects are tied to funding availability, so this system identified a relative order that the College would prefer. And second, there was a greater opportunity for overlap between these three “phases” that could accommodate change, should program drivers and funding sources shift in the future.
Prioritization of Concept Alternatives
Once the projects were prioritized into the three phases, a Draft Master Plan was assembled that represented a composition of all of the preferred concept designs.
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Final facilities master plan
THE FINAL PLAN IS A SYNTHESIS OF CONCEPTS THAT WERE THOROUGHLY TESTED, REVISED, AND BALANCED TO MEET BOTH THE SHORT AND LONG TERM GOALS OF THE COLLEGE. THE PLANNING TEAM PROPOSED A NUMBER OF CONCEPT ALTERNATIVES BEFORE ARRIVING AT THE FINAL PLAN LAYOUT. KEY FACTORS THAT WERE CONSIDERED INCLUDED THE IDENTIFICATION OF FUTURE BUILDING SITES, CONFIGURATION AND CONNECTIVITY OF OPEN SPACE, LOCATIONS FOR PARKING, STORM WATER MANAGEMENT, AND IMPROVEMENTS TO PEDESTRIAN, VEHICULAR, AND SERVICE CIRCULATION. THE FINAL PLAN ILLUSTRATES THE CAMPUS AT FINAL BUILD-OUT ON THE PROPERTY THAT THE COLLEGE CURRENTLY OWNS, AND IS ACCOMMODATED BY A SERIES OF PHASING DIAGRAMS THAT DEPICT HOW THE PLAN CAN BE IMPLEMENTED OVER TIME. THE FINAL PLAN IDENTIFIES EXISTING CAMPUS ASSETS, FUTURE OPPORTUNITIES, AND AREAS OF CONCERN TO BE ADDRESSED OVER TIME.
2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Final Facilities master plan Existing campus Eastern Wyoming College is a uniquely tight-knit community where faculty, students, and staff quickly get to know one another. This attention, care, and respect for each other are a major attraction that draws students to this college over other larger institutions. In addition, the College plays an important role for the City of Torrington and adjacent neighborhoods. Many of the programs that occur on campus are community outreach oriented, and special events are well attended by college and community alike. As such, the Plan had to consider multiple design options and meet with the approval and needs of a broad range of stakeholders. The College is a defining component of Torrington, and opportunities were explored to ensure that the College was a good partner and provided thoughtful stewardship of its land. One such example was the effort placed on storm water management and sustainable practices whose impact would reach far beyond the edges of the campus. The Plan recognizes the significant importance parking plays in servicing the College. In addition to those that commute daily to campus, there are several venues on campus that draw large crowds such as sporting events in the Gym and a variety of performances in the Fine Arts Center. There are specialty needs that must be addressed including handicapped parking, at-grade parking for the elderly, customer parking for those visiting Cosmetology, and horse-trailer parking.
Finally, winter weather can be severe which required balancing the parking needs across the campus by keeping walking distances short and access to buildings convenient. The Plan recognizes the importance of the existing framework of buildings. The campus core is a prominent and important framework of structures that house many of the academic and student life functions that occur on campus. The plan addressed means to improve upon their condition, size, and accessibility. The Plan also focused on one of the most important aspects of the existing campus by proposing a significant transformation to the open space that is framed by the core buildings. This area was viewed as both an asset and a liability when it came to supporting the identity of the College, and as such was viewed as an integral part of the vision that would be created for the future campus. The existing campus has enough land area to support the future growth requirements of the College for several decades into the future. This fact had a strong bearing on the Final Plan, by allowing planning solutions to focus on keeping the campus compact and walkable, reinforce the framework of existing facilities, and enhance connectivity opportunities between the Main Campus and the North Campus.
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Master Plan Recommendations Land Acquisition At the conclusion of the Concept Alternatives Phase, the planning team determined that the existing campus has enough land area to support the future growth requirements of the College for several decades into the future. This fact had a strong bearing on the Final Plan, by allowing planning solutions to focus on keeping the campus compact and walkable, reinforce the framework of existing facilities, and enhance connectivity opportunities between the Main Campus and the North Campus. Campus Core The campus core represents the strongest opportunity to exemplify the master plan goals of the College, and its central location provides a perfect setting to integrate several interdependent Planning Principles. The proposed projects can best be characterized as “the whole is greater than the sum of the parts”, and comprise four different themes.
