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P i k e s P e a k C o m m u n i t y C o l l e g e

a P r i l 2 0 1 2

1 IntroductIon 1.1 Introduction and Planning Process . . . . . . . . . . . . . . . . . . . . . .1

1.2 Summary of Stakeholder consultation Process . . . . . . . . . . . .2

2 InStItutIonAL oVErVIEW 2.1 campus History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

2.2 campus Sites / Service Areas . . . . . . . . . . . . . . . . . . . . . . . . . .2

2.3 Academic and Strategic Plan Assessment . . . . . . . . . . . . . . .3

2.4 Location and Area context Maps for Each campus. . . . . . .5

2.5 Institutional role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

3 EXISt InG condItIonS AnALYSIS 3.1 Physical and Spatial Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . .7

3.2 utilization Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

4 ProGrAM StrAtEGY 4.1 Program options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

5 FAcILIt IES MAStEr PLAn 5.1 real Estate Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

5.2 Facility Staging Plan narrative . . . . . . . . . . . . . . . . . . . . . . . . .25

centennial campus, Aspen. . . . . . . . . . . . . . . . . . . . . . . . . . .30

centennial campus, Breckenridge . . . . . . . . . . . . . . . . . . . . .32

downtown Studio campus. . . . . . . . . . . . . . . . . . . . . . . . . . . .35

rampart range campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

6 IMPLEMEntAtIon StrAtEGY 6.1 conceptual cost Estimates and

capital Investment Strategy. . . . . . . . . . . . . . . . . . . . . . . . . . .46

TABLE OF CONTENTS

1April 2012

1.1 IntroductIon And PLAnnInG ProcESS

The Pikes Peak Community College Facilities Master Plan establishes a future vision that builds upon previous planning efforts, is rooted in the academic mission of the institution, integrates innovative approaches to enhancing the student experience, and serves as a guide for future development. All four of Pikes Peak Community College’s (PPCC) campuses were analyzed in the planning process and the master plan proposes specific strategies for each campus. Collectively these strategies provide a framework for the future development of PPCC.

1.2 SuMMArY oF StAkEHoLdEr conSuLtAtIon ProcESS

The campus master plan was developed over a six-month period, beginning in August of 2011. The planning process consisted of the following three phases:

Phase 1 – Analysis and Goal Setting

Phase 2 – Concept Alternatives

Phase 3 – Implementation Strategy and Facilities Master Plan Documentation

Phase 1 involved a review of relevant background material including the College’s Academic Master Plan (2008-2013) and recent Strategic Plans, an analysis of existing campus conditions; and an extensive series of meetings with College stakeholders to identify key issues, concerns, and ideas for the master plan. The findings of the campus analysis and key themes from the interviews helped to define a clear direction for the master plan, as well as a baseline for the space needs analysis. Together these established the foundation for the development of alternative program concepts during Phase 2 of the planning process.

The Concept Alternatives phase of work developed alternative scenarios for the future growth of the campuses. The alternatives explored two fundamental models for growth based on different strategies for the provision of education. In conjunction with the development of these alternatives, the planning team conducted a series of campus forums, as well as an online survey. The feedback from these engagement exercises was incorporated into the selection of the preferred direction.

In the Final Phase, the campus plans were developed based on the direction established in Phase 2. A phased Implementation Strategy was proposed to help guide the development of the campuses. This strategy recommends a series of high-level tactics as well as more detailed interventions.

1 INTRODUCTION

2 PIKES PEAK COMMUNITY COLLEGE FACILIT IES MASTER PLAN

2.1 cAMPuS HIStorY

EI Paso Community College was established in 1968 by Colorado statute to provide vocational and liberal arts programs. The mission of the college was three-fold: 1) to assist students in obtaining job skills necessary to entering the workforce; 2) to provide academic courses and degree programs for students wishing to continue their education at a four-year university and, 3) to offer special interest classes for personal growth for the citizens of Colorado Springs. A decade later, classrooms rented in buildings in Old Colorado City were insufficient for serving increasing enrollments, and the college built its first full-service campus, renamed Pikes Peak Community College. The Pikes Peak region has experienced continuing population growth since the late ‘60s and, to provide for the educational needs of this increasing population, PPCC has grown and expanded its services. From a small start of around 800 students, PPCC today enjoys a student body of more than 20,000 students, and serves EI Paso, Teller and Elbert counties on four campuses and two military bases. In addition, PPCC currently offers dual-enrollment opportunities to students of nearby high schools, charter and home schools through articulation agreements and programs at both secondary and PPCC campuses.

2.2 cAMPuS SItES/SErVIcE ArEAS

Centennial Campus

The Centennial Campus is a full-service campus offering academic, career and technical programs leading to transfer degrees and vocational certificates. It provides a library, theatre, videoconference center, writing center, math and computer labs, meeting and conference rooms, and distance learning

facilities. Culinary Arts is one of many programs centered on the Centennial Campus. Other services include admissions and enrollment, advising, financial aid, records and testing. The Campus Center houses the campus life office, student government rooms, and the Grove, an informal student union. Additional student services include a bookstore, office of veteran’s affairs, ASIS for disabled student assistance, career services, and a child development center (CDC). A gymnasium, fitness center, tennis courts, soccer field and running track complete sports and recreation facilities. Centennial Campus borders the perimeter of Ft. Carson Army Post and, as such, offers a close-at-hand and convenient off-post educational facility for soldiers and their families.

Downtown Studio Campus

The Downtown Studio Campus is set in the heart of downtown Colorado Springs and it offers courses leading to Associate of Arts, Associate of Science, Associate of General Studies, and some Associate of Applied Science degrees, as well as many of the student services found on the Centennial Campus. In addition, it has art and dance studios, an art gallery and performance area. The Gallery is open to the public and features multicultural and multimedia displays, created primarily by artists in the Pikes Peak Region. It offers the opportunity for community receptions and exhibits open to the public at a nominal admission charge. Other events held at the Downtown Studio include dance recitals, musical performances, and Open Mic Night, an evening of community and student poetry readings.

2 INSTITUTIONAL OVERVIEW

3April 2012

Rampart Range Campus

Like the Centennial and Downtown Studio campus, Rampart Range is a full-service campus offering multiple academic programs and student support services. Rampart Range offers the latest in advanced learning technology and is the home of nursing programs, which have recently added a state-of-the-art medical simulation lab to their training facilities. In addition, the college’s second Child Development Center is a stand-alone complex, adjacent to the college center, on the Rampart Range campus. It offers educational daycare services for children age six weeks to five years. Enrollment is available for children of students, staff and faculty of the college.

Falcon Campus

At the beginning of the 2008-09 college year, in response to anticipated growth in the Northeastern corridor of Colorado Springs, PPCC contracted to lease space at the former Falcon Middle School. After extensive renovation, classes began in the fall of 2008. On-campus bookstore services are available at the beginning of semesters. The campus offers full enrollment services, writing and math labs, a computer center, and student lounge, with expanded resources anticipated with continued growth.

Military Sites

Pikes Peak Community College offers courses leading to Associate of Arts, Associate of Science, and Associate of General Studies degrees at Fort Carson Army Post and Peterson Air Force Base. The college offers a separate schedule for courses offered at the military sites, as these courses are held at varying dates and times with modified semesters to facilitate the military serviceperson’s schedule. Dependent and civilian

students are welcome to attend classes at Fort Carson, with military personnel having priority enrollment. Fort Carson Army Post and Peterson Air Force Base both offer complete enrollment services for courses on both military sites and on the PPCC main Campuses.

