Workforce Investment Area 9. Tennessee Colleges of Applied Technology Master Plan: Nashville MACON TROUSDALE ROBERTSON SUMNER SMITH DAVIDSON

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1 Workforce Investment Area 9 SUMNER MACON TROUSDALE EAT HA M ROBERTSON CH The Tennessee College of Applied Technology Nashville Main Campus is located on White Bridge Road, about a mile south of Interstate 40 and five miles west of downtown Nashville. The campus is immediately adjacent to Nashville State Community College. The campus consists of six main buildings with a total of 102,494 gross square feet of space. The Cockrill Bend campus is located about four miles from the Main Campus near the Cockrill Bend Industrial Park, adjacent to the John C. Tune Airport. The Cockrill Bend campus consists of two buildings totaling 13,600 gross square feet. During the academic year, both campuses combined had an adjusted fulltime equivalent enrollment of 549 students. SMITH DAVIDSON TCAT Nashville WILSON DEKALB WILLIAMSON RUTHERFORD BEDFORD CANNON COFFEE TCAT Nashville is located in the four-county area of Local Workforce Investment Area 9 367

2 Regional Context The Tennessee College of Applied Technology Nashville is located in Local Workforce Investment Area 9, which includes Davidson County. The population of this region was approximately one million as of There were 847,982 primary jobs as of Between 2010 and 2020, population in the region is expected to grow about 50% faster than the state as a whole. This indicates a favorable climate for job growth. Worker age profiles are similar to those for the state as a whole, but the percentage of jobs with annual salaries over $40,000 is higher than it is statewide. Educational attainment in the region is significantly higher than in Tennessee as a whole. Compared to the statewide average, 9% more residents have completed a Bachelor s degree or more. About 6% more have a high school degree or equivalent. According to the U.S. Census, the following industry sectors occupy a significantly higher percentage of the regional labor pool compared to the statewide average: wholesale trade; information; real estate & rental & leasing; professional, scientific, & technical services; other services; and public administration. The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: manufacturing; retail trade; transportation & warehousing; and educational services. The regional employment outlook by industry cluster shown on page 370 comes from the Occupational Trends in Tennessee Employment Report (OTTER) from the Tennessee Department of Labor. All data are shown for Local Workforce Investment Area 9, which includes Nashville. According to this data, all industry demand clusters related to programs taught at TCAT Nashville are expected to grow between 2012 and 2020 except for CAD Technology and Dental Laboratory Technology. Population LWIA 9 Tennessee 2000 Population 847,982 5,689, Population 1,011,148 6,346, Population (projected) Annual Growth (projected) 1,153,976 6,894, % 0.8% Source: U.S. Census, Tennessee State Data Center Employment by Age and Salary (2011) 2012 Educational Attainment (Percent of Population Age 25+) Bachelor s Degree or Higher Some College/ Associates Degree Completed High School No High School Diploma LWIA 9 Source: U.S. Census LWIA 9 Tennessee Total Primary Jobs 122,552 2,478,765 Jobs held by those age 29 and younger Jobs held by those age 30 to 54 Jobs held by those age 55 and older Jobs with salary of $15,000 or less Jobs with salary of $15,000 to $40,000 Jobs with salary of $40,000 or higher Source: U.S. Census On The Map 22% 23% 59% 57% 19% 20% 18% 22% 40% 42% 42% 37% Bachelor s Degree or Higher Some College/ Associates Degree Completed High School No High School Diploma Tennessee 368

