SJCC FMP Vison 2030 · The Facilities Master Plan (FMP) provides a current perspective for future academic and support services space, buildings and overall college/campus core amenity

San José City College

San José Evergreen Community College District

January 2016F a c i l i t i e s M a s t e r P l a n

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San José City College

F a c i l i t i e s M a s t e r P l a nSan José Evergreen Community College District

January 2016

V I S I O N 2 0 3 0

San José City College VISION 2030


T A B L E O F C O N T E N T S

M e s s a g e f r o m t h e P r e s i d e n t

S a n J o s é C i t y C o l l e g e

T h e C o l l e g e M i s s i o n , V i s i o n , V a l u e s G o a l s

I n t r o d u c t i o n T o T h e F a c i l i t i e s M a s t e r P l a n ₍ F M P ₎Overview AssessmentOutcomes

I n S u p p o r t O f T h e E d u c a t i o n a l M a s t e r P l a n ₍ E M P ₎Overview Trends Impacting the CollegeCharacterist ics of the Effective Service AreaCharacterist ics of the CollegeOpportunit ies for the Future

F u t u r e P r o g r a m O f I n s t r u c t i o n Dynamics of Future Capacit ies The BaselineTranslating the Findings The Building Facil i t ies ProgramSpace ProjectionsEducational Master Plan - Faci l i t ies Master Plan Linkages

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S a n J o s é C i t y C o l l e g e T o d a yOverviewCampus EdgeCampus ZoningAge & Condition of Buildings & Infrastructure Vehicular Access, Circulation & ParkingServicePedestrian Access & Open SpaceKey Considerations for the Future

A V i s i o n F o r T h e F u t u r eTranslating the Findings into Physical FormFacil i t ies Master Plan PrinciplesCampus SystemsVehicular Access & Circulation & ParkingService Traff icPedestrian Access and CirculationOpen SpaceProposed Building Facil i t ies Program and Campus RenovationProgram of WorkProgram of Work CostCampus Development Schedule / Phasing PlanRevenue Resourcing Dollars with Bond MoneySJCC Revenue Resourcing

T o t a l C o s t O f O w n e r s h i p Facil i t ies Total Cost of Ownership (TCO)Total Cost of Ownership Calculations for Future Projects

A p p e n d i c e sAppendix A: AcknowledgementsAppendix B: Glossary of TermsAppendix C: SJCC 2013-2030 WSCH ProjectionsAppendix D: SJCC 2013-2030 Room and Space Allocations

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San José City College VISION 2030 i

M e s s a g e f r o m t h e P r e s i d e n t

San José City College is a beacon of higher education for so many students in the Silicon Valley. Celebrating 95 years of service to the residents of San José, Milpitas, and other neighboring communities, San José City College is proud to continue its tradition of excellence. From its modest beginnings in 1921, San José City College has delivered its educational mission with integrity and vitality; growing into a world class institution enrolling approximately 20,000 students each year. Located on a 60 acre, urban campus, San José City College is in the heart of a growing and increasingly diverse populated Silicon Valley – where innovation thrives. We must plan for upgrading and evolving equipment changes so that these items meet the needs of students as well as future employers and job training trends.

Most important, San José City College must plan for the growth and expansion of our services to students in the greater Silicon Valley who experience numerous fi nancial and systemic barriers to higher education att ainment. In this regard, the plan refl ects the advancement of educational initiatives that will foster visionary growth and expansion to meet student needs well into the foreseeable future. These new initiatives include the college’s ‘2021 Scholars’ initiative, advanced Career Technical Education preparation, and a Technology Academy (featuring computer coding and programming), each designed to promote best practices in preparing students to transition from K-12 to higher education as well as enhance their ability to eff ectively participate in the local economy. All college initiatives feature well-integrated student enrollment, support services, and instructional programs fueled by the latest, most effi cient and seamless technological advances for optimal student access and support.

This Facilities Master Plan also recognizes a new service area in Milpitas, as the San José Evergreen Community College District partners with the Milpitas Unifi ed School District to bring a modern higher education facility to the city of Milpitas. As such, we need to continue to invest in the future construction, renovation and modernization of our facilities. This Facilities Master Plan supports and integrates well with the College’s Educational Master Plan, and looks ahead to the next fi fteen years of the provision of higher education at San José City College. To ensure San José City College remains relevant and important to future students, we must not only plan now to modernize and maintain our facilities to current standards but to also plan the campus of the future.

Byron D. Clift Breland, Ph.D.

San José City College VISION 2030ii

San José City College VISION 2030 iii

S a n J o s é C i t y C o l l e g e

The CollegeThe College, founded in 1921, is located southwest of the City of San José , California downtown core. The College is one of two accredited institutions governed by the Board of Trustees of the San José -Evergreen Community College District (SJECCD). The District, located in northeastern Santa Clara Valley, includes all of the City of Milpitas and part of the City of San José . The District includes 300 square miles. The San José/Evergreen Community College District offi cially became an independent college district in 1963.

San José City College (SJCC) opened its doors in 1921 to a class of 81 students. It is the oldest community college in Santa Clara County and one of the 10 oldest in California. In 2014 hosts 9,000 students. The rich variety of cultures, which both enhances and enriches campus life, comprises one of the most diverse student bodies within the California Community College System. In 2021 it will be celebrating is centennial anniversary marking 100 years of service to the community.

For 61 years the campus has been located in downtown San José . Through the 1960’s and 1970’s San José City College owned more property than it does currently. The boundaries of SJCC stretched east from Bascom Avenue to Menker Avenue. Portions of this property were sold off for the development of Interstate 280 and traded to incorporate the current land where a multipurpose fi eld currently resides.

Bond measures in 1998, 2004 and 2010 have supported much needed facilities construction: the Ceasar Chavez Library, Parking Garage, Career Technology, Technology Center, Multi-Disciplinary, Carmen v Fine Arts Center, Student Center, Science/Math, renovations of the Business, Cosmetology, Reprographics buildings, and ongoing landscaping throughout the campus. Plans are currently underway for a new Kinesiology/Wellness and Athletics Building.

T h e C o l l e g e M i s s i o n , V i s i o n , V a l u e s a n d G o a l s

San José City College supports the mission, vision, and values of the SJECCD as approved by the Board of Trustees. From the College web pages, those overarching precepts are quoted below.

College M ission StatementThe Mission of San José City College is to eff ect social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society.

Our Mission aligns with our Vision statement, “Inspiring Success…One Student at a Time” as well as the Vision statement of the San José Evergreen Community College District, that “By the year 2017, SJECCD becomes the premier institution for advancing opportunity, equity, and social justice for everyone through education excellence”.

To fulfi ll our commitment to student success and assist students of all ages and background in achieving their education, employment, and life-long learning goals, SJCC off ers the following:

• • Two year college degrees and certifi cates

• • Lower-division transfer and general education courses

• • Basic skills and English as a Second Language instruction

• • Career and technology training

College Vision StatementSan José City College strives daily to “Inspire Success...One Student at a Time”.

San José City College VISION 2030iv

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C h a p t e r 1Introduction to the Facilities Master Plan (FMP)


San José City College Introduction to the FMP 1

• • Produce a well-conceived and well-justifi ed plan for capital outlay projects that are an outcome of a sound master planning process.

A s s e s s m e n tPlanning as a process should be both operational as well as strategic. The process must also incorporate existing planning as well as off ering new recommendations based on recent District/College analyses. A planning model was generated to address the District’s capacity for generating future Weekly Student Contact Hours (WSCH) and achieved enrollment growth. The model was based on the demographics of the eff ective service area and the ability of the District to att ract new students. It is anticipated that the recommendations developed in this plan will depend upon and require additional consideration in future planning.

• • Determine space tolerance thresholds for current buildings on campus to evaluate the types of spaces off ered, their capacity for modifi cation (including expansion), and their ability to accommodate future growth of the programs served.

• • Determine the future space needs of the academic and support services programs and establish a curriculum baseline composed of Weekly Student Contact Hours (WSCH), the number of sections off ered, the number of enrolled students per class section, and the distribution of lecture versus laboratory hours. When viewed by discipline, a calculated need was established. Using this analysis, plus the historic trends of previous District growth, provide a growth factor to be applied to future development of each program of instruction and support services of the institution.

• • Determine the impact on the user-constituency groups. The assessment process focuses on the impacts and possible

O v e r v i e wThe Facilities Master Plan (FMP) provides a current perspective for future academic and support services space, buildings and overall college/campus core amenity improvements. As a companion document to the Educational Master Plan (EMP), the FMP supports the development of the Institution through the year 2030. The recommendations developed in this plan will depend upon, and may require, additional consideration in future planning. The Plan becomes a framework for campus development and addresses the following objectives.

• • Create a functional and usable space/facilities plan based on the EMP that updates the previous assessment for space identifi ed in the 2010 San José City College Educational and 2011 Facilities Master Plans.

• • Review and assess the current conditions of the College related to the academic and support service programs and validate through quantifi able measures, the data to support future space needs for the District.

• • Obtain qualitative input from the campus community in support of the EMP and quantitative data from the research resources in the District.

• • Match space needs and utilization with the curriculum, create modern teaching facilities and learning environments, and provide modern support services suffi cient to serve student’s needs.

• • Provide an overview for infrastructure planning, the development of campus standards and design guidelines, address deferred maintenance and general campus improvements.

• • Evaluate traffi c circulation and pedestrian way-fi nding with a goal of enhancing student access and student safety.

• • Be a resource for decision making in support of the distribution of monies for current capital projects, as well as providing additional opportunities for State funding.

I n t r o d u c t i o n t o t h e F a c i l i t i e s M a s t e r P l a n ( F M P )

2 San José City College VISION 2030

displacement of personnel and functions, the requirements for any swing space during construction/renovation phases, additional fi nancial implications to the District due to possible secondary eff ects, and the ultimate impact on students and staff .

• • Following the assessment, the process assists the District in its decision making related to available options to the building/facility program.

O u t c o m e sPlanning was conducted through a collaborative planning process to update the Facilities Master Plan. Focus group interviews and questionnaires involved capturing the information necessary to evaluate a facilities condition plus the possible growth needs anticipated over the next 10-15 years. These assumptions became the building blocks of the fi nal action plan for facilities development.

• • The capacities of the programs of instruction, the evaluation of space needs were viewed from both a quantitative and qualitative perspective.

• • The building facilities program identifi es recommended new construction, renovation for reuse, modernization and possible secondary eff ects.

• • Student access and circulation connected to parking on campus along with the impact of pedestrian circulation was assessed and suggested modifi cations proposed.

• • Estimated expansion and centralization of support service elements were centralized and the services evaluated to address the development of related new technologies.

• • New construction projects were proposed to provide opportunities to improve space effi ciencies.

• • Phased sequencing patt erns to minimize the need for on-campus swing space for interim use.

• • The scope involved a review of previous projects completed and those projects remaining in the queue.

• • The establishment of a direction for additional construction and/or remodeling projects was proposed.

• • As part of the process it became necessary to identify key elements in each project and associate them with the discipline/department needs.

• • In addition to facilities, a series of site improvement projects were identifi ed to enhance the campus environment and integrate campus access, egress and student movement on-campus.

In Support of the Educational Master Plan

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San José City College Linking to the EMP 5

O v e r v i e wLinking the Educational Mater Plan’s goals, strategies, and productivity to space quantifi cation completes the process and balances the current and future curriculum, instructional delivery modes, eff ective learning environment, and necessary support structures.

While the current and immediate future economic indicators are increasingly positive and the District will need to address ongoing fi nancial support to the College as a basic aide district, it is anticipated that the College will return to positive growth in the foreseeable future. By 2020, as property tax revenues become the new norm, new student enrollments should begin to expand and the District should return to a more positive fi nancial position and patt ern of growth. Planning must address both long-term as well as meeting short-term goals.

The Facilities Master Plan relied on and was guided by the fi ndings in the Educational Master Plan. Primary among those fi ndings were the following:

• • Trends in higher education public policy.

• • Trends in revenue streams and dedicated initiatives with fi nancial support.

• • The potential for growth in the eff ective service area.

• • The institutional eff ectiveness assessments and goals set by the College.

• • Labor market projections of job openings.

• • The vision of faculty for future curriculum and service initiatives.

• • The perceived need for additional and/or bett er confi gurations of space into the future.

• • The projection of future instructional contact hours with the application of State space standards to estimate future instructional space needs based on growth alone.

T r e n d s I m p a c t i n g t h e C o l l e g eA broad array of governmental and private organizations is promoting the production of more graduates with degrees to meet the documented future needs of the economy in California and the nation.Federal and state incentives are available to promote collaboration and innovation that will increase student success and align curriculum for effi cient transfer or providing skills needed for immediate employment.

Far greater att ention and funding is being given to career and technical education with an emphasis upon collaboration with K-12 and regional workforce planning stakeholders to provide education relevant to the regional needs of employers.

Recommendations from the Student Success Task Force are being funded to redesign matriculation services, focus on closing achievement gaps among student groups, and use more technology to facilitate student success.

Adult basic education has been revisited with an emphasis upon collaboration between adult schools and community colleges that could bring new students to the colleges.

C h a r a c t e r i s t i c s o f t h e E f f e c t i v e S e r v i c e A r e aBased on an analysis of residential zip codes reported by enrolled students, the vast majority of students live within 24 zip codes adjacent to the College. However, three of those zip codes are located in the offi cial service area for the Mission-West Valley CCD. The key characteristics of this eff ective service area are noted below:

• • In the next fi ve years the rate of population growth in the eff ective service area will outpace the rate throughout the State.

I n S u p p o r t o f t h e E d u c a t i o n a l M a s t e r P l a n ( E M P )


C h a r a c t e r i s t i c s o f t h e C o l l e g e• • Fall term headcounts at SJCC have fallen 4.61% annually

from 2009 to 2014, which parallels the experience at neighboring community college districts and is commonly associated with an improving economy.

• • On average from 2009 to 2013 20% of all fall enrollments at EVC have been from students who live outside of the SJECCD boundaries.

• • The College has been off ering 111 programs of study leading to an Associate Degree or Certifi cate of Achievement.

• • Most of the degree awards are in fi elds associated with transfer. Cosmetology, Business and Environmental Control Technology are the leading career and technical award fi elds.

• • The greatest enrollments are in liberal arts disciplines and most classes are off ered face-to-face during daytime hours of operation.

• • The majority of students participating in the placement examinations are referred to developmental instruction.

• • The College off ers an impressive variety of support services to promote student success.

• • Within the State accountability framework, the College is gett ing a higher portion of prepared students to complete than the statewide experience and compares favorably to the statewide outcomes for underprepared students.

• • Several interventions have been initiated to close the achievement gaps.

• • College strategic goals align with key elements of the District goals.

• • SJCC has garnered several US Dept of Education grants in the TRIO family to support their student success initiatives.

O p p o r t u n i t i e s f o r t h e F u t u r e• • In Santa Clara County 11% and 38% of the projected

job openings to 2022 will require some college through an Associate Degree and a Bachelor’s Degree or higher respectively.

• • The greatest growth in expected to be in three industry clusters: (1) Business and Professional Services; (2) Education and Health Services; (3) Information.

• • Many of the occupations with projected openings require a STEM education.

• • The faculty members have articulated a variety of future curricula visions, which the College will need to evaluate against labor market and community needs.

• • Many of the College’s degree programs follow the current transfer models to the CSU and UC system and the faculty members have added more model degrees than were expected of them. That substantially strengthens their transfer institution image.

• • Additional opportunities to expand services are available to the College through the adult education (AB86) initiative and the work of the South Bay Consortia for Adult Education (SBCAE), two-year Silicon Valley Engineering Technology Pathways (SVETP) grant recently awarded, California Online Education (OEI) statewide initiative to revitalize online education, acceleration (aka stretch) instructional design strategies in composition and mathematics, and the opening of the College Extension, Milpitas Joint Use Center.

• • The long-term trend for high school graduates is an annual increase of 1.3% out to 2022-23.

• • Within the eff ective service area, 15% of the households live below the 2014 federal poverty level. Low incomes are particularly concentrated in seven zip code areas.

• • Median household and per capital income in the eff ective service area are both below the corresponding County fi gures.

• • Santa Clara County is home to a large foreign-born population, one-fi fth of whom report that they speak English less than “very well.”

• • The greatest growth in the eff ective service area will come from the Asian population group (9.9%) over the next fi ve years. In past years the Asian group has had a higher participation rate in the community colleges than the system-wide average, but the group has slipped back in the last two years to be equal to the system-wide average.

Educational Att ainment Percentages, SJCC Eff ective Service Area

Graduate Degree

13%

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8%

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23%

High SchoolGraduate

19%

Some College

19%

Less thanHigh School

18%

Source: Environmental Systems Research institute (ESRI) Reports; analysis by

Cambridge West Partnership, LLC

Future Program Of InstructionC h a p t e r 3

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San José City College Future Program of Instruction 9

D y n a m i c s o f F u t u r e C a p a c i t i e sLinking the Educational Master Plan’s internal and external analysis to Weekly Student Contact Hours (WSCH) and space quantifi cation completes the process of planning for future instructional capacity. It balances the current curriculum, instructional delivery modes, learning environment, and necessary support structures with a comprehensive program of campus development. The extent and direction of future curriculum development is uncertain, but the visions of future curriculum in the Opportunities for the Future chapter will be balanced against the needs of the labor market, interests of prospective students, opportunities provided by the four-year transfer institutions, the College’s mission, and priorities and fi nancial resources of the College and District.