2.3 AcAdEMIc And StrAtEGIc PLAn ASSESSMEnt

As part of the master planning process, the project team reviewed existing documentation provided by the College. The purpose of this review was to ensure that the proposed facilities master plan was aligned with the College’s academic and strategic planning. In addition, the planning team took into consideration the 2011 goals presented by President Lance Bolton in the Fall PDW Address:

■ Retention Rates

■ Graduation Rates

■ Developmental Course Outcomes

■ Assessment of Student Learning

■ Total Enrollment Numbers

■ Complete College Planning Documents

Strategic Plan (2012-2017)

The Strategic Plan articulates PPCC’s core values and goals that are intended to guide all College efforts, allocation of resources, work with administrative and support units, communication strategies, fundraising, and government relations.

The College’s Vision is described as follows: “Students Succeed at Pikes Peak Community College”


Mission

Our mission is to provide high quality, educational opportunities accessible to all, with a focus on student success and community needs, including:

■ occupational programs for youth and adults in career and technical fields,

■ two-year transfer educational programs to qualify students for admission to the junior year at other colleges and universities, and

■ a broad range of personal, career, and technical education for adults.

Values

We value a community built on learning, mutual respect, and diversity. We demonstrate these values in the following ways:

■ Teaching and Learning: Our primary commitment is to student learning, success, and achievement, while promoting open and universal access to an affordable education and affirming the importance of our facilities and learning environments.

■ Mutual Respect and Accountability: Because people are our greatest resource, we foster a culture rooted in civility, mutual trust, and support, and hold ourselves accountable for our decisions and actions.

■ Community and Diversity: We engage and support our community while embracing diversity, as it enriches lives and educational experiences.

Goals and Objectives

■ Expand and strengthen opportunities for students to learn and succeed.

■ Exercise regional leadership through transformative partnerships and educational opportunities.

■ Improve institutional effectiveness by integrating data to drive budgeting and decision making.

■ Enhance and ensure effective, consistent communication to and from all PPCC stakeholders.

■ Develop and implement a plan to retain and recruit a highly engaged and diverse workforce.

■ Develop, cultivate and sustain a supportive culture based on mutual respect and civility.

Academic Master Plan (2008-2013)

The Academic Master Plan examines the Educational Services Division progress in meeting the following goals:

■ how proficiently is PPCC meeting the needs of its students;

■ how responsive is PPCC to community and workforce requirements;

■ how wisely does PPCC invest its budget and utilize its facilities;

■ how advantageously does PPCC determine faculty and program needs; and,

■ how skillfully does PPCC aligns its academic services with its Strategic Plan, our stated mission and vision.

5April 2012

The facilities master plan builds upon the feedback collected in the Academic Planning process. The academic master planning process informed our understanding of space needs, anticipated academic program growth or retraction, and overall academic direction. This stakeholder input was incorporated into the identification of opportunities and constraints for the College to address.

2.4 LocAtIon And ArEA contEXt MAPS For EAcH cAMPuS

Pikes Peak Community College currently operates four campuses throughout the Colorado Springs metropolitan area and eastern El Paso County. The Centennial campus, in southwest Colorado Springs and adjacent to the Fort Carson Army base, serves as the de facto flagship campus for the College - with the highest regular enrollment and most physical space in the system. The Downtown Studio campus, located in downtown Colorado Springs, is considered by many the arts campus for the College with a high concentration of performance and visual arts courses. The Rampart Range campus, located in northern Colorado Springs, has a high-concentration of Allied Health coursework. And the Falcon campus, located within Falcon School District 49 facilities in Falcon, Colorado, serves the under-served rural El Paso County communities to the north and east of Colorado Springs.

FIGurE 2.3.1 PPcc cAMPuS LocAtIonS


2.5 InStItutIonAL roLE

The role of Pikes Peak Community College is to provide high quality, educational opportunities accessible to all, with a focus on student success and community needs, including;

■ Occupational programs for youth and adults in career and technical fields;

■ Two-year transfer educational programs to qualify students for admission to the junior year at other colleges and univer-sities; and

■ A broad range of personal, career, and technical education for adults.

In order to fulfill this mission, the College offers:

■ Lower division college courses for transfer to four-year schools;

■ Career and technical training for employment;

■ Courses to upgrade work skills;

■ Developmental classes to build basic skills; Counseling to explore educational, career, and personal goals;

■ Extracurricular and cultural activities in addition to leader-ship development programs; and

■ Resources to support community growth and development.

At the outset of the planning process, the planning Team – with assistance from the College – performed a detailed analysis of existing campus conditions. This analysis, including physical and spatial qualities of the campuses, current utilization levels of existing facilities, and an investigation of current space needs and deficits, serves as a baseline for master planning growth and development assumptions and strategies.

7April 2012

3 EXISTING CONDITIONS ANALYSIS

3.1 PHYSIcAL And SPAtIAL AnALYSIS

Centennial Campus

Land Use and Buildings

The organization of the Centennial campus has grown primarily along an east-west development spine, with the Aspen and Breckenridge buildings shaping the primary protected outdoor spaces on campus. Uses at the center of campus - including the central core of the Aspen building and the Breckenridge building - are generally classroom or laboratory, although Facilities and Operations currently occupies a significant portion of the core of the Breckinridge building. Non-academic uses (child care and recreation) are located at the west side of the campus, with student support uses generally located to the east. The campus also has some ancillary facilities on the south-central portion of campus property, including the former coal plant, generally serving as physical plant storage currently.

The linear open space between the Aspen and Breckinridge buildings serves as the primary outdoor activity areas on campus, with areas for outdoor dining and casual seating within the space. The entry landscape to the north of the Aspen building functions primarily as a circulation corridor, with little to no opportunity for outdoor seating or gathering. An outdoor picnic area exists to the south of the Breckenridge building, although this space is relatively unimproved and lacks shade and protection from the natural elements. Excellent solar exposure is available on the southern side of the campus, with uninterrupted views to the mountains available from the northwest to the southwest.

FIGurE 3.1.1 cEntEnnIAL cAMPuS - EXIStInG EnVIronMEntAL condItIonS


Vehicular and Pedestrian Circulation

Vehicular access to the campus occurs exclusively from South Academy Boulevard, which feeds a one-way loop road that contains all campus academic and student service buildings and the majority of parking. The primary visitor arrival point on campus is on the north side of the Aspen building, with a limited supply of time-limited visitor parking, while the majority of students, faculty and staff park and access campus buildings from the south. Campus buildings are primarily serviced via a service drive that runs directly to the south of the Breckinridge building.

Pedestrian access to campus building entries from the south requires a climb up a steep grade separating the parking areas from the buildings. Pedestrians are encouraged to enter the building complex from the south via a corridor within the Breckinridge building which connects to the Aspen building. While each of the campus buildings are connected, pedestrian circulation within and between buildings is often indirect and confusing. FIGurE 3.1.2 cEntEnnIAL cAMPuS - EXIStInG cIrcuLAtIon

9April 2012



The Downtown Studio campus is located in a land-locked area within Downtown Colorado Springs, surrounded in large part by active uses including the public library, Antlers Hotel, and Antlers Park to the east and south. The campus is comprised of two buildings (each of which has been renovated from prior non-College uses) connected through an enclosed corridor. Minimal amounts of parking are located on the northwest and southeast portions of the campus – these, however, are not adequate to meet campus demands. The main entrance to campus buildings is at the south, with good solar orientation and access to Antlers Park across the street. Building access also occurs within the enclosed corridor connecting the two buildings and at the northwest corner of the site.

There is currently a relatively large open space at the southwest portion of the campus; however, this space is underutilized due to the change in grade between the shaded lawn area and the sidewalk, with no access to the space except at its extreme north. The proximity of Antlers Park to the south provides additional opportunities for outdoor activity by students, faculty and staff.