2. Open Space: A new landscaped open space, “The Commons” will be created to frame and connect a network of sidewalks, courtyards, and plazas to enhance the pedestrian realm in the heart of the campus. The design carefully preserved the existing mature trees while reinforcing the relationship between the new and existing buildings with the landscape. This centerpiece of the campus will be complemented with places for public art, fountains, benches, areas for socialization, special lighting, and signage. These enhancements will make the College more memorable and create opportunities for gift-giving from both the alumni and the Torrington community.
1. Building Sites: Several sites were identified that through their design and adjacencies will make the future campus more compact and walkable. A new building or addition on the Fine Arts building for CEEWT will act as a beacon for the College and be highly visible from the south and east. A new building on the old dormitory site for the Mechanical Arts, Welding, and Machine Tooling programs will create an iconic “bookend” and anchor the north end of the core. Internally, a replacement building on the Vet Tech site could house future programs and the needs of Cosmetology. And, an addition is planned on the existing dining hall to expand student services and improve access from the new north parking lot to the central corridor that interconnects the core facilities. Collectively these buildings will make the core more compact and functional while enhancing the sense of place of the College.
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3. Parking & Vehicular Circulation: Much of the existing parking in the campus center will be relocated to the perimeter of the core buildings. This strategy will create a functional, inspirational, and beautiful campus while increasing the overall parking count and accommodating future growth in a more elegant manner. Vehicular circulation in the core will remain convenient and functional for daily access and parking, handicapped accessibility, and emergency vehicles. An internal “cross street” will connect the parking lots and augment circulation particularly during special events. Tractor-trailer trucks and most other service vehicles will access the core from the exterior perimeter of the buildings. This transformation will improve pedestrian safety and wayfinding for both visitors and the campus community.
Student housing The Master Plan provides multiple sites for creating more student housing in the future, while addressing the condition and capabilities of the existing on-campus housing. Eastern Hall has been continually up-graded through the years, however, due to its age and design it is anticipated that it will become increasingly expensive to maintain and no longer meet the expectations of future students. Two areas of campus were identified where additional housing could be constructed based on the quantitative needs of the campus at that time. Additionally, these locations fulfill a broader set of parameters that relate to the design and placement of student housing on this campus. In either case, the new student housing would be completed prior to the demolition of Eastern Hall.
4. Campus Portals: Two new gateways will be created into the campus core as part of the Master Plan. Each portal will have a College title wall sign and accommodate both ingress and egress for pedestrians and vehicles. By reinforcing the campus edge conditions, this change will improve the perception of first time visitors and the community, compliment the Strategic Plan, and enhance the sense of place for Eastern Wyoming College.
The Lancer Hall site was chosen because this facility is relatively new, land is readily available for construction, it is adjacent to basketball and tennis courts, and parking is nearby. The Director of Residence Life advised the planning team that its location on campus is favorable for expansion since the location is inherently separated from the other facilities on campus, thus offering more privacy for the residence halls. A portion of the site is elevated which would capitalize on the panoramic views of the valley and mountains to the south and west. The softball field site was selected because it offered one of the strongest means of physically connecting the main campus to the North campus with new buildings. A quad of buildings is proposed to bridge the current land gap, and provide convenient housing for students taking classes on both campuses. This site is relatively flat, conducive to phasing, and similar in land use to the new apartment buildings being privately built off-campus. The number of beds being proposed for the student housing will be determined once the housing needs are established. There are four typical housing types: traditional, semi-suites, suites, and apartment style. Each unit type is a different size, however, for planning and estimating purposes they range from 310 sf to 375 sf per bed. Therefore, the Lancer site could accommodate between 110 – 132 beds, and the softball field site could hold between 80 – 100 beds.
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Open Space and Pedestrian circulation On a college campus the “space between the buildings� can be as important as the buildings themselves. Colleges and universities nationwide embrace this concept in their master plans and seek ways to preserve historic spaces, create sustainable environments, and enhance the connectivity between the buildings and grounds. The Master Plan depicts these planning principles through a variety of organizational concepts. The afore-mentioned Commons is the new centerpiece of the College. The two residence hall complexes are arranged to provide courtyards for privacy, social interaction, studying, and recreation. The Greenway provides a landscaped setting with a walking & biking trail, stormwater management controls, and an arboretum of indigenous plants and trees. The North Campus buildings are arranged in two groups to support their respective functions. The new academic buildings create an honorific space that faces C Street and reinforces the identity of the College, while providing a welcoming entrance for the Torrington community. The utilitarian buildings are located behind the academic buildings and arranged to support one another and provide services required by the livestock. The existing pedestrian circulation network is consistent in its use of materials and adequately connects the buildings and parking lots on campus. The Master Plan proposes that this network be enhanced to frame open space, celebrate connections between new and existing buildings, and reinforce the transitions across C Street. The C Street improvements address several opportunities along with resolving current problems. Five major crossings are proposed, one beginning at the south end of campus, two at the new portals into the Commons, the fourth at the intersection of College Drive and C Street, and the fifth at the north end of North Campus. Each crossing would be constructed of a material approved by WDOT to provide a differentiation in color and texture. Inherently, a driver would be alerted to the transitions by color, new signage, and the sound made by tires on a cobbled surface. These traffic calming devices would slow traffic and improve pedestrian safety, especially during campus events when overflow parking requires attendees to park on C Street. In addition, these crossings will make the campus more recognizable and the entrances easier to find.