3 Employment by Industry Sector (2011) Agriculture, Forestry, Fishing & Hunting Mining, Quarrying, & Oil & Gas Extraction LWIA 9 Tennessee 0.1% 0.3% 0% 0.1% Utilities 0.4% 0.7% Construction 4% 4.1% Manufacturing 7.8% 12.4% Wholesale Trade 5.4% 4.7% Retail Trade 10.6% 12.1% Transportation & Warehousing 4.4% 5.0% Information 2.9% 1.8% Finance & Insurance 4.1% 4.1% Real Estate & Rental & Leasing Professional, Scientific, & Technical Services Management of Companies & Enterprises Administration & Support, Waste Management & Remediation 1.6% 1.2% 5.1% 4.3% 1.4% 1.2% 6.8% 6.5% Educational Services 7.8% 9.4% Health Care & Social Assistance Arts, Entertainment, & Recreation Accommodation & Food Services Other Services (excluding Public Administration) 14.9% 14.3% 1.2% 1.0% 8.9% 8.7% 3.2% 2.7% Public Administration 9.4% 5.3% Source: U.S. Census On The Map The region s above average population growth and strong employment outlook in many job sectors are evidence of a continued need for technical education. Based on these factors, the following programs are predicted to have an excellent job outlook in the region: Building Construction Technology, Business Systems Technology, Computer Information Technology, Early Childhood Education, and Truck Driving. The following programs are expected to have very good or favorable job prospects: Aviation Maintenance Technology, Machine Tool Technology, and Mechatronics. A number of programs are expected to have a more competitive job market, in part due to the higher number of graduates in these fields relative to the number of anticipated job openings. Some of these graduates and job openings, however, may be related to four-year programs and not affect the demand for those with certificates or the Associate s degrees into which some TCAT students articulate. These programs are: Aesthetics Technology, Auto Body/ Collision Repair, Automotive Technology, Barbering, Cosmetology, Dental Assistant, HVACR, Phlebotomy, Practical Nursing, and Welding Technology. The job outlook in all industry clusters takes into consideration the following factors: Growth rate in the industry cluster relative to the statewide growth rate for that industry cluster Number of annual job openings Supply demand ratio (the ratio of graduates of programs in all related higher education programs to the number of job openings) 369

4 Regional Employment Outlook by Industry Cluster ( ) Program Related Industry Demand Cluster(s) Graduates to Jobs Ratio Average Annual Growth in Jobs Job Outlook Aesthetics Technology Cosmetology and Barbering 7.2 2% E (Very Competitive) Aviation Maintenance Technology Auto Body/Collision Repair Aviation Maintenance (Aircraft Mechanics and Service Technicians) % C (Favorable) Collision Repair Technology 5.4 2% E (Very Competitive) Automotive Technology Automotive Technology % E (Very Competitive) Barbering Cosmetology and Barbering 7.2 2% E (Very Competitive) Building Construction Technology Business Systems Technology Construction Carpenters % A (Excellent) Administrative and Information Support % A (Excellent) CAD Technology Drafting and Design Technology % Ungraded Computer Information Technology Web/Multimedia Management Programming % A (Excellent) Cosmetology Cosmetology and Barbering 7.2 2% E (Very Competitive) Dental Assistant Dental Assisting % D (Very Competitive) Dental Laboratory Technology Early Childhood Education Heating, Ventilation, A/C & Refrigeration Machine Tool Technology Mechatronics Dental Laboratory Technician % Ungraded Early Childhood Development and Services A (Excellent) Construction HVAC/R % D (Competitive) Precision Production Pathway 0 0.6% B (Very Good) Electrical, Electronic Equipment Repairers % B (Very Good) Phlebotomy Medical Assistants % E (Very Competitive) Practical Nursing (LPN) Practical Nurse (LPN) % D (Very Competitive) Truck Driving Truck, Bus, Rail, Water Transportation, and Heavy Equipment % A (Excellent) Welding Technology Construction Welding % E (Very Competitive) Data shown is for Local Workforce Investment Area 9 Source: Tennessee Department of Labor & Workforce Development, Labor Market Information Section Ungraded programs are those without enough jobs or graduates to count, a negative job growth rate, or fewer than 10 placements 370

