Harriman...includes Roane County. According to this data, all industry demand clusters related to programs taught at TCAT Harriman are expected to grow between 2012 and 2020 except

151Tennessee Colleges of Applied Technology Master Plan: Harriman

The Tennessee College of Applied Technology Harriman is located along Highway 61, about 2½ miles east of downtown Harriman, 6 miles north of Interstate 40, and 45 miles west of Knoxville. The campus consists of four buildings that total 60,227 gross square feet. During the 2012-2013 academic year, the Main Campus had an adjusted full-time equivalent enrollment of 171 students.

Regional Context

TCAT Harriman is located in Local Workforce Investment Area 4, which includes a number of East Tennessee counties that surround Knoxville. The population of this region was 486,379 as of 2010. There were 154,089 primary jobs as of 2011.

Workforce Investment Area 4

TCAT Harriman is located in Roane County, part of the nine-county area of Local Workforce Investment Area 4

SCOTT

ANDERSON

SEVIER

PUTNAM

N O R T H

C A R O L I N A

CAMPBELL

WHITE

MORGAN

CUMBERLAND

ROANE

LOUDON BLOUNT

MONROE

FENTRESS

CLAIBORNE

UNION

KNOX

PICKETT

OVERTON

BLEDSOE

RHEAM

EIGS

MCM

INN

K E N T U C K Y

TCAT Harriman

Harriman

152 Tennessee Colleges of Applied Technology Master Plan: Harriman

Between 2010 and 2020, population in the region is expected to grow slightly slower than the state as a whole. This indicates that job growth rates may be similar. Worker age and salary profiles are similar to those for the state as a whole.

Educational attainment in the region lags slightly behind Tennessee as a whole. Compared to the statewide average, 5% fewer residents of the region have only a high school degree or equivalent, and 7% fewer have a Bachelor’s degree or more.

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: agriculture, forestry, fishing, & hunting; manufacturing; and professional, scientific, & technical services.

The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: transportation & warehousing; information; finance & insurance; and real estate & rental & leasing.

The regional employment outlook by industry cluster shown on page 154 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 4, which includes Roane County.

According to this data, all industry demand clusters related to programs taught at TCAT Harriman are expected to grow between 2012 and 2020 except for Machine Tool Technology. The campus and industry advisors indicated that there is strong demand for graduates in this industry. 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)

Based on these factors, the Business Systems Technology, Computer Information Technology, and Residential Wiring programs are predicted to have an excellent job outlook in the region.

LWIA 4 Tennessee2000 Population 434,650 5,689,2832010 Population 486,379 6,346,1052020 Population (projected)

518,700 6,894,708

Annual Growth (projected)

0.7% 0.8%

Population

Source: U.S. Census, Tennessee State Data Center

LWIA 4 TennesseeTotal Primary Jobs 154,089 2,478,765Jobs held by those age 29 and younger

21% 23%

Jobs held by those age 30 to 54

57% 57%

Jobs held by those age 55 and older

22% 20%

Jobs with salary of $15,000 or less

21% 22%

Jobs with salary of $15,000 to $40,000

41% 42%

Jobs with salary of $40,000 or higher

38% 37%

Employment by Age and Salary (2011)

Source: U.S. Census On The Map

Source: U.S. Census

2012 Educational Attainment (Percent of Population Age 25+)

No High School Diploma

Bachelor’s Degree or Higher

Some College/Associates Degree

Completed High School

Bachelor’s Degree or Higher

Completed High School

LWIA 4 Tennessee

Some College/Associates Degree

No High School Diploma


Program 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. There are currently no full-time evening programs.

Enrollment in the Automotive Technology program is expected to remain constant in the next five years.

Enrollment in the Business Systems Technology program is expected to remain constant in the next five years.

The Computer Information Technology program is expected to increase in enrollment in the near future.

Enrollment in the Cosmetology program is expected to remain constant in the coming years.

The Diesel Equipment Technology program is expected to increase in enrollment in the next five years, in part due to a strong agriculture industry in the region. Interest in this program is consistently high.

Enrollment in the Industrial Maintenance program is expected to remain constant in the near future.

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: Automotive Technology, Practical Nursing (LPN), and Welding Technology.