Parking and vehicular circulation The existing parking system for the College concentrates parking in the core of the campus and along the southwest portion of the campus. A few ancillary lots are intermixed with the existing buildings, and off-campus parking is located primarily along both sides of C Street. While these locations are functional and convenient they do have drawbacks. The streets that provide vehicular circulation around and within the campus are few, however, because of their design and function, they make traversing the campus a little cumbersome and counterintuitive. The primary access to campus is along West C Street/State Highway 159 which defines the east edge of the main campus and the west edge of the North Campus. This street is wide and provides parking on both sides when needed. Most people approach the campus from the south. The first entrance encountered into the campus provides access to only Eastern Hall, Cosmetology, the Torrington Learning Center, and Lancer Hall. The second entrance encountered is actually an exit only. The third entrance is Pinnacle Bank Drive and is the primary entry to the campus. The north entrance into the main campus and the west entrance into North Campus are dirt roads.
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The Master Plan proposes a number of inter-related concepts that improve the parking system, vehicular circulation, pedestrian safety, and service access. 1. The campus core is simplified by providing two two-way portals into campus, a cross street that connects the two small interior parking lots, and a “pedestrian street” that is constructed of stone or brick pavers to signify that the heart of the campus is in the pedestrian realm. This “street” is designed to be functional for occasional traffic for special events, maintenance, and emergency vehicles. The interior lots will provide convenient parking for visitors, the handicapped, elderly, the Admissions Office, and a portion of the College community. The existing street access between the Cafeteria and Vet Tech would be closed, and loading dock access would be from the northwest. 2. A new tree-lined paved street would be built to connect Lancer Hall and College Drive. This improvement would provide a major portal into campus from the north, allow vehicles to circumnavigate the campus core, access new parking, improve fire-fighting access to campus buildings, provide a new means for tractortrailer trucks to access the Cafeteria without going through the center of campus, and allow for team bus parking in a new lane adjacent to the Activities Center. This connector street would be flanked with a sidewalk to promote pedestrian circulation and access to the bike path through the Greenway. 3. The parking lot at Lancer Hall would be reconfigured to increase traffic flow, add capacity, and improve pedestrian crossings. Once Eastern Hall is demolished, this site will be improved with a series of terraced and landscaped parking lots to provide convenient parking and access for events in Fine Arts and CEEWT.
North Campus The existing North Campus is located on the east side of C Street, just north of College Drive. One can easily walk between the campuses, however many prefer to drive due to weather conditions or because of equipment needed to tend to the livestock. Because the existing facilities are set back from C Street, this condition presented an ideal planning scenario for siting multiple new buildings that can be implemented in phases.
4. Parking in the north area of the main campus will evolve through time. A temporary lot will be constructed on the softball field site to accommodate the vehicles relocated from the core of the campus. When the Welding and Mechanical Arts metal buildings are removed, this area will be constructed with permanent parking. The temporary lot will reduce in size and eventually disappear as the new student housing is constructed on that site.
A variety of scenarios were tested during the Concept Alternative phase to maximize the potential for this campus well into the future. The Master Plan proposes that the new ATEC building become the center piece to a complex of future buildings. This siting will provide a strong anchor, reinforce the College’s identity and presence along C Street, and visually connect the buildings on both campuses. A new Vet Tech building is proposed adjacent to the ATEC building since portions of the programs and facilities can be inter-related. Additional new ancillary buildings are sited to complement the existing buildings on the campus. Parking and campus entrances have been designed to serve both short term needs and the long range goals of the Plan and could be potentially relocated as the plan comes to fruition.
5. The North Campus parking and circulation will improve incrementally as the building projects are constructed. Multiple portals into North Campus will be located on C Street. The campus streets and parking lots will be over-sized to allow easy maneuverability for trucks pulling horse trailers and their parking needs. If property acquisition occurs, Fitch Drive could be rebuilt and aligned with College Drive to create a safer pedestrian and vehicular intersection.