FIGurE 3.1.3 doWntoWn StudIo cAMPuS - EXIStInG EnVIronMEntAL condItIonS


FIGurE 3.1.4 doWntoWn StudIo cAMPuS - EXIStInG cIrcuLAtIon


Vehicular access to the campus occurs primarily from Bijou Street and Cascade Avenue via Sierra Madre Street, Kiowa Street, and Pikes Peak Avenue. While there is a small amount of parking available on campus, most campus users who drive park in non-campus owned paid lots adjacent to the campus, on city streets, or in privately-owned downtown parking structures with which the College has parking agreements.

Pedestrian access to the site occurs generally along the downtown sidewalk grid. Access to the Monument Valley Park regional trail system is also available directly to the northwest of the campus.

11April 2012



The Rampart Range campus consists of two College buildings: one serving academic and student service functions at the center of the campus, and the other a child development center to the west. The campus also provides a home to The Classical Academy through a long term lease of a school facility and recreation field at the northwest portion of the property. A high pressure gas line (and associated dedicated easement) cuts a diagonal through the campus to the north of the existing College academic building, and a storm drainage detention facility occupies much of the southwest portion of the College property.

There is currently a substantial amount of maintained open space on the Rampart Range campus; however, the vast majority of this space is located to the south of the College academic building, removed from internal building functions, bound by campus parking lots, and with little to no access to seating or gathering areas. Outdoor seating areas located adjacent to the building on the south provide opportunities for outdoor use, although the configuration of the building and lack of shade and protection from natural elements limit the effectiveness of their use.

FIGurE 3.1.5 rAMPArt rAnGE cAMPuS - EXIStInG EnVIronMEntAL condItIonS



Vehicular access to the Rampart Range campus occurs primarily from the signature gateway entrance on New Life Drive, connecting to Interquest Parkway on the east and south and Jet Stream Drive on the west. The signature gateway entrance road connects campus parking lots to the south and west of campus to the surrounding street network and to shared parking facilities with New Life Church to the west. Building service occurs on the northwest side of the academic building, between College uses and The Classical Academy.

Pedestrian connections within campus are primarily intended to direct users from parking lots to the main academic building entrance at the center of the site. Deficiencies exist within this circulation system, with few clear pedestrian corridors and lack of protection from natural elements. In particular, there is currently no dedicated pedestrian connection from outlying parking lots on the west to the academic building.

FIGurE 3.1.6 rAMPArt rAnGE cAMPuS - EXIStInG cIrcuLAtIon

13April 2012

Falcon Campus


The Falcon campus consists of facilities leased from Falcon School District 49, include a District 49 classroom building shared with the Patriot Learning Center (serving grades 6 – 12), a temporary academic building, and ancillary educational and storage outbuildings. With the exception of District 49 playfields and a small area of outdoor seating to the south of the main classroom building, the campus grounds are generally unimproved.


Vehicular access to the Falcon campus occurs exclusively from Highway 24. A small, visible parking lot and visitor drop-off are located to the north of the classroom building serve campus users, while a one way loop road connects additional campus lands to and ancillary facilities on the south side of the campus.

FIGurE 3.1.7 FALcon cAMPuS - EXIStInG EnVIronMEntAL condItIonS

FIGurE 3.1.8 FALcon cAMPuS - EXIStInG cIrcuLAtIon


3.2 utILIzAtIon AnALYSIS

Purpose

The utilization analysis offers an assessment of current space utilization tested against utilization targets established by the Council of Education Facility Planners, International (CEFPI). The classroom target utilization rate is 65% and the laboratory target utilization rate is 45%. These rates take into consideration class change time, setup and takedown time along with use outside of formal instruction. Room utilization is calculated as the number of hours the room is used, compared to the number of hours the room is available. The analysis provides an understanding of current space use across the four campuses and ultimately illustrates opportunities for improved efficiency.

Summary

Across PPCC’s four campuses, classroom and laboratory utilization rates vary. On average, classrooms are slightly below the target utilization rate of 65%. However, upon further examination, utilization is not evenly distributed throughout the school day. Many classrooms are used heavily at peak times before and after lunch but do not see much use in the late afternoon.

With the exception of the Falcon campus, laboratories are being heavily used across all campuses. An examination of average utilization rates show that current use exceeds the recommended target rate of 45% from Monday to Thursday. Both classrooms and laboratories are underutilized on Fridays. Additional information on utilization rates including the hourly analysis of use can be found in the Appendix.

Classrooms Monday Tuesday Wednesday Thursday Friday Summary

Centennial 62% 61% 61% 58% 22% 53%

Rampart Range 66% 65% 65% 66% 22% 57%

Downtown Studio 44% 47% 42% 43% 22% 40%

Falcon 31% 40% 35% 38% 0% 29%

Summary 59% 59% 58% 57% 21%

Labs Monday Tuesday Wednesday Thursday Friday Summary

Centennial 50% 48% 50% 49% 24% 44%

Rampart Range 48% 45% 53% 52% 12% 42%

Downtown Studio 58% 60% 59% 60% 42% 55%

Falcon 35% 26% 22% 26% 6% 23%

Summary 50% 48% 50% 50% 23%

tABLE 3.2.1 PPcc cAMPuS utILIzAtIon SuMMArY

15April 2012

Centennial

At the Centennial campus, the average weekly classroom utilization rate (53%) is slightly below the targeted rate of 65%. At the peak period from 10 – 11:30am, the utilization rate is 100% implying that all available classrooms are in use. While this utilization declines slightly during lunch, it remains close to 90% in the early afternoon. Classroom use declines in the late afternoon before evening classes start. In the evening the utilization peak is low when compared to the midday peak.

Average daily laboratory utilization at the Centennial campus (44%) is close to the targeted rate. Excluding Fridays, the average rate would be 49.25%. Like the classrooms at Centennial, the laboratories are heavily used during peak hours which decline in the late afternoon. Friday afternoons are not heavily scheduled and the utilization rate averages close to 10% after 1 pm.

CENTENNIAL Summary – Classroom Utilization

Target – 65%

Average – 53%

CENTENNIAL Summary – Laboratory Utilization

Target – 45%

Average – 44%

FIGurE 3.2.2 cEntEnnIAL LABorAtorY utILIzAtIon SuMMArY

FIGurE 3.2.1 cEntEnnIAL cLASSrooM utILIzAtIon SuMMArY


Downtown Studio

Classroom utilization at the Downtown Studio campus (40%) is lower than the utilization rates at Centennial and Rampart Range. The classroom utilization rate is highest in the early evening from 6-8:00pm. While classrooms record lower use rates on Fridays, this difference is less pronounced than at other campuses.

Laboratory utilization rates at the Downtown Studio campus are the highest of the four campuses. The average utilization rate is 55%, well above the recommended target of 45%. Use rates remain high throughout the day with peaks midday and in the early evening. At 42% the average utilization rate on Friday is higher than the cross campus average of 23%. This implies that lab spaces are experiencing substantial use throughout the week and there are fewer opportunities at the Downtown Studio campus to realign the schedule more efficiently.

DOWNTOWN STUDIOSummary – Classroom Utilization

Target – 65%

Average – 40%

DOWNTOWN STUDIOSummary – Laboratory Utilization

Target – 45%

Average – 55%

FIGurE 3.2.4 doWntoWn StudIo LABorAtorY utILIzAtIon SuMMArY

FIGurE 3.2.3 doWntoWn StudIo cLASSrooM utILIzAtIon SuMMArY

17April 2012

Rampart Range

At the Rampart Range campus, the average classroom utilization (57%), while slightly below the targeted rate of 65%, is the highest across the four campuses. From Monday to Thursday, the utilization rate remains between 80 and 90% for much of the day and the early evening. Excluding Fridays, average daily classroom utilization meets or exceeds the recommended target.