LWIA 4 TennesseeAgriculture, Forestry, Fishing & Hunting

0.8% 0.3%

Mining, Quarrying, & Oil & Gas Extraction

0.2% 0.1%

Utilities 0.9% 0.7%Construction 4.6% 4.1%Manufacturing 19.2% 12.4%Wholesale Trade 3% 4.7%Retail Trade 11.9% 12.1%Transportation & Warehousing

3% 5.0%

Information 0.7% 1.8%Finance & Insurance 3.3% 4.1%Real Estate & Rental & Leasing

0.8% 1.2%

Professional, Scientific, & Technical Services

8.6% 4.3%

Management of Companies & Enterprises

0.9% 1.2%

Administration & Support, Waste Management & Remediation

5.5% 6.5%

Educational Services 9.1% 9.4%Health Care & Social Assistance

12.2% 14.3%

Arts, Entertainment, & Recreation

0.7% 1.0%

Accommodation & Food Services

7.9% 8.7%

Other Services (excluding Public Administration)

2.2% 2.7%

Public Administration 4.5% 5.3%

Employment by Industry Sector (2011)

Source: U.S. Census On The Map

The region’s projected population and job growth, combined with low educational attainment and lower than average wages, are evidence of a continued need for technical education.


Potential Future Programs

Local industry leaders and/or the campus identified the potential to add the following programs in the future: medical information technology, aesthetics, freight management, marine and commercial power equipment repair, patient care technician, food processing, trucking, construction, and solar technician. The energy sector was also a focus of conversation, including the Y-12 uranium enrichment project.

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 Harriman that meet these industries’ needs: turf grass/nursery; horticulture; production animals; pharmacy assisting; veterinary technology; plumbing; HVACR; truck, bus, rail, water transportation & heavy equipment; warehousing & distribution centers; and collision repair.

Enrollment in the Machine Tool Technology program is expected to grow in the coming years, in part due to demand in advanced manufacturing and at the Oak Ridge National Laboratory.

The Practical Nursing (LPN) program is expected to continue to increase in enrollment in the next five years, due to increasing health care demands in the region and competitive TCAT tuition. Interest in this program is consistently high.

The Residential Wiring program is expected to increase in enrollment in the near future, in part due to a retiring workforce.

Demand for graduates of the Welding Technology program is expected to increase in the next five years, due in part to high demand nationwide.

Regional Employment Outlook by Industry Cluster (2012-2020)

Program Related Industry Demand Cluster(s)Graduates to

Jobs RatioAverage Annual Growth in Jobs Job Outlook

Automotive Technology Automotive Technology 3.5 1.2% E Very Competitive)

Business Systems Technology

Administrative and Information Support 1 1.4% A (Excellent)

Computer Information Technology

Web/Multimedia Management Programming

0.7 1.8% A (Excellent)

Cosmetology Cosmetology and Barbering 3.8 2.1% UngradedDiesel Equipment Technology

Diesel Technology 4 1.3% Ungraded

Industrial Maintenance* Operations and Maintenance 0.5 0.8% B (Very Good)Machine Tool Technology

Precision Production Pathway 0.2 -0.5% Ungraded

Practical Nursing (LPN) Practical Nurse (LPN) 7.2 1.8% E (Very Competitive)

Residential Wiring Construction Electrical 0.2 1.3% A (Excellent)Welding Technology Construction Welding 8.1 1.5% E (Very

Competitive)Data shown is for Local Workforce Investment Area 4 Source: Tennessee Department of Labor & Workforce Development, Labor Market Information SectionUngraded programs are those without enough jobs or graduates to count, a negative job growth rate, or fewer than 10 placements*Information for this program is based on statewide data because regional data is not available


Program Enrollment Headcount

Completion Count

Completion Rate

Statewide Average

Automotive Technology 18 17 94% 83%Business Systems Technology 32 31 97% 80%Computer Information Technology 13 11 85% 83%Cosmetology 14 12 86% 73%Diesel Equipment Technology 15 14 93% 87%Industrial Maintenance 12 10 83% 86%Machine Tool Technology 8 7 88% 88%Practical Nursing (LPN) 38 32 84% 79%Residential Wiring n/a n/a n/a n/aWelding Technology 19 19 100% 89%Total/Average 169 153 91% 83%

Completion Rates by Program (2012-2013)

Placement Rates by Program (2012-2013)

Source: Tennessee Board of Regents Central Office

Program Enrollment Headcount

Completion Count

Completion Rate

Statewide Average

Automotive Technology 15 14 93% 87%Business Systems Technology 30 26 87% 76%Computer Information Technology 11 8 73% 77%Cosmetology 5 5 100% 86%Diesel Equipment Technology 13 11 85% 86%Industrial Maintenance 10 8 80% 83%Machine Tool Technology 5 4 80% 89%Practical Nursing (LPN) 28 24 86% 90%Residential Wiring n/a n/a n/a n/aWelding Technology 16 14 88% 85%Total/Average 133 114 86% 84%

What one word would you use to describe students’ first impression of the campus and facilities?

