Technical Memorandum Subject IA History To Dalton State ... · To Dalton State College Campus...

T e c h n i c a l M e m o r a n d u m

Date September 30, 2004

Project Dalton State College Master Plan

Subject IA History

From Sasaki Associates, Inc.

To Dalton State College Campus Master Plan Committee

The following gives a brief history of Dalton State College. Information for this memo was derived from the “History of the College,” 2003-2004 Catalog and Student Handbook; Dalton State College Strategic Plan, 2003-2006; and Dalton College Master Plan, 1997.

1. HISTORY OF DALTON STATE COLLEGE

Dalton State College was chartered as Dalton Junior College by the Board of Regents of the University System of Georgia in July 1963. At that time, the local community was required to provide the site and initial buildings for the campus; thereafter, the state would provide operating and future building funds.

In May 1965, the voters of Whitfield County approved, by a 26 to 1 margin, a bond issue authorizing $1.8 million for the new junior college. Construction grants under the Higher Education Facilities Act and the Appalachian Regional Development Act from the federal government supplemented the local bond funds. In October 1966, construction began on the five original buildings, situated on a 136-acre tract of land alongside Interstate 75 within the city limits of Dalton. When the College opened in September 1967, four of those buildings were complete; the fifth was occupied in February 1968. The development of Dalton Junior College embodied a vision within the community for a college in Northwest Georgia that dated as far back as the short-lived Joe Brown University in the 1880s.

The original buildings for Dalton Junior College included (map):

• Administration/Library (now Westcott Hall)

• Classroom/Science (now Sequoya Hall)

• Student Services (now Pope Student Center)

• Health and Physical Education (now Bandy Gymnasium)

• Maintenance/Warehouse

Sasaki Associates Inc.

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In fall quarter 1967, Dalton Junior College opened as the 24th institution in the University System of Georgia to 524 students. Growth came quickly as programs were added and as the institution attracted larger numbers of students. In 1973 a Technical Division was authorized through a joint agreement between the University System and the State Department of Education, thus bringing an array of technical certificate and degree programs to the traditional pre-baccalaureate offerings, which the College had begun. In 1987, the word “Junior” was dropped from the institution’s name as part of a University System initiative affecting most of the state’s two-year schools. In 1996, Dalton College was authorized to assume responsibility for the Dalton School of Health Occupations, and as a result several new health-related programs were added to the institution’s curriculum. By this time, enrollment had reached 3,000 credit students and over 6,000 non-credit (continuing education) participants.

Meanwhile the campus grew to accommodate the increasing size and complexity of the institution. A new general classroom building, later named Gignilliat Memorial Hall, was occupied in 1970. A new library building, later named Derrel C. Roberts Library, was completed in 1972. Major additions to Pope Student Center, Westcott Hall, and the Maintenance/Warehouse Building were completed between 1973 and 1975. A new Technical Building was added in 1979, and a major addition to Sequoya Hall was completed in 1989.

1998 proved a watershed year. In August, the College switched from the quarter academic calendar to the semester academic calendar in accordance with University System policy. In September the College was authorized to begin developing its first bachelor degrees, with start-up scheduled for the following fall. In November, the institution’s name was changed to Dalton State College to reflect its expanded mission.

As the College continues to develop the depth and breadth of its offerings, a fresh round of construction projects, is providing room for expansion. A new general classroom building, completed in late 1999, was later named the Lorberbaum Liberal Arts. A major addition to Roberts Library began in early-2001 and was completed in mid-2002. A new continuing education building is planned for completion in 2004.

2. MAJOR CURRICULUM ACCREDITATION AND AFFILIATIONS

Bachelor’s Degree Programs

On September 9, 1998, The University System of Georgia Board of Regents approved a change in the mission of Dalton State College, authorizing the institution to begin offering specialized bachelor's degrees. Currently, the College offers six bachelor’s degree programs:

• Business Administration (Management)

• Industrial Operations Management

• Management Information Systems

• Marketing Systems

• Social Work

• Technology Management

These programs are not yet accredited by any specialized accrediting agency. Their cycle of review began with Industrial Operations Management in 2001-2002, Management Information Systems in 2002-2003, and Technology Management in 2003-2004. The Social Work program will be reviewed in 2004-2005, and the Marketing Systems program in 2005-2006.