The average laboratory utilization rate at Rampart Range (42%) is close to the targeted rate. Excluding Fridays, the average rate would be 49.5%. Laboratory use is highest in the late morning and early afternoon with a smaller evening peak at 6pm. Rampart has a substantially lower laboratory utilization rate on Friday (12%) than Centennial (24%) and Downtown Studio (42%).

RAMPART RANGESummary – Classroom Utilization

Target – 65%

Average – 57%

RAMPART RANGESummary – Laboratory Utilization

Target – 45%

Average – 42%

FIGurE 3.2.6 rAMPArt rAnGE LABorAtorY utILIzAtIon SuMMArY

FIGurE 3.2.5 rAMPArt rAnGE cLASSrooM utILIzAtIon SuMMArY


Falcon

The average classroom utilization (29%) at the Falcon campus is the lowest across all four campuses and well below the targeted rate. Classrooms see little to no use on Fridays.

The average laboratory utilization rate (23%) at Falcon is substantially lower than the rate at the other campuses. Like the classroom spaces, lab spaces at Falcon see little use on Fridays.

3.3 SPAcE nEEdS AnALYSIS

Methodology

A space needs analysis was prepared as part of the master plan process to establish current and future space needs for a variety of space types, to determine space surpluses and shortages, and to identify priorities for the reuse of vacated space. The space types assessed within the analysis include classrooms, teaching laboratories, office space, library and related study spaces, study space (outside of the library), athletics and recreation, student life, and support. Space needs were determined for the College’s current enrollment level, 6,945 FTEs and a projected future enrollment of 9,948 FTEs. These space needs were subsequently translated into individual building programs that were used to explore a range of potential future development scenarios.

The space needs analysis applies national and internationally accepted space planning guidelines to quantify overall space needs. The guideline findings were supplemented with stakeholder interviews and campus tours that captured the qualitative aspects of space. The guidelines employed in the study were developed by professional organizations and higher education planning organizations, and include the Council of Education Facilities Planners International (CEFPI), and Thomas Ricca and Associates.

FALCONSummary – Classroom Utilization

Target – 65%

Average – 29%

FALCONSummary – Laboratory Utilization

Target – 45%

Average – 23%

FIGurE 3.2.8 FALcon LABorAtorY utILIzAtIon SuMMArY

FIGurE 3.2.7 FALcon cLASSrooM utILIzAtIon SuMMArY

19April 2012

Enrollment Assumptions

Students

The student enrollment figures provided by the PPCC Department of Institutional Research provide the foundation for the space needs analysis. The enrollment of 6,645 FTE students is based on the Fall 2010 end-of-term enrollment figures. This number concerns only students who studied at the four PPCC campuses and does not include online courses, course offered off-site, or courses for high school students enrolled in the Area Vocational Program.

Future enrollments targets were provided by the PPCC Department of Institutional Research and result in an overall increase of 3,003 FTEs by 2020.

Faculty/Staff

Faculty and Staff numbers were provided by the PPCC Department of Institutional Research. Based on numbers from Fiscal Year 2012, there are 186.8 FTE faculty members and 320 FTE staff members. These numbers encompass faculty and staff from all four campuses. Included in the faculty counts are both adjunct and permanent faculty members. Staff counts include staff that are classified according to the following employee types: Executive/Administrative, Professional Technical, Clerical/Secretarial, Service/Maintenance.

Future faculty and staff FTEs were generated at a rate 50% of that used to calculate future student enrollment. This rate was developed through consultation with the institution.

Current FTE Centennial Rampart Downtown Falcon Total

ML 1,041 652 249 54 1,996

HENPS 602 478 124 83 1,287

CHTS 959 426 512 26 1,923

BSBS 1,023 485 194 37 1,739

Total 3,626 2,041 1,078 200 6,945

Future FTE Centennial Rampart Downtown Falcon Summary

ML 1,431 1,033 350 85 2,899

HENPS 775 832 160 146 1,913

CHTS 1,405 555 646 41 2,647

BSBS 1,485 688 262 54 2,489

Total 5,096 3,109 1,418 326 9,948

41% 31% 63% 52%

45%

49%

38%

43%

43%

38% 38% 44% 39%

28%

58%

40%

36%

42%

tABLE 3.3.1 PrEdIctEd FuturE StudEnt EnroLLMEnt countS

Current FTE Centennial Rampart Downtown Falcon Total

Faculty 186.8 85 48.4 6.1 326.3

Staff 320 47 10 3 380

Total 506.8 132 58.4 9.1 706.3

Future FTE Centennial Rampart Downtown Falcon Summary

Faculty 224.7 108.3 55.8 8.1 396.9

Staff 385 59 11 4 459

Total 609.7 167.3 66.8 12.1 855.9

22%

21%

41%

36%

tABLE 3.3.2 PrEdIctEd FuturE FAcuLtY/StAFF countS


Existing Space Inventory

The space needs analysis is based on “assignable square footage”, or ASF. This term refers to space in a building that can be assigned to a particular user. Typically, square footage that is not “assignable” includes corridors, stairwells, elevators, mechanical space, bathrooms, wall thickness, and such spaces as janitors’ closets. In academic buildings, assignable square feet typically accounts for 55 to 70 percent of the building’s total square footage. When new buildings are planned by institutions, their sizes are generally described in terms of gross square feet, and are assigned a “net-to-gross” or efficiency ratio.

For the purpose of this analysis the four Pikes Peak campuses are examined individually.

Current and Future Space Needs

Pikes Peak Community College has significant current and future space deficits. To support the current student population of 6,945FTEs, the College needs to provide an additional 40,000 ASF of laboratory space throughout the four campuses. While the majority of this deficit occurs at the Centennial Campus, additional space is also needed at the Rampart Range Campus to support the growing Allied Health programs.

A more detailed assessment of classroom space reveals that while there is a sufficient amount of classroom space, it is not necessarily of the most appropriate size. The study reveals a mismatch between the supply of classrooms with between 0 to 25 seats and demand for courses with sections of 0 to 25 students at the Centennial, Rampart Range, and Downtown Studio campuses. There is an apparent surplus of classrooms with between 25 and 50 seats, when classroom demand is

CURRENT SPACE Centennial Downtown Falcon Rampart Range All CampusesClassrooms 41,060 9,349 4,274 22,469 77,152 Labs 71,053 11,769 4,627 16,058 103,507 Offices 48,763 7,771 2,461 20,072 79,067 Study Space 22,497 2,152 1,514 12,283 38,446 Sports and Recreation 5,822 - - - 5,822 Student Life 21,615 3,170 510 12,017 37,312 Support 12,370 - - 4,355 16,725 TOTAL (ASF) 223,180 34,211 13,386 87,254 358,031

tABLE 3.3.3 EXIStInG SPAcE InVEntorY

21April 2012

greatest for rooms of 0 to 25 seats. The larger classrooms could be considered for an alternate use or, depending on architectural feasibility, be considered for subdivision into two smaller classrooms that match the demand for smaller courses. It is recommended that these changes occur incrementally over time and align with instructional demand, rather than a wholesale conversion of larger classrooms.

Looking beyond instructional space, there exists a significant need for study and student life space. The analysis revealed a current need for 39,000 ASF of additional study space for all campuses. This need is distributed between study space inside the library and dedicated study space outside the library. There exists a need for an additional 19,000 ASF of student life space. Much of this need is driven by shortages in assembly/exhibit, dining, and lounge space at the Downtown Studio Campus.

