Peninsula College Master Plan Update LMN Update.pdfLMN ARCHITECTS 5 PENINSULA COLLEGE MASTER PLAN UPDATE EXECUTIVE SUMMARY Recommendations In the Fall quarter 2001, the College provided

Peninsula College

Master Plan Update

12 October 2006

LMNARCHITECTS

Peninsula College

Master Plan Update

12 October 2006

LMNARCHITECTS

LMN ARCHITECTSPENINSULA COLLEGE MASTER PLAN UPDATE 4

PENINSULA COLLEGE MASTER PLAN UPDATELMN ARCHITECTS 1

ACKNOWLEDGEMENTS

Peninsula CollegeThomas Keegan PresidentBarbara Martin Vice President for Administrative Services

State of Washington Department of General ServicesDivision of Engineering and Architectural ServicesJim Copland State Project Manager

Design & Consultant Team

LMN Architects - Architect John Nesholm Mark Reddington Jane Hendricks Erik Indvik Rob Halter Jay Hindmarsh Rich Johnson Chris Grammens

Walker Macy – Landscape Architect Mauricio Villareal

Zenovic & Associates – Civil Engineer Steve Zenovic



Table of Contents Acknowledgements

Executive Summary

Campus History

Introduction

Goals & Objectives

Changing Methods of Learning and Teaching Styles

Enrollment Projections

The Continued Need for Building Facilities Future Projects Assessment of Existing Facilities

Site Analysis

Campus Development

Master Plan Principles

Master Planning Concepts

Design Philosophy

Landscape Design Guidelines

Conclusions

Appendix Capital Improvements Assessment of Existing Facilities Existing Site Photos Capital Analysis Model



EXECUTIVE SUMMARY

Recommendations

In the Fall quarter 2001, the College provided services to approximately 1,136 daytime on-campus (DOC) FTE’s. By 2014, the College projects services to 1,218 (DOC) FTE’s. Based on the Capital Analysis Model (CAM), projections for the year 2014 by the State Board of Community and Technical Colleges, the campus will have a deficit of approximately 23,830 assignable square feet. Specific defi-ciencies by CAM category are shown on the Capital Analysis. The CAM does not reflect deficiencies in vocational programs or for locations other than the main campus. The College is committed to providing adequate space to deliver education to its students.

Committed to its long term needs, Peninsula College has embraced infrastructure change by means of replacing facilities that will not support remodeling. These buildings are described under the assess-ment of existing facilities in the Appendix.

The recommendations that resulted from the master planning process include the following:

• Renovate Building C and provide additional campus administrative offices. • Replace Buildings F, G, H and I with a new Business & Humanities Center. • Construct a new Childcare Facility. • Construct a new Dormitory Facility and provide students with an on-campus housing option. • Construct a new Cultural Center providing space for shared campus and community usage. • Construct a new Life Fitness Center addition to Building N. • Replace Building P with a new Classroom Facility that provides room for the College’s expanding programs. • Make utility improvements to increase flexibility and efficiency. • Establish standards for landscaping and lighting improvements.


CAMPUS HISTORY

Peninsula College was established in 1961 to provide continuing education opportunities for residents of Port Angeles and the North Olympic Peninsula without the need for travel to Bremerton or even across Puget Sound. Classes were initially offered on the Port Angeles High School campus. The number of students who enrolled in the college quickly exceeded the capacity of those facilities, and construction of the new campus began in 1964. In 1965 the first classes were held on the present site of Peninsula College.

The main campus sits in the foothills of the Olympic Mountains, overlooking the city of Port Angeles, its busy, international harbor and the Strait of Juan de Fuca. In 2006, the main campus comprises 25 buildings, representing the steady growth of the College since 1965. The 75-acre includes classrooms, a Microsoft training center, computer labs, lecture halls, student union, theatre, and student services center. A new science and technology building will be completed in 2006, and the library will be re-placed in 2007. Older, inadequately sized and equipped buildings are demolished as new facilities are developed to meet the demands of changing educational needs and growing student enrollment.

SATELLITE CAMPUSES

The main college campus in Port Angeles sits roughly in the geographic center of the district which spans both Jefferson and Clallam Counties. The College is committed to delivering educational pro-grams to other geographically dispersed populations in a variety of ways. A summary of the off-site locations is listed below with the different mechanisms used to provide service:

Forks/West End: the College-owned facility in Forks (8,000 square feet) is meeting current and pro-jected future needs of the west end of Clallam County. The facility has critical infrastructure problems that should be addressed in the next 2-5 years, including seismic improvements in the interior, replac-ing the roof structure, and anchoring non-reinforced masonry.

Service to area tribes: the College will continue to offer basic skills offerings at local tribal locations and will continue work with tribes to identify strategies to offer on-line access, including lab settings in existing tribal facilities. Sequim: the College is experiencing modest growth in ESL, Adult Basic Education and Continuing Education courses in leased facilities in Sequim. The College should explore the possibility of a match-ing grant approach to acquire a college-owned facility partnering with other relevant services such as the local library, museum and other potential local partners. Port Townsend: The College currently is leasing a facility (3,182 square feet) through Fort Worden State Park. However, the Park is engaged in a visioning process that may result in the College need-ing to identify a new location.


INTRODUCTION

During the academic year 2004-2005, Peninsula College served XXX fulltime equivalent (FTE) stu-dents, with a student headcount of XXX. Students pursue more than XX academic and career/techni-cal degree and certificate programs, as well as continuing education programs. In addition to these existing programs, Peninsula is poised to implement new programs in multiple fields of study and to offer bachelor’s degrees in association with partner institutions. Enrollment growth of 23% over the next decade is anticipated.

In response to this projected growth in student population, approximately 23,830 square feet of as-signable space must be added to the campus inventory. In addition, rapidly changing technology and teaching methodologies cannot easily be accommodated in older buildings. Replacement of many of these facilities with new flexible facilities is essential to providing high quality instructional programs at Peninsula College. The Facilities Master Plan is designed to guide and shape these critical changes in the campus fabric over the next [10-15] years.