The current and immediate future economic indicators are improving, so it is anticipated that the College will return to positive growth in the foreseeable future. By the year 2020 new student enrollments should begin to increase and the College will return to its previous patt ern of growth. Therefore, planning must involve developing a long-term vision as well as meeting short-term goals.

As a dynamic process, educational planning involves a mixture of methods and a variety of assessments. Looking to the future, a master plan must provide for suffi cient facilities to accommodate higher enrollment numbers, to improve the teaching/learning environment, to address new program development, to integrate the latest technological innovations, and to provide adequate space confi guration permitt ing fl exible teaching methods.

Considering the economic and fi scal factors, the growth projection for WSCH was established to return the College, by 2020, to the level it had achieved in 2009. Subsequent to that point in time, the projected growth was established at an annual 1.8% through the 2025 benchmark year and forward to 2030. While modest, this growth does represent a reasonable forecast for this College at this time.

In any planning cycle, the projected WSCH is time specifi c and addresses future needs for increased capacity that may or may not materialize exactly at the times projected. The strategic goal is to plan for suffi cient facilities that are fl exible enough to accommodate additional enrollments when they do materialize.

SJCC Weekly Student Contact Hours (WSCH) Forecast

Source: Cambridge West Partnership, LLC Projections

F u t u r e P r o g r a m o f I n s t r u c t i o n


The BaselineThe fall 2013 program of instruction provided a snapshot in time used as a baseline for this plan. To address the capacities for the future, a planning model was created. This planning model, or baseline, provided the foundation from which a future program of instruction could be projected.

SJCC Baseline, Fall 2013

DIVISION # Section Seats Seats/Section WSCH FTESBusiness & Workforce Development

Accounting 0500 10 296 29.60 1433.93 44.52Air Conditioning 0946 13 312 24.00 1706.09 52.97

Business 0500 14 414 29.57 1326.99 41.20Computer Applications 0700 5 166 33.20 401.96 12.48Computer Info Systems 0700 18 608 33.78 2285.52 70.96

Cosmetology 3000 9 296 32.89 6665.57 206.95Construction Technology 0952 13 289 22.23 1340.52 41.62

Dental Assistant 1200 12 293 24.42 1322.16 41.05Emergency Medical Serv 1200 4 90 22.50 851.92 26.45

Facilities Maintenance Tech 0945 5 126 25.20 604.56 18.77Health Education 0835 4 122 30.50 389.08 12.08

Health Science 1200 3 98 32.67 299.22 9.29Laser 0934 2 35 17.50 207.42 6.44

Medical Assisting 1200 8 207 25.88 977.53 30.35Machine Technology0956 9 190 21.11 1299.94 40.36

Real Estate 0500 1 53 53.00 159.11 4.94Solar 0946 1 18 18.00 106.29 3.30

General Work Experience 4930 0 117 347.85 10.80sub-total 131 3,730 28.47 21725.66 674.53


DIVISION # Section Seats Seats/Section WSCH FTESCounseling & Student Services

Guidance 4930 17 342 20.12 1000.40 31.06sub-total 17 342 20.12 1000.40 31.06

Humanities & Social SciencesAlcohol & Drug Studies 2100 9 303 33.67 999.75 31.04

Administration of Justice 2100 13 415 31.92 1325.06 41.14Anthropology 2200 1 23 23.00 76.01 2.36

Art & Digital Media Arts 1000 21 554 26.38 2762.85 85.78Dance 1000 12 284 23.67 880.26 27.33

Early Childhood Education 1300 16 482 30.13 2182.13 67.75Economics 2200 9 308 34.22 1001.04 31.08

Ethnic Studies 2200 11 313 28.45 1010.71 31.38Family & Consumer Studies 1300 9 323 35.89 1031.64 32.03

Geography2200 1 24 24.00 79.23 2.46Global Studies 2200 2 55 27.50 164.91 5.12

History 2200 27 1,075 39.81 3418.94 106.15Humanities 1500 5 199 39.80 614.86 19.09

Labor Studies 0500 3 70 23.33 78.27 2.43Music 1000 10 220 22.00 700.54 21.75

Philosophy 1500 12 426 35.50 1377.24 42.76Photography 1000 6 115 19.17 647.07 20.09

Political Science 2200 7 245 35.00 777.84 24.15Psychology 2000 22 794 36.09 2556.40 79.37

Sociology 2200 8 279 34.88 884.13 27.45Social Science 2200 2 38 19.00 121.75 3.78

Theater 1000 4 120 30.00 558.82 17.35sub-total 210 6,665 31.74 23249.45 721.84

Library, Learning Resources, & Distance EducationLibrary Studies 1600 1 20 20.00 59.91 1.86

sub-total 1 20 20.00 59.91 1.86Kinesiology & Athletics

daptive Physical Education 0835 5 84 16.80 268.94 8.35thletics Intercollegiate Men 0835 1 29 29.00 51.21 1.59

Kinesiology 0835 3 109 36.33 352.36 10.94gy Athletics Sports Training 0835 7 117 16.71 374.26 11.62Kinesiology, Athletics -Men 0835 4 91 22.75 893.79 27.75nesiology Athletics-Women 0835 3 27 9.00 266.37 8.27

Kinesiology, Wellness 0835 42 860 20.48 2761.89 85.75Physical Education 0835 2 12 6.00 38.33 1.19

sub-total 67 1,329 19.84 5007.15 155.46

DIVISION # Section Seats Seats/Section WSCH FTESLanguage Arts

Arabic 1100 1 20 20.00 107.90 3.35Broadcasting 0600 1 25 25.00 107.58 3.34

Chinese (Mandarin) 1100 2 34 17.00 122.71 3.81Communication Studies 1500 24 699 29.13 2256.86 70.07

English 1500 52 1,429 27.48 4525.95 140.52lish 92, Essay Development 1500 16 420 26.25 1699.33 52.76

English 3XX 1500 9 271 30.11 1517.67 47.12ESL 4930 77 1,993 25.88 6891.99 213.98

French 1100 5 101 20.20 363.96 11.30Japanese 1100 3 85 28.33 438.04 13.60

Journalism 0600 3 41 13.67 215.15 6.68Reading 1500 8 223 27.88 891.86 27.69

Reading 3XX 1500 12 285 23.75 1529.91 47.50American Sign Language 0800 17 330 19.41 649.65 20.17

Spanish 1100 15 309 20.60 1026.81 31.88Vietnamese 1100 1 27 27.00 145.90 4.53

sub-total 246 6,292 25.58 22491.26 698.30Mathematics & Science

Astronomy 1900 4 152 38.00 491.50 15.26Biological Sciences 0400 33 816 24.73 6358.94 197.43

Chemistry 1900 25 655 26.20 5158.85 160.17Environmental Science 0300 5 121 24.20 793.94 24.65

Geology 1900 3 91 30.33 293.10 9.10Learning Skills 4930 20 1,899 94.95 536.27 16.65

Mathematics 1700 77 2,594 33.69 11721.99 363.94Oceanography 1900 1 42 42.00 134.31 4.17

Physics 1900 9 215 23.89 1476.76 45.85sub-total 177 6,585 37.20 26965.67 837.22

GRAND TOTAL 849 24,963 29.40 100,499 3,120

Source: SJECCD District Office; analysis by Cambridge West Partnership, LLC


BaselineProfile - Fall Semester 2013

# of WSCH Lec Lab # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalDivisions Sec WSCH Sec FTES Hrs Hrs Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES

Business & Workforce Devel 131 21,725.66 165.8 674.5 413 415 160 14,670.6 14,224.2 28,894.8 897.1 174 16,645.5 14,639.1 31,284.6 971.3 186 16,987.1 16,470.4 33,457.5 1,038.8Language Arts 246 22491.27 91.4 698.3 771 95 287 27,185.8 2,728.7 29,914.5 928.8 314 29,435.4 2,954.6 32,390.0 1,005.6 336 31,478.7 3,159.7 34,638.4 1,075.4

Library Learning Resoiuces 1 59.91 59,91 1.9 2 3 1 31.9 47.8 79.7 2.5 1 34.5 51.8 86.3 2.7 1 36.9 55.4 92.3 2.9Kinesiology & Athletics 67 5,007.15 74.7 155.5 15 246 66 519.6 6,846.4 7,366.0 228.7 73 562.6 6,839.6 7,402.2 229.8 78 601.6 7,314.8 7,916.4 245.8

Counseling & Student Services 17 1,000.40 58.9 31.1 37 14 15 971.3 359.2 1,330.5 41.3 16 1,080.5 360.2 1,440.7 44.7 17 1,124.5 415.9 1,540.4 47.8Mathematics & Science 177 26,965.66 152.4 837.2 549 428 221 23,693.0 12,171.0 35,864.0 1,113.5 242 25,652.5 13,171.7 38,830.2 1,205.6 260 27,434.3 14,092.8 41,527.1 1,289.3

Humanities & Social Sciences 210 23,249.45 110.7 721.8 551 219 240 24,575.9 6,342.0 30,917.9 959.9 261 24,075.3 9,412.2 33,487.5 1,039.7 279 28,459.4 7,355.7 35,815.2 1,112.0

College Grand Total 849 100,500 118.37 3,120.3 2,338 1,420 990 91,648 42,719 134,367 4,171.8 1,081 97,486 47,429 144,922 4,499.4 1,157 106,123 48,865 154,987 4,812.0

Projected203020252020

A planning model was created by the consultant team to address the College’s capacity for generating future WSCH and achieving enrollment growth. The model was based on demographics of the service area and the ability of the College to att ract new students. The model utilized WSCH to project capacity as the primary growth determination measure. Growth was projected out to the year 2030 with benchmarks at 5 – year intervals.

A “baseline” assessment was conducted using the Fall 2013 data prepared by the district and includes a detailed analysis of the program of study by Division and discipline. This baseline provided a snapshot in time for establishing a program of study that utilized this information to project a future program of instruction.

T r a n s l a t i n g T h e F i n d i n g s


Projections for the future were not intended to dictate curricular content but rather provide a perspective of what lecture and laboratory facilities would be needed if the curriculum extended forward. A summary document identifying the baseline data plus target years to 2030 follows.

Summary of the WSCH used in the Baseline and growth to 2030 is below:

A detailed listing of WSCH projections by Division and discipline is located in the Appendices as Att achment C.


2013 2020 2025 2030DISCIPLINE/PROGRAM Lec Lab OTHER Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total

ASF ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASFBusiness & Workforce Devel 6,585 65,031 14,330 85,946 131 5,228 29,809 35,037 160 6,939 39,738 46,677 174 6,853 43,023 49,876 186 7,287 48,012 53,299

Counseling & Student Services 0 0 917 917 17 355 643 998 15 459 923 1,382 16 451 1,000 1,451 17 482 1,069 1,551

Humanities & Social Sci 17,812 13,967 5,305 37,084 210 8,750 12,069 20,819 240 11,624 16,251 27,875 261 11,415 17,597 29,012 279 12,208 18,819 31,027

Library, Learning Resources 0 0 0 0 1 11 54 65 1 15 72 87 1 15 78 92 1 16 83 98

Kinesiology & Athletics 0 0 28,016 28,016 67 185 14,818 15,003 68 248 21,983 22,229 73 241 21,955 22,198 78 258 23,480 23,738

Language Arts 20,296 9,264 3,152 32,712 246 9,652 4,587 14,240 287 12,859 6,008 18,867 314 12,628 6,504 19,132 336 13,504 6,956 20,460

Mathematics & Science 17,652 28,279 935 46,866 177 8,439 22,599 31,038 221 11,207 30,140 41,347 242 11,005 32,633 43,638 260 11,769 34,899 46,669

Grand Total 62,345 116,541 52,655 231,541 849 32,620 84,579 103,212 992 43,350 115,114 158,464 1,081 42,608 122,790 165,398 1,157 45,524 133,318 176,842

PROJECTEDCURRENT


The goal was to provide new or renovated facilities that met the projected growth demands for the academic program of instruction and support services. The capacity to generate WSCH was used as the key element for identifying the amount of lecture and laboratory space required

The table that follows is a summary depicting space needs for future academic programs of instruction. The WSCH is used to identify the amounts of lecture and laboratory space required. All academic space is projected relative to the growth or decline of each discipline or program and aggregated into the divisions of the College. The table below provides a summary of projected space needs based on projected WSCH.

SJCC Projected Additional Space Needs by Division 2013-2030

The current comprehensive analysis of projected space needs, by discipline can be found in the Appendices as Att achment D

T h e B u i l d i n g F a c i l i t i e s P r o g r a m


The proposed Building/Facilities Program is outlined via a sequencing/phasing construction schedule through the year 2030. The schedule refl ects projects that are currently in the construction queue as well as projects that will be required in the future to meet growth demands and/or address the seismic issues that impact the campus. Cost estimates were based on allowable construction or renovation costs as defi ned by the Chancellor’s offi ce and adjusted to refl ect current market rates.

Space ProjectionsState standards for construction and renovation of facilities basically focus on capacity. Capacity, as discussed in the Facilities Planning Manual, is correlated with the production of WSCH. WSCH represents the average number of hours of student instruction in a week per class, i.e., 30 students enrolled in a class that meets 3 hours per week is 90 WSCH. This WSCH is then transformed into instructional space or assignable square feet (ASF). Each WSCH type, lecture vs. laboratory, generates an “appropriate” instructional facility addressed as ASF. While these calculations are established through State standards, other factors are considered in planning facilities. An additional factor in all facility planning is adequacy. Adequacy in this context considers both suffi cient and suitable capacity to provide for an eff ective learning environment.

As assessment of the current facilities includes the capacity of the facilities to meet instructional programmatic needs, it reviews the condition of facilities, and it addresses their adequacy to provide for an eff ective learning environment. The WSCH and space projections are not intended to dictate curricular content but rather to provide a perspective of what the current curriculum would look like if extended forward. The most important outcome of the forecasting process is to ensure that when a certain level of WSCH is achieved, the College will have in place designated and/or newly constructed facilities to meet demands in both academic and support services.

Analytical work associated with the previous 2011 Facilities Master Plan has supported the current and planned capital construction shown in the table below.

Existing and Planned Capital Construction Based Upon the Previous 2011 Facilities Master Plan

Division/Area/Unit Construction Already Undertaken or Planned StatusAthletics/Kinesiology New Athletics / Wellness Complex Construction starts spring 2016, to

open fall 2018

Business & Workforce Development

Remodel buildings 100 and 200 Completed fall 2014

Auxiliary Gymnasium and Women's Locker Room

After the Athletics / Wellness Complex is completed these buildings will be demolished.

TBD



E d u c a t i o n a l M a s t e r P l a n – F a c i l i t i e s M a s t e r P l a n L i n k a g e sThe table that follows is provided to illustrate some of the linkages between the Educational Master Plan and the Facilities Master Plan. As described in the preceding table about existing and planned construction, the Auxiliary Gymnasium and Women’s Locker Room will be demolished after the new Gymnasium is completed. The 300 building will be demolished at some future date. A new Gymnasium is being erected and the Racquetball Courts are being repurposed as a fi tness room. With these facility additions and demolitions and the growth projections illustrated in the tables above in mind, the following additional space needs have been identifi ed.

San José City College Projected Additional Space Needs

Division/Area/Unit Construction Already Undertaken or Planned

Business & Workforce Development Current enrollments in Cosmetology indicate that the program could use additional space now.Current enrollments in Dental Assisting suggest the need for additional laboratory space.

Humanities & Social Sciences Enrollment growth projections to 2030 translate to a need for 4 additional classrooms

Language Arts Division Enrollment growth projections to 2030 translate to a need for 5 additional classrooms

Math & Science Division Enrollment growth projections to 2030 translate to a need for 4 additional classrooms. Two additional science labs for curriculum like Anatomy, Chemistry, Oceanography, Earth Science, Geology, Anthropology, etc. will likely be needed in the future.



San José City College TodayC h a p t e r 4

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San José City College Today 19

O v e r v i e wSan José City College (SJCC) is located in San José , California, in the heart of Silicon Valley. It is the original College of what is now the San José Evergreen Community College District and one of the oldest Community C olleges in the California Community College System.

SJCC opened its doors in 1921 and currently hosts approximately 20,000 students. It is considered one of the country’s top 25 colleges for Latinos.

S a n J o s é C i t y C o l l e g e T o d a y


The campus is urban in character and occupies approximately 61 acres fronting on Moorpark Avenue between South Bascom and Leigh Avenues, 3 miles southwest of the San José central business district.

Moorpark Avenue and Interstate 280 bound the north side of the campus. Leigh Avenue is the eastern boundary; across Leigh is a residential neighborhood, senior housing, a fi re station and church. The south boundary abuts a mixed single and multi-family residential neighborhood. Vehicular access to the College from this residential area is restricted. A variety of commercial (medical related) and retail (fast food) uses bound the west edge of the campus, between the campus and South Bascom. Additional medical uses (hospital) occupy the western edge of South Bascom. The College’s Technology Center occupies the southeast corner of the South Bascom / Moorpark intersection on land leased to the District.

Moorpark and South Bascom are major arterials, Leigh is a local connector. There is an interchange at South Bascom with Interstate 280, serving San Francisco west of the Bay and Oakland east of the Bay. Moorpark also serves as the Interstate frontage road, operating at high speed and is very unsafe for pedestrian circulation.

The current “ceremonial vehicular entrance” to the campus is from a signalized intersection at Leland Avenue and Moorpark, with a drop off at the Cesar Chavez Library/LRC. There are three secondary vehicular access points, one each from Moorpark (at Laswell Avenue), from South Bascom (at Kingman Avenue) and from Leigh Ave. None of these are signalized. All three secondary entry points have immediate access to surface or structured parking lots.