To support a future student population of 9,948FTEs by 2020, the University needs an additional 272,000 ASF of space. Current and future space deficits by individual space category are documented in the table below.

CURRENT 2020 CURRENT 2020 CURRENT 2020 CURRENT 2020 CURRENT 2020Classrooms - (1,147) - - - - - (2,261) - (3,408) Labs (26,315) (63,624) (7,157) (13,855) (567) (1,516) (7,854) (15,642) (41,893) (94,638) Offices (9,465) (21,275) (766) (1,103) - (43) (1,222) (1,830) (11,453) (24,250) Study Space (16,876) (31,521) (8,601) (11,970) (790) (1,724) (13,060) (22,410) (39,327) (67,625) Sports and Recreation (12,308) (19,657) (5,391) (7,086) (999) (1,629) (10,207) (15,544) (28,905) (43,915) Student Life (4,149) (8,885) (14,843) (16,105) (234) (702) - (207) (19,226) (25,899) Support (1,204) (5,603) (3,379) (4,210) (532) (749) (591) (2,514) (5,706) (13,076) TOTAL (ASF) (70,317) (151,711) (40,136) (54,329) (3,122) (6,363) (32,935) (60,408) (146,510) (272,812)

Falcon Rampart Range All CampusesCURRENT AND FUTURE SPACE DEFECITS

Centennial Downtown

tABLE 3.3.4 currEnt And FuturE SPAcE dEFIcItS


4.1 ProGrAM oPtIonS

In developing this program, the planning team explored a number of different options for future growth. In particular, two options were tested in the concept alternative phase of the planning process.

The Access Model

The Access Model maintains the current distribution of course offerings at the four campuses. While certain campuses may be associated with certain programs, students are able to take a broad range of classes at each campus. This approach provides convenient access to PPCC’s educational offerings for students throughout Colorado Springs. Future development would support this program distribution by proposing new buildings and strategic interventions to meet current campus deficits.

4 PROGRAM STRATEGY

FIGurE 4.1.1 AccESS ModEL dIAGrAM

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The Flagship Model

The Flagship Model looks to consolidate different program and academic divisions at individual schools. Under this approach, the Centennial campus would be the primary campus for the Division of Business, Social, and Behavioral Sciences (BSBS) and portions of the Division of Communications, Humanities, and Technical Studies (CHTS). Moving other programs off the Centennial campus would free up additional space and reduce the need for new academic buildings. The Downtown Studio campus would build upon its current offerings and become the primary campus for the visual and performing arts. Rampart Range would be the primary campus for the Allied Health professions with the majority of the Health, Environment, Natural and Physical Sciences (HENPS) programs located there. The smaller Falcon campus would focus on the Natural Resources and other “outdoor” programs.

Each of the campuses would continue to offer Math and English tutoring to all students.

Strategic Direction

The current distribution of courses at PPCC supports a broad “Access Model”. Under this model, a range of courses are offered at all campuses. This distribution allows the college to provide convenient access for the entire student body. After reviewing feedback from campus forums and a campus-wide online survey, it was determined that this approach should be continued. According to the feedback received, students value having access to a wide range of course offerings at all campuses and appreciate the convenience of this model. While future development will take advantage of operational efficiencies created by clustering certain departments and uses, PPCC’s growth will follow the current distribution strategy.

FIGurE 4.1.2 FLAGSHIP ModEL dIAGrAM


5.1 rEAL EStAtE PLAnnInG

Centennial Campus

The Centennial Campus contains 212 acres of land located on the south side of Academy Boulevard west of Interstate 25 in Colorado Springs. Given current enrollment and future enrollment estimates no additional land is needed.

Downtown Campus

The Downtown Campus contains nearly 2 acres and is located in the heart of downtown Colorado Springs. Currently the campus is land locked bounded by West Kiowa Street on the south and west, West Bijou Street on the north and the Carnegie Library on the east. Expansion of the current facility is possible to meet the current space deficit as well as some minor growth into the future by building over the current parking lot as well as building upward. More land will be needed into the future for expansion of the facility to meet potential student enrollment increases and additional programs. Parking for both students and faculty is limited with student parking taking place through an agreement with the structured parking on the south side of West Kiowa Street.

There is potential land with building improvements available on the west side of West Kiowa Street held in private ownership. These properties contain approximately 1.5 acres located directly west of the current building but across West Kiowa Street, which is an urban street. The property is limited to the west by the railroad corridor for the Burlington Northern Santa Fe and Union Pacific Railroads, on the south by the historic Union Pacific Railroad Station and on the north by a city park. This land is the most logical site for acquisition and could provide the needed capacity for future facility growth as well as additional parking for students and faculty.

5 FACILITIES MASTER PLAN

The Campus Administration should take into consideration real estate that may become available in the immediate area west of West Kiowa Street and along the railroad right of way. Acquisition could come through purchase or various forms of public/private partnerships.


The Rampart Range Campus contains 75 acres of land located on the North side of Colorado Highway 83 east of Interstate 25. Given the current enrollment and future enrollment estimates no additional land is needed.

Falcon Campus

The Falcon Campus is located in the Falcon Community Education Center which is leased from Falcon School District 49. The Falcon Community Education Center also houses a middle school in the same facility. The Falcon Campus opened in the fall of 2008 with a head count enrollment of 440 students or 178 FTE students. In 2008 the projected growth in the Falcon school District was identified by the school district and College Administration to have major implications for PPCC enrollment. However, the enrollment has remained relatively steady with an enrollment increasing 12 FTE students to 200 for the Fall Semester of 2011. Classroom utilization rates are currently running on a weekly average of 29% well below the target rate of 65%. The weekly average laboratory utilization rates are running 23% which is also below the target rate of 45%.

As a result of the relatively flat growth, there are no current space deficits nor will there be in the future when growth estimates to 326 FTE students have been taken into consideration. The existing lease for the Falcon Community Education Center will expire in 2013 but has two additional

25April 2012

years available through annual options to renew. The Falcon Campus can continue through 2015 with little if any renovation assuming the current programming will not change. It is the opinion of the Master Plan that the current space co-located with the middle school has little if any potential to become a permanent campus location for the College.

The Master Plan does recommend that a location in the eastern part of Colorado Springs or in eastern El Paso County be established for a permanent campus. To accomplish this task, the Master Plan recommends the College establish a planning committee of senior administrators and faculty members to take the next two to three years and determine the following:

■ What would be the programs offered at the eastern location that might differ from the current programs offered?

■ Should the eastern location be at or near the current geo-graphic site to serve the future population growth for this area?

■ Should the programming at the Rampart Range Campus be combined with the program for the eastern location when considering construction of a new building to serve the cur-rent space deficit at the Rampart Range Campus as well as future programming at the eastern location?

■ What would be the “ideal” geographic location for an east-ern site when considering current and future student homes and work locations? Current student enrollment and future projections should take into consideration the military in-stallations as well as the building locations for current and future business growth. Both the Shriver and Peterson Air Force instillations as well as the Colorado Springs Airport locations are experiencing growth.

■ What potential private/public partnerships could be con-sidered when co-location with a business/industrial park, military instillation or governmental site might have either no cost or low cost land and infrastructure considerations?

■ Along with the program plan for a new eastern location a financial plan should be developed.

■ The time line should be flexible to take advantage of any opportunities that may surface regarding land or buildings from a future permanent site.

■ Establish a decision making process for both internal PPCC approval as well as external approvals to allow for the Col-lege to take quick action.