5 Completion R ates by Progr am ( ) Program Source: Tennessee Board of Regents Central Office *Completion rate not available Enrollment Headcount Completion Count Completion Rate Statewide Average Aesthetics Technology % 82% Aviation Maintenance Technology % 78% Auto Body/Collision Repair % 79% Automotive Technology % 83% Barbering* n/a n/a n/a n/a Building Construction Technology % 83% Business Systems Technology % 80% CAD Technology % 80% Computer Information Technology % 83% Cosmetology % 73% Dental Assistant % 75% Dental Laboratory Technology % 74% Early Childhood Education % 79% Heating, Ventilation, A/C & Refrigeration % 84% Machine Tool Technology % 88% Mechatronics % 89% Phlebotomy % 93% Practical Nursing % 79% Truck Driving % 93% Welding Technology % 89% Total/Average % 82% Progr am Analysis The regional context above shows broader trends in the region. In order to obtain a more detailed picture of the needs of each program, the master planning team interviewed the TCAT Director, members of the Business and Industry Advisory Group, and key faculty. In addition, all faculty were invited to participate in an online survey. The following paragraphs summarize the results of the input received by these methods for each program. The Cosmetology and Welding programs are offered during the evening as well as during the day. The Building Construction, Aviation Maintenance, and Truck Driving programs are all located exclusively on the Cockrill Bend campus. All other programs are located on the Main Campus. Enrollment in the Aesthetics program is expected to remain constant in the next five years. The Aviation Maintenance Technology program is expected to increase in enrollment in the coming years. Interest in this program is consistently high. Enrollment in the Auto Body/Collision Repair program is expected to increase in the near future. Enrollment in the Automotive Technology program is also expected to increase in the near future. Interest in this program is consistently high. The Barbering program closed in September Demand for graduates of the Building Construction Technology program is expected to increase in the coming years, in part due to strong industry demand. 371

6 Placement R ates by Progr am ( ) Program Source: Tennessee Board of Regents Central Office *Placement rate not available Available for Placement Placement Count Placement Rate Statewide Average Aesthetics Technology % 92% Aviation Maintenance Technology % 90% Auto Body/Collision Repair % 86% Automotive Technology % 87% Barbering* n/a n/a n/a n/a Building Construction Technology % 81% Business Systems Technology % 76% CAD Technology % 84% Computer Information Technology % 77% Cosmetology % 86% Dental Assistant % 90% Dental Laboratory Technology % 71% Early Childhood Education % 88% Heating, Ventilation, A/C & Refrigeration % 85% Machine Tool Technology % 89% Mechatronics % 87% Phlebotomy % 81% Practical Nursing % 90% Truck Driving % 94% Welding Technology % 85% Total/Average % 85% Demand for graduates of the Business Systems Technology program is expected to increase in the coming years, in part due to the implementation of the new statewide curriculum. Enrollment in the CAD Technology program is expected to remain constant in the near future. The Computer Information Technology program is expected to increase in enrollment in the coming years. Demand for graduates of the Cosmetology program is expected to increase in the coming years. Interest in this program is consistently high. The Dental Assistant program is expected to grow significantly in the near future. Enrollment in the Dental Laboratory Technology program is expected to remain constant in the next five years. Enrollment in the Early Childhood Education program is expected to remain constant in the next five years. Demand for graduates of the HVACR program is expected to increase in the near future. Enrollment in the Mechatronics program is expected to increase in the coming years. The Phlebotomy program is expected to increase in enrollment in the coming years. The Practical Nursing program, by far the largest on campus today, is expected to continue to increase in 372

7 enrollment in the near future, in part due to an aging regional population in need of nursing services. Enrollment in the Truck Driving is expected to increase in the coming years, in part due to strong industry demand. What one word would you use to describe students first impression of the campus and facilities? The Welding Technology program is expected to continue to grow in the coming years. Potential Future Progr ams Local industry leaders and/or the campus identified the potential for the following programs: diesel technology, advanced manufacturing, practical care technician, motorcycle/marine, and hospitality. Based on data from the Tennessee Department of Labor, the following industries have excellent or very good job outlooks, but there are not currently any programs at TCAT Nashville that meet these industries needs: veterinary technology, emergency medical technician, agribusiness, turf grass/nursery, horticulture, plumbing, and pharmacy assisting. What one word would you use to describe what the college could become in the future? The wordles above are based on responses to the online survey 373