The land area of the North Campus offers numerous possibilities for future expansion depending on the needs of the College. Future growth to the ATEC or Vet Tech programs could be accommodated in new academic buildings or research farms depending on their needs. Although land acquisition is not mandatory, several parcels were identified that could benefit the arrangement and presence of the North Campus, should they be come available.
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Implementation and phasing The Facilities Master Plan addresses renovations to existing buildings, new construction of free-standing buildings, new additions to existing buildings, demolition of existing buildings, and a series of transformative site projects to improve the aesthetic and functionality of the campus. In order to implement the Plan, these projects have been prioritized and listed in three phases: Sooner, Later, and Much Later. Collectively these three phases span a twenty year time frame. The Master Plan Project Phasing Sequence chart depicts how the projects would be implemented over the 20 year period, along with their respective size and estimated costs. The accompanying Projects Description chart briefly describes the scope of each project. It is important to note that there are several projects that are identified as “enabling projects.� This nomenclature is important since it requires a project designated as such to precede one that follows. A simple example of this sequencing is the construction of Project No. 1-2 Parking Replacement for Commons. This project must be completed prior to the construction start of Project No. 1-6 The Commons. This example and order of development will ensure that no parking capacity is lost while the projects are being implemented.
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EWC FACILITIES MASTER PLAN - PROJECT PHASING / PROJECT DESCRIPTIONS
EWC FACILITIES MASTER PLAN - PROJECT PHASING / PROJECT DESCRIPTIONS PROJECT NUMBER
PLAN YEAR
PROJECT DESCRIPTION
Phase 1
PLAN YEAR
PROJECT DESCRIPTION
2-1
7
New Vet Tech Building – will construct a building on the north campus to house the veterinary technology program.
2-2 E
9
Demo Vet Tech Building – will remove the existing building to clear the site for new academic building. (Project 2-4)
8
Add New Parking – will construct new parking Lot I on the old Welding/ Mechanical Arts site and will allow for the relocation of temporary parking from the softball field site to enable the construction of new student housing. This project will provide new access from C Street, connect to the Welding lot, and provide access to the new dining hall loading dock, and Lot I. Relocate and rebuild team bus parking lane adjacent to gym.
9
New Cosmetology Building – will construct a new building on the new commons to house the cosmetology and barber programs. This building may also house additional general classrooms, health technology and massage programs.
10
Relocate Physical Plant, Bus Barn, & Motor Pool – will remodel the existing Cosmetology Building to house the Physical Plant operations. The bus/equipment barn and the motor pool will be moved to the North Campus.
Phase 2
1-1
1
New Douglas Campus – will be the construction of a new building to house the programs offered at the Douglas Campus of EWC.
1-2
1
ATEC – will be the construction of a new facility on the North Campus to house the Agriculture Technology Education Center. The project will include animal pens and parking for horse trailers.
1-3 E
2
Greenway – will address drainage and storm water retention issues on the EWC site. Relocate and rebuild Parking Lot H.
1-4 E
2
Parking Replacement for Commons – will create new parking spaces on the existing baseball field to replace the majority of the existing parking (Lot A) at the main entrance to the campus. The new parking (Lot J) will be temporary until permanent parking is in place.
3
Circulation and Fine Arts Parking – includes three separate projects. These include expanding the parking at the Fine Arts building, expanding the driveway to the Academic and Science wing of Tebbett, and adding a new connector boulevard from the Lancer Hall to College Drive with bus parking near the Gym. The College will control access to this connector as appropriate for vehicular and pedestrian traffic. In addition, this project provides a new means for tractor-trailer trucks to access the Food Services’ loading dock due to the street closing.
1-5
PROJECT NUMBER
2-3 E
2-4
2-5
1-6
3
Cosmetology Addition – will be the construction of an addition to the west end of the Cosmetology Building to house additional class-labs. This addition will eventually become storage for Physical Plant when it is moved to the Cosmetology Building.
2-6
11
CEEWT – will construct a new building on the commons to house the Community Education Excellence Workforce Training program. This building will also create an additional entrance from the south to the Fine Arts Building.
1-7
4
Commons – will be the construction of a new commons and associated parking to become the new entrance to the campus.
2-7
13
New Student Housing – will construct the first phase of student housing on the baseball field site.
1-8 E
5
New Student Housing – will add student housing at the Lancer Hall site. This addition will allow for the demolition of Eastern Hall in the future.
2-8
15
Demo Eastern Hall – will remove the existing building
2-9
15
5
Fine Arts Addition – will add space to the existing Fine Arts building to accommodate an improved lobby, bathrooms, pre-function space, ticket booth and other minor functions.
New Parking on EH Site – will construct new parking on the old Eastern Hall site.