The campus is highly compact and urban, with many buildings arranged around small quads or courtyards. Parking is located at multiple points around the perimeter of the campus. There is no perimeter vehicular or service loop.

1a. Medical: Santa Clara County Medical Center

1b. Medical: Horizon South

2. Retail

3. Immanuel Lutheran Church

4. Senior Housing

5. Fire Station

6. Utility Easement

7. Residential

8. Technology Center• Long Term Land Lease

280 Freeway

Public Transit Stops

Perimeter Arterial Roadways

Restricted Access

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Parking StructureFine Arts Building

Jaguar Gym (Main Gym)

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7

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The campus is relatively well-zoned; however, somewhat bifurcated, with the majority of instructional buildings in the west half of campus; and the Library, Student Center, Athletic Playfi elds occupying the east half. The bifurcation of campus will be somewhat mitigated with the planned construction of a new Gym and Kinesiology Complex and the planned removal of the gym and pool complex currently located and extending in the academic core of campus.

• • The Library/LRC is strategically located at the center of the campus, adjacent to the ceremonial entry from Moorpark at Leland Avenue.

• • Student Services is strategically located at the edge of campus with access from both Leland and Leigh, highly visible from Moorpark, and adjacent to a major parking structure.

• • The Theater is located on Moorpark, the public edge of campus; patrons have direct access from Interstate 280 via the South Bascom exit as well as some adjacent however limited parking.

• • Food Service off erings are located at both ends of campus: in the Technology Building in the far northwest corner of the campus; in the Student Center on the southeast edge of the campus core. A new coff ee house recently opened in the lobby of the Theatre and, while somewhat hidden, provides convenient access to off erings in the center of campus.

• • With the completion of the planned Gym and Kinesiology complex, athletic uses will be clustered in the southeast quadrant. This includes a multi-use play fi eld located in the far southeast corner of the campus fronting on Leigh and abutt ing residential neighborhoods to the west and south. The multi-use fi elds are primarily utilized by the community with restricted hours of operation.

• • The majority of career and technical education uses are located in the southwest quadrant of the College.

• • The Sciences, Humanities and general use classrooms are primarily located in the northwest quadrant.

As the campus is already highly developed and landlocked, new buildings needed to accommodate population growth and replace functions in outmoded buildings to be demolished and must be realized with three strategies:

• • Conversion of surface parking to structured parking

• • Selective infi ll

• • Effi cient utilization of sites where buildings are scheduled for demolition

C a m p u s Z o n i n g

K e y B u i l d i n g A g e100 CTE Classrooms 63200 CTE Classrooms 63300 District M&O / Fitness Center Swing Space 63A Fine Arts Center B Business 55

AW Athletics / Wellness (Under Construction) 0C Cosmetology 35

CT Career Technology 8D Drama 62

GE General Education Complex 32J Jaguar Gym (Main Gym) 56K Child Development Center (Un-Used) 36L Library / Learning Resource Center 13M Multi-Disciplinary BuildingP Parking StructureR Reprographics 35S Science Complex 9

SC Student Center 11T Technology Center 13

TH Theater 62


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Ex isting Building Stock The age and condition of campus facilities varies. The buildings on campus are an eclectic mix of architectural character, materials and massing; 2-5 stories in height.

As indicated in the adjacent table, 14 of the 19 campus buildings are over 30 years old; 7 of these are approaching or exceed 60 years of age. By the end of the 2030 planning period addressed in this master plan, these facilities will be 45 to 75 years of age.

Notable exceptions include the 2007 Career Technology Building, the 2006 Science Complex, the 2004 Student Center, the 2002 Library/LRC, and the 2002 Technology Center.

While a number of the early buildings have been repurposed and / or upgraded to varying degrees, the majority of these buildings are in need of extensive renovation including replacement of building systems to correct deterioration resulting from deferred maintenance, building systems reaching or exceeding their useful life, and the need to meet current instructional and technology needs. In some cases these buildings should be removed and replaced. An exception to this statement is the recently remodeled Cosmetology wing of the Cosmetology and Reprographics Building. While some repurposing and upgrade of spaces and systems has occurred in the 100 and 200 buildings to support changing instructional needs, these buildings are 63 year old, high volume, warehouse structures and ineffi cient in terms of use of space utilization relative to State standards, operational costs, and as single story buildings, site utilization on a land constrained and increasingly urban campus.

To assess the current physical condition of each building on campus, discussions were held with the campus’ maintenance and operations team. Buildings were evaluated by component systems, including the building envelope (roof condition, canopy conditions, painting), plumbing systems, mechanical systems age and condition, electrical systems age and capacity, and the need for day-to-day maintenance. These discussions resulted in the ranking of buildings as characterized in the adjacent table and diagram.

A summary of this analysis indicates the following:

• • The majority of campus buildings were ranked 3 or bett er, an indication of both the number of new facilities and the maintenance of older buildings.

• • With this said, a large number of buildings will be exceeding 60 years of age by 2030, the planning horizon selected for the Facilities Master Plan. The majority of these buildings are in need of signifi cant renovation and or replacement of building systems and will require extensive renewal if they are to continue in service for any signifi cant time.

• • Several structures are in poor condition and are recommended for demolition:

• The 36-year old vacant Child Development Center - cur-rently utilized by the Bond support team.

• The 56-year old Auxiliary Gym and Pool - currently targeted for demolition following completion of the planned Athletics/Wellness Center.

• The 100 and 200 Buildings as noted above.

• The 300 Building - currently used to provide swing space for the Fitness Center and housing District Main-tenance shops at the edge of the Academic Core.

• The 62 year old instructional wing (Drama) of the The-atre building which does not support current instruc-tional needs in terms of space and instructional technol-ogy.

• The Business and General Education Buildings which are each relatively small in scale, do not support growth within the academic core, visually block access to the core of campus, present a dated presence to and from Moorpark, and impede clear safe pedestrian move-ment east and west between the LRC to the east and the new Science Complex, Fine Arts and Multi-disciplinary Building. Removal of these buildings is a “lynch pin” to many of the improvements recommended in Chapter 5 of this Master Plan.

While age of a building may not be a signifi cant factor in its continued use, the effi ciency of the building envelope, the need to support growth and the need to support current technology and instruction often contribute to renewal, expansion or repurposing costs approaching the cost of replacement, as well as operating costs which will likely exceed those resulting from replacement and right sizing of facilities.

Infrastructure The campus has a Central Plant and 4 pipe distribution system serving most of the existing building, as well as buildings currently planned for construction. Exceptions include the 100, 200, and 300 Buildings as well as limited services to the General Education Complex. The central plant equipment is modular. It is believed the space within the central plant is suffi cient to support an increase in equipment as necessary to operate all new buildings suggested in the 2030 Facilities Master Plan.

Conversations with the facilities staff revealed the following:• • In some areas sewer lines are problematic as a result of

growth of the Redwood trees.

• • Water services have been undergoing upgrades.

• • Recent improvements on campus will, for irrigation purposes, support connection to a municipal reclaimed water system. The municipal system does not currently extend to the campus.

• • The extent of any needed utility system upgrades and or replacement (storm drainage, sewer, water, electrical) can be addressed within / concurrent with the scope of individual building projects.

A g e C o n d i t i o n O f B u i l d i n g s I n f r a s t r u c t u r e


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1. Good Condition1.5 Good to Fair2. Fair Condition: Cosmetic 2.5 Fair to Medium3. Medium Condition: System Repair3.5 Medium to Poor Condition4. Poor Condition: System Replacement4.5 Poor to Very Poor5. Very Poor Condition: Remove Building

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K e y B u i l d i n g A g e100 CTE Classrooms 63200 CTE Classrooms 63300 District M&O / Fitness Center

Swing Space63

A Fine Arts Center B Business 55

AW Athletics / Wellness (Under Construction)

0

C Cosmetology 35CT Career Technology 8D Drama 62

GE General Education Complex 32J Jaguar Gym (Main Gym) 56K Child Development Center

(Un-Used)36

L Library / Learning Resource Center

13

M Multi-Disciplinary BuildingP Parking StructureR Reprographics 35S Science Complex 9

SC Student Center 11T Technology Center 13

TH Theater 62

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Vehicular Access and C irculationVehicular access to the campus is diffi cult and raises safety concerns.

Moorpark AvenueMoorpark Avenue, the campuses primary frontage, is a one-way, 4-lane frontage road/ arterial with parallel parking on both sides. There are fi ve entries to the campus from Moorpark, however all access points are challenged:

• • The distance to all fi ve entries is too far west to facilitate safe access from the eastbound Moorpark Interstate ramp, or when turning left onto Moorpark when headed south on South Bascom. The distance to these entries requires / encourages the accelerated crossing of multiple traffi c lanes.

• • On-street parking on the north side of Moorpark creates / encourages unsafe traffi c and pedestrian confl icts (uncontrolled pedestrian crossings off multiple traffi c lanes).

• • Parking on the south side of Moorpark further restricts traffi c fl ow and creates additional potential traffi c / pedestrian confl icts.

• • Access along Moorpark is limited to right-in / right-out traffi c movements prohibiting the ability of north or west bound traffi c to exit the campus on Leland directly to Parkmoor Ave.

The Moorpark access at Laswell Avenue, between the Technology Center and Science Complex, is problematic. In addition to being too far west to safely provide access, traffi c moving south from this access to the south parking lots, crosses the primary on-campus pedestrian path linking the Technology Center to the core of campus. Laswell Avenue does provide convenient vehicular egress from the campus for traffi c east bound on Moorpark (however again requires crossing the primary campus pedestrian spine).

There are two vehicular access points east of Laswell which provide

access to relatively small, non-connected parking lots. The lack of an on campus connection between forces traffi c back onto Moorpark to move from lot to lot if one is full.

The campus’s “ceremonial entry” on Moorpark at Leland provides direct access to a drop off zone (relatively limited in size) aff ording pedestrian access to the core of campus between the Library and General Education Complex. Additionally this entrance provides vehicular access to parking occupying the northeast quadrant of the campus, including the parking structure at the corner of Moorpark and Leigh. Unfortunately this access is currently limited to right –in / right-out traffi c movements. The entrance confi guration does not allow movement to or from Parkmoor, north of the Interstate, to facilitate access and egress of north or west bound traffi c. A student desiring to head north or west when exiting the campus at the Leland entrance, is forced to move quickly across multiple lanes of traffi c to facilitate a left turn at the signalized intersection at Leigh and Moorpark. The entry is partially signalized, 3-way. The restrictions are the result of neighborhood resident concerns.

Leigh AvenueThe entrance at Leigh provides access to the northeast parking lots and parking structure. Due to the location of a fi re station directly across the entry on the east side of Leigh, access is limited to right turn in/right turn out. This entry is not signalized. Drivers exiting the campus wanting to return north must either make an illegal left turn, make a u-turn in the residential neighborhood, or drive a quarter-mile south to Fruitdale Avenue and loop around via South Bascom.

South Bascom AvenueThe Kingman Avenue entry at South Bascom accesses the southwest parking lots as well as providing service vehicle access the shops in buildings 100-200-300, the Career Technology Building and Grounds / Facility Management & Operations.

V e h i c u l a r A c c e s s , C i r c u l a t i o n P a r k i n g

Transit Station

Perimeter Roads

Campus Entry

Interior Vehicular Circulation

Parking

Drop Off

Plaza

1/4 Mile Radius

Key

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This entry is not signalized, limiting safe left turn movements to and from the campus / parking.

The distance from the Kingman access to the existing 4-way signalized intersection at Renova Drive (serving the Medical Center on the west edge of Bascom) likely prohibits the introduction of an additional 4-way signal @ Kingman. The campus has a limited visual presence on South Bascom.

The south campus perimeter abuts residential neighborhoods with restricted (gated) vehicular access; Kingman Avenue once extended into the neighborhood but was blocked to mitigate neighborhood concerns. A gated vehicular and pedestrian entry was provided where the street was disconnected.

All entries would benefi t from enhanced signage and a unifi ed, identifi able landscape and entrance character.


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V e h i c u l a r A c c e s s , C i r c u l a t i o n P a r k i n g

Publ ic Transit and Al ternative AccessThere are a number of transit stations exterior to the campus along South Bascom and Leigh however none aff ord direct pedestrian connection into the campus. There is no public transit on Moorpark, or within the campus. It is the planning team’s understanding that a signifi cant number of students utilize one of several transit stops on Fruitdale Avenue a quarter-mile south and access campus through the residential neighborhood south of Campus.

There are currently no dedicated public bicycle paths providing direct access to the college, nor does the campus explicitly support bicycle, parking etc. Students surveyed indicated that bicycle amenities would be desirable / used.

P a r k i n gThe adjacent diagram depicts the current organization of the SJCC Campus: while the parking is eff ective, there are pedestrian-vehicular confl icts at multiple points. There are also very few drop off points within the campus

Most parking is located on the perimeter of the campus, and generally concentrated at the southwest and northeast ends of the campus. With the exception of the Laswell access to and from the southwest lots there are minimal pedestrian-vehicular confl icts. All parking is within a maximum 5 minute walk of the geographic center of campus. Unfortunately the major lots are not connected on-campus, forcing use of public streets to move from lot to lot. This, coupled with the vehicular access issues documented previously, resulted in the students surveyed, considered parking largely inconvenient. Students also indicated a feeling that parking was often unsafe and poorly lit. It is the planning team’s understanding these safety concerns are currently being addressed with lighting and security enhancements. Students also indicated that rideshare / carpool lots would be desirable however the planning teams visual observations revealed the rideshare / carpool lot at the northeast

corner of campus to be underutilized. This may be due to an issue of convenience…both vehicular access and distance to the bulk of instructional space located to the west half of campus.

More pointedly, parking is insuffi cient to meet demand. One measure of parking adequacy is the ratio of unduplicated student enrollment to the number of spaces. Today, there are approximately 1,846 parking spaces on the SJCC Campus. The 2013 unduplicated enrollment for the SJCC Campus is 9,545 students. This equates to a current ratio of approximately 5.1:1 students to parking spaces. Depending on the att ractiveness and proximity of public transit, this ratio should be no more than 4:1 students and 2:1 faculty/staff , with 25-50 spaces reserved for visitor parking.

Two student lots in the southwest quadrant total 517 spaces, serving Career Technical Education (CTE) and the 100-200-300 classroom-lab buildings. An additional 4 lots in and around the 100-200-300 buildings total 128 spaces; much of this parking is utilized by shop functions and the Facilities, Maintenance & Operations Facility.

On the west and northwest, a 79-space parking lot along Laswell Avenue serves Reprographics and the Cosmetology & Esthetician Building. There are two lots totaling 54 spaces serving the Technology Center.

On the north edge, the Science Complex and Multi Disciplinary Building are served by a 105-space north lot accessible from both Laswell and Moorpark. An 87-space lot accessed from Moorpark serves Theater Arts, the General Education Building, and the Chavez Library/LRC.

In the northeast quadrant, two surface lots totaling 171 spaces, and a 4-level parking deck with 620 spaces, serves Student Services, the Power Plant and Library.

On the east edge, a 100-space lot serves Athletics.

Transit Station

Perimeter Roads

Campus Entry

Interior Vehicular Circulation

Parking

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Due to the lack of a perimeter road, service vehicles share internal roadways with general traffi c, and more importantly, student pedestrian paths creating potentially unsafe pedestrian confl icts. Facilities requiring service vehicle access are distributed in multiple locations on campus. These primarily include the Library/LRC, Student Services, Science Complex, Technology Building (food service), the Shops in 100-200-300, Theater Arts, and Power Plant.

There are several points where service routes intersect pedestrian paths:

• • Along the ”smile” path crossing Laswell east of the Technology Building, and south of the Auxiliary Gym/Pool

• • Between the 100-200-300 buildings and adjacent to the General Education Complex

• • Between the Library/Student Service and northwest parking

• • On Kingman Avenue between south parking and the 100 Building

All other service points are located on the outside edges of the campus generally away from pedestrian circulation routes.

S u m m a r y Resolution of many of the issues noted above and implementation of some of the recommendations outlined in Chapter 5 of this document will require Campus, District and eventually neighbor and City support. Resolution will likely require engineering traffi c studies and coordinated conversations with the appropriate jurisdictional agencies and impacted neighborhood groups / organizations. It is the planning team’s understanding that some of these conversations have begun and been well received.

Service Road

Service

Key

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S e r v i c e


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Pedestrian AccessDue to the nature of surrounding uses and off -campus traffi c circulation patt erns, there are no active pedestrian access points to the campus, with access being primarily from on-campus parking. As previously noted there are no purposefully improved pedestrian routes from the public transit stops.

There are what might be considered visual or ceremonial pedestrian entrance at the South Bascom / Moorpark and Moorpark / Leigh corners, however both of these lead pedestrian directly into or thru buildings rather into the campus core.

An improved pedestrian gateway and student drop-off is provided at the Leland entrance at Moorpark. While improved and active, visual accessibility into the heart of campus is restricted even at this point.

As previously referenced, the majority of student parking occurs at the northeast and southwest corners of the campus. Pedestrian access from the northeast lot and structure is either thru the Student Center or an unimproved asphalt roadway between the south side of the student center and north edge of the future Athletics / Wellness Complex. This path is heavily traveled.

Access from the southwest surface parking is again restricted and unimproved: along and around the east edge of Career Technology Building and east edge of the 100, 200 buildings; along Laswell Avenue, behind the Career Technology and Reprographics Buildings; or, along the service road on the east edge of the 100, 200 and 300 buildings.