8 Space Needs The master planning team performed a detailed space audit of the Tennessee College of Applied Technology Nashville in order to obtain the most up-to-date room inventory. Room areas and use codes were updated as needed; a list of updates was provided to the campus. Numbers from the updated space audit, combined with adjusted FTE enrollment data provided by the Tennessee Board of Regents central office (see table on following page) and employee counts provided by the campus, served as the inputs for the space model that calculated needed space. For details regarding the model and an explanation of its methodology, see Appendix A. Main Campus Office Space Needs Net Square Feet Existing space Modeled space needs Administrative Office Space Faculty Office Space Main Campus Other Space Needs As shown in the chart at right, the model shows that the amount of existing administrative office space is more than adequate. The model shows a significant surplus of existing faculty office space. According to data provided by the campus, there are 30 faculty on the Main Campus that need desks, but the master planning team s walk-through found 45 faculty office stations. Net Square Feet Existing space Modeled space needs The chart at center right compares four existing types of space with modeled space needs in those categories. The open computer lab category includes space for Technology Foundations, testing, and open computer labs. The model shows a need for approximately 1,600 additional square feet of this type of space, based on current enrollment. The model shows that existing food service space is nearly adequate. This category includes student lunch rooms or lounges, vending machine areas, and the like. Meeting space includes space available for community use, staff meetings, and large gatherings of students. The model indicates a need for more space. This space is important for its role in marketing to the regional community. Central service and storage space does not include storage and service space for individual programs or for offices. It includes storage for campus-wide supplies, maintenance and janitorial supplies, surplus equipment, vehicle storage, and the like. The model shows that existing space would need to nearly double to be adequate. Open Computer Lab Space Food Service Space Meeting Space Central Service/ Storage Space Main Campus Non-Teaching Space Needs Existing Assignable Sq. Ft. Additional Space Needed (Sq. Ft.) Administrative Offices 4, Faculty Offices 6,293-1,613 Open Computer Labs 2,213 1,639 Food Service 1, Meeting Space 2, Central Service/Storage 3,728 3,494 Each space category includes related support space such as conference rooms and storage closets; negative numbers indicate a space surplus 374

9 The chart on the following page shows the model s calculated needs for teaching space for each program. Teaching space is the sum of classroom and lab (also referred to as shop) space, as well as any storage or other space that directly supports teaching space. Bars that extend to the right in the chart indicate a need for more space, while bars that extend to the left show a surplus of existing space. Where the bars show both surplus and need, the amount of existing space is within the acceptable range. Because the model assumes a range of acceptable space, the darker blue bars show the minimum amount of space needed and the lighter blue bars show the maximum amount of space needed. All calculations are based on existing enrollment rather than capacity, so modeled needs would increase with enrollment. Adjusted FTE enrollment numbers include dual enrollment high school students. The following paragraphs summarize each program s space needs, based on the results of the model, interviews with faculty and administrators, and online survey responses. The Aesthetics Technology program is one of only two programs of this kind in the state, so lab space is not addressed by the model. The campus indicated a need for additional space to accommodate current enrollment. The model indicates that existing classroom space is adequate, but the need for walls to separate the classroom was expressed by the campus. The Aviation Maintenance Technology is one of only three programs of this kind in the state, so lab space is not addressed by the model. This program is taught exclusively on the Cockrill Bend Campus. The campus indicated a need for additional lab space, especially if there is a desire to increase enrollment. The model indicates that the size of the existing classroom space is more than adequate. According to the model, lab space for the Auto Body/Collision Repair program would need to expand to meet current needs, although the campus indicated that the size of existing space is adequate. Existing classroom space is adequate according to the model and the campus. Lab space for the Automotive Technology program is currently adequate according to the campus, although the model shows that it would need to increase to serve current enrollment. Classroom space is adequate. Adjusted FTE Enrollment Enrollment Aesthetics Technology 21 Aviation Maintenance Technology 34 Auto Body/Collision Repair 27 Automotive Technology 42 Barbering 6 Building Construction Technology 29 Business Systems Technology 19 CAD Technology 10 Computer Information Technology 18 Cosmetology 47 Dental Assistant 5 Dental Laboratory Technology 13 Early Childhood Education 25 HVACR 60 Machine Tool Technology 20 Mechatronics 17 Phlebotomy 11 Practical Nursing 114 Truck Driving 5 Welding Technology 27 Total 549 Enrollment is based on total contact hour data for the academic year and assumes 1,296 contact hours per full-time equivalent student Source: Tennessee Board of Regents Central Office The Barbering program closed in September 2013, so space needs shown here are no longer relevant. The model shows that the Building Construction Technology program needs at least approximately 6,900 additional square feet of lab space to adequately serve current enrollment. The campus confirmed a significant need for more space. Both the model and the campus confirmed that classroom space is adequate. This program is taught exclusively on the Cockrill Bend Campus. Lab space for the CAD Technology program is more than adequate according to the model and the campus. This program has a separate classroom, which is not typical for this type of program on other TCAT campuses. 375