Early Aerial Site PhotographLooking south , the original campus buildings (circa 1960’s) indicating a close proximity to nature.


Current Aerial Site PhotographOlympic National Park to the south, the Strait of Juan de Fuca north, and White Creek on the eastern edge of campus.


GOALS AND OBJECTIVES

Our MissionApproved by the Peninsula College Board of Trustees February 14, 2006.Peninsula College provides educational opportunities in the areas of academic transfer, professional/technical, basic skills, and continuing education.The college also contributes to the cultural and economic enrichment of Clallam and Jefferson Coun-ties.

Strategic VisionPeninsula College will: •Provide excellent instruction and services in support of its mission; •Embrace a set of shared principles; •Practice shared governance; •Pursue a “planful” approach to decision making; and •Support the professional development of faculty and staff.

Our Guiding PrinciplesThe college community is guided by the following principles: •The teaching/learning process is at the center of the mission of Peninsula College. •Members of the campus community will treat each other with mutual respect and dignity. •Members of the campus community will be open and honest in their communications. •Members of the campus community will promote a positive work environment and avoid adversarial relationships. •Each member of the campus community shall act ethically and with integrity. •The campus will engage in collaborative decision-making processes.

Strategic Goals

Peninsula College’s Strategic Goals form the core of the college’s Strategic Plan, which articulates the college’s vision for the future and helps to ensure the connection between resource allocation and strategic initiatives. We do so by —•Providing EDUCATIONAL OPPORTUNITY in all facets of the college mission—academic transfer, professional/technical, basic skills, and continuing education.

•Maximizing STUDENT ACCESS to higher education by expanding learning opportunities for the di-verse populations of Clallam and Jefferson Counties.

•Providing a COLLEGE ENVIRONMENT that places teaching and learning at the center of institutional practice, ensures quality services to students, and demonstrates sound and planful STEWARDSHIP of public resources.

•Fostering COLLEGE/COMMUNITY CONNECTIONS through active participation in civic organiza-tions and innovative partnerships that optimize public resources.

•Promoting CULTURAL AND CROSS-CULTURAL DEVELOPMENT by providing culturally rich and diverse programs.


CHANGING METHODS OF LEARNING AND TEACHING STYLES

Peninsula College is required to investigate and initiate new methods of delivering instructional services due to their isolation. Assessment of the present pedagogical style is an ongoing process for Peninsula College. The College’s findings are consistent with their Enrollment Management Plan, Strategic Plan and Facility Master Plan, which identifies space requiring necessary change.

The varied sizes of instructional groups mandates more creativity in the use of existing space as well as the construction of new space. The College presently has few spaces that can accommodate large instructional groups. The College is transforming classrooms and labs to meet the demands on in-structional delivery.

Most of the original classroom buildings are without interior circulation with doors that open directly to the exterior. This building typology provides very little shared space between programs, no centralized mechanical services, no interior restroom facilities, and few open public spaces in general.

The need for larger and better-equipped lab spaces includes both the Science and Computer pro-grams. The College’s science labs are deficient in many areas. They are small, antiquated, and do not provide adequate accessibility. They are presently not able to accommodate classes beyond the first year level without the innovation of faculty. The open lab concept is one of the fastest growing programs at Peninsula College. The need for more and larger lab spaces is being addressed with the construction of the Science & Technology Building, due to be completed in February, 2007.

The Business, Arts and Humanities programs are in need of larger and better-equipped classroom spaces. The College’s classrooms are deficient in many areas. They are small, antiquated, and do not provide adequate accessibility. They lack the infrastructure for current technology used by the College. Space needs will be met with the construction of the Business and Humanities Center. Schematic design is scheduled to begin in July, 2007.

Providing a childcare facility is a commitment of the College. This kind of facility can also provide a laboratory-type learning and teaching experience for the early childhood education department.

The Library can provide students with an opportunity to move beyond the physical boundaries of cam-pus and access research and learning tools online. Currently, a new library is in the construction docu-ments phase, with construction scheduled to begin in November, 2006.

Accessibility is a concern for Peninsula College which provides open enrollment and strives to provide ease of use for all students, faculty and the public. The College’s instructional spaces cannot provide the needed access to accommodate all users.

The integration of technologies into the majority of teaching styles will require a more elaborate infra-structure. The College must provide infrastructure, which will connect both individuals and groups. Improved communications between faculty and students will allow for seamless teaching and learning while accommodating both stand-alone and network capabilities. Information technology must be ac-cessible for all instruction programs with global networking capabilities. The transmittal and reception of information is vital for the instructional success of Peninsula College’s students and faculty. The integration of technology and instructional offerings will have a dramatic effect on the College’s current facilities.


ENROLLMENT PROJECTIONS

The FTE projections for academic years 2005 and 2010 are based on the projected growth in popula-tions for Clallam and Jefferson counties. While the rate and nature of growth will vary over time, it is expected that the College’s population will grow. Expanding these projected rates of growth into the College’s FTE profile reveals the projected enrollment numbers identified in the following table:

Peninsula CollegeFTE Projections 2005-2010

Fall State Supported FTE Qtr/Yr Day on Campus (DOC)* Other FTE Total FTE

1995 1,527 202 1,7292000 1,546 309 1,8552005 1,707 359 2,0662010 1,884 411 2,295

The College projects an increase of 338 FTE day on campus by the year 2010.

*All funding source day class enrollment not including international enrollment or Running Start.


