Presentation on theme: "College of Coastal Georgia Strategic Master Plan Steering Committee Meeting, February 26, 2009."— Presentation transcript:
College of Coastal Georgia Strategic Master Plan Steering Committee Meeting, February 26, 2009
o Welcome and Updates (President Hepburn) o Strategic Elements of Strategic Master Plan (Eva Klein) Time Horizons for Strategic Master Plan Vision / Identity / Brand Students Programs Resources o Physical Master Plan (Aaron Schwarz) Re-Cap of Existing Campus The 2020 Vision Phasing—The Roadmap from 2010 to 2020 Architectural Vocabulary Discussion Walk-Around with Drawings STRATEGIC MASTER PLAN SESSION Agenda
STRATEGIC MASTER PLAN Time Horizons o “TACTICAL” Timeframes Fall 2008 or “Current” Data used as point of departure for analyses, e.g. Space Inventory, College enrollments 2010 or “Baseline” Includes initial “new” enrollment level of 3,000 –After Tech Programs are transferred –With some initial growth based on Associate programs and four new Baccalaureate programs For Space Inventory, includes the new Health/Sciences Building May include an interim solution for Student / Campus Life space, and some renovations / changes of use of existing space For first housing, might be about 2011
STRATEGIC MASTER PLAN Time Horizons o “STRATEGIC” Timeframes 2015 Represents specific targets for a “5-year plan” Basis for development of early phasing (projects) for Master Plan 2020 Represents a longer-term “intermediate” time horizon Basis for in-depth discussion of Master Plan phases and projects “Endgame” No year specified Represents an ultimately desired (or possible) size for enrollments and campus capacity
Vision / Identity / Brand
o Elements of the Brand Quality of education Service learning and experience-based education Global awareness Leadership Engaged entrepreneurship VISION / IDENTITY / BRAND Creating a Distinct Identity These describe content, processes, and outcomes of education at CCGA.
VISION / IDENTITY / BRAND The Brand Providing outstanding education for tomorrow’s leaders and citizens through service learning, global awareness, and engaged entrepreneurship
o The College of Coastal Georgia is charged to: Expand access to higher education and career preparation; Investigate, capture and disseminate 21st century knowledge and skills; Serve a wide spectrum of learners, from entering freshmen to returning adults; Actively engage (with) the community and region; and Provide a portal to graduate education. VISION / IDENTITY / BRAND The Mission
Students Enrollment and Demographic Targets
STUDENTS Enrollments Projected from 2010 Baseline to “Endgame” Assumes that FTE : HC relationship is.804 (based on Fall 2008). This ratio could change, as more full-time students enroll. “Endgame” would be a four-fold increase over 2008.
STUDENTS Target Demographics: Gender The “Endgame” ideal target for male-female demographic mix would be similar to national “norms.”
STUDENTS Target Demographics: Origin At “Endgame,” the target is about 45% of 10,000 (or 4,500 students) who would be from beyond the region. 55% would be from within the 12-county primary service region. ENROLLMENT BY ORIGIN OF STUDENT
STUDENTS Target Demographics: Resident vs. Non-Resident The number of beds for on-campus residential students grows from 300 (perhaps in 2011) to 600 in 2015, to 900 in 2020; then may reach as many as 2,000 beds in “Endgame.” Off-campus beds are a function of many highly variable assumptions.
STUDENTS Target Demographics: Age CCGA’s student mix by age cohorts today is split fairly evenly between “traditional” age (18-22) and “adults” (23+ years old). This age mix seems completely suitable for the future as well.
Programs Degree Programs and Community / Economic Development
o Degree Program Development—A Strategic Framework Derive degree programs from Brand and Mission Reflect USG Core Curriculum (current revisions) Incorporate considerations of community opinions on program needs due to economic development, as expressed by interviewees In general, “needs” indicate direction toward many science-based and applied-science-based degrees In general, consider combination of: Core academic accomplishments Professional preparation Themes across the curriculum (service, global awareness, engaged entrepreneurship) UG preparation for continuation in graduate / professional programs Also consider specific market opportunities of three kinds: Occupation growth (e.g. public safety areas; health career areas) Areas in which few other institutions offer programs (e.g. banking) Areas specific to the local economy (e.g. marine-related; environmental systems-related; manufacturing; FLETC, etc.) PROGRAMS Degree Programs—A Strategic Framework
CCGA Future Curriculum USG Core Curriculum CCGA Brand “Themes” & Mission Community, Business & Economic Development Needs Professional Opportunities for Individuals Prep for Graduate & Professional Programs Higher Education Market Opportunities PROGRAMS Degree Programs—A Strategic Framework Six strategic factors will drive future degree program development.