10 Teaching Space Needs Surplus Need Auto Body/Collision Repair Automotive Technology Building Construction Technology Business Systems Technology CAD Technology Computer Information Technology Cosmetology Minimum space needed Maximum space needed Dental Assistant Early Childhood Education Mechatronics HVACR Machine Tool Technology Practical Nursing (LPN) Truck Driving Welding Technology sq. ft. The model shows a need for more teaching space for the Computer Information Technology program, but the campus confirmed that the quantity of existing space is adequate. The Cosmetology program has an adequate amount of teaching space according to the campus, although the model shows needs for more classroom and lab space based on the current high enrollment and assuming that some space is needed for customers. The model indicates that lab space for the Dental Assistant program is currently adequate due to low enrollment, but the campus indicated the need for more space. There is no existing classroom for this program, so classroom space is needed. The Dental Laboratory Technician is one of only two programs of this kind in the state, so lab space is not included in the model. The campus indicated that existing lab space is adequate, but there is no classroom space for this program, so a classroom is needed. Teaching space for the Early Childhood Education program is adequate according to the campus. The model shows a need for more space. The campus and the model confirm that there is a significant need for existing lab and classroom space for the HVACR program. This space should expand by at least approximately 5,900 square feet to be adequate. 376

11 The model indicates that lab space for the Machine Tool Technology program is at the low end of the acceptable range. The campus indicated a need for additional space due to the CNC machines. There is also a need for more classroom space. The model shows that the amount of teaching space for the Mechatronics program is currently within the acceptable range. This calculation includes enrollment from the Electrical and Power Transmission program. The campus confirmed that existing space is adequate. The Phlebotomy program is one of only four in the TCAT system, so lab space is not addressed by the model, but the campus indicated a need for additional lab space. The campus indicated that the classroom space is adequate for existing enrollment, but the model shows a need for more space. The model shows a need for significantly more lab space for the Practical Nursing program. The campus indicated that the quantity of existing space is adequate, but that it is inefficiently arranged. The amount of classroom space is currently adequate. No indoor lab space is assumed to be needed for the Truck Driving program. The campus indicated that a larger outdoor driving area would be needed if enrollment increases. The model shows that the size of the existing classroom is adequate. This program is taught exclusively on the Cockrill Bend Campus. Both the model and the campus indicated that lab space for the Welding program would need to expand significantly to meet current needs. There is also a need for more classroom space. Teaching Space Needs Total Existing Classroom & Lab Space Minimum Additional Space Needed Maximum Additional Space Needed Aesthetics Technology 2,942 more needed more needed Aviation Maintenance Technology 7,534 more needed more needed Auto Body/Collision Repair 7,782 3,455 5,576 Automotive Technology 10,197 1,884 4,268 Barbering 1,521 adequate adequate Building Construction Technology 2,545 6,893 8,640 Business Systems Technology CAD Technology 1, Computer Information Technology 1, Cosmetology 3,511 1,890 2,837 Dental Assistant 1, Dental Laboratory Technology 764 adequate adequate Early Childhood Education 1, ,017 HVACR 6,015 5,863 10,339 Machine Tool Technology 6, ,105 Mechatronics 3, Phlebotomy 963 more needed more needed Practical Nursing 6,408 3,157 6,573 Truck Driving Welding Technology 3,879 3,516 4,866 All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus 377

12 Detailed Teaching Space Needs Existing Classroom Space Additional Classroom Space Needed Existing Lab Space Minimum Additional Lab Space Needed Maximum Additional Lab Space Needed Aesthetics Technology ,413 not in model not in model Aviation Maintenance Technology 1, ,433 not in model not in model Auto Body/Collision Repair ,290 3,311 5,431 Automotive Technology 1, ,924 2,855 5,380 Barbering not in model not in model Building Construction Technology ,745 6,994 8,741 Business Systems Technology 0 0* CAD Technology * 1, Computer Information Technology , Cosmetology ,769 1,495 2,442 Dental Assistant , Dental Laboratory Technology not in model not in model Early Childhood Education , HVACR 273 1,159 5,742 4,703 9,180 Machine Tool Technology , ,080 Mechatronics , Phlebotomy not in model not in model Practical Nursing 3, ,309 3,523 6,939 Truck Driving ** 0** Welding Technology ,411 3,337 4,686 All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus *The model assumes that the Business Systems Technology and CAD Technology programs do not need separate classroom space **The model assumes that the Truck Driving program does not need indoor lab space 378

