P l a n n i n g a S a t e l l i t e C a m p u s T h a t D e l i v e r s M a r k e t - R e s p o n s i v e E d u c a t i o n i n U n d e r - S e r v e d A r e a s

S C U P C o n f e r e n c e - J u l y 1 2 , 2 0 1 6

P r e s e n t e r s : D r . A n g e l a H e n d e r s o n , P r o v o s t , C h i c a g o S t a t e U n i v e r s i t yG r e g W a c h a l s k i , V i c e P r e s i d e n t , B r a i l s f o r d & D u n l a v e yL i s a M a c k l i n , C o m p r e h e n s i v e F a c i l i t i e s P l a n n i n gR y a n J e n s e n , B r a i l s f o r d & D u n l a v e y , P r o j e c t M a n a g e r

PRESENTATION AGENDA

Introductions

About Chicago State

West Campus Initiative

Process

Market Research (Qualitative & Quantitative)

Community Engagement

Space Planning

Financial Analysis

Outcomes

LEARNING OBJECTIVES

1. Use market analysis tools to assess how market responsive your current curriculum is or develop a new curriculum based upon a specific geographic location.

2. Develop a preliminary building program based upon the contemplated curriculum and student services/student life assumptions.

3. Project enrollment for a new location based upon the current demographic data and historical retention rates.

4. Budget for a new campus, including all operating costs for the physical plant and academic operations, and benchmark operating costs with relevant industry data.

ABOUT CHICAGO STATE

Started as a teacher training school in Blue Island, Illinois on September 2, 1867,

Found its first permanent home as Cook County Normal School in 1870,

In 1913, became Chicago Normal College,

In 1965, State of Illinois took control of the institution

Renamed Chicago State in 1971

Moved to its current campus at 9501 South King Drive in 1972

Today, 5 colleges, 38 undergraduate and 30 graduate degree-granting programs

ABOUT CHICAGO STATE

12 miles south of the Loop

161 acres

13 buildings

Academic, Residential, and Athletic Facilities

WEST SIDE CAMPUS INITIATIVEObjectives & Planning Assumptions

Desire to serve the community on the West Side,

Opportunity to invest in a primarily disadvantaged part of the city,

Satellite campus, independent of the South Side location,

Ability to earn a degree in the new location,

Target market: high school grads, community college students, adult learners,

Initial emphasis on academic spaces and student services,

No relocation of existing programs,

Community engagement in the process (grass roots and political).

PROJECT APPROACHW E S T S I D E C A M P U S F E A S I B I L I T Y S T U D Y

Market Sizing

General:

Target Market Area Definition

Overall Population Characteristics

Detailed:

High school graduates (likely to attend college)

Community college completers (likely to transfer to 4-year institutions)

Other: Potential non-traditional students

Academic Planning

General:

Strategic Guidelines

Competitors & feeders

Market demand (projected job growth & trends)

Detailed:

What academic programs

FTE’s to support the programs

Space Required

Stabilization period and/or phasing

Is CSU likely to capture percentage of the target market to

support the selected programs?

Qualitative Research

High school data / interviews

Community college data / interviews

Case studies

Other supporting data

What percentage of the targetmarket do we have to capture tosupport the academic programs

Q UA L I TAT I V E & Q UA N T I TAT I V E R E S E A RC H

Demographic Analysis

CSU Students & Westside Area Residents

Local Employment Profile

Historical & Projected Job Demand

Alignment with Academic Programs

Supply of Higher Education

4-year Competition & 2-year “Feeders”

Enrollment by Academic Program

Satellite Campus Case Studies

Local High School Review

Local Community College Review

DEMOGRAPHIC ANALYSIS

D E M O G R A P H I C A N A LYS I S

Site = 13.8 square miles

North Ave

Roosevelt Rd

Wes

tern

Ave

Aus

tin

Blv

d

W E S T S I D E S I T E B O U N D A R I E S

SITE ACCESS

Analyzed 33 zip codes within / surrounding site boundaries

W E S T S I D E S T U D Y A R E AD E M O G R A P H I C A N A LYS I S

DEMOGRAPHIC ANALYSISE D U C A T I O N A L A T T A I N M E N T ( 2 5 + Y E A R S O L D )