THE CONTINUED NEED FOR BUILDING FACILITIES

The campus will continue to develop incrementally. Future development will require careful planning to assure that the campus provides facilities matched to educational offerings and the changing student population. Long range planning is essential to enable the College to continue operating effectively and efficiently while campus development occurs. Long range development must provide a balance among facilities and support areas. Throughout this development plan, Peninsula College Is dedicated to satisfying the following general program requirements:

General Classrooms • Capacities ranging from 30 to 90 students • To support instruction in all programs

Faculty Offices • Clustered in groups • Individual offices for full time faculty • Space for adjunct faculty • Providing offices located outside of laboratory spaces

Academic Laboratories • To serve both technical and academic programs

Business & Humanities Center • Increase efficiency by providing a centralized location • Provide shared spaces with the potential to support future growth

Developmental Education Laboratories • General laboratories and classrooms to support a variety of teaching methodologies for ABE, ESL and basic skills

Childcare Facility • Provide location to support students with families needing childcare (approximately one third of the current Peninsula College student population has children) • Provide a learning and teaching laboratory space for the early childhood education department • Provide an accessible location, close to the campus core

Student Housing • Explore actual long-term housing demands among students

Long House Cultural Center • Provide a facility to celebrate Native American cultures on campus and the community with a long-house type building • Explore public access to building • Provide space for interpretive center

Additional/Reconfigured Athletic Fields • Current athletic fields extend beyond the property line of the college to the west • Reconfigure and explore expanding the capacity towards the south • Provide an environmental and visual buffer to the west


Administration • For administrative functions, including president’s office and related services, offices for instruction administrators and their support staff, computer services, business office, research and development, conference rooms, mail and other administrative support services • Allow for flexible growth to accommodate expanding programs and needs of students

Student Services • To support a full range of student services, including admissions, registration, counseling, international student services, advising, financial aid, student employmentopportun- ities, health services, placement, workforce training, testing, family support center and related services and programs for special populations

Central Stores/Maintenance • To support material handling and storage • For operation and maintenance of buildings and grounds • Consolidate current storage facilities to increase efficiency, decrease maintenance costs, and allocate new space for expanding & emerging programs

Campus Accessibility • Improve access throughout campus by providing on-grade entry/exit points • Provide additional designated handicap parking spaces close to buildings • Plan for using elevators in design new multi-story facilities • Clarify way-finding for accessible routes • Provide accessible restroom facilities • Provide accessible laboratory and classroom spaces

Centralized Mechanical Services • Increase efficiency and lower energy costs • Provide flexible expansion for new buildings Campus Infrastructure • Clarify way-finding on campus with new signage and properly located new buildings • Provide internal circulation • Increase interior shared public space • Provide adequate restroom facilities to anticipate future growth • Clarify routing of existing utilities and provide adequate capacity for expansion • Upgrade campus telecommunications wiring and explore options for wireless adaptability


FUTURE PROJECTS

Main CampusThe College envisions a number of specific capital improvement projects as development on the main campus continues to respond to changing teaching methodologies and expanding enrollments. Each new project creates an opportunity reinforce the unique physical and academic environment of Pen-insula College. These will be high quality, functional buildings offering short term flexibility to serve a variety of needs, as well as longer term adaptability to give the building the longest possible life.

In addition to projects under construction and in design in 2006, a number of future facilities are antici-pated in the Master Plan. University Center (P Building) Phase I--Open Fall 2007 • Signage • ITV classrooms

Phase II—2011 Remodel vacated art space upon completion of Bus/Hum project • Additional classrooms • Offices for 3-4 additional BA programs

Phase III—2013 or beyond

• Replacement project 30,000 sf University Center & Classroom Building

Campus EntrancesLandscaped “buffer” along Lauridsen/parking lot landscape (no timeline)

Improve NW & SW entrances—2006-2007 negotiations/2007-2009 minor capital request • Land swap with City-align Liberty street, increase parking, create main entrance/sign @ NW corner of campus • Improve SW entrance as part of land swap to include signage

Complete “paving” of campus loop road—2009-2011 (B/H) & 2013-2015 (L Bldg)

Allied Health FacilityReplace/Renovate L Building—Design 2009-2011 • Expanded/improved Nursing facilities • Locate new high-demand programs • Consolidate existing programs from off-campus into new/renovated building

Pirate Union BuildingCreate “front door” to PUB • Short-term solution 2007 • Align front door with new library entrance—2009-2011 minor capital request

Expand Bookstore footprint—2009-2011

Implement Cultural Center plan (after Bus/Hum completion)


Implement faculty/staff lounge plan (after Bus/Hum completion)

Identify needs & remodel music/eastern office space (after Bus/Hum completion)

Gymnasium/Athletic FacilitiesReplace failing building (new 20,000 sf for life fitness courses/lab) • No timeline • Funding source issue (combine with another project?)

Conduct study to determine ability to separate soccer/softball fields (2007-2009)

Educare CenterNew 15,000 Center & instructional spaces • No timeline • Funding source issue (combine with another project?)

Q BuildingRenovation of interior spaces (welding lab) to offer high-demand workforce programs—2009-2011 or 2011-2013 capital project request

U BuildingRelocate non-IT functions/offices and consolidate IT staff in U Building

Challenge CourseRelocate stations affected by Longhouse construction--2007

Port Townsend/Jefferson CountyIdentify minor changes required in existing lease at Ft. Warden--2006Future location impacted by Ft. Warden visioning process & College planning process--(2006-2007Long-term consideration may be to purchase facilities

If a change occurs with the State Park, the College will consider the principles listed below: The Col-lege will: • focus on relevant, responsive instructional programming • innovative approaches to providing instruction and services to students • programs and services that are integrated with the college infrastructure • facilities, staffing and programming that are appropriate in scope to the service level

Our environmental scan of Port Townsend indicates that: • the area will continue to experience small numbers of high school graduates • low literacy rates exist among a significant number of adults • there is a highly educated retirement population • the area has a static economic base with few large employers beyond government, the hospital and the mill

The primary values for a physical presence are:

• an attractive physical presence in East Jefferson Count


• high quality educational support services • flexible programming easy access to the local Port Townsend community within close proximity to bus service and with ad-equate parking and accessible to those with special needs

ForksInsert info from 2007-2009 capital request (phase 2 repairs)

SequimIdentify permanent site for service of 3,000 students/yr.