13 Space Recommendations The following recommendations offer a potential set of solutions to address the space needs identified above. These changes reflect some new buildings, as well as some migrations that make use of currently vacant space as shown in the diagrams on the following pages. Construct a new building where shown on the plan to house the HVACR program. Once this program leaves its current space, Welding should expand to fill it. Relocate the CAD Technology program to the space vacated by the Barbering program in the Henry Building. The CAD Technology classroom and offices in the Shop Building should then be occupied by the Machine Tool program. The Machine Tool classroom and offices can then be converted to additional lab space for that program. Renovate and combine rooms 302, 303, 305, and 306 in the Henry Building to make more efficient use of office space for the Adult Education program and eliminate the conference room. Relocate the existing Adult Education classroom from room 312 in the Gibson Building to this space. The Adult Education classroom should then be converted to laboratory space for the Practical Nursing program or classroom space for the Dental programs. A storage building should be built on campus to help address campus-wide (non-program-related storage and service needs). In the long term, construct an Allied Health building where shown on the plan. This building should include space for the Practical Nursing, Phlebotomy, Dental Assistant, and Dental Laboratory Technology programs, as well as any future health programs. Its location at the front of the campus is an opportunity to make an architectural statement and make a more modern first impression. Alternately, space for these programs could be leased elsewhere in the region. In the long term, construct a new building where shown on the plan to house a Diesel Technology program. Alternately, this new building could be constructed on the Cockrill Bend Campus. Relocate the Building Construction Technology program from the Cockrill Bend campus to another location and convert its current space to lab space for the Aviation Maintenance Technology program. The proposed expansions and migrations will provide space for those programs with the highest needs. A new Allied Health building would provide much-needed space for several programs and improve the appearance of the campus. 379

14 Proposed Migr ation Plan: Shop Building Machine Tool Technology Lab Auto Body/ Collision Repair Lab Welding Technology Lab C A Machine Tool Classroom Machine Tool Technology Lab Welding Classroom Mechatronics Lab Mechatronics Lab Auto Body/ Collision Repair Classrm. Auto Body/ Collision Repair Lab B Auto Body/ Collision Repair Paint Booth Key Existing Use Proposed Use A Machine Tool Storage & Offices Machine Tool Lab B CAD Lab, Classroom, & Office Machine Tool Lab, Classroom, & Office C HVACR Lab, Classroom, & Offices Welding Lab D Barbering Lab & Classroom CAD Lab E Adult Education Offices Adult Education Offices & Classroom F Adult Education Classroom Dental Classroom or Practical Nursing Lab Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions 380

15 Proposed Migr ation Plan: Henry and Gibson Buildings Cosmetology Lab Cosmetology Lab Cosmetology Classroom Administrative Offices Mechanical Room Reception Bookstore Student Lounge/ Lunch Room Multipurpose Room Mechanical Room D Reception Director s Office Testing Center Testing Center Computer Information Technology Lab Practical Nursing Lab Practical Nursing Lab Practical Nursing Lab E Practical Nursing Classroom Practical Nursing Classroom F Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions 381

16 Proposed Expansions dge e Bri t i h W Road Legend A Potential HVACR Building B Potential Future Allied Health Building B C Potential Future Diesel Building A 106 C C Target 104 Proposed Parking Expansion 382