Westside Study Area2000 % 2007-2011* %

Less than 9th Grade 115,334 16.9% 96,332 14.3%

9th - 12th Grade, No Diploma 121,416 17.7% 83,549 12.4%

High School Graduate 168,081 24.6% 183,976 27.3%

Some College, No Degree 122,664 17.9% 114,451 17.0%

Associate Degree 30,881 4.5% 37,842 5.6%

Bachelor's Degree 77,959 11.4% 96,777 14.4%

Master's/Professional/Doctorate Degree 48,063 7.0% 60,147 8.9%

Chicago2007-2011* %

Less than 9th Grade 172,765 9.7%

9th - 12th Grade, No Diploma 178,924 10.1%

High School Graduate 420,347 23.7%

Some College, No Degree 320,660 18.1%

Associate Degree 96,679 5.5%

Bachelor's Degree 351,877 19.9%

Master's/Professional/Doctorate Degree 231,303 13.0%

*US Census, American Community Survey 5-year estimate

23.3% of Westside Study Area

residents (25+ years old) have a

Bachelors degree or higher vs.

32.9% across Chicago.

CURRENT CSU DEMOGRAPHICS

Home Address Heat Map

Where are CSU students currently

coming from?

Where will future Westside campus

students come from?

Source: CSU Student Demographic Database provided by Institutional Effectiveness & Research

EMPLOYMENT

EMPLOYMENT

Objective:

Provide academic program options that will improve employment prospects of future graduates.

Strategy:

Research historical and projected job market data to understand growing fields and academic offerings.

Align academic programs offerings with highly demanded employment sectors.

Utilize these findings as a criteria for evaluating potential academic programs.

E M P L OY M E N T DATAH I S T O R I C A L – C O O K C O U N T Y

COOK COUNTY

Entire Period: 1998 - 2010

Total for all sectors -259,845 -10.70%Educational services 29,302 43.88%Health care and social assistance 51,892 17.97%Accommodation and food services 27,948 16.37%Arts, entertainment, and recreation 3,359 11.70%Professional, scientific, and technical services 5,322 2.78%Transportation and warehousing -8,432 -7.69%Other services (except public administration) -11,757 -10.15%Management of companies and enterprises -8,321 -10.47%Administrative and support and waste management and remediation services -23,065 -10.87%Information -8,596 -11.60%Retail trade -37,598 -14.84%Finance and insurance -29,632 -16.07%Construction -19,997 -22.81%Real estate and rental and leasing -12,951 -24.80%Wholesale trade -39,305 -26.18%Mining, quarrying, and oil and gas extraction -208 -37.01%Utilities -3,269 -39.53%Manufacturing -174,362 -49.31%

Total # of jobs

gained or lost

across Cook

County per sector

from 1998 - 2010

Source: 2010 County Business Patterns, US Census

E M P L OY M E N T DATAM A J O R O C C U P A T I O N A L G R O U P P R O J E C T I O N S – C O O K C O U N T Y

SOC* TitleBase Year

Employment (2008)

Projected Year Employment

(2018)

Employment Change (2008-2018)

# %

10-0000 Total, All Occupations 2,748,254 3,016,008 267,754 109.7%

43-0000 Office & Administratve Support Occs 471,338 500,278 28,940 106.1%

35-0000 Food Prep & Serving Occupations 200,392 228,407 28,015 114.0%

13-0000 Business & Financial Opers. Occs 177,626 203,950 26,324 114.8%

29-0000 Healthcare Practitioners & Tech Occs 145,608 171,226 25,618 117.6%

25-0000 Education, Training & Library Occs 157,047 181,088 24,041 115.3%

31-0000 Healthcare Support Occupations 66,805 84,743 17,938 126.9%

39-0000 Personal Care & Service Occupations 86,256 102,215 15,959 118.5%

41-0000 Sales and Related Occupations 276,481 291,220 14,739 105.3%

53-0000 Transportation/Material Moving Occs 202,435 214,208 11,773 105.8%

11-0000 Management Occupations 157,503 167,686 10,183 106.5%

15-0000 Computer & Mathematical Occupations 71,942 81,703 9,761 113.6%

49-0000 Installation, Maintenance & Repair Occs 86,752 96,064 9,312 110.7%

47-0000 Construction and Extraction Occs 101,730 110,998 9,268 109.1%

37-0000 Building & Grounds Clean/Maint Occs 97,182 106,251 9,069 109.3%

21-0000 Community & Social Services Occs 43,061 50,433 7,372 117.1%

33-0000 Protective Service Occupations 69,030 76,217 7,187 110.4%

*Standard Occupation Code defined by Bureau of Labor Statistics. Source: Illinois Department of Employment Security