• Matching grant request 2009-2011: The College should explore the possibility of a match-ing grant approach to acquire a college-owned facility partnering with other relevant services such as the local library, museum and other potential local partners.

ASSESSMENT OF EXISTING FACILITIES

The existing College building and facilities are generally well built, but small, with only five buildings over 10,000sf. The majority of campus facilities appear well suited for their current usage although various system upgrades and remodels are required. Past expansions and remodels have multiplied the defi-ciencies of storage space. Also, the existing lack of large classroom space limits the type of programs which the College can offer. New and expanding programs will require additional, well organized, ef-ficient storage facilities.

The College is embarking on a process of replacing existing facilities which are unable to be remedied of their deficiencies usefully for the next 30 years by renovations. The College is also committed to the removal of portable buildings on campus.

The College is in need of space for Baccalaureate of Education and Health Care programs well into the year 2010. The College is committed to providing the community and technical college average of 110sf per FTE above the existing square footage per FTE today.

An assessment of the existing facilities with emphasis on improving the efficiency in delivering edu-cation, improving use adjacencies, and fulfilling the ideals of the Master Plan identified the following structures for removal, renovation and/or replacement. Refer to the Master Plan Complete Build-out and Master Plan Site Analysis for further information.


Existing Facilities ConditionsBased on 2005 State Building Condition Analysis Summaryand approximate current utilities locations.

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TLC- Telecom

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Campus Map 2004Current campus map indicating existing conditions.


SITE ANALYSIS

The main campus is located on a 75 acre site, situated in Port Angeles, the northwest corner of the Olympic Peninsula of Washington State. The campus slopes from south to north. The campus is skirted to the south with a gravel fire lane, the soils to the south of this road would require considerable site preparation work, if used, as future building sites. Previous construction north of the fire lane has confirmed that soils are generally adequate for foundation support. Site soil conditions are poor, lead-ing to a number of problems, notably, the deterioration of underground water piping and the cracking of concrete walks and paved asphalt areas.

Soil topography north of the fire lane is suitable for development and offers exciting opportunities for views and dynamic special relationships.

Ample access to the campus from the north and west is provided by adjoining streets.

Basic environmentally sensitive issues that appear to be valid over the long term have been identified. Whites Creek, the ravine, adjacent forest and the peat bogs will remain a sensitive resource to be pro-tected as well as enjoyed.

Development of the campus will require the College to be consistent and compatible with current re-gional and municipal planning. Governing zones treat the College as PBP – Public Building Parks. The College is to continue fostering a working relationship with the City of Port Angeles Planning Depart-ment to minimize and mitigate environmental disruptions that may occur due to redevelopment.

The existing campus has space available for future facility development. A total of 8 new sites have been identified.


Existing Site TopographyRelatively flat campus with a steep ravine to the east. Major views to the south (Olympics) and north (Strait of Juan de Fuca).

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Existing Site AnalysisMajor site features.

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CAMPUS DEVELOPMENTThe distinctive character of the main campus of Peninsula College is the result of a careful integration of the built environment with its spectacular natural setting. Olympic National Park to the south and Puget Sound to the north form a dramatic backdrop to the campus, and the natural landscape surrounds and penetrates the campus so that each building and primary open space on campus has a powerful rela-tionship with the trees, the sky and the more distant water. Each new project on campus should respect these relationships reinforce the notion of a [top notch] university [or institution of higher learning] set in a national park environment.

The Master Plan is based on several basic planning principles, leading to a series of discrete planning concepts. Specific development standards and design guidelines are offered to ensure that these prin-ciples and concepts are embodied in each new facility on the Peninsula College Campus.

MASTER PLAN PRINCIPLESThe Master Plan is founded on the primary mission of Peninsula College and embodies the following guiding principles for the preservation, enhancement and continued development of the campus:

The physical development of the College should reinforce its primary mission to create an environment centered on student success.

The evolving physical development of the campus should respect the unique natural and human history of the place, including buildings, landscape and organizations.

The physical development and operation of the campus should demonstrate strong environmental stew-ardship and model best practices of sustainability for the campus and the larger community.

MASTER PLANNING CONCEPTS

The Master Plan establishes the following basic planning concepts to ensure the advancement of a coherent strategy for future facilities development.

Natural Character of the Site • White Creek, along with its riparian zone and the adjacent forest area, is a significant environmental resource to the College and to the community, and it should remain un disturbed. Limit intrusions into the creek zone to interpretive trails. • Maintain and enhance views out to Puget Sound and the Olympic Mountains, the forest and the sky. • Preserve wetland areas and habitats. • Maintain appropriate landscape buffer zones along the entire campus perimeter. • Incorporate native vegetation into future development wherever possible. • Create a dense undisturbed landscape buffer to screen service elements or undesirable views such as the substation to the west of the campus. • Extend interpretive trails around the campus and develop a series of boardwalks through the wetlands to the south. • Design future buildings, plazas and other built elements to take optimal advantage of solar orientation and exposure.


Campus Circulation • Respect pedestrian use of the campus as primary. • Create vehicular and pedestrian entry points to heighten sense of arrival at a beautiful, safe, intellectual environment. • Clarify and separate pedestrian and vehicular circulation routes to improve wayfinding, increase safety and enhance use of campus outdoor spaces. • Realign main vehicular entrance on Laurisden Boulevard with Ennis Street to strengthen function and image of main campus gateway to align with major pedestrian entrance. • Provide vehicular drop-off area(s) at major pedestrian entry points to provide convenient accessible access for campus and visiting community members. • Realign campus perimeter road and resurface as appropriate to serve as both pedestrian path at the forest edge and as required service and fire truck access. • Coordinate accessible pedestrian routes across campus, through buildings as necessary, while respecting natural terrain of the campus. • Encourage use of public transit, carpools and other alternative transportation methods to minimize need for future additional parking. • Incorporate shade trees and other planting into parking areas. • Develop comprehensive, legible signage standards for wayfinding and building identification to enhance pedestrian use of the campus.