What one word would you use to describe what the college could become in the future?

These “wordles” are based on responses to the online survey


Space Needs

The master planning team performed a detailed space audit of the Tennessee College of Applied Technology Harriman 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.

As shown in the chart at right, the model shows that there is currently a surplus of administrative office space. This is likely due to the fact that administrative office support space such as file rooms and conference rooms is not fully accounted for in the model. The model shows a small need for additional faculty office space. A number of instructors indicated the need for more office space in surveys.

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 that the amount of this type of space would need to more than double to adequately serve current enrollment.

The model shows that there is a significant surplus of food service space. 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. There is currently no space of this type on campus, so the model shows a significant need. 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

Office Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Administrative Office Space

Faculty Office Space

Other Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Open Computer Lab Space

Food Service Space

Meeting Space

Central Service/Storage Space

Non-Teaching Space Needs

Each space category includes related support space such as conference rooms and storage closets; negative numbers indicate a space surplus

Existing Assignable

Sq. Ft.

Additional Space Needed

(Sq. Ft.)Administrative Offices 2,467 -751Faculty Offices 1,844 28Open Computer Labs 525 846Food Service 1,266 -581Meeting Space 0 1,028Central Service/Storage 1,556 1,014


shows a need for approximately 1,000 square feet more space of this type.

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.

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.

• According to the model, there is a significant surplus of teaching space for the Automotive Technology program based on current enrollment. The campus indicated needs for additional classroom and lab space for engines, transmissions, and storage.

• There is currently a surplus of teaching space for the Business Systems Technology program according to the model. The campus indicated that the quantity of space is adequate, but that its division into two rooms is not desirable.

• The Computer Information Technology program needs a small amount of additional teaching space according to the model. The campus indicated that the amount of existing space is adequate.

• There is a surplus of teaching space for the Cosmetology program according to the model. The campus indicated the need for additional space, especially for clients.

• The Diesel Equipment Technology program does not have a space standard in the model. The campus indicated that teaching space would need to expand to adequately serve current enrollment.

• Teaching space for the Industrial Maintenance program would need to expand by between approximately 300 and 1,600 square feet to

adequately serve current enrollment according to the model. The campus confirmed the need for additional space, especially for welding. It was also noted that the space could be more efficiently arranged.

• Teaching space for the Machine Tool Technology program would need to expand by between approximately 1,100 and 2,200 square feet to adequately serve current enrollment according to the model. The campus confirmed the need for additional space, especially for equipment and storage.

• Teaching space for the Practical Nursing (LPN) program would need to expand by between approximately 400 and 1,700 square feet to be adequate according to the model. The campus confirmed existing crowding and the need for additional classroom, computer lab, and skills lab space.

• The Residential Wiring program does not have a space standard in the model. Enrollment in this program is increasing, as are its space needs.

• Welding Technology teaching space would need to expand by between approximately 1,800 and 2,700 square feet to be adequate according to the model. The campus confirmed the need for additional space and additional welding booths.

Adjusted FTE Enrollment

Enrollment is based on total contact hour data for the 2012-2013 academic year and assumes 1,296 contact hours per full-time equivalent student *Includes Industrial Electronics enrollment Source: Tennessee Board of Regents Central Office

2012-2013 Enrollment

Automotive Technology 14Business Systems Technology 22Computer Information Technology 10Cosmetology 17Diesel Equipment Technology 15Industrial Maintenance* 13Machine Tool Technology 19Practical Nursing (LPN) 45Residential Wiring 1Welding Technology 17Total 171


Teaching Space NeedsTotal Existing

Classroom & Lab SpaceMinimum Additional

Space NeededMaximum Additional

Space NeededAutomotive Technology 5,782 -1,286 -429Business Systems Technology 1,864 -770 -551Computer Information Technology 1,160 133 232Cosmetology 2,690 -696 -364Diesel Equipment Technology 8,743 more needed more neededIndustrial Maintenance 2,144 295 1,587Machine Tool Technology 4,960 1,108 2,221Practical Nursing (LPN) 3,357 398 1,739Residential Wiring 1,030 adequate adequateWelding Technology 2,891 1,834 2,679

Teaching Space NeedsSurplus Need

Minimum space neededMaximum space needed

sq. ft.