E M P L OY M E N T DATAS P E C I F I C O C C U P A T I O N A L P R O J E C T I O N S – C O O K C O U N T Y

Rank* SOC TitleAverage Annual Job Openings

Job ZoneGrowth Replacement Total

1 13-1199 Business Operations Specialists, All Other 513 1,078 1,591 42 11-9199 Managers, All Other 309 1,070 1,379 43 25-2021 Elementary School Teachers, except Special Ed 545 711 1,256 44 13-2011 Accountants and Auditors 610 476 1,086 4

5 25-2031 Secondary School Teachers, except Special & Career /Technical Education 224 626 850 4

6 23-1011 Lawyers 287 442 729 57 41-4012 Sales Reps, Wholesale/Manufacturing 98 627 725 4

8 13-1111 Management Analysts 335 285 620 4

9 41-3031 Securities, Commodities & Financial Services Sales Agents 137 422 559 410 25-3099 Teachers and Instructors, All Other 218 264 482 411 25-2022 Middle School Teachers, except Special & Career / Technical Education 205 275 480 4

12 19-3021 Market Research Analysts 216 221 437 4

13 13-1079 HR / Labor Relations Specialists 147 178 325 4

14 15-1121 Computer Systems Analysts 125 186 311 415 15-1133 Software Developers, Systems Software 233 73 306 4

16 11-2022 Sales Managers 125 181 306 4

17 13-2051 Financial Analysts 149 149 298 4

18 41-4011 Sales Reps, Wholesale / Manufacturing, Technical & Scientific Products 69 223 292 4

19 11-3031 Financial Managers 86 201 287 520 15-1031 Computer Software Engnrs, Applications 213 72 285 4

*By Projected Avg. Annual Job Openings Requiring a Bachelor’s Degree or Higher to be Added till 2018. Source: IDES

EMPLOYMENT DATAS P E C I F I C O C C U P A T I O N A L P R O J E C T I O N S – R E Q U I R I N G B A C H E L O R ’ S D E G R E E O R H I G H E R

Job Zone*

Education Required

1 Some of these occupations may require a high school diploma or GED certificate.

2 These occupations usually require a high school diploma.

3 Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.

4 Most of these occupations require a four-year bachelor's degree, but some do not.

5 Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D.

(law degree).

Focus on jobs requiring Bachelor’s degrees or higher. Align Westside Campus offerings with projected growth

in occupations with these requirements.

*As defined by Occupational Information Network (O*Net) Online and US Dept of Labor

Align with certificate programs and continuing

education courses.

ACADEMIC PROGRAMS

Academic Programs Specific Instructional Program  6 Digit CIP Occupations Associated SOC CodeProjected Annual Job Openings

Total Annual Job Openings / Academic Program (General)

Managers, All  Other 11‐9199 1,379Sociologists 19‐3041 1Sociology Teachers, Postsecondary 25‐1067 7Managers, All  Other 11‐9199 1,379Social  Scientists  and Related Workers, All  Other 19‐3099 12Managers, All  Other 11‐9199 1,379Social  Scientists  and Related Workers, All  Other 19‐3099 12Social  Science Research Assistants 19‐4061 4Social  Sciences  Teachers, Postsecondary, All  Other 25‐1069 0Secondary School  Teachers, Except Special  and Career/Technical  Education 25‐2031

850

Computer and Information Systems  Managers 11‐3021 174Computer and Information Research Scientists 15‐1111 17Information Security Analysts 15‐1122 262Computer Programmers 15‐1131 208Software Developers, Applications 15‐1132 285Software Developers, Systems  Software 15‐1133 306Web Developers 15‐1134 ‐Computer Network Support Special ists 15‐1152 ‐Computer Occupations, All  Other 15‐1199 229Computer Science Teachers, Postsecondary 25‐1021 12Computer Systems  Analysts 15‐1121 311Computer Network Architects 15‐1143 262Computer Network Support Special ists 15‐1152 ‐Computer Science Teachers, Postsecondary 25‐1021 12

Sociology

Computer Science 2,066

24Social  Sciences, Other.

Social  Sciences, General. 45.0101

45.9999

45.1101Sociology.

Computer Science.

Computer Systems  Analysis/Analyst.