Campus Outdoor Space • Enhance the use of campus outdoor spaces through appropriate planting, paving, lighting and site furnishings. • Retain sense of natural landscape and terrain even in hardscaped or formally landscaped areas. • Reduce clutter at the campus core through improved signage, simplification of landscape areas, screening of service areas and improvements to campus circulation elements. • Establish distinct, connected outdoor areas to define and focus campus open space (Town Square, the Mall, the Commons, the Grove). • Differentiate primary campus outdoor spaces through appropriate use of plantings, seasonal color, paving materials and lighting. • Acknowledge and plan for the strong winter winds from the southwest in the development of outdoor spaces and buildings. • Create covered outdoor spaces for social interaction, which will replace smoking shelters.

Campus Buildings • Replace older one-story buildings as needed with larger, multi-story facilities to increase quality and capacity of instructional space while maintaining spatial and landscape character of existing campus. • Employ state-of-the-art building systems and design strategies to provide highest quality, flexible space for all types of campus activity. • Provide outdoor canopies where possible to create covered pedestrian walkways. • Organize building elements and systems to achieve highest possible degree of energy efficiency. • Articulate massing of future buildings to lessen impact of larger structures on campus open spaces.


DESIGN PHILOSOPHY

All new buildings and additions will be designed to emphasize and accommodate the following fea-tures:

• Flexible space that meets program specific requirements • Take advantage of natural light • Take advantage of views • Recognize technological change • Enhance availability to community groups • Provide areas for people to interact and congregate • Reinforce pedestrian linkages and plazas • Provide multiple types of program and support space • Allow for multiple story construction • Utilize modular planning • Enhance pedestrian and vehicular movement throughout campus • Develop interior and exterior public space that encourages student activity • Emphasize College presence • Take advantage of the site amenities and natural resources (forest, wetlands, etc.) • Provide accessibility in compliance with local codes and the ADA • Increase efficiency and reduce energy costs • Comply with the goals of the updated Master Plan

With limited potential sites for new construction and an ageing inventory of existing buildings, a key function of the master plan update was to develop a cohesive plan for the replacement of these struc-tures and strengthen the campus experience. Primary and secondary entries onto campus were recon-figured to reinforce the moment of arrival by the student to the Peninsula College Campus and enhance the experience of walking through campus to their final destination. The natural setting, at the base of the Olympic Mountains overlooking the Straits of San Juan De Fuca, provides the backdrop and orga-nization of the new building sites and open common spaces. In the first phase of the Master Plan build out, a new Science and Technology Building will replace an aging and underutilized dormitory facility, fisheries building and eliminate a temporary portable classroom facility. By locating the new building over the footprint of the existing dormitory, we were able to strengthen the secondary entry to campus with a new entry courtyard and create a much needed open common space directly adjacent to the core of the academic cluster. To clearly understand the vision for the Master Plan we have also continued to evaluate the campus infrastructure for utilities, fiber optic and telecommunications distribution, land-scaping, long term fire department access, setbacks from protected watershed and wetland area, and structural analysis of existing buildings. Future projects will continue to replace outdated buildings and conserve the natural surroundings in and around the campus.


25-Year Carrying Capacity Diagram

Future 15,000 gsfChildcare facility(site to be confirmed property lines need to be negotiated)

Future 30,000 gsfClassroom bldg.

Future 20,000 gsfLife fitness center addition

New Science &Technology bldg.

Future Parking Structure 95 cars per floor

Future 30-40,000 gsfHousing

New Library

New Faculty and Admin. addition

Future 25-30,000 gsf Allied Health bldg.

Future 5,000 gsf Cultural Center

Future 65,000 gsf Arts and Humani-ties bldg.

New P.U.B.

Reconfigured North Parking


Master Plan Functional ZonesA new connection between the existing and new instructional facilities.

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Master Plan Site AnalysisOverall campus layout.

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Illustrative 25-Year Master Plan


LANDSCAPE DESIGN GUIDELINES

LightingMain pathways should be thought of as safe zones that are adequately illuminated.

Town Square areas should be well illuminated.

Existing globe style fixtures on wooden poles are problematic as fixtures create a lot of glare and wood poles do not hold up well. The curved look is appreciated by many and could be available in a metal pole.

Light level at entry area from student parking could be increased.

Generally, the campus is due for an overall upgrade to site lighting.

Landscape + HardscapeThe campus standard paving currently uses an organic scoring pattern. The current campus standard paving will be used on pedestrian and vehicular paths within the XXX district, providing a significant visual cue to the space.

Pedestrian RoutesPrimary pedestrian paths in the campus will consist of 8-10 wide concrete walkways with a medium broom finish. The walkways will be evenly scored at intervals similar to the path width. [image]

Secondary pedestrian paths through the campus will be made of various materials, as follows:

Along campus centers and major public spaces, the pedestrian paths will consists of 6 foot concrete walks with a medium broom finish, similar to the primary walkways. The score patter will be at intervals similar to the path width. [image]

In natural areas requiring a softer landscape aesthetic, natural woodland paths may be constructed. These pathways will consist of decomposed granite pathways with steel edgers. [image]

Accessible RoutesAll accessible ramps will use the Hanover detectable warning pavers, or and equal. This paver meets the guidelines for accessible routes while providing a look of high quality and durability that will blend with the campus’ overall aesthetic. Pavers will be charcoal in color. [image]

PlantingsThe overall campus planting scheme will incorporate the use of the existing redwood and evergreen trees that are scattered throughout the campus. Peninsula’s existing fir and cedar stands will be pro-tected and incorporated into the campus design as a marker for the campus. Newer plantings will range from a naturalistic aesthetic to more formal plantings, but all will incorporate techniques of drought toler-ant and adaptive species that will thrive in the Port Angeles climate.