2-10
15
Reconfigure Lancer Hall parking – will update and reconfigure the parking for the Lancer Hall and new housing buildings.
1-10
5
Dining/Student Center Expansion – will increase the space for student dining, the kitchen, and Student Center services. Project will include creating a new north entrance to the Academic Building.
2-11
15
1-11
5
New Mechanical Arts Building – will construct a new facility for the welding and mechanical arts programs.
Gym Entrance – will create a new entrance to the Gym on the north side of the building, relocate the loading dock, and add a new student services entrance.
2-12
15
Add New Parking – will construct parking lot M
1-12 E
10
Demo Mechanical Arts & Welding Buildings – will remove the existing buildings to clear the site for permanent parking lot.
1-9
Note: E indicates an “enabling” project or a project that is necessary for the completion of a future project.
Phase 3
3-1 E
17
3-2
16
3-2
17
Source: MGT of America, Inc., 2012
Add New Parking - will expand second phase of Lot I; expand & reconfigure Lot L; expand second phase of Lot M and will allow the remaining parking on the softball field site to be relocated, to enable the completion of the second phase of student housing. New Student Housing – will construct phase two of student housing on the old baseball site. ATEC Building #2 – will construct a second building to house additional ATEC programs. Exhibit 19
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Implementation and Phasing Eastern Wyoming College Master Plan Project Phasing Sequence PROJECT NUMBER 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11 1-12
2-1 2-2 2-3 2-4 2-5 2-6 2-7 2-8 2-9 2-10 2-11 2-12
3-1 3-2 3-3
PROJECT PHASE 1 - SOONER New Douglas Campus ATEC Greenway Parking replacement for Commons Parking replacement for Commons Cosmetology Addition Commons New Student Housing Fine Arts Addition Dining/Student Center Expansion New Mechanical Arts Building Demo Mechanical Arts & Welding Buildings TOTAL PHASE 1 PHASE 2 - LATER New Vet Tech Bldg. Demo old Vet Tech Add New Parking New Cosmetology Bldg. Relocate Physical Plant, Bus Barn & Motor Pool CEEWT New Student Housing Demo Eastern Hall New parking on EH site Reconfigure Lancer Hall parking Gym Entrance, Loading Dock, Student Entrance Add New Parking TOTAL PHASE 2 PHASE 3 - MUCH LATER Add New Parking New Student Housing ATEC Bldg. #2 TOTAL PHASE 3 GRAND TOTAL
* Budgets are in today's dollars
1
2
3
4
5
6
PLAN IMPLEMENTATION YEAR 7 8 9 10 11 12 13 14 15 16 17 18 19 20
BUDGET $ $ $ $ $ $ $ $ $ $ $ $ $
12,362,000 11,964,000 1,704,000 2,000,000 1,974,000 600,000 7,350,000 8,190,000 691,000 2,994,000 8,673,000 787,000 59,289,000
$ $ $ $ $ $ $ $ $ $ $ $ $
9,640,000 290,000 4,746,000 6,923,000 3,602,000 7,123,000 6,248,000 650,000 3,276,000 672,000 1,136,000 2,940,000 47,246,000
$ $ $ $ $
4,116,000 6,248,000 8,474,000 14,722,000 121,257,000 Exhibit 20
Site Work New Building Building Demolition
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PARKING COUNT PER PHASE EWC Master plan - parking per phase MAIN CAMPUS
EXISTING
SOONER
LATER
MUCH LATER
Lot A - Commons
232
73
73
73
Lot B - Fine Arts
30
60
0
0
Lot C - East Hall
88
88
216
216
Lot D - Cosmetology
39
39
34
34
Lot E - Torr. Learning Center
42
42
42
42
Lot F - Lancer Hall
100
100
105
105
Lot G - Physical Plant
15
15
15
15
Lot H - West Gym
40
30
0
0
Lot I - Mechanical Arts
44
44
184
276
Lot J - Vet Tech
42
212
104
0
Subtotals
672
703
773
761
NORTH CAMPUS
EXISTING
SOONER
LATER
MUCH LATER
Lot K - Large Animal
10
10
10
10
150
93
93
112
112
Lot L - ATC Lot M - North Expansion
Subtotals
672
703
773
761
TOTALS
682
863
988
976
Source: MGT of America, Inc., 2012
Exhibit 22
FINAL FACILITIES MASTER PLAN