11.0701

11.0501

Align specific occupations with instructional programs

SUPPLY OF HIGHER EDUCATION

SUPPLY OF HIGHER EDUCATIONObjective

Identify gaps in the higher education offerings for Chicago (particularly west side) residents

Strategy

Understand the supply of 4-year institutions and community colleges within or near the Westside Study area

Community Colleges

• Identified 4 local community colleges that could serve as “feeders” for Westside Campus• Selected based on proximity to campus

4-year Institutions

• Public Universities – 3 schools selected based on proximity as well as similarity to CSU• Private Universities – 3 schools selected based on proximity to Westside and similarity to

CSU in tuition / cost, demographics, and admission standards

SUPPLY OF HIGHER EDUCATIONC O M P E T I T I V E I N S T I T U T I O N S A N D F E E D E R S C H O O L S

N E I UW i l b u r W r i g h t

M o r t o n

T r i t o n

M a l c o l m X

G S U

N a t i o n a lL o u i s

R o b e r t M o r r i s

R o o s e v e l tU I C

CASE STUDIES

SUPPLY OF HIGHER EDUCATION

Objective

Understand lessons learned and challenges associated with other satellite campuses in the region

Strategy

Identify and research relevant case studies to understand key takeaways

Goals Identify recent and local new

Campus developments

Understand history and rationale

Obtain facility size and cost

Verify programs offered at each campus

Contact administration to conduct interviews to identify key steps

CASE STUDIESO B J E C T I V E SPreliminary Cases

A. Roosevelt University

B. Western Illinois University

C. Governors State University

D. Northern Illinois University

E. St. Xavier University

F. Northeastern Illinois University

Roosevelt University

Schaumburg Campus, 1996

225,000 sq. ft.

Established in Arlington Heights in 1986

Western Illinois University

Riverfront/Quad Cities Campus, 2012

Phase 1: 30,000 sq. ft.

Phase 2: 90,000 sq. ft.

Presence for last 100 years, donated building in 1990s

Governors State University

Naperville Education Center, 1998

90,000 sq. ft.

Established in 1998

Northern Illinois University

Naperville Campus, 2000

114,000 sq. ft.

Regional Campus development began in 1986 (Rockford & Hoffman Estates)

St. Xavier University

Orland Park Campus, 2003

31,000 sq. ft.

Interim campus since 1997 in Tinley Park

Northeastern Illinois University

El Centro Campus, 2014

55,000 sq. ft.

Established in 1969, resurgence and expansion in 1990s

CASE STUDIESC A M P U S O V E R V I E W

Campus Development Decades of presence in community

Slow development of physical space: lease, purchase, build

New students based on community need

Program development input from: academic departments, local business needs, local job market

Program and physical space began small and expanded over time

Target Markets Returning adult students

Part-time students

Non-traditional

Current professionals

Weekend and evening courses

Certifications and second degrees

CASE STUDIESM A J O R T A K E A W A Y S

AREA HIGH SCHOOL RESEARCH

AREA HIGH SCHOOL OUTREACH

Objective

Understand desired academic programs and primary factors in enrollment decision for area high school students

Strategy

Engage high school principals and/or guidance counselors in conversations on key factors

Test desirability of preliminary academic programs

Questions1. What percentage of your students attend college?

Where do they apply? Attend?

2. Do your students consider Chicago State University? Why or why not?

3. What are the most important deciding factors on where your students attend college? Location, Academic programs, Cost of attending, Reputation, Other amenities

4. What types of academic programs / concentrations are your students looking to pursue in college?

5. If Chicago State University were to open a satellite campus on the west side, would there be interest among your students? Why or why not?

6. What types of programs / majors / classes would be most important for a west side campus of Chicago State University to offer in order to attract students?

7. Any other considerations for CSU that would help in the planning for a west side campus?

Target High Schools Austin Business Collins Academy Crane Tech prep Manley Douglass Marshall Aspira Early College Marine Academy Westinghouse Prosser Whitney Young Farragut North Lawndale College Prep Juarez Urban Prep West Charter Michele Clark Proviso East Proviso West

HS Pr inc ipa l / Counse lor Ques t ionna i reO V E R V I E W

Programs

HS/2yr/CSU connections: bridge, dual enrollment, upward bound, joint degrees

Selective enrollment schools want STEM courses including architecture and engineering

Students want a degree and/or certification right now; competition with “quick” degree colleges