o Three proposed “strategic” realms for community and economic development programs 1. Small business development services Assistance to small businesses? Incubator space within campus? 2. Regional workforce analysis and economic forecasting Need to find out more about what is currently done in region and whether / how CCGA can contribute to ongoing function of workforce projections or other aspects of regional economy forecasts 3. Service learning partnerships Health systems Schools Community organizations Arts /cultural organizations Hospitality industry Other businesses Local governments PROGRAMS Community Service and Economic Development Programs
Programs Student Life, Recruitment/Admissions, Student Support Services
o To realize the College’s aspirations as a baccalaureate institution— and USG’s expectations—will require major enrollment growth. o To achieve that growth will require that the College become a destination institution for out-of-region students and an institution of choice for in-region students. o To become a destination/preferred institution will require extensive development of student accommodations and vibrant campus life. o Extensive student accommodations and vibrant student life require programs and services, staffing, and facilities. STUDENT LIFE Basic Premises
o Engage students in/with the College o Create a vibrant campus community o Foster extra-curricular and co-curricular learning o Foster students’ personal development STUDENT LIFE Strategic Goals
o Objectives Personal responsibility Civic responsibility Leadership development Cultural enrichment Career education Wellness Personal and community safety Service Environmental stewardship Ethical and moral sensitivity Respect for diversity Social skills Have fun STUDENT LIFE Student Organizations and Activities
o Action Items for Consideration Grow the array of organizations and activities to serve a student population that will increase in number and in time spent on campus. Provide good and sufficient space to accommodate student organizations and activities. Present space is sorely lacking, both in quality and quantity. Identify and renovate suitable existing space as a near-term answer to the critical need for a new student center. Longer-term, accord high priority to capital funding for a new facility. Provide additional staffing to promote formation of student organizations and activities and provide on-going support. Engage faculty, staff, and administration with student organizations and activities in order to build campus community. STUDENT LIFE Student Organizations and Activities
o Strategic Objective = Achieve the College’s Enrollment Goals o Policy Issues: Admission standards for entry to baccalaureate programs Open access for enrollment in two-year degree programs Case management from prospect to applicant to acceptance for admission to enrollment Coordination of financial aid awards with admission decisions RECRUITMENT, ADMISSIONS, AND FINANCIAL AID Objective and Policy Issues
o Marketing Broad-scale marketing to expand the applicant pool Develop an attractive, inexpensive brochure for initial contacts--high volume distribution. Use the excellent new viewbook for interested prospects Make selective use of media advertising Participate in college fairs statewide in GA and in nearby FL areas Host campus visit/open house events Send direct mail to purchased lists of high school juniors and seniors Relationship marketing to/through Individual prospects Guidance counselors A recruiter based in the Atlanta metro area Targeted student populations (special talents, minorities, Hope Scholars, etc.) RECRUITMENT, ADMISSIONS, AND FINANCIAL AID Action Items for Consideration
o Tactical Recruitment Plans—1-Year and 3-Year Specify enrollment targets for Two-year degree programs Baccalaureate degree programs Specify expected sources of applicants Regional high schools Out-of-region high schools Transfer students to enter the new baccalaureate programs o Involve faculty members, enrolled students, and alumni in recruitment o E-communication in recruitment and admissions—an important tool Introduction to the College F.A.Q.’s Virtual campus tour Applicant information Invitations to visit Application monitoring, staying in touch On-line forms RECRUITMENT, ADMISSIONS, AND FINANCIAL AID Action Items for Consideration
o Academic advising o Tutoring o Information technology o Library o Career development services o Distance learning o Service learning o Cultural and community educational programming STUDENT SUPPORT SERVICES Major Components
o Location: Put most-used services in “one place” Admissions/Recruitment Registrar Financial Aid Bursar Campus I.D. Career Development Services o Staffing: Cross-train front counter personnel to facilitate referral of students to the right source of help—reduce pass-offs. o Privacy: Private spaces for staff-student consultation re admission, financial aid, grades, accounts, etc. are essential. STUDENT SUPPORT SERVICES Facility Location and Staffing Issues