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Financing Alternatives Eastern Wyoming College has a number of financing options that can be accessed to finance Phase 1 projects over the next 10 years. Eastern Wyoming College is currently debt free and has no general obligation bond indebtedness outstanding. Funding alternatives include seeking grant funding from the legislature for a large portion of Phase 1 projects. This would involve seeking state legislative grant appropriations that must be approved by the Wyoming Community College Commission (2012: Enrolled Act 29) and the legislature. A significant local funding effort must be demonstrated before applying for grant funding from the legislature. The College may ask the public for assistance in funding a portion of one or more of its projects from a property tax increase (general obligation bond or mill levy increase) or from sales tax funding (1% specific purpose sales and use tax) following an authorizing election. The College could also issue its own revenue bonds secured from net facility revenues or request lease revenue bonds be issued through a new “public benefit� not-for-profit corporation secured by activity/user fees, dormitory rents, annual appropriation of general fund revenues, grant awards, or other sources. Laramie County Community College, Northern Wyoming Community College, Sheridan College and Western Wyoming Community College have all formed public benefit not-for-profit corporations in recent years to serve as financing conduits for college capital facility projects. For example, voters could consider a $5,900,000 ballot request at the November general election in 2013 that would allow the College to prepare and submit a grant application to the State Legislature during the 2014 Session. If successful in securing grant funding for 50% or more of project costs in April of 2014 the College could then move forward in June or July of 2014 and sell all or a portion of its bond authorization. The advantage to this approach is that the College can say it has approval to bond up to 100% of its capacity but has over $25,000,000 in needs and can only fund $5,900,000 of those needs as it lacks tax base and is poor compared to the other Wyoming community colleges. Project construction could then begin on one or more of the projects in the Fall of 2014. Given a sample $5,900,000 general obligation bond issue, a small 3.80 mill bond levy would be required if the bonds are to be retired over a short 12 year period at a very low 2.25% average interest rate.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
EWC Master plan - possible capital facility finance revenue sources FUNDING SOURCE
TYPE
PROJECT TYPE
AMOUNT
ELECTION REQUIRED (1)
BONDING REQUIRED (2)
1. Legislative Appropriations College Commission/ Legislative Approvals - See Enrolled Act 29
Granted
All College Facilities
Not Limited
NO
NO
2. District General Obligation Bonds
Unlimited Tax Bonds
All College Facilities
$5.9 million in Gross Bonding Capacity at 4% of AV
YES
YES
3. District Revenue Bonds
Pledge of Facility Revenues and other College Auxiliary Revenues
Dorm, Dinning and Recreation Facilities, Student Not Limited Fees
NO
YES
4. Building Authority Lease Revenue Bonds
Appropriation of General Fund Revenues, Student Fees, Grant Awards, Sales Tax, Dorm Rents, Other
• All College Facilities • EWC Building Authority could be estimated similar to those established at other Wyoming Community Colleges.
Not Limited
NO
YES
5. Mill Levy Increase
Voter Approved Mill Increase; up to 5 Mills Available (Beyond 4 mill operating and 1 mill Board approval)
Funding of Refurbishments, Renovation and New Facilities
• Up to 5 mill increase; Up to $740,000/yr. or $3 million over a 4 year term
YES 4 Year Maximum Term Before Renewal Election
YES Through Conduit
6. State Joint Powers Act Loan
State Loan 4.80% up to 40 years
Pledge of Facility / Auxiliary Revenues
Not Limited
NO
LOAN
7. Specific Purpose Sales and Use Tax (up to 2.00% maximum)
• Voter Approved Sales Tax Initiative • County and 2/3 of County Municipality Approval Required
• All College Facilities • Can be Voted in 3% Increments • Currently not in Effect
A 1% Tax would: • $150,000 / month; $1,800,000 / yr.