Chicago State University

Brand/Reputation: need to work on positive brand awareness

Student Qualifications: many CPS students lack the grades to apply and choose City Colleges instead, students from selective enrollment schools are more likely to consider other institutions

Outreach: visits to high school college fairs and HS visits to campus very effective

New Campus: positive responses, the location would provide an option for graduating high school students and community members to get their degree and/or certification while also working and staying close to home; many students commute because of housing costs

Top Priorities for CSU: affordable, accessible, brand awareness/marketing, competitive edge, and similar amenities to other institutions

Other Institutions Considered

4yr: Illinois State, NEIU, Northern Illinois, UIC, Western Illinois

2yr: Malcolm X, Wright, Truman, Oakton Community College, Joliet Junior College

Quest ionna i re Summar yO V E R V I E W

COMMUNIT Y COLLEGE RESEARCH

COMMUNIT Y COLLEGE RESEARCH

Objective

Understand desired academic programs and primary factors in enrollment decision for community college transfer students

Strategy

Engage community college administrators in conversations regarding transfer student enrollment decisions

Facilitate feedback on preliminary academic programs

COMMUNIT Y COLLEGES

Identified 4 community colleges within the area as potential “primary” feeders based on proximity:

Malcolm X

Wilbur Wright

Morton College

Triton College

Strong probability that transfer students from other community colleges in the area will be interested in the Westside Campus if high-quality academic programs and amenities were offered.

CC CONVERSATIONS

Chicago State currently has little brand awareness among West Side students

Current students are not aware of academic offerings at CSU Students opt for institutions that are closer to home if similar programs are offered

CSU lacks strong partnerships with West Side community colleges Colleges are eager to develop these partnerships

South Side campus is perceived as being too far Lack of 4-year institutions on the West Side presents a great opportunity for CSU

Northeastern and UIC will be CSU’s strongest competitors CSU will need to leverage geography and quality of programs for their West Side campus

For-profit schools have strong branding and financial aid packages that appeal to students

B R A N D I N G A N D L O C A T I O N

CC CONVERSATIONS

Proposed Tier 1 programs seem to be “right on track”

Criminal Justice

Computer Science

Social Work

Accounting

Education

Business Management

Community college data suggests nursing programs will be oversaturated

Potential opportunities for graphic design and media arts

Important to offer flexible programs and facilities that can be adapted to changing job market

Students are looking for quality programs, value, and the ability to complete studies quickly

P R O G R A M S A N D O P T I O N S

ACADEMIC PROGRAM OPTIONS

ACADEMIC PROGRAM OPTIONS

Peer Context

Competitors (4-year institutions in the area)

Feeders (potential community college partners)

Market Demand

Jobs – Historical / Projections

Demographics

Initial offerings evaluated based on the following criteria:

Chicago State Context

History of Enrollment

Strength of Program

Accreditation

Impact of Faculty / Staff

Physical Plant Requirements

P RO G R A M E VA LUAT I O NS U M M A R Y

College / Program

Recommended Program Rationale

Phase 1 Phase 2

College of Arts and Sciences

Radio and TV Broadcasting No No Specialized equipment / facility spaces would make this difficult to duplicate on both campuses.

Psychology No No Competitors have large, successful programs and limited job prospects.

Criminal Justice Yes - Strong job prospects, currently a successful CSU program with basic space needs.

Sociology No No Competitors have large, successful programs and limited job prospects.

Computer Science Yes - Though significant competition there is enough demand for jobs in this field.

Social Work Yes - Growing CSU program with basic space requirements.

Graphic Design No Yes Strong job prospects with limited program competition. Would require accreditation.

Industrial Engineering No Yes Strong job prospects with limited program competition. Would require accreditation.College of Business

Insurance and Risk Management No Yes Strong job prospects with limited program competition. Would require accreditation.

Logistics / Supply Chain Management No Yes Strong job prospects with limited program competition. Would require accreditation.

Entrepreneurship No Yes Limited program competition & space needs. Would require accreditation.

Accounting / Finance Yes - Though significant competition there is enough demand for jobs in this field.

Human Resources Management No Yes Strong job prospects with limited program competition. Would require accreditation.

Business Management Yes - Though significant competition there is enough demand for jobs in this field.

Business Marketing No No Heavy competition, declining enrollment in current program.

Hospitality Administration & Management No No Limited job prospects, would require accreditation.

P RO G R A M E VA LUAT I O NS U M M A R Y

College / Program

Recommended Program

Rationale

Phase 1 Phase2

College of Education

Special Education No No Significant program competition with limited job prospects.