On Campus Pedestrian C irculation and Way FindingPedestrian way fi nding, the ability to easily and conveniently fi nd your way from parking to your destination, or from one destination or building to the next, is diffi cult, even for those familiar with the campus. By nature, dense urban campuses have restricted views and vistas, making the need for a hierarchy of clear, well defi ned spines and good graphic way fi nding critical.

The primary east-west pedestrian path, “the smile,” runs from the Technology Center on the northwest corner of the campus, down through the center of campus and on through the Student Services Building to the northeast corner at Moorpark and Leigh. Completed portions of this spine are well defi ned, well landscaped and lighted. Unfortunately this path is currently blocked at the center of campus by the Auxiliary Gym/Pool. A condition which will be improved with the currently planned demolition of these facilities following completion of the new Athletics / Wellness Center.

There are no additional clear, well defi ned or improved north-south or east west pedestrian spines, making wayfi nding and student movement diffi cult. The planning team consistently observed a large number of students moving between the Library and Student Center to the east and the Science, Fine Arts, Multi-Disciplinary and other instructional buildings to the west. Their path was circuitous…around or through the General Education Complex and between the Theatre and Business Buildings. In the evening this path is not easily observable adding safety concerns.

Open SpaceThe campus lacks purposefully planned exterior spaces with amenities which encourage students to hang-out…congregate, recreate, socialize, study, see or be seen. Because of the dense urban nature of the campus, the restricted availability of building sites to support growth and the demand for on-campus parking, open space is and will continue to be precious.

Spaces which currently lend themselves to student activities include the plaza at the entrance to the Cosmetology Building, the exterior dining patio adjoining the south edge of the Student Center and to lesser degrees the south entry plaza to the Technology Building. Other open space assets include the landscaped areas directly south of the Science Building, the landscaped court defi ned by the Science, Multi-discipline and Fine Arts Buildings and the Athletic playfi elds.

P e d e s t r i a n A c c e s s O p e n S p a c e

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Based on the fi ndings from the Educational Master Plan, input from the college community and on-campus visits, several key considerations were identifi ed as pertinent to the development of the Facilities Master Plan.

Meeting Demands for GrowthIn 2013, 9,545 distinct students att ending SJCC generated 96,820 Weekly Student Contact Hours (WSCH). The projection for 2030 is 139,421 WSCH, a growth of 44%.

Based on the current space inventory and projected student growth using State space use standards, approximately 14 additional classroom spaces, primarily in Language Arts, Math, Science, Social Science, Arts and Humanities, will be needed by the year 2030.

Additional space will be needed in combined lecture and laboratory facilities, primarily for Business & Workforce Development, Cosmetology, Emergency Medical Services and Dental Assisting.

Supporting the Core M ission of the D istrictConsideration was given to insuring that facilities in the future support the core mission of the College/District – i.e. a strong program of transfer/general education, basic skills preparation and workforce preparation. Facilities of the future should ensure that the programs in the sciences, mathematics, language arts, humanities, career technical education, and basic skills are adequately accommodated.

Addressing an Aging CampusFourteen of the 19 campus buildings are 30-60+ years old. By the end of the 2030 planning period addressed in this master plan, these facilities will be 45 to 75 years of age.

Infrastructure NeedsMost of the capital needs and planning considerations in this category are relate to site improvements to vehicular access, increase available parking and enhance pedestrian circulation and open space. New systems, such as the central plant and non-potable irrigation, will need to be connected and or extended to maximize operational benefi ts.

Vehicular Access , C irculation & ParkingVehicular access to the campus, the demand for additional parking and the need to connect on-campus lots with on-campus circulation paths are critical to support continued growth and a good student experience.

Pedestrian C irculation Open SpaceCompletion of the east-west smile, improved visibility into and through the campus, as well as providing enhanced pedestrian gateways into and pedestrian pathways across the campus, are important to easy, safe, wayfi nding and student movement.

Supporting Student Collaboration and Socialization in a Collegial Environment.

Open SpaceSJCC should continue to focus on providing dispersed interior (building) and exterior (landscape) spaces for students to gather, socialize and communicate.

Exterior open space including landscape, hardscape, signage and pedestrian amenities should be purposefully planned to enrich the student experience by creating a sense of place and energy while supporting accessibility and ease of way-fi nding.

Space Ut i l ization / D istribution of SpaceWhenever possible, space allocations should conform to Title 5 standards and allowances for the key space categories monitored by the State. Even without current state funding, it is in the College’s best interest to keep itself in a “funding worthy” position for that time in the future when funding becomes available.

Technology ConsiderationsFacilities planning is closely linked to, and aligned with, technology. The association between instruction, support services and technology is impacted by distance learning, classroom and support service needs, and anticipated future technological innovations.

The Maintenance ImperativeMaintenance is imperative to the useful life of facilities. Key maintenance aspects that should be considered as part of the planning process include:

• • The adequacy of the current and projected maintenance organizational structure to support new or renovated facilities

• • The need of an overall comprehensive and long-term plan for maintenance

• • A long-term commitment of funding for maintenance

K e y C o n s i d e r a t i o n s F o r T h e F u t u r e

A Vision For The Future C h a p t e r 5

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San José City College Vision for the Future 37

A V i s i o n F o r T h e F u t u r e

T r a n s l a t i n g T h e F i n d i n g s I n t o P h y s i c a l F o r m Translating the fi ndings from the key considerations for the future into a college vision was facilitated via a program of work. Findings from the Educational Master Plan, growth projections for the future, the current campus assessment, key planning assumptions and the current planning eff orts provided the shape and form that was to become the program of work.

Following data analysis and the projections for growth in the academic and support services venue, the planning process began. The process involved the assemblage of space into larger building blocks and consideration of their appropriate locations on the campus. The information was based on campus tours, interviews with constituent groups, public presentations, questionnaires, discussions with administrative units, and presentations to appropriate committ ees.

The Building/Facilities Program was based on several key planning elements and objectives:

• • To present a complete program of development that addresses the total needs of the District through 2030

• • To address aging buildings and infrastructure as well as new construction to meet growth projections

• • To create a program that is capable of leveraging state funding

• • To prioritize and sequence facility projects to minimize the disruption on campus and the need for swing space

• • To develop a Building/Facilities Program that has institutional and community support

• • To involve campus constituencies in the planning process

• • To be sensitive to the Bond program limits


F a c i l i t i e s M a s t e r P l a n P r i n c i p l e s

The discussion regarding FMP principles began with review of the 1995 Master Plan. The planning team and College Advisory Council discovered that the concepts established in 1995 were still sound and could serve as the basis for developing the principles of the 2030 FMP.

The FMP recommendations for San José City College present a model that is based on the Educational Master Plan: 2015–2030 and addresses the current and projected needs through the year 2030. Throughout the planning process, a series of facilities planning principles was developed and used to guide discussions and inspire the development of the recommendations.

The recommended 2030 Facilities Master Plan is depicted on the following pages.

The following is a summary of the principles that were developed as part of this planning process and serve as the basis for the recommendations.

Enrich the student experience• • Create an out-of-class environment that is conducive to a

comprehensive collegiate experience for students that both supports and enhances the classroom environment

• • Provide a place where students can easily connect/collaborate with each other

Develop a comprehensive site plan for the campus• • Ensure that the instructional and support services of the

College are a prerequisite to any land development activities

Embrace sustainabi l i ty in all future pro jects• • Work toward a more energy effi cient and sustainable

campus environment

• • Reduce the campus’s ecological footprint in a fi scally- and socially-responsible way

Simplify implementation• • Limit disruption to campus opperation and programs

• • Reduce swing space costs

• • Reduce number of temporary moves

Max imize functional space• • Renovate facilities to support programmatic needs

E l iminate non-functional space

• • Replace energy ineffi cient facilities

• • Replace aging facilities

Improve efficiency /utilization of facilities• • Consolidate related programs

• • Create fl exible, interdisciplinary spaces

Right-size the campus to address program needs• • Align the projected space inventory with State guidelines

• • Position the College to maximize funding (State and local)

Enhance the campus environment• • Improve visibility of the campus to the community

• • Delineate clear, inviting campus entry points

• • Defi ne clear and safe vehicular movement and drop off s

• • Develop pedestrian circulation and connections throughout campus


Campus Systems

For San José City College we have used this nomenclature and similar concepts to shape and defi ne the campus as a series of systems intended to support new students, the public, student body, faculty, administration and staff . We believe these planning concepts will aid in creating a unique place for students. A place which supports access, learning, teaching, and socialization in a visually pleasant and socially stimulating environment which is welcoming and easily understood.

In developing the Facilities Master Plan, the campus was viewed as an entity with strengths and weakness, with particular goals to be pursued, and with specifi c outcomes to be achieved. The needs of the “total campus” were considered, not simply buildings. Critical campus systems needed to support current facilities and future improvements were also taken into account. The campus systems included such elements as pedestrian circulation, vehicular circulation and parking, open space, and campus amenities/improvements. Along with facilities (projects), these components coalesce to make the campus a living and working community. Collectively, they support the overall goal of serving students by providing the physical resources that support learning and the overall academic experience. Based on the signifi cant program of work envisioned through 2030, the Facilities Master Plan described in the following pages builds upon the strengths of the existing campus systems while simultaneously suggesting signifi cant refi nement of these systems. The Facilities Master Plan establishes a planning framework for the long-term growth and enhancement of the San José City College campus.

Respected Landscape Architect, Kevin Lynch, developed a series of words like paths, edges, districts and landmarks to describe the organization of a city, how these elements enable its inhabitants to understand the city as a “place,” and how these elements facilitate their navigation of that “place” in a way that allows them to enjoy its various components and benefi ts. These words have become the concepts which planners use to organize small and large scale places, such as a campus, in a way that allows the users and inhabitants of that place to fi nd their way around and enjoy the experience.


Transit Station

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Enhancing Ex isting and Creating Additional Vehicular GatewaysThe master plan recommends enhancement of existing and the addition of one new vehicular access point. Entries addressed include:

• • Leland Avenue at Moorpark

Reconfi guration of the ceremonial entrance at Leland, the Moorpark and Leland intersection, and the Leland Avenue segment crossing Interstate 280 between Moorpark and Parkmoor, would signifi cantly improve access to and egress from the College. It is suggested that the entrance, roadway and intersection be reconfi gured to provide a three-way signalized intersection allowing west bound traffi c on Parkmoor to turn left onto Leland and move directly into the College, as well as allow traffi c exiting the College at this location to cross Moorpark and continue west bound on Parkmoor.

• • Kingman Avenue at Leigh Ave and at South Bascom Ave

The master plan suggests an on-campus extension of Kingman to link the current entrance at Kingman and South Bascom, through the College, to a new signalized intersection and entrance at Leigh, south of the stadium. A 4-way signalized intersection at Leigh, would allow traffi c traveling north or south on Leigh, access to expanded on-campus student parking in the southwest quadrant, as well as allow students to exit the College at Leigh and legally turn north to connect with Moorpark and Parkmoor, or south to connect with Fruitdale Ave.

All new and existing vehicular access points, including the entrance at Laswell to parking on the north edge of campus, should be designed as “vehicular gateways” including a formalized hierarchy of appropriate signage and a unifi ed, identifi able landscape and entrance character to further “brand” the College.

Creating a Perimeter LoopAn internal perimeter loop to facilitate service access and student vehicular movement between parking areas is proposed by taking the following actions:

• • Create a north segment of the perimeter loop by linking the parking lots along Moorpark.

• • Create a south and east segment by, as noted above, opening and extending Kingman Avenue on-campus all the way east to Leigh Avenue, skirting the residential neighborhood to the south by utilizing the existing utility easement south of the Football Stadium. This segment should include an on-campus link, parallel to Leigh, thru the current parking area east of the stadium to connect with the current Leigh Ave entrance, providing access to the central plant and surface and structured parking in the north east quadrant of the campus.

• • Improve the west segment by converting portions of Laswell Avenue to pedestrian and “service / emergency only” access. To eliminate a major pedestrian-vehicular confl ict, it is proposed that Laswell be blockaded at the Technology Center-Science Complex parking lots north of the pedestrian “smile” path and at the limited parking south of the “smile”. It is suggested the Laswell segment north of Kingman and south of the “smile” be improved to serve, in addition to service and emergency vehicle access, as a north-south pedestrian connection between student parking in the southwest quadrant and the core of campus.

V e h i c u l a r A c c e s s C i r c u l a t i o n P a r k i n g

Providing Student Drop -OffsAdditional and improved pedestrian drop off s are needed.

• • It is recommended drop-off s be provided at the Laswell entrance north of the Science Complex and at the east terminus of an improved pedestrian spine south of the Student Center and north of the Athletics/Wellness Center.

• • The master plan also suggests an expanded drop-off at the ceremonial Leland Avenue entrance. This drop-off would serve as a pedestrian gateway into campus as well as drop-off for events in the Theatre and public access to the Library.

As with vehicular entries and pedestrian gateways, the student drop-off s are an opportunity to improve campus branding and facilitate wayfi nding by providing enhanced signage and a unifi ed, identifi able landscaped entrance character. Consideration should also be given to supporting public transit and bicycle access.


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Vehicular Access & C irculation & Parking

ParkingAdditional parking will be required to accommodate current and planned enrollment growth. The distribution of parking relative to the location and density of classrooms and labs (student concentration) should also be considered. Given the density of existing campus development, the master plan recommends spaces be added both by reconfi guring existing surface lots to maximize parking and by the provision of structured parking (multi-level decks).

To minimize parking demand, the use of public transportation, carpooling and other alternatives should be rigorously supported and proactively pursued.

To meet parking demand the Master Plan specifi cally recommends the following:

• • Addition of a 900-stall, 5 level parking deck in the southwest quadrant of the campus

• • Reconfi guration of the existing south parking lot

• • Reconfi guration / expansion of the north parking lot on the north end of the proposed central quad. A portion of this lot should be designated for short term visitor parking to facilitate access to administration and fi rst time students familiarizing themselves with the campus

As the campus grows beyond 2030 and the demand for parking increases, the multiuse, public access fi elds on Leigh, south of the suggested Kingman extension, and / or one or more additional parking decks will need to be considered to maintain land available for additional building opportunities.

The adjacent table indicates the number of parking spaces by lot. There are currently 1,846 total parking spaces serving a 2013 unduplicated headcount of 9,545 students. The master plan calls

for a 2030 total of 2,531 spaces serving an unduplicated headcount of 13,699 students. This represents a 37% increase in on-campus parking of 685 spaces for a 44% increase in student HC. The ratio of parking to students will slightly increase from 5.1:1 to 5.4:0.

The actual number of spaces required to support enrollment will depend on a number of factors, including the college’s ability to manage enrollment distribution and the enhance use/capacity of public transit.

Transit Station

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Career Technology


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₂ ₀ ₁ ₅# S t a l l s

₂ ₀ ₃ ₀# S t a l l s

A 46 46

B 105 126

C 80 44

D 129 145

E 662 660

F 100 76

G 79 91

H 66 97

I 62

J 517 330

K 900

L 16

T O T A L 1,846 2,531

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S e r v i c e T r a f f i c

Facilities requiring service vehicle access are, and will continue to be, distributed in multiple locations on campus. Existing facilities requiring signifi cant service access include: the Student Center (bookstore and food services), the Library/LRC, the Theater, Central Plant, the Science Complex, the Technology Center, and Career Technology. Several new buildings will also require signifi cant service vehicle access: Maintenance & Operations/Reprographics, the Career Technical Education Building.

Based on the location of these facilities, service vehicle access can be provided from the loop road. While service vehicles will often share the roadway with general traffi c, access to these service destinations is relatively direct and should not create signifi cant service-pedestrian confl icts.

Implementation of some of the recommendations outlined above, most specifi cally the signalization and intersections changes at Moorpark and Leland, and on Leigh at Kingman will require Campus, District, Neighbor and City support. Resolution will likely require engineering traffi c studies and coordinated conversations with the appropriate jurisdictional agencies and impacted neighborhood groups / organizations. It is the planning team’s understanding that some of these conversations have begun and been well received.

Additional conversations will be required to confi rm use of the utility easement south of the stadium to allow construction of the extension of Kingman.

Service Road

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Pedestrian Walkway Science Complex


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P e d e s t r i a n A c c e s s C i r c u l a t i o n

The following recommendations are all intended to build upon and enhance the urban character of the SJCC Campus by weaving a newer, more energetic urban design character / framework into the campus core; facilitating student movement and encouraging the creation of spaces which provide opportunities for student, faculty, administrators and staff to meet, mingle and socialize...a collegial experience.

Creating a Gateway to CampusThe master plan recommends creating an enhanced visual and physical presence and access to the core of the College along Moorpark at the Leland Avenue ceremonial entrance. In addition to improved vista and access into the College, removal will facilitate creation of a much needed signifi cant central quad, provide for an expanded entry drop off , and allow improvement of east-west pedestrian circulation all of which are further discussed below. This recommendation requires removal of the General Education Complex.

Creating a Framework of Pedestrian C irculationThe master plan suggests development of a hierarchy of gateways, spines, pedestrian paths and walkways linking buildings and open space in a direct, clear, visually and physically consistent manner that supports ease of way fi nding and student movement. Suggested improvements are described below:

• • Improve east- west circulation as follows:

• Completion of the primary east-west pedestrian spine, “smile”, which provides visual access and supports physical movement through the campus from edge to edge. This path, as designed, supports a high volume of pedestrian traffi c, integrates pedestrian traffi c with the proposed central quad, and facilitates emergency vehi-cle access to the core of the campus.

The planned removal of the Auxiliary Gym/Pool will enable the completion of the “smile.”