5.2 FAcILItY StAGInG PLAn nArrAtIVE

The master plan provides specific recommendations for both the repurposing of existing spaces and future development projects on the Centennial, Downtown Studio, and Rampart Range campuses to accommodate existing space deficits, while also providing frameworks for future campus growth. Included in these recommendations are potential interventions that may occur within existing buildings to repurpose space for more appropriate uses, as well as proposed building expansions to accommodate current space needs.

Interventions

The master plan proposes a series of small-scale strategic interventions across the four campuses. These interventions provide a framework for initial and short term moves and address priority space deficits. These interventions are low-cost improvements that allow PPCC to make better use of its


existing facilities. While an overall space deficit exists, there are several spaces across the four campuses that are currently underutilized. For example, the space needs analysis revealed that PPCC has a number of larger classroom spaces (25-50 seats) that are not being used to capacity. Opportunities exist to reposition some of these classroom spaces either as smaller classroom spaces or as academic lounges.

Corridor Interventions

Corridor interventions transform corridors into lively spaces for students to both socialize and study by adding seating along one or both sides of the wall, dependent upon wall widths. These interventions also invite the opportunity to introduce additional transparency in adjacent walls to activate the corridors and showcase academic programs.

Benefits

■ Low-cost, high-impact intervention

■ Provides seating and space for students to socialize and study

■ Links key gathering areas of the campus – creates a necklace of engagement spaces

■ Builds upon existing social activity

■ Enhances campus gateways

■ Provides opportunities to link hallways to classrooms (transparency)

■ Improves interior circulation and wayfinding

Examples of corridor interventions

27April 2012

Academic Lounges

Strategically located throughout buildings, these nodes will provide shared study, and student life spaces that encourage collaboration between students and faculty, and between students within an academic program. They are designed as flexible spaces that enhance studying and learning, promote spontaneous interaction, and provide visibility and accessibility between students and faculty. Ultimately, these spaces create a sense of community and strengthen students’ connection to their academic programs.

Benefits

■ Converts underutilized spaces into nodes of student activity

■ Spreads student activity around campus buildings to enliven the environment

■ Provides study space adjacent to academic clusters

■ Repurposes underutilized spaces that are difficult to program for other uses

Examples of academic lounge interventions


Office Efficiencies

Faculty and staff currently share closed and private office areas. An open office model, that still provides private meeting areas and lockable storage units, reconfigures existing office areas into a flexible work environment that promotes collaboration, flexibility, and efficiency. These spaces will also address the identified need for additional conference and meeting areas.

Benefits

■ Repurposes office areas to create flexible work stations that make efficient use of space

■ Creates conference spaces that allow group discussion and collaboration

■ Consolidates offices that work closely and would benefit from closer proximity

Examples of office interventions

29April 2012

Learning Landscape

Learning landscapes are intended to function as extensions of the academic and social environments into the physical landscape. Located near campus entrances, these exterior spaces promote spontaneous interaction and enhance studying and learning. They enhance campus wayfinding by identifying key building entrances.

Benefits

■ Uses landscape interventions to create sheltered and ame-nable exterior spaces

■ Repositions underutilized exterior space to serve as learn-ing space

■ Creates memorable gateways to the campus by enhancing entrances and wayfinding

Examples of learning landscape interventions


Interventions at Centennial

At the Centennial campus several potential interventions were identified by the planning team.

The proposed corridor interventions connect key student nodes throughout the Aspen building. Building upon the activity in the atrium space, the repurposed corridors extend student life throughout the building and helps create a more dynamic and engaging environment. In the Aspen Building these interven-tions will create a more welcoming environment and help new students and visitors navigate through the campus.

Three Academic Lounges are created in the Aspen Building. These lounges create important nodes of student life and pro-vide valuable study space. Each lounge repurposes an existing classroom and is positioned close to existing program concen-trations. For example, the proposed lounge on the 1st floor is adjacent to the renovated science labs. This space could become an important science tutoring space as well as a key social space for students in the sciences.

In the Breckenridge Building, opportunities exist to transform the exterior space along both sides of the building. Landscape interventions along the service drive and the facilities space could create public spaces for the campus community. Land-scape design could also be used to help overcome the grade change between the building and adjacent parking areas. FIGurE 5.2.1 cEntEnnIAL cAMPuS IntErVEntIonS

cEntEnnIAL cAMPuS aspen

kiln Expansion

the Meadows

Lab renovation

one-Stop Student Services

Existing conditions

31April 2012

FIGurE 5.2.2 cEntEnnIAL cAMPuS IntErVEntIonS FIGurE 5.2.3 cEntEnnIAL cAMPuS IntErVEntIonS

cEntEnnIAL cAMPuS aspen cEntEnnIAL cAMPuS aspen

Link social spaces to the proposed one-Stop Student center

Build upon the success of the Meadows and the Atrium Space

Expand existing circulation on the third floor

Introduce Science Lounge—near the science lab renovation

Build on adjacencies— Fitness center

repurpose exterior walkway—Arts Lounge

corridor Interventions Academic Lounges



cEntEnnIAL cAMPuS aspen

Repurpose office areas in the F Building to improve efficiency

Address conference space shortages

cEntEnnIAL cAMPuS breckenridge

Existing conditionsOffice Efficiencies

2nd Floor c Building

conference center

33April 2012



create a gateway to campus from the south parking lot

2nd Floor

Introduce interior circulation spaces

corridor Interventions Academic Lounges


2nd Floor

repurpose Facilities space as an academic lounge

Provide opportunities to repurpose cafeteria space

Showcases student work


FIGurE 5.2.8 cEntEnnIAL cAMPuS IntErVEntIonS


Learning Landscapes

Explore opportunities for exterior teaching space

use landscape to enhance campus gateway

optimize southern exposure to create an exterior walk that highlights adjacent academic uses

2nd Floor

Improve courtyard social spaces

35April 2012

Interventions at Downtown Studio

The wide corridors of the Downtown Studio campus present an excellent opportunity for the creation of additional student lounge and study space. The strong arts culture should be reinforced and celebrated. Opportunities to expand or open up the gallery space should be explored in greater detail.

FIGurE 5.2.9 doWntoWn StudIo IntErVEntIonS

doWntoWn StudIo cAMPuS

Existing conditions

Black Box


FIGurE 5.2.10 doWntoWn StudIo IntErVEntIonS FIGurE 5.2.11 doWntoWn StudIo IntErVEntIonS


corridor Interventions

Expand student commons spaces along wide corridors

create a stronger sense of arrival for Sierra Madre entrance

Showcase Gallery space

Learning Landscapes


repurpose courtyard space as a short-term student engagement area

transform existing outdoor area into a gathering area

37April 2012

Interventions at Rampart Range

The Rampart Range Campus benefits from a large atrium space that functions as the center of student life. Corridor interventions should focus on creating smaller more intimate spaces for students to gather. These spaces could be associated with individual departments, helping to create a stronger sense of community within certain programs.

FIGurE 5.2.12 rAMPArt rAnGE IntErVEntIonS

rAMPArt rAnGE cAMPuS

Existing conditions


FIGurE 5.2.13 doWntoWn StudIo IntErVEntIonS

rAMPArt rAnGE cAMPuS

create nodes for students in the East and West wings

create nodes for students in the East and West wings

Improve student locker areas by providing more lounge and study spaces

corridor Interventions

39April 2012

Development Program

The space needs identified for each space category were trans-lated into an overall master plan program. The space deficits identified earlier are determined using assignable square feet (ASF). In translating the assignable square feet, the develop-ment program converts these assignable areas into gross figures applying an overall building efficiency of approximately 65% on average. Given the uncertainties that surround future growth, the program was developed to accommodate current space deficits. It is anticipated that current space needs will be met through a combination of new buildings and strategic interven-tions that seek to make better use of existing spaces.