Education (Masters) Yes - Strong institutional reputation as an Education school, potential for linkages with Westside HSs.

Education (Masters in Reading) No No Significant program competition, declining enrollment in current program.

College of Health Sciences

Pharmacy Tech No No Offered as an Associates degree program at CCs. Would require accreditation and lab space.

Physical Therapy No Yes Limited competition with adequate job prospects. Would require accreditation. Interest from College of Health Sciences for adding an entry-level doctorate program.

Substance Abuse / Addiction Counseling

No No Adequate job prospects but currently a small CSU program.

Community Health Yes - Limited competition from peer schools. Strong enrollment growth in current program.

Health Information Administration Yes - Strong job prospects, steady enrollment in current program.

Occupational Therapy No No Limited job prospects, specific facility space needs.

RECOMMENDED ACADEMIC PROGRAMS

ACADEMIC PROGRAM LIST

College of Arts and Sciences College of Business

Criminal Justice Logistics / Supply Chain Management

Computer Science Entrepreneurial

Social Work (Master's) Accounting / Finance

Graphic Design Human Resources Management

College of Health Sciences Business Management

Community Health College of Education

Health Information Administration Education (Master's)

Facility Sized for Recommended Academic Programs

ENROLLMENT MODELING

E N RO L L M E N T C O M P O S I T I O N

Assume that students enrolling in the Westside Campus will be primarily transfer students from local community colleges.

First-time freshmen (high school graduates from the area) and graduate students will comprise the majority of the remaining student population.

Continuing Education (Options / Community Education Program) & Certificate Program enrollment not included in models. It is assumed that these courses can be accommodated without an impact on the regular,

degree-seeking classes and the building program.

WEST SIDE CAMPUS MARKET SIZEF i r s t - T i m e F r e s h m e n

Identified 104 high schools within and surrounding the Study Area

CPS high schools

Private high schools

Charter high schools

Suburban high schools

Analyzed historical data from CPS, Illinois State Board of Education, the Chicago Tribune, and other sources to determine the total number high school students likely to attend college.

Approximately 8,600 students (4,200 CPS students) graduating from area HSs will attend college.

PRELIMINARY ENROLLMENT MODELING

Assumptions

Initial enrollment (growth over current Westside enrollment):

Three scenarios: 20%, 30%, and 40%

Annual (year-to-year) recruitment increases:

4.25% (Freshmen and Transfers)

Retention rates (Y1-Y2)

Freshmen: 60% Transfers: 70% Grads: 75%

Graduation rates

Freshmen: 25% Transfers: 50% Grads: 80%

ENROLLMENT MODELING

A d d i t i o n a l E n r o l l m e n t : C e r t i f i c a t i o n a n d C o n t i n u i n g E d

• When facility nears capacity of 520 FTEs, Phase 2 program will need to be considered. • Initial program has been outlined but will require refinement.• Success of Phase 1 in reaching enrollment goal will depend on immediate marketing / branding

efforts, offering of CSU classes on Westside prior to opening, partnerships with local CCs and HSs, and increased retention rates.

ACADEMIC SPACE PLANNING

ACADEMIC SPACE PLANNING FACTORS

Building sized to accommodate Phase 1 programs

Grad FTE = 6 credit hours/semester

UG FTE = 15 credit hour/semester

Average faculty teaching load = 3 course sections/semester

Average student section size = 15

Student to Faculty ratio = 18:1

Average Full Time faculty office size = 120 ASF/ Adjunct = 35 ASF

Office Service = 10-15% total office allocation

Lounge/Study = 15% of student enrollment

Other Spaces – ASF/FTE allowance

ACADEMIC SPACE PLANNING FACTORSBuilding sized to accommodate Phase 1 programs

General Use Classroom Utilization Factors:

40 Weekly Room Hours (8:00 am to 9:00 pm M-F)

65-70% WRH (weekly room hour use)

67% station occupancy

Average station size 25 ASF/seat

Room sized to accommodate between 16 and 36 seats

Teaching Laboratory Utilization Factors:

15-22 Weekly Room Hours (8:00 am to 9:00 pm M-F)

35-50% WRH (weekly room hour use)