Along formal entries and around major public squares, the plantings will create a formal, manicured edge for the campus.

Around softer campus quads and near existing cedar plantings, the landscape will take on a more natu-


ralistic approach. Plants will be chosen for their native or adaptive qualities, their drought tolerance and their color and flower during the school year. The plantings in the naturalistic areas will have a native appearance, but will incorporate non-native, adaptive species and varieties that have more showy ap-pearance during the regular school seasons.

All plantings will be selected to incorporate species that will provide visual interest at various times of the school year. [images]


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Manufacturer: Landscape FormsStyle: Arcata Backed BenchSize: 24"d x 18" h x 74"lMaterial: Steel Frame with wood seatWood: Natural IpeColor: Powder Coat Black or StoneInstallation: Surface mount or embedded

Manufacturer: Landscape FormsStyle: Arcata Backless BenchSize: 18"d x 18" h x 74"lMaterial: Steel Frame with wood seatWood: Natural IpeColor: Powder Coat Black or StoneInstallation: Surface mount or embedded


Metal & Wood Benches

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Manufacturer: Forms + SurfacesStyle: Pacifica Full Backed BenchSize: 26.7"d x 16.5" h x 96" or 144"lMaterial: Steel Frame with wood seatWood: Natural IpeColor: Powder Coat BlackInstallation: Surface mount

Manufacturer: Forms + SurfacesStyle: Pacifica Backless BenchSize: 26.7"d x 16.5" h x 96" or 144"lMaterial: Steel Frame with wood seatWood: Natural IpeColor: Powder Coat Black Installation: Surface mount

B


Metal Benches

Option A

Manufacturer: Landscape FormsStyle: Scarborough Backed BenchSize: 28"d x 18" h x 48", 72" or 96"lMaterial: Steel Frame with strap metal seatColor: Powder Coat Black or StoneInstallation: Surface mount

Manufacturer: Landscape FormsStyle: Scarborough Backed BenchSize: 26"d x 18" h x 48", 72" or 96"lMaterial: Steel Frame with strap metal seatColor: Powder Coat Black or StoneInstallation: Surface mount


Metal Bollards

Option A

Manufacturer: TimberformStyle: 2190Size: 6" dia x 36"hMaterial: Schedule 40 pipeColor: Powder Coat BlackInstallation: Surface, removable or embedded

Option B

Manufacturer: FairweatherStyle: Basic Series B-2Size: 4", 6" or 8" dia x 36", 42" or 48"hMaterial: Schedule 40 pipeColor: Powder Coat BlackInstallation: Surface, removable or embedded


Trash Receptacles

Option A

Manufacturer: TimberformStyle: Iron SiteSize:Material: MetalColor: Powder Coat BlackInstallation: Surface mount or embedded

Option B

Manufacturer: FairweatherStyle: Plaza Series TR-4Size: 25" dia x 32"hMaterial: MetalColor: Powder Coat BlackInstallation: Surface mount or embedded


Bicycle Racks

Option A

Manufacturer: TimberformStyle: Cycloops 2170Size: One Loop - Typ - 36"hMaterial: Stainless SteelColor: Satin FinishInstallation: Surface mount or embedded

Option B

Manufacturer: FairweatherStyle: U-Shape BR-3Size: 36"hMaterial: 2" Schedule 40 pipeColor: Powder Coat BlackInstallation: Surface mount or embedded


Precast Concrete Pavers

Option A

Manufacturer: Mutual MaterialsStyle: Holland SeriesSize: 4"x4", 4"x8", 8"x8"Color: Charcoal, Cascade Blend, CocoaFinish: StandardPattern: see diagramInstallation: Sand Set

Option B

Manufacturer: AbbotsfordStyle: Standard ClassicSize: 4.5"x4.5", 4.5"x9", 9"x9"Color: Natural, Charcoal, Desert SandFinish: Sand BlastPattern: see diagramInstallation: Sand Set


CONCLUSIONS

Peninsula College is continually assessing and developing its education offerings. In the course of the identified changes, the College faces the opportunity to provide educational services increasingly in demand by the communities on the Olympic Peninsula. The District is economically depressed requir-ing the College to make available more diverse offerings. The College is committed to respond to the population that makes up its service district.

Peninsula College is committed to long term campus development. As part of the College’s District Master Plan, the College will manage the evolution of curricula to better serve the needs of the com-munity.

Peninsula College must evolve. The shortage of appropriate facilities capable of providing upper level courses is a serious impediment to the ability of the College to deliver its mission, instructional and institutional goals.


APPENDIX

Supporting DocumentsThe following were utilized in the development of this Plan. Peninsula College will have these available for further review.

Strategic Plan1995 Accreditation StudySBCTC 2005 Facility Condition Survey2001 Enrollment Management Plan1997 Long-Range Master Plan2004 Science & Technology Building PreDesign Report (LMN Architects)2004 Peninsula College Building Condition Analysis Summary (with FCS scoring)2001 Peninsula College Master Plan (BJSS Duarte Bryant)


CAPITAL IMPROVEMENTSA brief history of construction on campus is listed below. Additionally, a phasing framework has been developed in conformance with goals of the updated Master Plan. Components are generally grouped according to geographic location on campus, but can be reorganized to better coordinate the state funding and construction budgeting or phasing.