The master plan design accommodates the current and future program through strategic building placements that introduce approximately 180,000 GSF of new development to meet current space deficits. In addition to buildings identified by the College, such as the Black Box Theatre and a new Facilities building, the master plan proposes two distinct building types with a combination of program elements. Academic buildings recog-nize that learning takes place outside of classrooms and includes student life and study spaces in addition to classrooms, teaching labs, and offices. Recreation facilities include spaces for health, athletics and recreation as well as student lounges and potential food services space.

The following charts and table describe the individual building compositions.

New Program Gross Square Footage (GSF)Academic Building 65,000 Recreation Building 25,000 New Facilities Building 6,000 TOTAL (GSF) 96,000

CENTENNIAL CAMPUS

New Program Gross Square Footage (GSF)Academic Building 35,000 Black Box Theatre 10,000 TOTAL (GSF) 45,000

DOWNTOWN STUDIO CAMPUS

New Program Gross Square Footage (GSF)Academic Addition 23,000 Recreation Addition 16,000 TOTAL (GSF) 39,000

RAMPART RANGE CAMPUS

Note: Falcon Campus is not included. No additional buildings are being proposed for that campus

tABLES 5.3.1-3 cAMPuS dEVELoPMEnt ProGrAMS


Centennial Campus

Urban Design Framework

The master plan recommendations for facilities growth at the Centennial campus are organized around a framework that encourages compact facilities growth to increase densities of use in campus activity centers, improve connections between campus buildings and outdoor spaces, provides a primary campus entry on the southern side of the campus, and reserves College properties for potential future growth or partnership opportunities. These framework recommendations are summarized as follows:

Facilities Growth

■ The future addition of campus buildings should occur pri-marily to the south of existing building envelopes to focus development density at the core of the campus. Lands to the west and east of existing buildings should be reserved for long-term growth or partnership opportunities.

Campus Entries

■ The plan encourages the development of a primary pedes-trian entrance to campus buildings on the south side of the campus to serve the majority of the campus population entering the buildings from this direction.

■ The plan encourages the reconfiguration of the north visitor parking lot to increase parking availability and to improve the overall arrival experience at this location.

Open Space

■ Efforts should be made to improve existing outdoor spaces through improvements to landscape treatments, provisions for adequate seating, and protection from natural elements.

■ Useable outdoor spaces should be provided to the south of the Breckenridge building to take advantage of the solar exposure and provide a pleasant transition between parking areas and building entries.

Program Accommodation

At the Centennial campus, a phased development approach recommends the addition of several additional buildings. These buildings are based on the space needs analysis and are designed to meet both short-term and long-term demand for additional space.

41April 2012

Phase 1

In the first phase, a new Facilities building is recommended to be built near the existing coal plant. This building would allow the existing Facilities space in the Breckenridge building to be repurposed to include an Academic Lounge and teaching laboratory space to accommodate current deficits.

Phase 2

In the second phase, a new 65,000 GSF academic building is recommended to connect the Aspen and Breckenridge buildings. The orientation of the proposed building crosses the courtyard space and provides a direct connection from the new Student Services area in the Aspen building to the Breckenridge building. The new building also creates a smaller enclosed courtyard space adjacent to the Atrium. A 25,000 GSF addition to the Student Recreation space is also recommended in phase 2. Together, phases 1 and 2 accommodate the current space needs of the campus.

FIGurE 5.3.1 cEntEnnIAL PHASE 1 dEVELoPMEnt



Future Phases

In Phases 3 and 4 a number of future projects are identified. These potential projects can be used to accommodate future growth at PPCC. Opportunities to consolidate parking in structures could be explored to ensure that the campus remains compact as the student population grows.



The master plan recommendations for facilities growth at the Downtown Studio are intended to identify infill opportunities on campus while anticipating potential future property acquisition as is necessary. These framework recommendations are summarized as follows:

Facilities Growth

■ The master plan recommends the infill of the area between the existing buildings to meet current space deficits.

■ The master plan identifies potential acquisition properties in the event that the College wishes to increase the physical footprint of the Downtown Studio campus.

Campus Entries

■ In conjunction with the proposed building infill, the plan recommends the development of a primary campus entrance on the west side of the existing campus.

■ The plan encourages improvements to the existing south entrance to enhance the entry experience at this location.



43April 2012

Open Space

■ Efforts should be made to make the existing campus open space at the southwest more accessible and useable to campus users.


At the Downtown Studio campus a proposed building addition would provide additional classroom, laboratory and student life space. To accommodate future growth, the College may consider the acquisition of strategic parcels adjacent to the existing campus.

Phase 1

In the first phase, a new 35,000 GSF academic addition is recommended. The new addition would bridge the North and South buildings and is intended to incorporate the proposed Black Box theatre.FIGurE 5.3.5 doWntoWn StudIo PHASE 1 dEVELoPMEnt


FIGurE 5.3.6 doWntoWn StudIo PHASE 2 dEVELoPMEnt

Phase 2

In the second phase, additional development may occur on an adjacent parcel on the west side of North Sierra Madre Street. This site is large enough to accommodate the long-term space needs of the Downtown Studio Campus.



The master plan recommendations for facilities growth at the Rampart Range campus are organized around a framework that maintains compact growth around the existing academic building while enhancing the existing architectural and site design. These framework recommendations are summarized as follows:

Facilities Growth

■ The master plan recommends that expansion efforts to meet current space deficits on campus should occur as additions to the existing academic building.

■ Future growth should strive to frame existing and new out-door spaces to the south of the academic building in order to create densities of activity at the campus core.

Open Space

■ In concert with the proposed building phase 1 building ad-ditions, efforts should be made to improve outdoor spaces directly to the south of the academic building.

■ As future campus growth occurs, efforts should be made to create a range of outdoor space types, including gathering areas, dining spaces, passive study areas, outdoor classroom

45April 2012

opportunities, etc. to contribute to the collegiate experience of the campus.


At the Rampart Range campus, future development is recommended to occur in two phases. The first phase would accommodate the current needs identified in the space needs analysis while the second phase would accommodate future growth.

Phase 1

In the first phase, a new 23,000 GSF academic addition would be built as an expansion to the eastern wing of the existing academic building. In addition, a 16,000 GSF recreation center is recommended to be built as an expansion of the western wing.

Phase 2

In phase 2, development parcels have been identified along the formal lawn space to the south of the building. Aligned east-west, these future academic buildings would take advantage of southern exposure to better regulate their energy use. These buildings would be sited to allow for unrestricted views of the main academic building and to preserve the formal relationship of the building to the lawn space.

FIGurE 5.3.7 rAMPArt rAnGE PHASE 1 dEVELoPMEnt

FIGurE 5.3.8 rAMPArt rAnGE PHASE 2 dEVELoPMEnt


6.1 concEPtuAL coSt EStIMAtES And cAPItAL InVEStMEnt StrAtEGY

For FY 2011-12 there is a current space deficit of approximately 225,000 gsf across the four campuses (please refer to the space analysis presented in Table 3.3.4 “Current and Future Space Deficits” on page 21). The analysis also suggests that approximate 45,000 gsf may be reduced from the deficit from repurposing or right sizing various existing spaces throughout each campus through multiple and relatively small projects. The deficit in academic space is currently holding back the development of programs that right sizing current space could help. This leaves a requirement of approximately 180,000 gsf of new construction to take care of the current space deficits on the Centennial, Rampart and Downtown Campuses. The Master Plan does not recommend any new or additional space be built at the Falcon Campus at this time based on the space needs analysis.