80% station occupancy

Station size various by discipline

BUILDING PROGRAMS U M M A R Y

ITEM CATEGORY QTY TOTAL ASF1.0 INSTRUCTIONAL AREAS 19,600

1.1 General Use Classrooms/Computer Lab 15 10,1001.2 Class Laboratories 10 9,500

2.0 OFFICE AREAS 8,1302.1 Faculty Offices 43 4,2202.2 Administrative Offices 9 1,3602.3 Information Technology 4 6002.4 Admissions/Registration/Financial Aid 7 1,1402.5 Security 7 810

3.0 ACADEMIC SUPPORT 2,3564.0 STUDENT AREAS 12,210

4.1 Student Space 8 9,8004.2 Food Service 6 2,410

5.0 PHYSICAL PLANT 2,010

26,58470,890

Building Core & CirculationTotal Gross S.F.

P H A S E 1 : B U I L D I N G P RO G R A M

ITEM CATEGORY QTY CAPACITY STATION SIZE (ASF) UNIT ASF TOTAL ASF RATIO TOTAL GSF

1.0 INSTRUCTIONAL AREAS

1.1General Use Classrooms / Computer LabSmall 2 16 25 400 800 1.60 1,280Medium 8 24 25 600 4,800 1.60 7,680Large 5 36 25 900 4,500 1.60 7,200

Subtotal 15 10,100 16,1601.2 Class Laboratories

Computer Labs 2 32 35 1,120 2,240 1.60 3,584Art Studio 1 16 70 1,120 1,120 1.60 1,792Biology 1 24 50 1,200 1,200 1.60 1,920Biology Prep Room 1 180 180 1.60 288Chemistry 1 24 50 1,200 1,200 1.60 1,920Chemistry Prep Room 1 180 180 1.60 288Computer Science 1 28 35 980 980 1.60 1,568Graphic Design 1 28 60 1,680 1,680 1.60 2,688Math 1 24 30 720 720 1.60 1,152

Subtotal 10 9,500 15,200

I N S T R U C T I O N A L A R E A S

P H A S E 1 : B U I L D I N G P RO G R A MITEM CATEGORY QTY CAPACITY STATION 

SIZE (ASF) UNIT ASF TOTAL ASF RATIO TOTAL GSF

2.0 OFFICE AREAS2.1 Faculty Offices

Full Time Faculty 25 1 120 120 3,000 1.60 4,800Adjunct Faculty 16 1 35 35 560 1.60 896Office Service (Copy/Files/Mail) 180 180 1.60 288Conference Room 1 15 20 300 300 1.60 480Lounge/Kitchen 1 180 180 1.60 288

Subtotal 4,220 6,7522.2 Administrative Offices

Director 1 1 140 140 140 1.60 224Reception/Waiting 1 6 20 120 120 1.60 192Staff  6 1 120 120 720 1.60 1,152Office Service (Copy/Files/Mail) 180 180 1.60 288Conference Room 1 10 20 200 200 1.60 320

Subtotal 1,360 2,1762.3 Information Technology

Staff  2 1 120 120 240 1.60 384Workroom 1 180 180 1.60 288Server Room 1 180 180 1.60 288

Subtotal 600 9602.4 Admissions/Registration/Financial Aid

Reception/Waiting 1 12 20 240 240 1.60 384Staff  4 1 120 120 480 1.60 768Office Service (Copy/Files/Mail) 180 180 1.60 288Business Office 2 1 120 120 240 1.60 384

Subtotal 1,140 1,8242.5 Security

Staff  1 1 120 120 120 1.60 192Clerical 1 1 100 100 100 1.60 160Control Room 1 1 100 100 100 1.60 160Lockers/Lounge 2 120 240 1.60 384Interview Room 1 100 100 1.60 160Storage Area 1 150 150 1.60 240

Subtotal 810 1,296

O F F I C E A R E A S

P H A S E 1 : B U I L D I N G P RO G R A M

ITEM CATEGORY QTY CAPACITY STATION SIZE (ASF) UNIT ASF TOTAL ASF RATIO TOTAL GSF

3.0 ACADEMIC SUPPORTWriting Center 1 12 25 300 300 1.60 480Tutoring Area 1 20 25 500 500 1.60 800Group Study Rooms 8 4 18 72 576 1.60 922Library/Open Study Area 1 20 25 500 500 1.60 800Career Services 2 1 120 120 240 1.60 384Advising 2 1 120 120 240 1.60 384