o “Accentuate the positive, eliminate the negative!” Client-focused services Client-friendly delivery o Academic advisement—a model to consider Undeclared—by professional advisement staff Pre-majors / majors—primarily by faculty o Information Technology: Campus network upgrades and expansion needed to support campus housing Increased band width needed to support distance learning Universal WiFi on campus needed to support instructional, administrative, and student users Additional computer lab stations and kiosks needed Specialized software and controlled use labs needed for upper division instruction STUDENT SUPPORT SERVICES Character of Service Delivery
STUDENT SUPPORT SERVICES o Tutoring: Continue to provide on-line resources, but upgrade Plato to web- based application Trio provides model for case management of special needs Present supply of available and qualified tutors is insufficient Advent of upper division students will expand potential source of tutors for lower division students o Library: Present facility provides adequate square footage, but re- configuration needed to provide space for: Staff work areas and offices Student group work Multi-media production facility (would also call for staffing) Additional computer stations in open-use lab Character of Service Delivery
o Career Development Services: Baccalaureate Students: Nursing and Teacher Education will have clear career path –Principal need will be placement resources Primary resources for business students –Internships, retired executives corps, and faculty members Two-Year Students: Principal need is more, better counseling resources for those seeking transfer to baccalaureate programs Provide a computer kiosk in the student services facility with icons/hyperlinks to specific career services information sources STUDENT SUPPORT SERVICES Character of Service Delivery
o Distance Learning: Present conditions Communication on hard wire and fiber, depends on point-to-point communication via AASU Equipment obsolete, unreliable Bandwidth inadequate Signal interruptions and breakdowns discourage enrollment Future Anticipate growth in numbers of students who take both campus-based and distance learning courses. Needed for the Future Web-based delivery Modern equipment Expanded bandwidth STUDENT SUPPORT SERVICES Character of Service Delivery
o Service Learning Primarily a curriculum and faculty issue Centered in a limited number of courses across lower division and upper division Students will enroll in one and thereafter apply what they learn Practica and internships can provide additional service learning experiences STUDENT SUPPORT SERVICES Character of Service Delivery
o Cultural and Community Educational Programming Make available concerts and exhibitions that expand students’ appreciation of the arts Make available lectures and seminars that expand student learning in a broad range of disciplines Coordinate College funds and student activity funds to realize maximize quality and diversity of events Coordinate College and community events to the same end Acquire quality performance and exhibition facilities STUDENT SUPPORT SERVICES Character of Service Delivery
STUDENT HOUSING Where and How Much Housing: A Growth Scenario End Game Total Head Count Enrollment 3,0004,0005,00010,000 On-Campus Housing ,000 Off-Campus, in College-Related Housing ,000 o Assumptions: Distribution of HC enrollments by “year” cohorts Growth of “out-of-region” enrollments eventually to 45% of total at “Endgame” At “Endgame:” Target about 20% of HC to be in housing on CCGA campus Potentially about 20% more of HC to be housed in private or PPV housing near CCGA For the 2020 Master Plan 900 beds on the campus (with total HC of 5,000)
STUDENT HOUSING Housing Policy and Management Issues o Major Policy Issue Require freshmen to live on-campus???? With exemptions for those: Who live within a specified commuting range Who are married and/or have children Who are older than a specified age o Management Options Management by College personnel Contract Management o Campus Food Service Essential service for campus residents Financial viability depends upon requiring campus residents to have a campus dining plan Both full dining and retail services needed Food service shared between resident and non-resident students
Resources Faculty and Staff Growth
o Faculty Count (Brunswick and Camden, 2008) 67 FT faculty 51 PT faculty = about 17 FTEs (if 3 PT = 1 FTE) Then, 84 FTE faculty o Faculty Growth Projections Faculty growth assumed at same rate as growth in student HC: (84 current FTE + 16 new FT) (+33%) (+25%) Endgame332 (+100%) If “Endgame” is 10,000 HC and 8,040 FTEs, then the Student:Faculty Ratio at Endgame = 24.2 RESOURCES Faculty Growth Targets—Total Faculty
o Faculty Count (Brunswick, 2008) 56 FT faculty 29 PT faculty = about 10 FTEs (if 3 PT = 1 FTE) Then, 66 FTE faculty o Faculty Growth Projections—based on Brunswick Only Faculty growth assumed at same rate as growth in student HC: (66 current FTE + 16 new FT) (+33%) (+25%) Endgame272 (+100%) RESOURCES Faculty Growth Targets—Brunswick Only This may be the sequence for faculty office space planning at Brunswick, if some faculty continue to have primary offices at Camden.