Year New Construction Remodel Other 1965 First Permanent Buildings on

Campus, Buildings B, C, D, F, G, H

1966 Buildings I, J, K, J, N 1969 Building Q 1970 Student Housing 1971 Building P Building Q 1972 Building E 1976 Buildings L, S 1977 Buildings R, T 1984 Buildings G, P 1990 Building A 1992 Building LE 1995 Buildings U, V 1997 Buildings LW, W 2000 Building AN Forks Off-Campus Center 2001 Expansion of

Building J 2003 Student Services Building Buildings D, E 2006 Science & Technology Building Demolition of

Buildings K, M/MA, LW

2007 Replacement of Building C, Library

Demolition of Buildings B, AN

2011 Business & Humanities Center


ASSESSMENT OF EXISTING FACILITIES

Building AN (northeast), ITV ComplexBuilt in 1990 and renovated in 1997, the A & AN Building cluster consists of one story structures that are relatively new. The northeast wing is a classroom that lies within the footprint of the proposed Library project site.With a current FCS score of 160, this facility has relatively new or recently refurbished systems and finishes. It is maintained adequately with routine maintenance. Little or no corrective maintenance is required, with little or no deferred maintenance.

Building C, AdministrationConstructed in 1965, totaling 8,720sf, the existing Administration building is one story wood frame with brick veneer and cedar siding. The plumbing system consists of old fixtures and suffers from unreliable piping caused by severe electrolysis and corrosion. The mechanical system does not reach 75% of the building. The electrical distribution is at capacity. An electrical panels upgrade and HVAC and piping replacement has been scheduled for deferred maintenance. There are exit signs, but no emergency lighting. There is a fire alarm system, but no sprinklers. Windows are a combination of single glazed and insulated glass. The entry is accessible, but the restrooms are not ADA compliant.With a current FCS score of 348, this facility has frequent systems failures. It requires a substantial maintenance effort with increased demands for corrective maintenance. There is substantial deferred maintenance.

Building F, Humanities/Social ServicesConstructed in 1965, totaling 4,232sf, the Humanities building is without internal circulation or restroom facilities. The classrooms do not have the infra-structure to accommodate today’s technology. The classrooms have dated VCT potentially containing asbestos. The existing electrical systems are overloaded. The HVAC system needs replacement with parts no longer available. HVAC is not able to heat and cool individual rooms contributing to an uncom-fortable environment. The surrounding concrete walkways are cracking and settling. Because of the age of the building, more and regular failures can be expected.

Building G, Business/Mathematics/Chemistry/Computer LabConstructed in 1965, totaling 11,011sf, the G Building is without internal circulation with all doors open-ing to the exterior. The electrical system is inadequate for present day instruction and is overloaded. The HVAC system does not meet existing standards for fresh air. Seating in classrooms and labs do not meet ADA requirements. Parts of major systems are either not available or need to be fabricated. This forces an increase in service time and is extremely costly. As a high use building, these down times affect the students and faculty. Past roof failures are suspected to have caused framing damage. Electrolysis has plagued this building with water and gas line leaks. The propane lines running under the chemistry classroom remain a serious concern.

Building H, Basic Skills/SciencesConstructed in 1965, totaling 8,864sf, Sciences Building is without internal circulation with all doors exiting to the outside. The existing electrical system is overloaded. The HVAC system is inadequate and obsolete. Laboratory ventilation is not sufficient and does not meet existing standards. There is no fire system. All windows are single pane. Gas lines underneath the building continue to be a serious concern.

Building I, Maier Hall/Lecture HallConstructed in 1966, totaling 2,457sf, this facility is without a lobby, restrooms, adequate storage space,


faculty offices, flexibility to allow for other uses or internal circulation. The HVAC system is costly to run and inefficient. The floor coverings need to be replaced. There is no fire system in place. All windows are single pane. The building is not ADA compliant. The building does not take advantage of views or natural light. The electrical system will not support a multifunctioning facility.

Building N, Athletic Complex/EducareConstructed in 1966 and remodeled in 1988, totaling 16,896sf, the existing gymnasium is a one story cmu, steel and wood structure with brick veneer and vertical cedar siding. There are cracks in the east elevation brick. The galvanized plumbing system suffers from unreliable piping caused by severe electrolysis and corrosion. The mechanical system is worn out, with obsolete components and parts no longer available. There is no cooling. There are exit signs, emergency lighting, fire alarm and sprin-kler systems. Windows are a combination of single and double glazed. The existing lobby area is very small. Seismic investigation and repair has been scheduled for deferred maintenance.With a current FCS score of 310, this facility has frequent systems failures. It requires a substantial maintenance effort with increased demands for corrective maintenance. There is substantial deferred maintenance.

Building P, Arts/Counseling/Testing/Development Skills/Veterans Services/Running Start/Multicultural Services/Disabled Students ServicesConstructed in 1971, totaling 4,900sf, the Arts building is one story wood frame with brick veneer and vertical cedar siding. The plumbing system suffers from unreliable piping caused by electrolysis and corrosion. The art studio has minimal natural light and there is no common area in the building. There are exit signs, emergency lighting, fire alarm, and sprinkler systems. The windows are single glazed. The restrooms are accessible but are entered from the exterior of the building. With a current FCS score of 220, the finishes are generally worn but major systems and the overall facility is in reasonable shape. It is maintained adequately with routine maintenance. Some minor work projects are proposed to upgrade system components and finishes. It is beginning to see some correc-tive maintenance, and a relatively small amount of deferred maintenance.


Existing Site PhotosIndicating current entrances into campus.


Existing Site PhotosIndicating current campus conditions.


Existing Site PhotosIndicating current campus conditions.