Subtotal 2,356 3,770

A C A D E M I C S U P P O R T

P H A S E 1 : B U I L D I N G P RO G R A M

ITEM CATEGORY QTY CAPACITY STATION SIZE (ASF) UNIT ASF TOTAL ASF RATIO TOTAL GSF

4.0 STUDENT AREASLobby/Display 1 300 300 1.60 480Assembly 1 250 12 3,000 3,000 1.60 4,800Multi‐purpose Room 1 30 40 1,200 1,200 1.60 1,920Recreation/Game Room 1 25 60 1,500 1,500 1.60 2,400Student Lounge/Study 1 30 50 1,500 1,500 1.60 2,400Bookstore/Convenience Store 1 800 800 1.60 1,280Meeting Room 1 25 20 500 500 1.60 800Community Room 1 50 20 1,000 1,000 1.60 1,600

Subtotal 9,800 15,680Food ServiceOffice 1 120 120 1.60 192Dining/Seating 1 80 12 960 960 1.60 1,536Servery 1 500 500 1.60 800Kitchen 1 400 400 1.60 640Cold Storage 1 180 180 1.60 288Dry Storage 1 250 250 1.60 400

Subtotal 2,410 3,856

S T U D E N T A R E A S

P H A S E 1 : B U I L D I N G P RO G R A M

ITEM CATEGORY QTY CAPACITY STATION SIZE (ASF) UNIT ASF TOTAL ASF RATIO TOTAL GSF

5.0 PHYSICAL PLANT

Staff 1 1 120 120 120 1.60 192

Lockers/Showers 2 180 360 1.60 576

Custodial Break Room 1 150 150 1.60 240

Shop/Maintenance 1 240 240 1.60 384

Central Supply Storage 1 400 400 1.60 640

Equipment Storage 1 300 300 1.60 480

Trash/Recycle 1 200 200 1.60 320

Receiving 1 240 240 1.60 384

Subtotal 2,010 3,216

TOTAL SQ. FT. – PHASE 1 44,306 70,890

P H Y S I C A L P L A N T

PROJECT ECONOMICS

B U D G E T A N D L A N D R E Q U I R E M E N T - S U M M A RYPhase 1

Building Size (gross s.f.) 70,890

Budget

Hard Costs $26,736,000

Soft Costs $11,504,000

Total $38,240,000

Land Requirement

Building Footprint (SF)* 35,450

Parking (SF) 65,700

Parking (Spaces) 219

Green Space (SF)** 40,460

Total Land Requirement (SF) 141,610

Total Land Requirement (Acres) 3.25*Assuming  two‐story building**40% of total building footprint and parking

OPERATING PRO FORMA

LESSONS LEARNED

Clearly Defined Objectives and Goals

Establish Academic Priorities

Respond to the Market Demands

Listen to the Community

Engage Stakeholders Early in the Process

W E S T S I D E C A M P U S F E A S I B I L I T Y S T U D Y

QUESTIONS?

Ryan Jensen, Brailsford & Dunlavey rjensen@programmanagers.com

Greg Wachalski, Brailsford & Dunlavey gwachalski@programmanagers.com

Lisa Macklin, Comprehensive Facilities Planning lmacklin@cfp-planners.com

P l a n n i n g a S a t e l l i t e C a m p u s T h a t D e l i v e r s M a r k e t - R e s p o n s i v e E d u c a t i o n i n U n d e r - S e r v e d A r e a s

S C U P C o n f e r e n c e - J u l y 1 2 , 2 0 1 6

P r e s e n t e r s : D r . A n g e l a H e n d e r s o n , P r o v o s t , C h i c a g o S t a t e U n i v e r s i t yG r e g W a c h a l s k i , V i c e P r e s i d e n t , B r a i l s f o r d & D u n l a v e yL i s a M a c k l i n , C o m p r e h e n s i v e F a c i l i t i e s P l a n n i n gR y a n J e n s e n , B r a i l s f o r d & D u n l a v e y , P r o j e c t M a n a g e r

Demographic Analysis

2000 & 2010 US Census

American Community Survey, US Census

CSU Demographic Database & FactBook

ESRI – GIS Business Analyst Software

Employment

County Business Patterns, 2010 US Census

Illinois Dept of Employment Security

Bureau of Labor Statistics

Occupational Information Network (O*Net) Online, US

Department of Labor

Supply of Higher Education

National Center for Education Statistics

IPEDS (Integrated Postsecondary Education Data

System)

MARKET ANALYSIS SOURCES