In addition, the space analysis does present a future need of approximately 200,000 over and above the current deficit of 225,000 gsf. This estimate is based on growth projections provided by PPCC that may or may not materialize based on the economic conditions in PPCC’s service area. This capital strategy analysis will concentrate our recommendations on the current space deficit, although the capital strategy for future project would be the same.

The Capital Strategy for financing renovation or new projects may be broken into several categories depending on the magnitude of the projects being considered at a particular point in time. Listed below are these major categories:

6 IMPLEMENTATION STRATEGY

■ Small renovation/construction projects that change or add to existing spaces to repurpose space or right size space to fit changing conditions.

■ Debt financing for major projects for auxiliary service or revenue producing areas within College.

■ Debt financing for major projects that are currently depen-dent on state funding that provide space for academic and administrative purposes.

Repurposing or Right Sizing Projects Capital Strategy

Over the past several years PPCC has been able to complete many small repurposing/right sizing projects with year end fund balances. This is a commonly accepted financing practice and may be continued in the future. However, the danger of continuing this financing practice lies in the possibility of the lack of year end fund balances in successive years. PPCC should consider establishing a “Renewal and Replacement (R&R)” budget line to insure the repurposing/right sizing projects can continue without reliance on year end fund balances.

A “facilities financial sustainability” strategy should be considered by PPCC. This concept would provide for an annual R&R budget line based on funding renewal and replacement of all facilities over the expected life of the buildings or infrastructure. In higher education most often facilities are designed and built for a 75 year life particularly for academic and administrative buildings. One and one half percent of current replacement value would provide annual funding that would replace a facility in 75 years. In contrast to a 75 year building life, student housing projects are typically designed for a 40 to 50 year life so replacement housing can be provided to meet changing resident student life style demand. Replacement of a

47April 2012

50 year life facility would need two percent per year of current replacement value as an annual budget.

For academic and administrative buildings PPCC could create an annual “Renewal and Replacement” budget amounting to one and one half percent of current replacement value for all buildings and utilities. This annual budget would be used for renewal of current spaces to meet changes in programs as well as replace major building/utility systems over time. These major system replacements would include roofs, windows, flooring, mechanical/electrical components, etc. A facilities component study would need to be completed scheduling major and minor component replacements based on their expected useful life. Projects would be scheduled each year with respective funding to take care of the needs. There may well be years when the annual R&R budget is not expended allowing for a fund balance to be scheduled into the future for major component replacements. In extraordinary circumstance when a replacement project cost is too great for consideration in the annual budget, a short term borrowing could be considered to be repaid within approximately five years. An example of a project of this nature could be replacement of all windows in a building or several buildings.

Debt Financing for Auxiliary Services Facilities and Gift Funded Projects

Auxiliary service facilities are commonly thought of as student fee or revenue driven spaces. For PPCC this would include student recreation, food service, parking, child care or other similar facilities. Typically a portion of the revenue from student fees or revenues received for services provided are used to pay down debt, typically a 20 year bond issued at a fixed rate. The bonds in PPCC’s case are offered through the Community

College System Administration allowing for the debt security or “collateral” to be shared by all campuses in the state wide community college system. This strategy does benefit all state community colleges, primarily the smaller more rural institutions.

Currently, the state-wide Community College System enjoys a strong bond rating of AA2-AA3 depending on each year’s bond rating by agencies that rate the system’s debt, such as Moody and Standard and Poor’s. While the past history of debt issuance and repayment is quite good as evidenced by the strong bond rating, other debt structures could be considered due to the strong rating as well as the relative size of PPCC compared to other members of the State Community College System. Other debt structures could include issuing a Variable Rate Debt Note or VRDN or a Direct Purchase of the debt by an investment bank which would hold the debt in their own portfolio and not resell it on the open market.

Institutions like PPCC have the flexibility to consider such a debt instrument if their bond rating is AA3 or better due to the investors or people/institutions who purchase this type of debt looking for a short term safe investment. The concept behind VRDN’s is to optimize the interest rate paid by selling the debt to the investment world for daily or weekly time periods. This allows the institution to experience interest rates paid at the short end of the yield curve currently at approximately one percent or typically 3 to 4 percent below those rates paid on 20 year fixed rate debt. The current one percent figure does include the interest paid and the daily or weekly cost of issuance and liquidity instruments.

Another characteristic favorable to VRDN’s revolve around the debt principle or “loan amount”. There is not a requirement


in a VRDN instrument to repay the principle in a regular manner. Nor is there a requirement for establishing a recall period usually 10 years before the debt can be refinanced or completely paid off found in fixed rate debt. This allows PPCC to accumulate an auxiliary’s revenue stream into a fund that can be invested like an endowment fund. The fund or quasi-endowment would usually earn more return on investment than the interest paid on the VRDN. PPCC would have the flexibility to pay down the principle at any time with no recall restrictions. Over time VRDN instruments have behaved quite favorably in the market. While there may well be periodic downturn in the market over a twenty year time frame the average market returns are in of six to eight percent range.

To date the governing body for the state wide community college system has not issued any debt instruments other than fixed rate debt over a certain time period usually 20 years. However, due to the nature of a student fee revenue stream not subject to potential state restrictions, the market does look at VRDN’s as a viable alternative to fixed rate debt.

Currently PPCC is collecting student fees for recreational and student gathering spaces. And currently there is a fund balance in the student fee account is approaching one million dollars. Consideration should be given to creating a “quasi-endowment” with the student fees that would be invested in the financial markets by “The Foundation” as any other institution of higher education does across the country. Typically an endowment earns enough through investment returns to allow for an annual five percent payout for annual budget needs. The corpus or the original amount invested would be preserved or increased due to the annual returns over the 20 or more years the endowment is maintained. Should the student fee fund balance at $800,000

to $1,000,000 be invested a potential annual payout would be in the $40,000 to $50,000 range. Using a standard rule of thumb, this annual payout could pay off a 20 year fixed rate bond of $400,000 to $500,000. Student fees would continue to be collected annually and added to the quasi-endowment providing for a larger quasi-endowment and possible future borrowings.

Gift funds may also be considered for this type of debt instrument. Gift pledges over a period of time for a particular project or series of projects are looked at by the investors as a relatively solid income stream. Or if gifts are given as “unrestricted”, a gift funded capital construction quasi-endowment can be created in the same manner as described for the auxiliary service quasi-endowment.

Debt Financing for Campus Facilities for Academic and Administrative Purposes

Historically, the State of Colorado has appropriated needed funding to build new facilities for the state Community College System. With the current downturn in the economy beginning in 2008, state funding for capital facilities has dropped substantially. While all are looking for the economy to recover, the State of Colorado may or may not be able to fund future facilities needs for the community colleges.

The administration may need to consider other income streams as well as debt instruments to fund the current space deficit of 180,000 gsf. There are three potential sources of income to retire debt. The most used income stream used by institutions of higher education is the student fee. While not common in the past for academic and administrative buildings, the student body may be asked to initiate a student fee to build a specific new facility benefiting the student body as a whole. An example

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may include a new science laboratory building or other such facility that the space deficit analysis demonstrates is the highest priority.

The second most used income stream is dedication of a portion of tuition revenues for debt retirement. History has shown that this method is not popular with institution governing boards but with the state of the economy this approach may well be a viable choice.

The last source of income is gift funding. Gift funding usually comes in the form of restricted money dedicated for a particular facility that meets the donors requirements. Gifts are usually directed toward specific programs that have a high profile. The example that is foremost in the space need for PPCC that may meet a donors interest is the Downtown Campus Black Box Theater. In PPCC’s service area there are various foundations and individual donors that have a history of gifting to other higher education institutions in the area.