o Brunswick Fall 2008 = 124 FT and 37 PT positions o Assume that some PT will require offices in future staffing of College: If PT averages.33FTE, then Staff FTEs = 136 o Normally, staff growth is projected, like faculty growth, to be consistent with student enrollment growth Assumes that the current baseline is a plausible staffing level In this case, CCGA is not staffed at all for many functions that now will be needed. o If we apply 2% to 2010 and 2% per year thereafter (per VH): All Staff Staff Requiring Offices (+ some PT) (+2% per year, 5 years)120 (+2% per year, 10 years)132 Endgame338 (+100%)264 o Question: Will CCGA need more aggressive staff growth in early years—to put in place (or expand) programs in Student Life, Student Services, Admissions/Marketing/Recruitment? o Note: Smaller numbers (at right) are in the Space Capacity Analysis—the count for only those that need offices / have assigned offices. RESOURCES Staff Growth Targets
Resources Facilities / Space Growth
RESOURCES Baseline 2010 Space Distribution Fall 2008 Inventory adjusted to remove Conference Center “Lab” rooms and to add current program for Health/Sciences Building About 45% = Instructional Space. Student/Campus Life space = Low
RESOURCES Space Needs Summary—Updated Shows total potential capital development program, including large amount of off-campus private or PPV residential, of about 1.6 million NASF. College facilities total is about 1.1 million NASF—representing new building program of about 900,000 NASF. Space Type 2010 Inventory (inc est. of Hlth/Sci Bldg) Needed in 2010 (2011 for Hsg) Surplus (Deficit) in 2010 Needed in 2015 Surplus (Deficit) in 2015 Needed in 2020 Surplus (Deficit) in 2020 Needed at Endgame Surplus (Deficit) at Endgame General Classrooms 38,77617,49421,28223,26715,50929,0839,69358,166(19,390) Class Labs--Low Intensity 13,60510,3373,26813,748(143)17,186(3,581)34,371(20,766) Class Labs--High Intensity 31,05657,406(26,350)76,349(45,293)95,437(64,381)190,874(159,818) Office 35,57335, ,456(6,883)49,918(14,345)99,835(64,262) Library and Study 23,99217,4896,50321,6022,39026,103(2,111)45,005(21,013) Student & Campus Life 19,99636,180(16,184)48,240(28,244)60,300(40,304)120,600(100,604) Campus Support 18,35316,1462,20722,544(4,191)28,774(10,421)76,246(57,893) Subtotal--Non- Residential 181,351190,296(8,945)248,207(66,856)306,799(125,448)625,097(443,746) Residential (Res Halls or On Campus) 068,250(68,250)136,500(136,500)204,750(204,750)455,000(455,000) Residential (Apts or Off- Campus/Coll-Related) 080,522(80,522)88,725(88,725)92,695(92,695)521,063(521,063) Subtotal--Residential 0148,772(148,772)225,225(225,225)297,445(297,445)976,063(976,063) Totals (including Off- Campus Residential) 181,351339,068(157,717)473,432(292,081)604,245(422,894)1,601,159(1,419,808)
RESOURCES Space Needs Summary—Including Housing Shows 899,000 NASF that College might build by Endgame (excluding off-campus residential). Instructional space assumed: Classroom = 50%; Low Intensity Labs = 15%; High Intensity Labs = 35% of instruction (based on leaning to science-based programming.)
RESOURCES Space Needs Summary—Excluding Housing Instructional space = 46% and heavily tilted to High Intensity Lab space.
RESOURCES Space Needs to 2015—5-Year Plan Note: This analysis only describes square footage. It does NOT account for condition, configuration, or suitability of space.