Automotive Technology

Detailed Teaching Space Needs

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 program does not need separate classroom space

Existing Classroom

Space

Additional Classroom Space

Needed

Existing Lab

Space

Minimum Additional Lab Space Needed

Maximum Additional Lab Space Needed

Automotive Technology 537 -37 5,245 -1,249 -392Business Systems Technology 0 0* 1,864 -770 -551Computer Information Technology 0 500 1,160 -367 -268Cosmetology 538 -38 2,152 -658 -326Diesel Equipment Technology 538 -38 8,205 not in model not in modelIndustrial Maintenance 395 105 1,749 190 1,482Machine Tool Technology 445 55 4,515 1,053 2,166Practical Nursing (LPN) 1,443 -370 1,914 768 2,109Residential Wiring 0 500 1,030 not in model not in modelWelding Technology 528 -28 2,363 1,862 2,707

Business Systems Technology


Cosmetology

Machine Tool Tech.

Practical Nursing (LPN)

Welding Technology

Industrial Maintenance


Space Recommendations

Space needs on the TCAT Harriman Main Campus are various and complex. The series of expansions and migrations described below and shown on the following pages offer one potential solution to meet the most significant space needs identified above, as well as make more efficient use of existing high bay spaces.

• Convert the existing special industry training space is room 101 of Building 2 to space for the proposed Residential / Commercial / Industrial Electricity program. Convert the existing Residential Wiring lab to additional lab space for the Industrial Maintenance program.

• Convert the existing Machine Tool classroom to Machine Tool lab space. Convert the lunch room to Machine Tool classroom and/or lab space. (The lunch room should be relocated to room 121 in Building 1 as described below.)

• Convert the existing Cosmetology lab to expanded Welding Technology lab space. A new Welding classroom should be constructed within this space, allowing the existing Welding classroom to be converted to a classroom for the proposed Residential / Commercial / Industrial Electricity program. The existing Cosmetology classroom should become an expansion of Technology Foundations space. In the short term, the Cosmetology program should be relocated to leased space in downtown Harriman.

• Construct a two-story addition to Building 4 for the Cosmetology program (first floor) and proposed Health IT program or Aesthetics program (second floor) where shown. Alternately, construct a new building for these programs at the front of the campus as shown on the plan. This would require constructing additional parking to replace those spaces occupied by the proposed building.

• Relocate the existing Business Systems Technology program from rooms 120 and 121 of Building 1 to the rooms 203 and 204 of Building 4. (An elevator should be installed to make these second-floor rooms accessible.) Room 120 should be converted to a multipurpose room. Room 121 should be converted to a student lunch room.

• Convert room 124 in Building 4 for use by the Practical Nursing program. It is currently used for nursing alumni.

• Demolish the existing wall that divides the Diesel Equipment Technology lab (if architecturally and structurally feasible) to allow more efficient use of space.

• Purchase or construct a new storage building.

• In the long term, construct a new building where shown on the plan to house a relocated automotive program. The existing automotive space could be used for an expansion of the Diesel Equipment Technology program (perhaps in part to relocate indoors the existing wash station and dynamometer) or for the proposed marine engines program.

A series of migrations, combined with an addition and a future new buildings, add space for those programs that are most in need, and make better use of existing high bay space.

Making sure that all existing high bay spaces are used by technical programs will reduce the cost of expansions


Proposed Migration Plan: Buildings #1, #2, & #3Key Existing Use Proposed UseA Industry

TrainingProposed Res/Com/Ind Electricity Program Lab

B Welding Classroom

Proposed Res/Com/Ind Electricity Program Classroom

C Machine Tool Classroom

Machine Tool Lab Expansion

D Student Lunch Room

Machine Tool Classroom/Lab

E Cosmetology Lab

Welding Lab & Classroom

F Residential Wiring Lab

Industrial Maintenance Lab Expansion

G Cosmetology Classroom

Technology Foundations Expansion

H Business Sys. Tech. Lab

Multipurpose Room

I Business Sys. Tech. Lab

Student Lunch Room

J Industry Training/Storage

TBD

K Industry Training

Business Systems Technology Lab

L Automotive Technology

Diesel Equipment Tech. Expansion or Future Program

M Nursing Alumni Space

Practical Nursing Lab

Machine Tool Technology Lab

Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions

A

BC

D

E

F G

H I

Machine Tool Lab Welding

Technology Lab

Industrial Maintenance Lab

IM Classrm.