• Creating a new / additional east west spine, linking the Library, Student Center and proposed Jaguar Center (Student Development & Multi-Cultural Center) east of the campus core with the Theatre and instructional fa-cilities along the northwest edge of the campus core (the proposed GE / Business and Administration Building, the Fine Arts Center, Multi-Disciplinary Building, and Science Complex).

This will be facilitated by demolition and replacement of the General Education Complex and Business Building as noted above.

• Improvement of the pedestrian and service vehicle path south of the Student Center and north of the new Ath-letics and Wellness facilities to create a more pedestrian sense to this heavily traveled campus gateway from the parking structure at Leigh.

• • Create a series of north-south pedestrian spines linking the student parking at the south edge of campus with the core of campus and facilities on the north edge of the smile. Major recommendations include:

• Converting portions of Laswell Avenue to pedestrian and “service / emergency only” access. As previously noted, it is proposed that Laswell be blockaded to gen-eral vehicular traffi c at the Technology Center-Science Complex parking lots north of the pedestrian “smile” path and the limited parking south of the “smile”. It is suggested the Laswell segment north of Kingman and south of the “smile” be improved to provide a north-south pedestrian connection between student parking in the southwest quadrant and the core of campus.

Transit Station

Primary Pedestrian Circulation

Secondary Pedestrian Circulation

Drop Off

Plaza

Node - Purposeful Gathering Space

Open Space

1/4 Mile Radius

Key

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• Creating a new, improved spine along the western edge of the sports fi elds to provide a connection between the surface and structured parking in the southern portion of the campus to the interior of the campus separate from the service vehicle access and yards required to service the existing Career Technology and proposed CTE buildings.

• • Other master plan guidance includes:

• Removal of service vehicles from primary pedestrian circulation

• Enhancing of “pedestrian gateways” to the campus. These gateways should refl ect a consistent landscape / hardscape character and signage program to assist in way fi nding and to signify pedestrian entry to the cam-pus

• Developing secondary walkways and paths to connect individual buildings, pedestrian nodes and other points of interest on the campus

• To assist in pedestrian way fi nding and visual under-standing of the campus, diff erentiate all new, extended and existing pedestrian paths by their width, hardscape and landscape treatment


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O p e n S p a c e

The master plan envisions development of a hierarchy of open spaces, ranging from large, active, formal and informal gathering spaces to smaller, intimate, and purpose-built spaces. Major open space features include the following:

Central QuadThis is intended to serve as the “town square;” an active space at the heart of the campus for meeting, dining, study and socialization. It will serve as an exterior extension of activities and spaces housed in the proposed Jaguar Center – Student Development & Multi-Cultural Center.

A vital and energetic space where informal gathering along with performance, lectures, movies, and music events can be integrated into college life. A place where students want to see and be seen. It is intended as the energy center of the campus and a new visual gateway into SJCC.

As with the new east-west spine previously recommended to facilitate safe and convenient student movement between campus facilities, creation of the quad requires demolition and replacement of the General Education Complex and Business Building.

Pedestrian Nodes and PlazasCreating pedestrian nodes or plazas at the naturally occurring and signifi cant intersections along spines, walkways and paths. These spaces should allow for the placement of campus maps to assist in way fi nding and together with seating, opportunities for meeting friends and informal interaction.

Athletics ZoneThe athletic playfi elds will be bett er supported and serviced with the construction of the new Athletics/Wellness Center. The master plan does not specifi cally suggest any exterior athletic zone improvements.

Landscape RecommendationsSince non-potable municipal service is not currently extended to the campus, all new or rehabilitated irrigated landscape, as well as new building projects on campus, will be required to comply with MWELO requirements which includes for general landscape area an Evaportranspiration Adjustment Factor (ETAF) of .65.

This will require limitation of planting in general, extensive use of drought tolerant planting and changes in irrigation standards. Careful selection of planting and limitation of irrigation will be the result. The plant palett e should refl ect a drought tolerant selection and recommend plant materials requiring limited trimming and maintenance. While the restrictions are signifi cant the planting palett e should be selected to assist in continuing to defi ne and diff erentiate the primary spines and walkways to enhance way fi nding, and to provide shade in areas of student movement and gathering.

Open Space west of the Fine Arts Building


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P r o p o s e d B u i l d i n g F a c i l i t i e s P r o g r a m A n d C a m p u s R e n o v a t i o n

Capacity to Generate WSCHTranslating the fi ndings from the planning elements was initially facilitated via the identifi cation of a program of work. This process involved the assemblage of projected space needs into larger functional building blocks. Findings from the Educational Master Plan, translating WSCH into assignable square feet, current campus assessment, interviews and questionnaires all provided the shape and form of the program of work.

The capacity to generate WSCH was used as the key element for calculating appropriate classroom (lecture and laboratory) space requirements. Added to these numbers was forecasted growth in total headcount enrollments. Projected growth in enrollments and the associated space needs to provide instructional services were augmented through an interview process, questionnaire and assessment of the current facilities. The status, age and condition of the current facilities and those facilities associated with higher levels of technology, became a prime considerations in the process.

Non -Academic Support SpaceThe space parameters necessary to project support space functions does not operate utilizing the lecture/laboratory calculations. The vast majority of support space is connected to offi ce/offi ce service functions. The dimensions and projections for support services space is largely based on interviews with constituent groups on-campus and the expression of services and functions. Growth in total number of headcount students has the most direct eff ect on the ability of the District to appropriately serve students.


P r o g r a m O f W o r k

New Buildings 01a Maintenance & Operations/Reprographics02a Career Technical Education Building (CTE)03 General Education/Business/Administration05 Theater Arts – Drama Wing and Lobby06 Parking Structure07 Post-2030: 5 potential building sites on the existing campus

Renovated / Repurposed Facilities

01b Cosmetology Expansion/ Adaptive PE02b Technology Center Renovation04 Jaguar Student Development & Multi Cultural CenterTH Theater Arts - Theatre

Ex isting Buildings to Remain A Fine Arts Center M Multi-Disciplinary BuildingL Library/Learning Resource CenterS Science ComplexSC Student Services T Technology Building

Current Capital Pro jects AW Athletics / Wellness (Under Construction)

Buildings to be Demolished 100 Building 200 Building 300 Building K Building – old Child Development Center Business Building General Education Building


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M a i n t e n a n c e O p e r a t i o n s /R e p r o g r a p h i c s

C o s m e t o l o g y E x p a n s i o n / A d a p t i v e P E

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A new 1-story building is recommended to be constructed at the southwest corner of the campus on an existing surface parking lot.

The new facility provides a consolidated home for Maintenance and Operations including space vacated by the proposed demolition of Building 300 and allows for relocation of District Reprographics from space targeted for expansion of the Cosmetology program.

Estimated capacity for the new construction: 9,850 ASF / 15,154 GSF Project start is not aff ected by other projects.

Program Block

Space Use ASF GSF

A Building MaintenanceShop Service 2,400Offi ce 450Vehicle Storage 1,500

B Reprographics 5,500

Totals 9,850 15,154

Program Block

Space Use ASF

A Adaptive PELab/Fitness Center 2,292Offi ce 111Unisex Restroom 182

B Esthetician Program 3,058

Totals 5,643

It is recommended that the Reprographics facilities currently residing in Building 12 be relocated to the new Maintenance & Operations facility. The relocation of this facility will provide an opportunity to expand the Cosmetology program and introduce an independent Esthetician Program.

If appropriate space is not found / provided in the new Athletics / Wellness complex a portion of the vacated space would be repurposed to support Adaptive PE needs. This space would provide convenient proximity to accessible parking / drop-off .

Estimated capacity for the remodeling: 5,643 ASF.

The project cannot be initiated until completion of the new Maintenance & Operations/Reprographics Building and relocation of Reprographics.

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M&O / ReprographicsCosmetology Expansion / Adaptive PECTE BuildingGeneral Education Building Phase IIParking Structure

Fine Arts Center Cosmetology / EstheticianCareer TechnologyMulti-Disciplinary BuildingScience Complex

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C a r e e r T e c h n i c a l E d u c a t i o n ₍C T E ₎

T e c h n o l o g y C e n t e r R e n o v a t i o n

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Program Block

Space Use ASF GSF

A Air Conditioning 17,630B Facilities & Maintenance 7,565C Machine Technology 9,820D Emergency Medical Serv 4,560E Solar Lab 1,400F Laser Lab 1,400G Computer Lab 1,000H Storage 400I Other (Growth) 16,225J Food Service 3,700

Totals 63,700 98,000

Program Block

Space Use ASF GSF

A Dental AssistantLecture Classroom 1,235Lab Classroom 670Offi ce 302

Totals 2,207 2,207

Due to the age and condition of the current Career Technical Education buildings (100, 200, & 300), it is recommended that these buildings be demolished and a new building constructed to support current CTE needs and growth. This program will include space for shop and lab functions vacated by demolition of the 100 and 200 Buildings, and by relocating the Emergency Medical Technician space from the Technology Center.

It is recommended that this building program includes food service, which will provide student gathering areas to the CTE Zone on campus, currently underserved.

The site for the new CTE Building will be on the north end of the demolished 100-200-300 complex.

Estimated capacity for the new construction: 63,700 ASF; 98,000 GSF.

The project cannot be initiated until completion of the new Maintenance & Operations/Reprographics Building and relocation of the maintenance personnel and shops currently occupying portions of the 100 building. Additional uses requiring relocation from the 100 Building are dependent on the completion of the planned Athletics / Wellness Center.

The Emergency Medical Services (EMS) program is to be relocated from the fi fth fl oor of the Technology Center to the proposed CTE Building. The eff ect of this relocation will be to make available expansion space for the Dental Assistant and Medical Assisting programs.

Estimated capacity for the new renovation: 2,207 ASF.

Construction can commence after the EMS Program re-locates to the new CTE building.

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M&O / ReprographicsCosmetology and Esthetician Expansion / Adaptive PECTE BuildingTechnology Center RenovationGeneral Education Building Phase IIParking Structure

Fine Arts Center Cosmetology / EstheticianCareer TechnologyMulti-Disciplinary BuildingScience ComplexTechnology Building

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G e n e r a l E d u c a t i o n / B u s i n e s s A d m i n i s t r a t i o n

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Program Block

Space Use ASF GSF

A Lecture (19) 9,300B Large Lecture (7) 8,400C Offi ce / Offi ce Service (30) 3,450D Administrative Offi ces (3) 4,300E Reading / Study Room 950F Meeting Room 300G Lounge 300

Totals 27,000 41,538

Program Block

Space Use ASF GSF

A Lecture (26) 14,260B Large Lecture (3) 8,400C Foreign Language Lab (1) 1,800D English Lab (3) 3,600E English 4930 Lab (1) 1,500F Science Labs (3) 5,100G Faculty Offi ces (36) 4,140H Workroom / Lounge 450I Meeting Room (4) 1,200

Totals 40,640 62,523

Based on the growth in the number of classrooms, labs and offi ces necessary to service these programs by 2030 and the proposed demolition of the current Business and General Education Complex a new 3-4story building complex is proposed.

Demolition of the current GE Complex will allow for the development of a major quad at the center of campus. Elimination of this complex will also improve circulation and expanded drop off at the ceremonial Leland entry from Moorpark, and will allow the expansion and improvement of parking with the continuation of the proposed perimeter loop

Combined estimated capacity for the new construction: 67,640 ASF /104,061 GSF

To accommodate the square footage necessary and maintain academic functions throughout the process, it is necessary to phase construction. In Phase 1, the new Business Building will accommodate an expanded Business Program on the site of the former Auxiliary Gym which can be demolished following completion of the Athletics / Wellness facilities

Following demolition of the current Business Building, the new General Education Building will be built on this site to accommodate growth and the relocation of classrooms, labs, and offi ces from the current GE Complex.

2a3.i3.ii45

ALTH

CTE BuildingGeneral Education Building Phase IGeneral Education Building Phase IIJaguar CenterTheater Expansion / Renovation

Fine Arts Center LibraryTheater

Image Key

5 TH

L

A

2a

3.i

43.ii


J a g u a r C e n t e r : S t u d e n t D e v e l o p m e n t M u l t i - C u l t u r a l C e n t e r

Pro

jec

t 4 Program

BlockSpace Use ASF GSF

A Lounge 4,000B Recreation

KitchenWorkroomVending Area

4,000

C Offi ceLeadership Offi ce

900

D General Offi ces (5) 500E Meeting Room 800

Totals 10,200 15,692

It is recommended the former Gym at the center of campus be renovated and repurposed as a Student Development & Multi Cultural Center with lounge, recreation and offi ce/meeting space. A new mezzanine over part of the high-bay gym would provide additional program area. The project would provide a central common gathering space to support students, with high visibility on the east edge of the proposed central quad. This building has suffi cient vendor access for delivery functions. The proximity of this facility to Student Services and the Library is also benefi cial.

Estimated capacity for the remodel/repurpose: 10,200 ASF / 15,692 GSF

The project can be initiated after Athletics / Wellness is completed.

3.i4

AWLSC

General Education Building Phase IJaguar Center

Athletic / Wellness Center (Under Construction)LibraryStudent Center

Image Key

L

SC

3.i

4

AWAW


Program Block

Space Use ASF GSF

A Theater / Drama Labs (2) 3,000B Dance Labs (2) and Lab Service 5,000

C Lecture 1,000D Black Box Theater 4,700E Assembly Service (Workshop /

Storage)1,000

F Assembly Service (Costume / Prep) 800G Assembly Service (Dressing

Rooms)800

H Offi ces 360

Totals 16,660 25,630

Program Block

Space Use ASF GSF

A Theater 14,160 21,784

Totals 14,160 21,784

T h e a t e r A r t s

Pro

jec

t 5

It is proposed that the current Theater Building be remodeled to support current instructional needs including replacement of all theatre systems (lighting, rigging, sound). The adjacent instructional wing (west wing) is in poor condition and will be demolished and replaced with a larger structure serving an expanded instructional program including new drama and dance labs (relocated from the Art and GE Buildings); a black box theater, lecture hall, and offi ces. A small lobby addition is also recommended to the east side of the Theater Arts Building to provide a new lobby/entrance point off the proposed central quad.

This expanded and enhanced complex will present an inviting vista into the campus. Depending on sequencing space in Buildings 100 and 200, or the existing Business Building can be used temporarily while construction is in progress.

Site work will include development of the perimeter loop, and expanded parking to the west and east.

Estimated capacity for the remodel/new facility: 30,820 ASF; 47,414 GSF

2a3.i3.ii5

ASTH

CTE BuildingGeneral Education Building Phase IGeneral Education Building Phase IITheater Expansion / Renovation

Fine Arts Center Science ComplexTheater

Image Key

5 TH

A

2a

3.i

S

3.ii

New Construction

Renovation


2a3.i3.ii46

AAW CCTLMPSSC

CTE BuildingGeneral Education Building Phase IGeneral Education Building Phase IIJaguar CenterParking Structure

Fine Arts Center Athletics / Wellness (Under Construction)Cosmetology / EstheticianCareer TechnologyLibrary / Learning Resource CenterMulti-Disciplinary BuildingParking StructureScience ComplexStudent Center

P a r k i n g S t r u c t u r e

Pro

jec

t 6

A new 5-level, 900 stall parking deck is proposed for the south end of campus, on a portion of the site vacated by the demolished 100 and 200 buildings. This parking will provide a signifi cant increase in spaces in close proximity to the academic zone. The surface parking lot south of this site will be reconfi gured when Building K is demolished and the new M&O/Reprographics Building is constructed.

It is suggested that associated site work include the extension of Kingman Avenue as part of the proposed perimeter loop road along the south edge of the campus to Leigh Avenue.

The project can commence following completion of the new CTE Building and Theater Arts Renovation/Addition projects.

Image Key

S A

M

CT

C 2a

6

3.ii

L

SC

P

3.i

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AWAW

Kingman Ave.

Leig

h A

ve.


P r o g r a m o f W o r k C o s t

Pro ject Scope Square Footage Total Pro ject CostASF GSF

General Education Building - Phase 1 New Construction 27,000 41,538 $24,467,858

General Education Building - Phase 2 New Construction 40,640 62,523 $39,045,661

Maintenance, Operations & Reprographics New Construction 9,850 15,154 $6,930,442

Cosmetology / Esthetician & Adaptive PE Repurpose 5,643 8,682 $5,557,013

CTE New Construction 63,700 98,000 $63,650,785

Technology Renovation (Dental & Medical) Repurpose 2,207 3,395 $1,987,916

Theater Arts New Construction / Renovation 30,820 47,415 $26,613,128

Jaguar Center: Student Development & Multi-Cultural Center Repurpose 10,200 15,692 $9,728,190

Parking Structure New Construction - - $30,898,811

Sub-total $208,879,802

Infrastructure & Core Site Amenities $29,453,307

TOTAL $ 238,333,109*

* The total project cost is provided in 2015 / 2016 cost dollars. This includes state supportable cost, soft cost, program management cost, and 17% geographic adjustment


Y e a r P r o j e c t

2018 M&O / Grounds / Reprographics

2019Adaptive PE / Cosmetology

Expansion

2020GE / Business /

Admin BuildingPhase 1

Jaguar CenterStudent Development / Multi Cultural Center

2022 CTE Building w/ Food Service

2023Medical &

Dental Assistant Program

2024 Theater ArtsGE / Business /

Admin Building Phase 2

2025

Demolition of (E) GE Complex

New Campus Drop-off

2026

South Parking Structure /

On Campus Road (Kingman)

C a m p u s D e v e l o p m e n t S c h e d u l e / P h a s i n g P l a n

The program of work was further refi ned via the creation of a campus development schedule / phasing plan. In this perspective, projects were aligned into a development sequence. The following criteria were used to determine a project’s position in the development queue.