YES
YES
8. Fund Drives; Grant Solicitation
State, Local and National Grants; Foundation
For Specified Project or Equipment Costs
Not Limited
NO
YES
Source: MGT of America, Inc., 2012
Exhibit 21
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
Summary of financial alternatives 1. General Obligation Bonds (W.S. 21-18-314) General obligation bond financing is the most commonly used financing vehicle to fund new college capital construction projects. EWC currently has no general obligation bonds outstanding. The College’s bonding capacity however is currently only $5,900,000. A bond election must be held prior to the issuance and sale of a new issue of general obligation bonds. Bonds may be sold at public or private sale after a successful election and may be reinvested by the College at bond closing until drawn down for construction purposes. Tax-exempt general obligation bonds if issued by the College would carry a strong investment grade credit rating. The Bonds could be sold in the current market at interest rates of .75% 2.75%, depending on the repayment term. If for example, $5,900,000 in general obligation bonds are issued and retired over a 12 year period, the required bond levy necessary to service the new bond issue would be approximately 3.80 mills, given the District’s current assessed valuation. Currently, the cost to taxpayers with a $150,000 home at 3.80 mills is $54/year for the 12 year term of the issue. The bonds may be repaid from net facility revenues or other College sources in lieu of a mill levy tax increase. A 7.00% (of the par amount of the bonds) operation and maintenance fund must be established to support the financed facilities. The College could opt to ask voters to authorize $5,900,000 in general obligation bonds for a number of the proposed Phase 1 projects and then ask the Legislature to provide grant assistance prior to actually selling the bonds in phases over 3 to 4 years as legislative grants and other sources become available to finance the balance of project costs. 2. College District Revenue Bonds (W.S. 21-18-313) A Community College District Board of Trustees may approve a resolution specifying the par amount of revenue bonds to be issued for revenue producing facilities that can include student dormitories, dining halls and recreation facilities. The Board may apply net revenues from the financed facilities to repay the bonds, assess student activity fees, or other college auxiliary revenue derived from the operation of the College. A 7.00% (of the par amount of the bonds) operation and maintenance fund must be established to support the financed facilities. A bond reserve fund is customary. Bonds are typically sold at a negotiated sale. An $8,500,000 college revenue bond to be retired over 25 years at a rate of 4.50% would require an annual payment of $73,231/year and must be supported by net dormitory revenue, student fees and any available auxiliary revenue. A bond rating of low “A” category could be anticipated.
3. Eastern Wyoming College Building Authority (EWCBA) If Formed EWC can form its own non-profit “public benefit” Building Corporation to finance any type of college capital facility proposed. The Building Authority would lease land where the new project is to be constructed by the College, issue its bonds, allow the College to use its bond proceeds to complete the improvements and lease the improved land and project back to the College. Lease payments made by the College, which would be subject to annual appropriation, would be used by the Building Authority to service its bonds. Lease revenue bonds can be sold by the Building Authority at a negotiated sale and due to the credit strength of the College similar to the other recent college building authority financing would carry an “A” category stand-alone rating. Interest rates on the bonds would be similar to other types of revenue bonds with similar credit characteristics. Pursuant to the lease agreement, the College could appropriate annual optional mill levy funds, 1% SPET funds if also approved by voters, student fee revenues, annual grant awards and unrestricted funds of the College at its option to make its lease payments. Lease revenue bonds could be issued by the Building Authority to finance dormitory housing project costs in 1 to 3 series over a 2 to 4 year period. 4. Community College Mill Levies (10 Mill Limitation) Community college districts may levy up to 10 mills for operations and emergency repairs and refurbishment expenses. Colleges can initially levy up to 4 mills by Board resolution after securing voter approval. State aid is contingent on a college levying the 4 mill maximum. After the initial 4 mills are reached, colleges may levy an additional 1 mill with Board approval, and up to 5 additional mills with District voter approval. Levies for bonded indebtedness and are in addition to the 10 mill limit; voter approval is required. For example, the College may pass a resolution, calling for a college mill levy ballot proposition at the next general election asking voters to approve a mill levy to be used and applied by the College toward funding specific District program needs with respect to their proposed master plan projects. If approved by voters, the special mill levy may remain in effect for four years. If the maximum 5 mill increase is sought, the proposition would currently generate approximately $750,000/ year or a maximum of $3,000,000 over the four year duration of the initial tax term. The EWC Building Authority if formed, could issue lease revenue bonds to provide up-front financing following a successful mill levy election.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
5. Specific Purpose/Capital Facilities Sales and Use Tax (W.S. 39-15-204(a)(iii) A Wyoming county may impose a sales and use tax following an authorizing election to collect a specific amount of sales taxes to fund one or more specific public projects or purposes. The County Commissioners and 2/3 of the underlying municipalities must approve a joint resolution calling for a special specific purpose excise sales tax election. Wyoming Colleges must approach the county and the underlying municipalities for support before putting a college finance measure on the ballot. In Goshen County a 1% specific purpose sales and use tax would currently raise $150,000/month or $1,800,000/year. Up to a maximum of 2% in specific purpose taxes are allowed by statutes. Both the 6th penny and 7th penny are currently available. In Goshen County, EWC could request a ¼%, ½%, ¾%, 1% or higher SPET ballot authorization for the funding of one or more of its master plan projects at any time. If for example $8,000,000 in specific purpose sales and use taxes was requested by the College and approved by voters in Goshen County, the approximate term of the tax would be 53 months, given no other ballot projects, 106 months for a ½% authorization. The College would have the option of building its projects from incoming monthly sales tax collections (pay as you go) or given other projects being added to the ballot requiring a 5 to 8 year term of collection, the College could opt to issue shortterm general obligation bonds (if also voter approved) or secure construction financing from a lease revenue bond through a Building Authority (if formed) payable from incoming sales taxes, which could be appropriated by EWC annually to make lease payments. The County and the municipalities could add additional projects to the ballot, which could be popular or unpopular with voters, possibly affecting the outcome especially if a multiple menu ballot/project question format is not permitted by the County and the Towns. Northern Wyoming Community College District in Sheridan has used this mechanism for their Gillette Campus in Campbell County (imposing a ¼% SPET) to finance $9 million classroom facilities. It is recommended the College consider approaching the Goshen County Commissioners in the future to express interest in securing financing from this mechanism for some of its unfunded master plan projects, especially if voters have already approved general obligation bonds for one or more of the projects.