17 Facilities Needs A comprehensive facilities needs assessment was conducted by architectural and engineering representatives of the master planning team. The detailed results and comments of that assessment have been documented in the online Physical Facilities Survey. The primary needs are as follows: The Shop Building has evidence of differential settlement occurring above the reasonable expected limits. Twelve different wall locations were observed with shear, stepping, or traveling cracks with the greatest cracking occurring in rooms 117 & 118. Roofing sealant and seams are beginning to fail throughout the roofing systems of the Shop Building, Henry Building, Gibson Building, and the Malin Building. There is a window air conditioning unit in the snack room of the Shop Building. Most all four pipe fan coil units in the HVAC system appear to be at the end of their useful life. Ventilation for the Welding shop is inadequate. The existing electrical system is at capacity. Lighting system needs upgrading. The air handler located in room 236 appears to be original to the building and has reached the end of its useful life. Servers in the Henry and Malin Buildings could be better served by HVAC system. Several mechanical or sprinkler rooms are currently being used for storage. Plumbing fixtures in the Gibson Building appear to be original. The HVAC system in the Gibson Building is original to the building. The air handling systems and condensing units in the Malin Building are original and are reaching the end of their useful life. Mold on the diffusers and ceiling tiles in the Malin Building is likely due to the use of goose neck PVC pipes as sleeves for the refrigerant piping. This piping is not sealed weatherproof and is allowing moisture to migrate into the ceiling space. The electrical system for the Malin Building is at capacity. The existing air handling unit in Building 6 is in poor condition. In the Aesthetics classroom, sprinkler heads are pointing down rather than up. There is no air conditioning in the Aviation lab (only heating and ventilation). The electrical system seems to have been upgraded 5-6 years ago, but the campus reported that it is at capacity. In addition to the proposed buildings and building expansion shown above, a few other site improvements are recommended The parking lot on the Main Campus should be sealed, and lighting at the rear of the campus should be improved. On the Cockrill Bend campus, an adjacent roadway and culvert are discharging stormwater onto the campus. During heavy rain, water leaks under the roll-up door for the Aviation Lab. Ponding also occurs in the gravel truck driving lot due to improper grading. According to parking ratio assumptions developed as part of this Master Plan, and based on the existing number of students, faculty, administrators, and staff on the Main Campus, there is currently a deficit of 4 parking spaces. Parking should be expanded where shown on the plan to eliminate this deficit, which includes the assumption that a small percentage of students bike or ride the bus to campus. 383

18 Physical Facilities Survey R atings Summary System Shop Building (Bldg. 1) Henry Building (Bldg. 2) Gibson (Bldg. 3) Auto Technology (Bldg. 4) Building 5 Building 6 Aviation Building Substructure Foundation 50% 100% 90% 90% 90% 100% 50% 80% Basement Construction 80% 100% 100% 90% 90% 100% 100% 100% Shell Superstructure 80% 100% 100% 80% 100% 100% 70% 90% Exterior Enclosure 60% 70% 70% 80% 90% 90% 90% 90% Roofing 80% 70% 80% 80% 100% 100% 70% 90% Interiors Interior Construction 80% 90% 90% 90% 90% 100% 90% 90% Stairs 100% 100% 100% 100% 100% 100% 70% 100% Interior Finishes 80% 70% 70% 70% 80% 80% 90% 90% Systems Conveying 100% 100% 100% 100% 100% 100% 0% 100% Plumbing 90% 90% 80% 100% 90% 100% 90% 90% HVAC 70% 90% 100% 80% 90% 80% 50% 80% Fire Protection 100% 100% 100% 100% 100% 100% 100% 100% Electrical 70% 100% 100% 100% 70% 100% 70% 100% Data & Communications 90% 80% 90% 90% 70% 90% 90% 90% General Equipment & Furnishings 100% 100% 100% 100% 100% 100% 90% 100% Special Construction 100% 100% 100% 100% 100% 100% 100% 100% Site Conditions 100% 70% 100% 100% 100% 100% 30% 70% Safety Standards 100% 100% 100% 100% 100% 100% 90% 100% Building Suitability 100% 100% 100% 100% 100% 100% 30% 100% Building Adaptability 100% 100% 100% 100% 100% 100% 30% 100% Weighted Average 80% 91% 92% 90% 91% 95% 70% 91% Source: Tennessee Board of Regents Physical Facilities Survey online database, review ratings (updated by Master Plan team in June 2013) Weighted averages take into account the respective weights of each system Truck Driving Existing Buildings Building ID Building Name Year Built Use Code Gross Sq. Ft. 101 Shop Building (Bldg. 1) (Instructional Shop) 36, Henry Building (Bldg. 2) (Classroom/Office) 26, Gibson (Bldg. 3) (Classroom/Office) 7, Auto Technology (Bldg. 4) (Instructional Shop) 12, Building (Classroom/Office) 9, Building (Classroom/Office) 9, Aviation Building (Classroom/Office) 9, Truck Driving (Classroom/Office) 4,000 Source: Tennessee Board of Regents 384