The degree to which a project:• • Rectifi ed a safety and / or health concern that required immediate

att ention

• • Was identifi ed as a “linchpin” project – i.e. a project that facilitated / made possible the completion of other projects in a timely and fi nancially feasible manner

• • Addressed an academic program that was currently experiencing space shortages

• • Addressed immediate space needs for key student support services

• • Remedied academic space needs that are fi ve to ten years downrange (i.e. accommodating disciplines / programs that can manage with existing space but will need space in the near future)

• • Met the space requirements of student support services that are fi ve to ten years in the future

Other considerations included:• • Minimizing the disruption to students and not overburdening the

campus with construction at any one point in time

• • To the extent possible, having construction projects being completed in a given campus zone prior to initiating new projects in another campus zone

• • The ability of a project to att ract state funds (if any such funds should become available in the future)

This program of work assumes future consideration of GO Bonds by the District and a State GO Bond November 2016.This program of work will shift 2 additional years dependent on when the District pursues a GO Bond.


R e v e n u e R e s o u r c i n g

The plan for fi nding outside (the District) fi nancial support to augment local funding is based in two primary sources: 1) The state’s Capital Outlay Budget Program (COBP); and 2) Joint Venture and Entrepreneurial Activities.

The COBP represents the best possibility for long-term, largescale fi nancing support for the District’s capital construction program. Like most state or federal programs, it comes with caveats and requirements. Projects must pass the review of the State Chancellor’s Offi ce for compliancy with capacity-load ratios. Projects must also compete with other colleges throughout the state for funding – all projects are evaluated on a point system. Finally, projects funded through this program must have matching local funds. Matching funds can be anywhere between 0% and 50%, depending on the strength of the project.

The 2030 Facilities Master Plan provides opportunities for creating new sources of revenue through joint venture and entrepreneurial activity. Because these opportunities will have to be developed and cultivated, the full extent of benefi t is not known at this time.

State of California Capital Outlay Budget Program (COBP)Overall, the revenue resourcing program of the COBP is projected to att ract approximately $43 million to the District. The “cost to construct” for the District would be under fi fty-cents on the dollar.

O ther Financing Mechanisms to Support the Plan for Revenue ResourcingIn addition to the state’s Capital Outlay Budget Program and joint venture/entrepreneurial opportunities, the District will have other tools available for increasing the revenue side of the equation. The fi nancing vehicles listed below are frequently used by community college institutions. Several of these mechanisms are currently being used by the District.

• • Local Bond Measure: The District has used this fi nancing option as a means to address its capital construction needs. A local general obligation bond is still, by far, the most successful and reachable of the fi nancing mechanism available to the District for addressing large-scale capital construction needs. Local bond measures are imperative for leveraging state monies and private funds

• • Leasing of District Owned Land or Buildings: The District currently has limited leasing revenue resourcing activity at the present time. Leasing provides an excellent means of maintaining property and/or building control while creating a long-term revenue source. Revenues generated from this activity can be used to fund capital construction projects for the District

• • Student Fees: Via a campus-wide vote, students can authorize an auxiliary fee for the construction of facilities such as student centers or parking facilities. Generally, a bond is issued for a specifi c period of time with the source of repayment the fee imposed by the students. When the debt service on the facility has been retired, the fee obligation for students terminates


• • Certifi cates of Participation (COP): COPs are often used as “bridge fi nancing,” with a long-range fi nancing strategy or objective in place to repay the debt. A COP is a loan the District secures to fi nance a particular obligation or project. Typically, this obligation is a capital outlay project (buildings and/or equipment, land acquisition, etc.). The District must demonstrate to the lender that it has the fi nancial capability to repay the COP in a timely manner. There are fi nancial limits and necessary approvals the District must achieve to use this program.

• • Scheduled Maintenance Funds: As available from the state, scheduled maintenance funding has been included as an annual block grant program. It also includes funding for instructional and library equipment. There is a local match required for the use of these funds. It is not typically a large amount of funding but it is an option to solve minor building renovation or maintenance issues.

• • Special Assessment District Funding: In cooperation with the City and/or County, an assessment district could be created to provide new or upgraded infrastructure. The source of repayment is typically the property tax revenue or special assessment levied against the property owners within a prescribed area (district). Special Assessment Districts are often an integral part of a redevelopment project, wherein the project will generate additional property tax revenue that can be used to re-pay the bonds that are issued for the capital improvement.

• • Federal and State Grants: Federal and State grants are generally obtained through a competitive application process. Most Federal and State Grants to community colleges are in the form of funds for equipment, furniture, program development costs, and/or operational staffi ng. With current federal stimulus programs, there may be opportunities for the fi nancing of capital construction projects, particularly those that result in job creation. Awards, in this regard, would most likely be given to projects that are “shovel ready.”

• • Fee-Based Instructional Programs: The District has the option to develop a fee-based curriculum and compete with other public and private institutions for students who would not typically att end the traditional, state-funded, public instructional program of a community college. Any excess revenue generated from such activities could be used to fund future capital construction projects.

• • Partnership with other Educational Institutions: An educational institution that is in need of a facility but does not have funding to construct is a likely candidate for a joint venture project. In this partnership, the District might construct the facility with the provision that debt service on the construction loan would be the responsibility of the partnering educational institution. Both entities would have access to and use the facility for educational purposes.

• • Private Donations: Private donations provide a means for interested members of the public to contribute to a specifi c project. Facilities such as libraries, planetariums, or specifi c academic and academic support buildings (e.g. Biological Sciences, Career Technical Education, etc.) are common examples.

D o l l a r s w i t h b o n d m o n e y


S J C C R e v e n u e R e s o u r c i n g

Pro ject Scope Total Pro ject Cost Program with State FundingCollege $ State $

General Education Building - Phase 1 New Construction $24,467,858 $24,467,858 $0

General Education Building - Phase 2 New Construction $39,045,661 $22,689,917 $16,355,743

Maintenance, Operations & Reprographics New Construction $6,930,442 $6,930,442 $0

Cosmetology & Adaptive PE Repurpose $5,557,013 $5,557,013 $0

CTE New Construction $63,650,785 $37,057,701 $26,593,084

Technology Renovation (Dental & Medical) Repurpose $1,987,916 $1,987,916 $0

Theater Arts New Construction / Renovation $26,613,128 $26,613,128 $0

Jaguar Center: Student Development & Multi-Cultural Center Repurpose $9,728,190 $9,728,190 $0

Parking Structure New Construction $30,898,811 $30,898,811 $0

Sub-total $208,879,802 $165,930,975 $42,948,827

Infrastructure & Core Site Amenities $29,453,307 $29,453,307 $0

TOTAL $ 238,333,109* $ 195,384,282 * $ 42,948,827*

* The total project cost is provided in 2015 / 2016 cost dollars. This includes state supportable cost, soft cost, program management cost, and 17% geographic adjustment

Total Cost Of OwnershipC h a p t e r 6

Tota

l Cos

t Of

Ow

ners

hip


San José City College Total Cost of Ownership 67

F a c i l i t i e s T o t a l C o s t o f O w n e r s h i p ₍T C O ₎ P r o g r a mThe total cost of ownership (TCO) approach to facilities management is accounting for and understanding all of the costs associated with owning and occupying a facility over the entire lifecycle. This is more than just identifying when to replace a piece of equipment or component of the building. It balances the annual operating expense of operations and maintenance with the capital expenditures necessary to replace specifi c components. In short, it allows management to understand the impact that each category of building costs and how it will impact other areas. This approach allows fi nancial and facilities executives to optimize the value that can be derived from facilities while controlling costs.

Facilities costs fall broadly into two categories:

Building related expenses: These are the expenses incurred in construction, maintenance and renewal of the facility to its original state. They are costs that are traditionally incurred by the facilities management department’s operating budget.

These can cover various levels of service, depending on the building occupants’ requirements.

Program related expenses: These are the expenses that are incurred through the occupation and use of the facility. These expenses are not necessarily paid by the facilities department. They may be departmental expenses which are paid by the building occupants’ operating budgets or by the institution. However, these expenses often relate to, or impact the costs of the building operation, upkeep or renewal.

In the Building related expenses category there are fi ve very distinct categories of costs. These costs are:

1. Acquisition (purchase, lease, or construction). These are the

costs incurred to obtain or completely restore the facility.

2. Utilities: This is the cost to provide heating, ventilation, air condition, water and sewer services to the occupants of the building. This could include the cost of technology, such as telephone, computer hookups and Internet service.

3. Daily Maintenance: This is the daily cleaning, trash removal, litt er control, grounds and landscaping and other routine maintenance that is performed daily to keep the building operational.

4. Periodic Maintenance: This is the critical maintenance (occa-sional breakage repair), preventive maintenance and other activities which are performed to keep the facility in good operating order.

5. Capital Renewal: These are the repairs and replacements which are done to bring the facility back to its original con-dition. These activities can be replacement of key building systems or building components such as roofs, HVAC sys-tems, etc.

There is a similar list of activities and facilities related costs that come under the heading of the Program related expenses – that are derived from the activities occurring within the building. These can be more wide ranging – depending on type of activities that are housed in the facility. Example categories are:

1. Specialty Equipment: This is usually equipment that is moved in after construction of the facility (e.g. specialty laboratory equipment to support research grants) – but, may require specifi c modifi cations to the building.

2. Operational Activities: This could be the provision of mail services, commissary, building security or other services which are necessary to support building occupants. Diff er-ent building activities may require a special menu of sup-port services.

T o t a l C o s t o f O w n e r s h i p

3. Remodel, Renovation, or Adaption: This is building reconstruc-tion which is beyond what is required for capital renewal. This could be construction to update décor, make chang-es to accommodate new building activities or to adapt for changing uses. It can also be building modifi cations to meet new code requirements which have been implemented.

These various activities are funded by a combination of operating and capital budget accounts. To have the optimum and most eff ective facility TCO, there needs to be a very close understanding of each of the costs that are being charged against the various funding sources. This goes beyond identifying the replacement of equipment or building components at the end of their life cycle. In fact, if the maintenance and operations (including utility costs) of equipment is rising, it may be very cost eff ective to replace the equipment with more energy effi cient equipment that could also have a lower maintenance cost. In other words, well targeted capital expenditures can become an investment that will reduce annual operating costs.

A successful TCO program is only possible if management is able to track all of the various facilities costs, monitor their trends, and understand how they relate to each other. This knowledge makes it possible to reduce the total amount that is spent on the facility over its entire lifecycle.


Building Related Expenses1. Acquisition the calculated fi rst costs will be the budget costs

including the FF&E (Furniture, Fixtures, and Equipment) and possibly pro-rated infrastructure related costs.

2. Utilities The operating costs of the new mechanical, electri-cal, and plumbing systems should not be greater than those in the existing buildings and should be noticeably lower if well managed. In the absence of design and construction standards addressing such things as systems sustainability initiatives, average costs for comparable campuses will be applied.

3. Daily and Periodic Maintenance Regardless of current funding and staffi ng levels along with the effi ciency and eff ective-ness of managing those resources, there are well established benchmarks for estimating preferable maintenance cost al-locations. Since the TCO model will be applied to new and renovated facilities, the operating costs that best preserve those capital investments will be utilized.

4. Capital Renewal This component will be addressed as a re-in-vestment reserve allocation based on comparable industry established data in the form of a percentage of current re-placement value required to avoid an accumulation of capi-tal renewal and deferred maintenance backlog.

5. Other

RationaleThe TCO calculation table can be applied as a template for the pilot and future projects. The assumption for the life of the facilities is that they will continue to be operated and maintained until such time that a decision is made to deconstruct or entirely replace them. For the sake of this calculation, it will be assumed that they will exist in perpetuity and amortize over 75 years. If and when a decision to demolish were to occur, the approach to adjusting the TCO would be to stop sett ing aside a reserve or performing capital renewal projects and performing minimal routine maintenance to the extent that the facility begins the process of “demolition by neglect.”

The calculation for annual operating costs includes utilities plus daily and periodic maintenance.

Program-Related ExpensesGiven the function of the pilot program buildings, it is unlikely that there will be any signifi cant program changes over the life of those facilities. Should program-related alteration and improvement projects occur, they would be considered to be independent of the initial TCO calculations.

Cal Poly St Univ $0.71 $1.87 $0.16 $1.96 $5,651 $2.54 $5.59 $7.39

Cal St Univ/Channel Islands

$0.52 $1.47 $0.54 $1.99 $4,439 $1.88 $4.73 $6.19

Los Angeles Harbor College

$1.35 $1.64 $1.34 $4,085 $1.77 $5.40 $6.74

Los Angeles Southwest College

$1.11 $1.77 $1.77 $3,956 $2.09 $5.73 $7.50

Cal St Univ/Sacramento $0.91 $1.85 $0.84 $2.53 $4,160 $1.90 $0.10 $6.55 $8.24

Cal St Univ/San Marcos $0.46 $0.58 $1.53 $3.03 $2,250 $0.76 $0.59 $5.12 $6.62

San Diego Community College District

$0.48 $2.07 $0.03 $1.91 $4,320 $1.42 $4.45 $6.33

Data Source: APPA Facilties Performance Indicators Database - 2013-14 FY Data.

Engy Total Cost/ GSF-

GSM w Purch Util

Grnds Total Cost/ Acre/

Hectare

Maint Total Cost/ GSF-

GSM

Othr Total Cost/ GSF-

GSM

AFOE / GSF-GSM

AFOE + PU / GSF-GSM

Ratios and MeasuresFac Admn Total Cost/ GSF-GSM

Custod Total Cost/ GSF-GSM

Engy Total Cost/ GSF- GSM wo

Purch Util

San José City College Total Cost of Ownership 69

Pro ject New Ex isting Net Pro ject Cost w /o Operating Yearly Capital Renewal First Cost Total Cost of GSF GSF GSF Equipment & Prog . Mgmt Cost $6.29 Cost $0.015 75 Years Ownership / Year

M&O / Reprographics 15,154 15,154 - $ 6,149,036 - $ 92,236 $ 81,987 $ 174,223

General Education / Business Phase 1 41,538 25,272 16,266 $ 22,120,774 $ 102,313 $ 331,812 $ 294,944 $ 729,068

General Education / Business Phase 1 62,523 43,668 18,855 $ 34,183,504 $ 118,598 $ 512,753 $ 455,780 $ 1,087,131

CTE 98,000 98,000 - $ 56,474,178 - $ 847,113 $ 752,989 $ 1,600,102

Student Development 15,692 15,692 - $ 8,788,023 - $ 131,820 $ 117,174 $ 248,994

Theater Arts 47,415 21,784 25,631 $22,889,384 $ 161,219 $ 343,341 $ 305,192 $ 809,752

TOTAL 280,322 219,570 60,752 $ 127,003,504 $ 382,130 $ 2,259,073 $ 2,008,065 $ 4,649,269

1. The Operating Cost/Year = $7.00x GSF using the APPA FPI Data but SJCC data is $6.29 and used SJCC data2. Capital Renewal = $0.015 x CRV with 1.5% of current replacement value per year as an established standard

G S F / G S FUtilities $ 1,498,5118 652,946 $ 2.29Maintenance $ 1,174,650 652,946 $ 1.80

Custodial $ 1,318,100 652,946 $ 2.03

T o t a l $ 3,991,261 $ 6.12

Maintainable Square Feet

Grounds $ 318,603 1,830,618 $ 0.17

T o t a l Y e a r l y C o s t $ 6.29

T o t a l C o s t o f O w n e r s h i p C a l c u l a t i o n s f o r F u t u r e P r o j e c t s u s i n g ₂ ₀ ₁ ₄ - ₁ ₅ d a t a

3. First Cost is amortized over anticipated life of facility estimated as 75 years4. These calculations do not factor in infl ation adjustments


AppendicesC h a p t e r 7

App

endi

ces


San José City College Appendix 73

A p p e n d i x A : A c k n o w l e d g e m e n t s

The planning process relied heavily on discussions, interviews and input provided by groups and individuals associated with maintenance and operations, the academic programs and support services of the College along with the campus community. The results and fi ndings from these inputs provided the foundation upon which the FMP was constructed. The following groups and individuals contributed to this FMP.