Appendix C Attachment One

CAPITAL ANALYSIS MODEL February 2001

Assignable Square Feet per FTE Student

Academic FTE Vocational FTE Basic Skills FTE

Type of Space* First1,000 Additional

First1,000 Additional

First1,000 Additional

General Classroom 12.4 12.4 7.5 7.5 N/A N/A

Science Labs 6.0 6.0 3.5 3.5 N/A N/A

Basic Skills N/A N/A N/A N/A 27.6 27.6

Computer Lab 3.2 3.2 3.2 3.2 3.2 3.2

Music A one time total allowance of 4,000 sf at cc’s only

Art A one time total allowance of 6,000 sf at cc’s only

Drama A one time total allowance of 5,000 sf at cc’s only

Physical Education 26.0** 10.0 N/A N/A N/A N/A

Library *** 16.8 8.5 12.0 7.0 12.0 7.0

Faculty Office 8.1 8.1 10.8 10.8 8.1 8.1

Admin/Student Services 8.98 5.13 8.98 5.13 8.98 5.13

Student Center and related 13.19 7.97 13.19 7.97 13.19 7.97

Child Care 3.4 3.4 3.4 3.4 3.4 3.4

CentralStores/Maintenance

7.0 4.0 7.0 4.0 7.0 4.0

Auditorium A one time total allowance of 9,000 sf at cc’s and tc’s

* Vocational space will be included in CAM based on a formal analysis of space needs by program and projected growth

** Calculation based on first 500 FTE

*** Factors apply to a maximum of 40,000 sf

571


Appendix CAttachment Two

2007-09 Capital Budget Development Data

FALL 2004 FALL 2014Total Est. Total Instructional Instructional Subtotal Student Total CAM

All Fund All Fund Shortage Support Instructional Service ShortageDistricts College FTES (1) FTES (2) I - ASF IS - ASF Shortage SS - ASF Total - ASF

1 Peninsula 2,327 2,553 10,075 9,614 19,689 4,141 23,830 2 Grays Harbor 1,668 1,964 6,904 4,117 11,021 2,242 13,263 3 Olympic 4,691 5,374 2,517 18,196 20,713 20,501 41,214 4 Skagit Valley 4,054 4,887 6,323 13,289 19,612 22,729 42,341 5 Everett 5,968 6,574 8,668 18,048 26,716 10,603 37,319

6.2 Seattle Central (4) 5,752 6,761 5,549 12,658 18,207 24,595 42,802 6.3 North Seattle 3,908 4,656 8,852 15,186 24,038 17,272 41,310 6.4 South Seattle 3,961 4,333 8,516 21,339 29,855 10,555 40,410 6.5 Seattle Voc Tech 671 857

Total Dist 6 14,292 16,607 22,917 49,183 72,100 52,422 124,522 - -

7 Shoreline 4,921 5,793 29,089 21,319 50,408 37,857 88,265 8 Bellevue 8,942 9,509 3,711 42,188 45,899 34,965 80,864 9 Highline 5,571 6,166 106 10,949 11,055 5,146 16,201

10 Green River 5,818 6,300 7,301 40,292 47,593 24,902 72,495 111 Pierce Ft Steilacoom 4,982 5,817 6,000 12,423 18,423 15,123 33,546 112 Pierce Puyallup 2,048 2,203 1,211 15,756 16,967 11,224 28,191

12 Centralia 2,153 2,529 5,820 11,916 17,736 11,885 29,621 13 Lower Columbia 2,540 3,188 10,484 20,805 31,289 10,225 41,514 14 Clark 7,113 8,981 17,667 26,997 44,664 43,400 88,064 15 Wenatchee 2,795 3,002 - 3,011 3,011 19,918 22,929 16 Yakima 4,206 5,059 1,990 4,516 6,506 2,523 9,029

- - 17.1 Spokane 5,877 6,830 15,606 12,821 28,427 24,534 52,961 17.2 Spokane Falls 7,165 8,132 - 14,181 14,181 11,656 25,837

Total Dist 17 13,042 14,962 15,606 27,002 42,608 69,610 112,218 - -

18 Big Bend 1,690 2,085 5,396 479 5,875 5,709 11,584 19 Columbia Basin 4,621 5,441 3,879 31,737 35,616 13,394 49,010 20 Walla Walla 3,068 3,524 3,978 1,129 5,107 21,731 26,838 21 Whatcom 3,200 3,894 4,974 42,500 47,474 24,312 71,786 22 Tacoma 4,903 5,884 14,638 30,388 45,026 23,666 68,692 23 Edmonds 5,335 6,599 3,288 18,152 21,440 19,345 40,785 24 So. Puget Sound 3,780 4,442 2,272 3,512 5,784 16,788 22,572 30 Cascadia 1,469 1,754 3,020 27,119 30,139 24,169 54,308

CC Total 125,197 145,091 197,834 504,637 702,471 515,110 1,217,581 - -

25 Bellingham 1,845 2,166 6,460 38,492 44,952 18,512 63,464 26 Lake Washington 2,908 3,356 20,292 38,215 58,507 27,702 86,209 27 Renton 3,106 4,180 20,495 37,120 57,615 9,123 66,738 28 Bates (3) 4,989 6,081 54,781 82,943 137,724 48,617 186,341 29 Clover Park (3) 3,605 4,289 27,709 50,721 78,430 11,730 90,160

TC Total 16,453 20,072 129,737 247,491 377,228 115,684 492,912 -

College Total (ASF) 141,650 165,163 327,571 752,128 1,079,699 630,794 1,710,493(GSF) 481,722 1,106,071 927,638

Notes:

Notes:(1) All FTEs excluding DOC and International FTEs (Fall 2004)(2) All FTES projected to 2014 based on Population Data and Current Participation Ratesexcluding DOC and International FTEs(3) Vocation space includes instructional and instructional support area - significantly overstates shortage calculation.Need to be cautious of shortage number at CCs with large vocational programs and of shortages in CAM for TCsBetter to rely on ratios of Gross Square Feet Owned and Leased divided by State Supported FTEs for comparisons.(4) Seattle Central miscoded Auditorium Space - reduced CAM shortage by approximately 7,660 sf. (5) South Puget Sound building a Arts & Humanities Building - Miscoded arts spaces reduced shortage by 15,000 sf.

Based on 2014 CAM 7/1/2005

State Board for Community and Technical CollegesComparison of CAM Shortages by Category and Estimated Total FTEs

572