Tech. Foundations


Admin. Offices

Admin. Offices


Proposed Migration Plan: Building #4

Second Floor

J

K

L

M

Diesel Equipment Technology Lab

Diesel Equipment Technology Lab

Diesel Equipment Technology Classroom

Practical Nursing Classroom Practical

Nursing Lab

Practical Nursing Lab

Storage

Diesel Equip. Tech. Storage

Diesel Equip. Tech. StorageUniform

Changing Room


Proposed Improvements

°

Highway 61

Potential Future

Automotive Building

Building 101

Building 103Building 102

Building 104

Proposed Addition

Potential Future

Building

Potential Future

ParkingPotential Land Acquisition


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:

• Structural cracking and deterioration were noted in several locations. These are major concerns that should be investigated by a structural engineer.

• The boiler and air cooled chiller in Building #1 are reaching the end of their lifespans.

• The electrical systems in all buildings are at capacity.

• A number of plumbing fixtures in Buildings #2 and #3 have reached the end of their useful life.

• A fire extinguisher is missing from room 117 in Building 2, but is required due to the changing rooms being constructed of wood.

• Ventilation is inadequate in room 107 of Building 2 (Welding Technology lab), room 114 of Building 2 (Cosmetology lab), and room 134 of Building 4 (Diesel Equipment Technology lab). Exhaust fumes from the Diesel and Automotive Technology labs were reported to have reaches outside air intakes of rooftop units.

• The high bay shops in Building 4 (Diesel and Automotive) lack air conditioning.

Site Needs

No major site needs were identified during the walk-through. The parking lot pavement is in acceptable condition with only minor cracking. A wet weather spring located at the northwest end of the parking lot outside the Automotive shop is causing minor flooding and should be investigated. The sidewalk north of Building 1 slopes toward the building.

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, parking is currently adequate on campus. Additional parking may be necessary as future expansions are built.

Given the significant topography on site and the resulting lack of sites for building expansions, the property to the west is recommended for acquisition.

Significant topography limits options for expansions

Serious cracking was noted in several buildings and should be investigated by a structural engineer


System Building #1 Building #2 Building #3 Building #4Substructure Foundation 100% 100% 100% 50%

Basement Construction 100% 100% 100% 50%Shell Superstructure 100% 90% 70% 50%

Exterior Enclosure 90% 80% 100% 60%Roofing 100% 100% 100% 100%

Interiors Interior Construction 100% 90% 100% 80%Stairs 100% 100% 100% 100%Interior Finishes 90% 90% 100% 80%

Systems Conveying 100% 100% 100% 10%Plumbing 90% 70% 70% 70%HVAC 70% 90% 70% 70%Fire Protection 100% 70% 100% 100%Electrical 70% 70% 70% 70%Data & Communications 90% 90% 90% 100%

General Equipment & Furnishings 100% 100% 100% 100%Special Construction 100% 100% 100% 100%Site Conditions 90% 100% 100% 100%Safety Standards 100% 100% 100% 70%Building Suitability 100% 100% 100% 100%Building Adaptability 100% 100% 100% 100%

Weighted Average 91% 89% 89% 74%

Physical Facilities Survey Ratings Summary

Building ID Building Name Year Built Use Code Gross Sq. Ft.101 Building #1 1970 10 (Classroom/Office) 9,585102 Building #2 1970 14 (Instructional Shop) 11,051103 Building #3 1970 14 (Instructional Shop) 11,051104 Building #4 1968 14 (Instructional Shop) 28,540

Existing Buildings

Source: Tennessee Board of Regents Physical Facilities Survey online database

Source: Tennessee Board of Regents Physical Facilities Survey online database, review ratings (updated by Master Plan team in Sept. 2013)Weighted averages take into account the respective weights of each system

Documents

Harriman...includes Roane County. According to this data, all industry demand clusters related to programs taught at TCAT Harriman are expected to grow between 2012 and 2020 except