President ’s Cab inet• • Byron Clift Breland, President• • Duncan Graham, Vice President for Academic

Aff airs• • Elaine Burns, Vice President for Special Services• • Jorge Escobar, Vice President for

Administrative Services• • Roland Montemayor, Interim Vice President,

Student Aff airs

Instructiona l Deans• • Ingrid Thompson, Business and Workforce

Development• • Keiko Kimura, Dean for Language Arts &

Library• • Jamie Alonzo, Dean for Math & Science• • Sean Abel, Dean for Social Sciences &

Humanities• • Lamel Harris, Dean for Athletics and

Kinesiology• • Robert Gutierrez, Director of METAS

Facilities & Safety Committee• • Phil Crawford• • Donna Lee Mendoza• • Elaine Chapman

• • Teresa Paiz• • Sandra Gonzalez• • Jorge Escobar• • Joe Andrade

College Adv isory Committee (CAC)• • Javier Chapa and Duncan Graham,

Co-Chairs• • Elaine Burns• • Sandra Gonzalez• • Sean Abel• • Pat Space• • Margaret Muench• • Michael Divinia• • José Cabrera• • Deanna Herrera• • Larry Harris• • Andrew Phelps• • Charlene Lilie• • Alva Long• • Laura Garcia• • Kulwaran Sandhu• • Celeste de Genova• • Stacy Messenger• • Clem Lundie• • Hasan Rahim• • Barbara Hanfl ing• • Joe Andrade• • Byron Clift Breland• • Michael Berke• • Takeo Kubo• • Lamel Harris

Academic Senate• • Jesus Covarrubias, President• • Linda Meyer• • Leslie Rice• • Isai Ulate• • Madeline Adamczeski• • Michael Berke• • Janet Chang• • Carlos Chaves• • Philip Crawford• • Elena Dutra• • Alex Lopez• • Rachel Hagan• • Iyun Lazik• • Renza Nassab• • Ada Weeks• • Bob Wing• • Bill Carlson• • Lenora Pinkston

Open Forum Par t icipants• • Isai Ulate• • Peter Fitz simmons• • Chris March• • Keiko Kimur• • Doug Robb• • Marilyn Morikang• • Randi Kinman (Sherman Oak,

Neighborhood Association)• • Marily Brodie

D istr ict Off ice S taff• • John Hendrickson, Interim Chancellor

• • Tamela Hawley, Interim Vice Chancellor for Institutional Eff ectiveness and Student Success

• • Ruth Villasenor, District Curriculum Coordinator

• • Ronald Lopez-Ramirez, Research Analyst• • Joyce Lui, Research Analyst (SJCC)• • Ying-Fang Chen, Research Analyst (EVC)• • Doug Smith, Vice Chancellor for

Administrative Services• • Peter Fitz simmons, Director of Fiscal Services• • Ben Seaberry, Vice Chancellor for Information

Technologies• • Sam Ho, Director of Communications,

Community Relations and Diversity• • Anthony Jakubowski


The Glossary that follows includes the defi nition of the key words or terms used in the Facilities Master Plan.

ASF The sum of the fl oor area within the outside walls of a room or space, usable for student or staff stations, “assignable square feet.”

Capacity to Load Ratio (AKA “Cap Load(s)”• • The relationship between the space available for utilization

(square footage that is usable) and the effi ciency level at which the space is currently being utilized

• • The state measures fi ve areas for Capacity Load: Lecture, Laboratory, Offi ce, Library, and AV/TV

• • The Space Inventory – Report 17 provides the basis for this calculation. It records the usable square footage by “type” available at the college or center

FTESShall mean “full-time equivalent students.”

GSF (gross square feet)The sum of the fl oor areas of the building within the outside of the exterior walls (ASF plus non-usable space), “gross square feet,” the buildings footprint.

Room TypeIdentifi es the room by use or function (i.e. lecture, lab, offi ce, meeting room, etc.)

Space Inventory (or “Report 17”)A statistical legal record of the gross square footage and the assignable (i.e. usable) square footage of a college or center.

Title 5Shall mean the standards identifi ed in the California Code of Regulations in Title 5, Chapter 8, Sections 57025 to 57030 and Sections 57021 and 57022 that relate to room capacities and/or room utilization.

TOP CodeRoom/spaces are assigned a particular use and function, a specifi c discipline or service. This 4-digit numeric code identifi es the “type” of use that supports that particular room. Typically used to identify laboratory uses and functions.

WSCHShall mean “weekly student contact hours.” It also includes all credit and non-credit hours including daily student contact hours (DSCH), positive att endance and independent studies – all of which are ultimately converted to the weekly students contact hours (WSCH).

A p p e n d i x B : G l o s s a r y o f T e r m s


A p p e n d i x C : S J C C ₂ ₀ ₁ ₃ - ₂ ₀ ₂ ₀ W S C H P r o j e c t i o n s

Actual ProjectedProfile - Fall Semester 2013 2020 2025 2030

# of WSCH Lec Lab # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalDivision Sec WSCH Sec FTES Hrs Hrs Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTESBusiness & Workforce Dev

Accounting 10 1,433.9 143.4 44.5 44 2 11 1,849.9 57.2 1,907.1 59.2 12 2,002.9 61.9 2,064.8 64.1 13 2,142.1 66.2 2,208.3 68.6Air Conditioning 13 1,706.1 131.2 53.0 43 24 15 1,452.2 816.9 2,269.1 70.5 16 2,334.0 122.8 2,456.8 76.3 17 1,681.5 945.8 2,627.3 81.6

Business 14 1,327.0 94.8 41.2 42 0 18 1,764.9 0.0 1,764.9 54.8 20 1,910.8 0.0 1,910.8 59.3 21 2,043.5 0.0 2,043.5 63.4Computer Applications 5 402.0 80.4 12.5 6 33 7 74.8 459.7 534.5 16.6 7 81.0 497.8 578.8 18.0 8 86.7 532.4 619.1 19.2

Computer Info Systems 18 2,285.5 127.0 71.0 55 30 24 1,975.9 1,063.9 3,039.8 94.4 26 2,139.2 1,151.9 3,291.1 102.2 28 2,287.7 1,231.9 3,519.6 109.3Cosmetology 9 6,665.6 740.6 207.0 47 162 12 1,950.4 6,914.9 8,865.3 275.2 13 2,111.7 7,486.8 9,598.5 298.0 14 2,258.3 8,006.7 10,265.0 318.7

Construction Technology 13 1,340.5 103.1 41.6 39 27 14 1,051.9 731.0 1,782.9 55.4 15 1,138.9 791.4 1,930.3 59.9 16 1,218.0 846.4 2,064.4 64.1Dental Assistant 12 1,322.2 110.2 41.0 16 37 16 545.1 1,213.3 1,758.4 54.6 17 590.2 1,313.6 1,903.8 59.1 19 631.2 1,404.9 2,036.1 63.2

Emergency Medical Services 4 851.9 213.0 26.5 12 18 4 453.2 679.8 1,133.0 35.2 5 490.7 736.1 1,226.8 38.1 5 524.8 787.2 1,312.0 40.7Facilities Maintenance 5 604.6 120.9 18.8 14 9 6 498.5 305.5 804.0 25.0 6 539.7 330.8 870.5 27.0 7 577.2 353.8 931.0 28.9

Health Education 4 389.1 97.3 12.1 12 0 4 517.5 0.0 517.5 16.1 5 560.3 0.0 560.3 17.4 5 599.2 0.0 599.2 18.6Health Sciences 3 299.2 99.7 9.3 9 2 4 330.3 67.7 398.0 12.4 4 357.6 73.2 430.8 13.4 4 382.5 78.3 460.8 14.3

Laser 2 207.4 103.7 6.4 8 10 1 104.8 171.0 275.8 8.6 2 113.5 185.2 298.7 9.3 2 121.4 198.1 319.5 9.9Medical Assisting 8 977.5 122.2 30.3 19 17 10 689.1 611.0 1,300.1 40.4 11 746.1 661.6 1,407.7 43.7 11 797.8 707.5 1,505.3 46.7

Machine Technology 9 1,299.9 144.4 40.4 26 41 10 674.3 1,054.6 1,728.9 53.7 11 730.0 1,141.8 1,871.8 58.1 12 780.8 1,221.2 2,002.0 62.2Real Estate 1 159.1 159.1 4.9 6 0 2 211.6 0.0 211.6 6.6 2 229.1 0.0 229.1 7.1 2 245.0 0.0 245.0 7.6

Solar 1 106.3 106.3 3.3 3 3 1 63.6 77.7 141.3 4.4 1 68.9 84.2 153.1 4.8 1 73.7 90.0 163.7 5.1General Work Experience 0 347.9 10.8 12 0 1 462.6 0.0 462.6 14.4 1 500.9 0.0 500.9 15.6 1 535.7 0.0 535.7 16.6

subtotal 131 21,725.7 165.8 674.5 413 415 160 14,670.6 14,224.2 28,894.8 897.1 174 16,645.5 14,639.1 31,284.6 971.3 186 16,987.1 16,470.4 33,457.5 1,038.8Language Arts

Arabic 1 107.9 107.9 3.4 5 0 1 143.5 0.0 143.5 4.5 1 155.4 0.0 155.4 4.82 1 166.2 0.0 166.2 5.2Broadcasting 1 107.6 107.6 3.3 3 2 1 90.1 54.4 144.5 4.5 1 97.6 58.9 156.5 4.86 1 104.4 63.0 167.4 5.2

Chinese 2 122.7 61.4 3.8 5 2 1 125.7 37.5 163.2 5.1 2 136.1 40.6 176.7 5.49 2 145.5 43.5 189.0 5.9Communication Studies 24 2,256.9 94.0 70.1 72 2 26 2,941.7 60.0 3,001.7 93.2 29 3184.7 65.0 3,249.7 100.90 31 3,405.9 69.5 3,475.4 107.9

English/Reading 52 4,526.0 87.0 140.5 156 0 68 6,019.4 0.0 6,019.4 186.9 73 6518.2 0.0 6,518.2 202.37 79 6,970.2 0.0 6,970.2 216.4English 92 16 1,699.3 106.2 52.8 64 0 20 2,260.2 0.0 2,260.2 70.2 22 2447.1 0.0 2,447.1 75.98 23 2,616.9 0.0 2,616.9 81.2

English 3XXX 9 1,517.7 168.6 47.1 36 14 13 1,473.5 545.0 2,018.5 62.7 14 1595.3 590.1 2,185.4 67.85 15 1,706.1 631.0 2,337.1 72.6ESL 77 6,892.0 89.5 214.0 215 33 94 7,974.4 1,191.6 9,166.0 284.6 102 8634.4 1290.2 9,924.6 308.14 110 9,234.1 1,379.8 10,613.9 329.5

French 5 364.0 72.8 11.3 15 5 4 372.7 111.3 484.0 15.0 5 403.6 120.5 524.1 16.27 5 431.6 128.9 560.5 17.4Japanese 3 438.0 146.0 13.6 15 0 4 582.6 0.0 582.6 18.1 4 630.8 0.0 630.8 19.58 4 674.6 0.0 674.6 20.9

Journalism 3 215.2 71.7 6.7 3 12 2 57.2 228.9 286.1 8.9 2 62 247.9 309.9 9.62 2 66.3 265.1 331.4 10.3Reading 8 891.9 111.5 27.7 32 0 10 1,186.2 0.0 1,186.2 36.8 11 1284.3 0.0 1,284.3 39.87 12 1,373.4 0.0 1,373.4 42.6

Reading 3XXX 12 1,529.9 127.5 47.5 60 0 13 2,034.8 0.0 2,034.8 63.2 15 2203.1 0.0 2,203.1 68.40 16 2,356.0 0.0 2,356.0 73.1American Sign Language 17 649.7 38.2 20.2 30 14 15 596.2 267.8 864.0 26.8 17 645.5 290.0 935.5 29.05 18 690.3 310.1 1,000.4 31.1

Spanish 15 1,026.8 68.5 31.9 55 11 14 1,133.5 232.2 1,365.7 42.4 15 1227.2 251.4 1,478.6 45.91 16 1,312.5 268.8 1,581.3 49.1Vietnamese 1 145.9 145.9 4.5 5 0 1 194.1 0.0 194.1 6.0 1 210.1 0.0 210.1 6.52 1 224.7 0.0 224.7 7.0subtotal 246 22,491.3 91.4 698.3 771 95 287 27,185.8 2,728.7 29,914.5 928.8 314 29435.4 2954.6 32,390.0 1005.6 336 31,478.7 3,159.7 34,638.4 1,075.4



# of WSCH Lec Lab # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalDivisions Sec WSCH Sec FTES Hrs Hrs Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES

Library Learning Resources

Library 1 59.9 59.9 1.9 2 3 1 31.9 47.8 79.7 2.5 1 34.5 51.8 86.3 2.68 1 36.9 55.4 92.3 2.9subtotal 1 59.9 59.9 1.9 2 3 1 31.9 47.8 79.7 2.5 1 34.5 51.8 86.3 2.7 1 36.9 55.4 92.3 2.9

Kinesiology & AthleticsAdaptive Physical Education 5 268.9 53.8 8.3 0 15 6 0.0 357.7 357.7 11.1 7 0.0 387.3 387.3 12.02 7 0.0 414.2 414.2 12.9

Athletics Men 1 51.2 51.2 1.6 0 18 1 0.0 68.1 68.1 2.1 1 0.0 73.7 73.7 2.29 1 0.0 78.9 78.9 2.4Kinesiology 3 352.4 117.5 10.9 9 0 3 468.6 0.0 468.6 14.5 4 507.4 0.0 507.4 15.75 4 542.6 0.0 542.6 16.8

Kine Athletic Sports Training 7 374.3 53.5 11.6 0 21 8 0.0 497.8 497.8 15.5 8 0.0 539.0 539.0 16.73 9 0.0 576.4 576.4 17.9Kinesiology, Athletics Men 4 893.8 223.4 27.8 0 36 5 0.0 1,186.8 1,186.8 36.8 5 0.0 1,287.1 1,287.1 39.96 6 0.0 1,376.5 1,376.5 42.7

Kinesiology, Athletics Women 3 266.4 88.8 8.3 0 30 1 0.0 1,062.8 1,062.8 33.0 3 0.0 575.3 575.3 17.86 3 0.0 615.3 615.3 19.1Kinesiology, Wellness 42 2,761.9 65.8 85.8 0 126 41 0.0 3,673.2 3,673.2 114.0 44 0.0 3,977.2 3,977.2 123.48 47 0.0 4,253.5 4,253.5 132.1

Physical Education 2 38.3 19.2 1.2 6 0 1 51.0 0.0 51.0 1.6 1 55.2 0.0 55.2 1.71 1 59.0 0.0 59.0 1.8subtotal 67 5,007.2 74.7 155.5 15 246 66 519.6 6,846.4 7,366.0 228.7 73 562.6 6,839.6 7,402.2 229.82 78 601.6 7,314.8 7,916.4 245.8

Counseling & Student ServicesGuidance 17 1,000.4 58.8 31.1 37 14 15 971.3 359.2 1,330.5 41.3 16 1,080.5 360.2 1,440.7 44.73 17 1,124.5 415.9 1,540.4 47.8subtotal 17 1,000.4 58.8 31.1 37 14 15 971.3 359.2 1,330.5 41.3 16 1,080.5 360.2 1,440.7 44.73 17 1,124.5 415.9 1,540.4 47.8

Mathematics & ScienceAstronomy 4 491.5 122.9 15.3 9 3 5 490.3 163.4 653.7 20.3 5 530.8 176.9 707.7 21.97 6 567.7 189.2 756.9 23.5

Bological Sciences 33 6,358.9 192.7 197.4 90 108 39 3,805.9 4,651.6 8,457.5 262.6 42 4,120.6 5,036.3 9,156.9 284.30 45 4,406.8 5,386.1 9,792.9 304.0Chemistry 25 5,158.9 206.4 160.2 75 215 33 1,784.0 5,077.4 6,861.4 213.0 36 1,931.4 5,497.2 7,428.6 230.64 39 2,065.6 5,879.1 7,944.7 246.7

Environmental Science 5 793.9 158.8 24.6 15 15 4 528.0 528.0 1,056.0 32.8 5 571.7 571.7 1,143.4 35.50 5 611.3 611.3 1,222.6 38.0Geology 3 293.1 97.7 9.1 6 3 3 261.2 128.6 389.8 12.1 4 282.8 139.3 422.1 13.11 4 302.4 148.9 451.3 14.0

Learning Skills 20 536.3 26.8 16.6 1 57 26 14.3 698.9 713.2 22.1 29 15.4 756.8 772.2 23.97 31 16.5 809.3 825.8 25.6Mathematics 77 11,722.0 152.2 363.9 319 0 98 15,589.8 0.0 15,589.8 484.0 107 16,879.3 0.0 16,879.3 524.06 114 18,051.9 0.0 18,051.9 560.5

Oceanography 1 134.3 134.3 4.2 3 0 1 178.6 0.0 178.6 5.5 1 193.4 0.0 193.4 6.00 2 206.8 0.0 206.8 6.4Physics 9 1,476.8 164.1 45.8 31 27 12 1,040.9 923.1 1,964.0 61.0 13 1,127.1 999.5 2,126.6 66.03 14 1,205.3 1,068.9 2,274.2 70.6subtotal 177 26,965.7 152.3 837.2 549 428 221 23,693.0 12,171.0 35,864.0 1,113.5 242 25,652.5 13,177.7 38,830.2 1,205.59 260 27,434.3 14,092.8 41,527.1 1,289.3



# of WSCH Lec Lab # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalDivisions Sec WSCH Sec FTES Hrs Hrs Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTES Sec WSCH WSCH WSCH FTESHumanities & Social Sciences

Alcohol & Drug Studies 9 999.8 111.1 31.0 27 0 11 1,329.7 0.0 1,329.7 41.3 12 1,439.6 0.0 1,439.6 44.70 13 1,539.5 0.0 1,539.5 47.8Administration of Justice 13 1,325.1 101.9 41.1 42 0 16 1,762.4 0.0 1,762.4 54.7 17 1,908.1 0.0 1,908.1 59.24 18 2,040.7 0.0 2,040.7 63.4

Anthropology 1 76.0 76.0 2.4 3 0 1 101.1 0.0 101.1 3.1 1 109.5 0.0 109.5 3.40 1 117.1 0.0 117.1 3.6Art & Digital Media Arts 21 2,762.9 131.6 85.8 47 66 26 1,543.3 2,131.3 3,674.6 114.1 28 1,671.0 2,307.5 3,978.5 123.52 30 1,787.1 2,467.8 4,254.9 132.1

Dance 12 880.3 73.4 27.3 6 31 12 187.3 983.4 1,170.7 36.3 13 202.8 1,064.8 1,267.6 39.36 14 216.9 1,138.7 1,355.6 42.1Early Childhood Education 16 2,182.1 136.4 67.7 33 41 16 1,305.4 1,595.5 2,900.9 90.1 17 1,571.1 1,571.1 3,142.2 97.56 18 1,512.2 1,848.2 3,360.4 104.3