6. State Joint Powers Act Loans EWC may apply to the State Land and Investment Board for a State Joint Powers Act loan to finance dormitories or other revenue producing facilities, where user fees can be pledged to repay the loan. Loan terms of 20 to 30 years at 4.89% are currently possible. Joint Powers Act loans have been used in the past to finance dormitories at Northwest College. 7. Benefactor/Donations EWC and its Foundation can solicit grants and donations from individuals, trusts, corporations and foundations. Unrestricted gifts or gifts restricted to a specific building project proposed, can be applied by the College directly to finance a facility or used as a source of revenue annually by the College to make lease or debt service payments on a bond issue originally issued to facilitate project construction and development. An example in the case of the Northern Wyoming Community College in Sheridan, the Vernon S. and Rowena W. Griffith Foundation on May 9, 2002, committed to make minimum annual grant awards of $135,000/year for a maximum term of 15 years to assist the Northern Wyoming Community College District in making annual rental payments to the Northern Wyoming Community Building Authority who agreed to issue $1,640,000 in tax-exempt lease refunding and revenue bonds in June 2002, to refinance outstanding obligations and to provide $1,000,000 in new project funding for refurbishments needed to the Griffith Memorial Library.
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2013 EASTERN WYOMING COLLEGE FACILITIES MASTER PLAN FINAL REPORT
8. Legislative Grant Assistance for Capital Facilities Wyoming community colleges must apply for capital construction grants through the Wyoming Community College Commission and receive a legislative grant appropriation from the Legislature for their project. In 2012 pursuant to Enrolled Act 29, a total of $26,671,000 in grant assistance was approved for four Wyoming Community College Capital Facility projects. The Commission has typically funded up to 50% of College project costs approved but could fund a higher percentage. Since EWC has the lowest tax base of all Wyoming community colleges within the system, it is recommended the College ask voters to authorize general obligation bonds up to its current statutory limit of $5,900,000 and then go to the Legislature and request a grant appropriation that would fund 75% of project costs with general obligation bonds and private fund raising to finance the balance. 9. Privatization: Design/Build/Finance There are a number of different project delivery methods available to entities similar to EWC that can facilitate project design and financing. Traditionally most colleges have employed architects to design projects once funding for a project is secured with a bid letting to follow to retain a general contractor to construct the facility. Others have entered into partnership arrangements with Design/Build firms with construction management services to design, build and construct the project pursuant to a maximum guaranteed price with the EWC or a non-profit corporation providing tax-exempt financing for the project. This approach can be taken one step further where EWC could retain a Design/Build firm who could also provide private financing for the project with a lease back arrangement of the project to the College. It may be helpful to compare project delivery methods for a revenue producing project such as a large dormitory facility to gauge possible benefits of a privatized financing approach.
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Acknowledgements PLANNING COMMITTEE
Board of Trustees
Planning Team
Tami Afdahl Dr. Thomas Armstrong Holly Branham Donna Charron John Cline Dr. Rex Cogdill Bob Cox Mike Durfee Linda Evans Kellee Gooder Keith Jarvis Chuck Kenyon Dr. Dee Ludwig Oliver Sundby Lynn Wamboldt, Assistant Donna White Clyde Woods
George Nash, President Angie Chavez, Vice-President John B. Patrick, Secretary Mike Varney, Treasurer Julene Asmus Lowell Kautz Julie Kilty
TSP INC. One South Scott Street Sheridan, WY (307)672-6496 MGT OF AMERICA, INC. w/ Charles A. Wilson III, Architect 4317 6th Avenue SE, Suite 201 Olympia, WA 98503 (360) 866-7303 DESIGNWORKS, INC. 526 St. Joseph Street, Suite B Rapid City, SD (605) 394-0394 KAISER AND COMPANY 6101 Yellowstone Road, Suite 100 Cheyenne, WY 82009 (307) 634-1547
Appendix - facility Assessment Report
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