Economics 9 1,001.0 111.2 31.1 27 0 10 1,331.4 0.0 1,331.4 41.3 11 1,441.6 0.0 1,441.6 44.76 12 1,541.6 0.0 1,541.6 47.9Ethnic Studies 11 1,010.7 91.9 31.4 33 0 10 1,344.2 0.0 1,344.2 41.7 11 363.9 1,091.6 1,455.5 45.19 12 1,556.5 0.0 1,556.5 48.3

Family & Consumer Studies 9 1,031.6 114.6 32.0 27 0 12 1,372.1 0.0 1,372.1 42.6 13 0.0 1,485.5 1,485.5 46.12 14 1,588.7 0.0 1,588.7 49.3Geography 1 79.2 79.2 2.5 3 0 1 105.4 0.0 105.4 3.3 1 0.0 114.1 114.1 3.54 1 122.0 0.0 122.0 3.8

Global Studies 2 164.9 82.5 5.1 6 0 2 219.3 0.0 219.3 6.8 2 237.5 0.0 237.5 7.37 2 254.0 0.0 254.0 7.9History 27 3,418.9 126.6 106.1 81 0 36 4,547.2 0.0 4,547.2 141.2 39 4,923.4 0.0 4,923.4 152.86 41 5,265.2 0.0 5,265.2 163.5

Humanities 5 614.9 123.0 19.1 15 0 6 817.7 0.0 817.7 25.4 7 885.4 0.0 885.4 27.49 8 948.9 0.0 948.9 29.5Labor Studies 3 78.3 26.1 2.4 3 4 3 46.8 57.3 104.1 3.2 3 50.7 62.0 112.7 3.50 4 54.3 66.3 120.6 3.7

Music 10 700.5 70.1 21.8 18 24 10 400.6 531.1 931.7 28.9 11 433.8 575.0 1,008.8 31.32 12 463.9 614.9 1,078.8 33.5Philosophy 12 1,377.2 114.8 42.8 36 0 14 1,831.8 0.0 1,831.8 56.9 15 1,983.2 0.0 1,983.2 61.57 16 2,121.0 0.0 2,121.0 65.9

Photography 6 647.1 107.8 20.1 18 38 5 275.4 585.2 860.6 26.7 6 298.2 633.6 931.8 28.93 6 318.9 677.6 996.5 30.9Political Science 7 777.8 111.1 24.2 21 0 8 1,034.6 0.0 1,034.6 32.1 9 1,120.1 0.0 1,120.1 34.78 9 1,197.9 0.0 1,197.9 37.2

Psychology 22 2,556.4 116.2 79.4 66 0 26 3,400.0 0.0 3,400.0 105.6 28 3,681.2 0.0 3,681.2 114.29 30 3,936.9 0.0 3,936.9 122.2Sociology 8 884.1 110.5 27.5 24 0 9 1,175.9 0.0 1,175.9 36.5 10 1,273.1 0.0 1,273.1 39.53 11 1,361.6 0.0 1,361.6 42.3

Social Science 2 121.8 60.9 3.8 6 0 1 161.9 0.0 161.9 5.0 1 175.3 0.0 175.3 5.44 1 187.5 0.0 187.5 5.8Theatre Arts 4 558.8 139.7 17.4 9 15 5 282.4 458.2 740.6 23.0 6 305.8 507.0 812.8 25.24 6 327.0 542.2 869.2 27.0

subtotal 210 23,249.5 110.7 721.8 551 219 240 24,575.9 6,342.0 30,917.9 959.9 261 24,075.3 9,412.2 33,487.5 1,039.71 279 28,459.4 7,355.7 35,815.1 1,112.0

Grand Total 849 100,499.5 118.4 3,120.3 2,338 1,420 990 91,648.1 42,719.3 134,367.4 4,171.8 1,081 97,486 47,435 144,922 4,499 1,157 106,122.5 48,864.7 154,987.2 4,812.0


A p p e n d i x D : SJCC ₂ ₀ ₁ ₃ - ₂ ₀ ₂ ₀ R o o m S p a c e A l l o c a t i o n s

CURRENT*2013 2020 2025 2030

DISCIPLINE/PROGRAM Lec Lab OTHER Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total ASF ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF

Business & Workforce DevelopmentAccounting 1,023 1,023 10 655.6 61.0 716.6 11 875.0 73.2 948.2 12 859.2 79.3 938.5 13 918.9 84.8 1,003.7

Air Conditioning 1,343 10,887 2,213 14,443 13 517.9 3,398.0 3,915.9 15 686.9 4,541.7 5,228.6 16 674.5 4,917.5 5,592.0 17 721.4 5,258.9 5,980.3Business 1,314 2,195 3,509 14 627.7 0.0 627.7 18 834.8 0.0 834.8 20 819.7 0.0 819.7 21 876.7 0.0 876.7

Computer Applications 3,741 3,741 5 27.2 589.0 616.2 7 35.4 786.2 821.6 7 34.8 851.2 886.0 8 37.2 910.4 947.6Computer Information Systems 10,650 10,650 18 699.5 1,379.0 2,078.5 24 934.6 1,819.3 2,753.9 26 917.7 1,969.7 2,887.4 28 981.4 2,106.5 3,087.9

Cosmetology 823 8,711 9,534 9 709.0 11,057 11,766 12 922.5 14,798 15,720.5 13 944.5 16,021 16,966 14 968.8 17,134 18,103Construction Technology 16,090 16,090 13 373.8 4,122.0 4,495.8 14 497.6 5,475.1 5,972.7 15 488.6 5,927.9 6,416.5 16 522.5 6,339.8 6,862.3

Dental Assistant 691 1,120 2,026 3,837 12 191.7 1,962.0 2,153.7 16 257.8 2,596.5 2,854.3 17 253.2 2,811.2 3,064.4 19 270.8 3,006.4 3,277.2Emergency Medical Services 1,235 670 1,905 4 161.2 1,094.0 1,255.2 4 214.4 1,454.8 1,669.2 5 210.5 1,575.1 1,785.6 5 225.1 1,684.5 1,909.6Facilities Maintenance Tech 6,457 6,457 5 177.9 1,270.0 1,447.9 6 235.8 1,698.8 1,934.6 6 231.5 1,839.3 2,070.8 7 247.6 1,967.0 2,214.6

Health Education 0 4 184.0 0.0 184.0 4 244.8 0.0 244.8 5 240.3 0.0 240.3 5 257.1 0.0 257.1Health Science 0 3 117.8 107.0 224.8 4 156.2 144.8 301.0 4 153.4 156.8 310.2 4 164.1 167.6 331.7

Laser 798 798 2 37.7 410.0 447.7 1 49.6 549.0 598.6 2 48.7 594.4 643.1 2 52.1 635.7 687.8Medical Assisting 530 529 1,059 8 244.4 986.0 1,230.4 10 325.9 1,307.6 1,633.5 11 320.1 1,415.8 1,735.9 11 342.3 1,514.1 1,856.4

Machine Technology 649 9,222 1,380 11,251 9 240.0 3,052.0 3,292.0 10 318.9 4,060.3 4,379.2 11 313.2 4,396.1 4,709.3 12 334.9 4,701.6 5,036.5Real Estate 0 1 75.3 0.0 75.3 2 100.1 0.0 100.1 2 98.3 0.0 98.3 2 105.1 0.0 105.1

Solar 1,649 1,649 1 22.9 322.0 344.9 1 30.1 432.3 462.4 1 29.5 468.1 497.6 1 31.6 500.5 532.1General Work Experience 0 0 164.5 0.0 164.5 1 218.8 0.0 218.8 1 214.9 0.0 214.9 1 229.8 0.0 229.8

total 6,585 65,031 14,330 85,946 131 5,228.1 29,809 35,037 160 6,939.2 39,738 46,677 174 6,852.6 43,023 49,876 186 7,287.4 46,012 53,299

CURRENT2013 2020 2025 2030


Counseling & Student ServicesGuidance 917 917 17 354.9 643 997.9 15 459.4 923.2 1,382.6 16 451.2 999.7 1,450.9 17 482.5 1069 1,551.5

total 0 0 917 917 17 355 643 998 15 459 923 1,383 16 451 1,000 1,451 17 483 1,069 1,552

PROJECTED

PROJECTED


CURRENT*2013 2020 2025 2030


Humanities & Social SciencesAlcohol & Drug Studies 746 746 9 472.9 0.0 472.9 11 628.9 0 628.9 12 617.6 0.0 617.6 13 660.5 0.0 660.5

Administration of Justice 640 640 13 626.8 0.0 626.8 16 833.6 0.0 833.6 17 818.6 0.0 818.6 18 875.4 0.0 875.4Anthropology 0 1 36.0 0.0 36.0 1 47.8 0.0 47.8 1 47.0 0.0 47.0 1 50.2 0.0 50.2

Art & Digital Media Arts 982 6,527 7,509 21 544.5 4,142.0 4,686.5 26 730.0 5,477.3 6,207.3 28 716.8 5,930.4 6,647.2 30 766.6 6,342.4 7,109.0Dance 1,945 1,945 12 67.5 1,895.0 1,962.5 12 88.6 2,527.4 2,616.0 13 87.0 2,736.6 2,823.6 14 93.0 2,926.5 3,019.5

Early Childhood Education 2,053 2,053 16 516.1 2,804.0 3,320.1 16 617.5 4,100.5 4,718.0 17 606.6 4,441.6 5,048.2 18 648.7 4,750.0 5,398.7Economics 0 9 473.5 0.0 473.5 10 629.8 0.0 629.8 11 618.4 0.0 618.4 12 661.4 0.0 661.4

Ethnic Studies 0 11 478.1 0.0 478.1 10 635.8 0.0 635.8 11 624.4 0.0 624.4 12 667.7 0.0 667.7Family & Consumer Studies 0 9 488.0 0.0 488.0 12 649.0 0.0 649.0 13 637.3 0.0 637.3 14 681.6 0.0 681.6

Geography 0 1 0.0 119.0 119.0 1 49.8 0.0 49.8 1 48.9 0.0 48.9 1 52.3 0.0 52.3Global Studies 0 2 78.0 0.0 78.0 2 103.7 0.0 103.7 2 101.9 0.0 101.9 2 108.9 0.0 108.9

History 0 27 1,617.2 0.0 1,617.2 36 2,150.8 0.0 2,150.8 39 2,112.1 0.0 2,112.1 41 2,258.8 0.0 2,258.8Humanities 0 5 290.8 0.0 290.8 6 386.8 0.0 386.8 7 379.8 0.0 379.8 8 406.2 0.0 406.2

Labor Studies 0 3 16.8 55.0 71.8 3 22.2 73.3 95.5 3 21.8 79.3 101.1 4 23.3 84.9 108.2Music 3,802 3,360 7,162 10 142.0 1,029.0 1,171.0 10 190 1364.8 1,554.3 11 186.1 1,477.8 1,663.9 12 199.0 1,580.3 1,779.3

Philosophy 766 766 12 651.4 0.0 651.4 14 866 0.0 866.4 15 850.8 0.0 850.8 16 909.9 0.0 909.9Photography 1,025 1,025 2,050 6 98.7 1,127.0 1,225.7 5 130 1504.0 1,634.3 6 127.9 1,628.4 1,756.3 6 136.8 1,741.4 1,878.2

Political Science 0 7 367.9 0.0 367.9 8 489 0.0 489.3 9 480.5 0.0 480.5 9 513.9 0.0 513.9Psychology 1,948 1,948 22 1,209.2 0.0 1,209.2 26 1,608 0.0 1,608.2 28 1,579.2 0.0 1,579.2 30 1,688.9 0.0 1,688.9

Sociology 0 8 418.2 0.0 418.2 9 556 0.0 556.2 10 546.2 0.0 546.2 11 584.1 0.0 584.1Social Science 0 2 57.6 0.0 57.6 1 77 0.0 76.6 1 75.2 0.0 75.2 1 80.4 0.0 80.4

Theater 682 2,613 3,295 4 99.1 898.0 997.1 5 134 1203.4 1,337.0 6 131.2 1,302.9 1,434.1 6 140.3 1,393.4 1,533.7General Lecture (9 rms) 8,970 8,970

total 17,812 13,967 5,305 37,084 210 8,750 12,069 20,819 240 11,624 16,251 27,875.1 261 11,415 17,597 29,012 279 12,208 18,819 31,027

CURRENT2013 2020 2025 2030


Library, Learning Resources, & Distance EducationLibrary Studies 0 1 11.3 54 65.3 1 15.1 71.7 86.8 1 14.8 77.6 92.4 1 15.8 83 98.8

total 0 1 11.3 54 65.3 1 15 72 86.8 1 14.8 77.6 92 1 16 83 99

PROJECTED

PROJECTED


Current*2013 2020 2025 2030

Lec Lab OTHER Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalASF ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF

Kinesiology & AthleticsAdaptive Physical Education 2602 2,602 5 0 863 863 6 0 1,148 1,148.3 7 0.0 1,243.3 1,243.3 7 0.0 1,329.5 1,329.5Athletics Intercollegiate Men 0 1 0 164 164 1 0 219 218.6 1 0.0 236.7 236.7 1 0.0 253.2 253.2

Kinesiology 0 3 166.7 0 167 3 222 0 221.7 4 217.7 0.0 217.7 4 232.8 0.0 232.8siology, Athletic Sports Training 6482 6,482 7 0 1201 1,201 8 0 1,598 1,597.8 8 0.0 1,730.1 1,730.1 9 0.0 1,850.1 1,850.1

Kinesiology, Athletics -Men 0 4 0 2869 2,869 5 0 3,816 3,815.9 5 0.0 4,131.4 4,131.4 6 0.0 4,418.4 4,418.4Kinesiology Athletics - Women 0 3 0 855 855 3 0 3,412 3,411.6 3 0.0 1,846.8 1,846.8 3 0.0 1,975.1 1,975.1

Kinesiology, Wellness 0 42 0 8866 8,866 41 0 11,791 11,790.9 44 0.0 12,767 12,767 47 0.0 13,654 13,654Physical Education 0 2 18.1 0 18 1 24 0 24.1 1 23.7 0.0 23.7 1 25.3 0.0 25.3

Gymnasium 18,932 18,932 total 0 0 28016 28,016 67 184.8 14818 15,003 68 246 21,983 22,229 73 241.4 21,955 22,196 78 258.1 23,480 23,738

CURRENT*2013 2020 2025 2030

Lec Lab OTHER Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab Total # of Lec Lab TotalASF ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF SEC ASF ASF ASF

Language ArtsArabic 0 1 51.0 0 51 1 67.9 0 67.9 1 66.7 0 66.7 1 71.3 0 71.3

Broadcasting 1179 1179 1 31.8 86 118 1 42.6 116.4 159.0 1 41.9 126 167.9 1 44.8 134.7 179.5Chinese (Mandarin) 0 2 44.6 42 87 1 59.4 56.3 115.7 2 58.4 61 119.4 2 62.4 65.2 127.6

Communication Studies 0 24 1041.3 83 1,124 26 1391.4 90.1 1,481.5 29 1366.3 97.5 1,463.8 31 1461.1 104.3 1,565.4English 5085 877 866 6828 52 2140.8 0 2,141 68 2847.2 0 2,847.2 73 2796.3 0 2,796.3 79 2990.2 0 2,990.2

English 92, Essay Dev 0 16 803.8 0 804 20 1069.1 0 1,069.1 22 1049.8 0 1,049.8 23 1122.7 0 1,122.7English 3XX 0 9 522.1 621 1,143 13 697 817.5 1,514.5 14 684.4 885.1 1,569.5 15 731.9 946.5 1,678.4

ESL 3033 1024 396 4453 77 2826.1 2357 5,183 94 3771.9 3062.3 6,834.2 102 3704.2 3315.8 7,020.0 110 3961.4 3546.1 7,507.5Foreign Languages 3805 3805

French 0 5 132.4 126 258 4 176.3 167 343.3 5 173.1 180.8 353.9 5 185.1 193.4 378.5Japanese 0 3 207.2 0 207 4 275.6 0 275.6 4 270.6 0 270.6 4 289.4 0 289.4

Journalism 947 947 3 20.4 368 388 2 27.1 489.9 517.0 2 26.6 530.4 557.0 2 28.4 567.3 595.7Reading 1485 1432 2917 8 421.8 0 422 10 561.1 0 561.1 11 550.9 0 550.9 12 589.2 0 589.2

Reading 3XX 0 12 723.6 0 724 13 962.4 0 962.4 15 945.1 0 945.1 16 1010.7 0 1,010.7American Sign Language 0 17 211.9 647 859 15 282 859.8 1,141.8 17 276.9 930.9 1,207.8 18 296.1 995.5 1,291.6

Spanish 706 1890 2596 15 404.7 257 662 14 536.3 348.3 884.6 15 526.5 377 903.5 16 563 403.2 966.2Vietnamese 0 1 69 0 69 1 91.8 0 91.8 1 90.1 0 90.1 1 96.4 0 96.4

General Lecture (14 Rms) 9987 9987 total 20296 9264 3152 32712 246 9652.5 4587 14,240 287 12,859 6,007.6 18,866.7 314 12,628 6,504.5 19,132 336 13,504 6,956.2 20,460

DISCIPLINE/PROGRAM

DISCIPLINE/PROGRAM

PROJECTED

PROJECTED


Documents

SJCC FMP Vison 2030 · The Facilities Master Plan (FMP) provides a current perspective for future academic and support services space, buildings and overall college/campus core amenity