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Career Certificate and Associate Degree Programs

The Southern Association of College and Schools initially accredited Dalton State College to award the associate degree in 1969. Accreditation was reaffirmed in 1973, 1984 and 1994. Professional accreditations of Dalton State College programs by accrediting agencies are:

Program Accrediting/Approving Agency Date of Last Review

Automotive Technology National Institute for Automotive Service Excellence

2002

Certified Nursing Assistant Georgia Medical Care Foundation 2000

Emergency Medical Technology Department of Technical & Adult Education and Georgia Department of Human Resources

2001

Licensed Practical Nursing Georgia Board of Examiners of Licensed Practical Nursing

2002

Medical Assisting American Association of Medical Assistants (AAMA) & Commission on Accreditation of Allied Health Education Programs (CAAHEP)

1999

Medical Laboratory Technology National Accrediting Agency for Clinical Laboratory Sciences

2001

Paramedic Technology Department of Technical & Adult Education and Georgia Department of Human Resources

2001

Phlebotomy National Accrediting Agency for Clinical Laboratory Sciences

2001

Radiologic Technology Joint Review Committee on Education in Radiologic Technology

2000

Registered Nursing (RN) National League of Nursing

Georgia Board of Nursing

2002

2000

3. HISTORY OF STRATEGIC PLANNING

In the early 1980s, as long-range planning emerged on the higher education scene and formal planning processes became a mandate of both the Southern Association of Colleges and Schools and the University System of Georgia, the College began to formalize its institutional effectiveness processes. In 1983, the College produced its first comprehensive planning document. Simply entitled The Long Range Plan, the document was designed to serve as a roadmap for the institution’s growth and development for the remainder of the decade. A product of careful research and thoughtful analysis, the plan contained a number of important goals that guided the College’s expansion. Some of these goals remain in force today, and a comparison of that plan with subsequent plans reveals some striking similarities.

44273.00 IA History

In the early 1990s, in response to the decennial reaffirmation process of the Southern Association of Colleges and Schools, the College began to develop a campus-wide, systematic, broad-based, and integrated system of planning and evaluation. This development coincided with the “institutional effectiveness” effort that enveloped the higher education community as a result of public pressure for accountability in education. Indeed, assessment processes by the late 1980s and early 1990s were becoming a way of life in colleges and universities across the country. Dalton State College responded to these new developments in 1993 with the creation of a new planning document entitled Planning, Assessment and Research at Dalton College. This effort marked the first attempt to treat strategic planning and assessment as interrelated components rather than as separate processes. While weaknesses in the comprehensiveness of this planning attempt were evident, it nonetheless represented a good foundation. By this time is was apparent that a renewed approach was needed, one that would incorporate the depth and breadth of the 1983 long-range plan and the assessment process initiated in the 1993 document. Accordingly, in the summer of 1995 the College initiated a renewed effort, which began with three research studies: an environmental scan of the College’s service area, an assessment of the region’s current and emerging academic needs, and an image study documenting the College’s perceived strengths and weaknesses. These efforts were completed during the 1995-96 year, utilizing off-campus consulting services as well as three faculty-staff committees.

In May of 1996, a new Strategic Planning Committee, numbering 31 individuals, took the research documents in hand and began crafting a planning document to guide Dalton State College into the 21st century. Beginning with a set of planning assumptions and then developing planning priorities, the Committee undertook a deliberate, step-by-step approach to its work. Incorporating assessment processes into the planning effort, the Committee was careful to include administrative effectiveness assessment techniques as well as general education and major area outcomes assessment as the primary methods for documenting the success of the plan’s component parts. The Committee’s work continued throughout the 1996-97 academic year. The resulting 1997-2000 Strategic Plan included three basic parts: a College-wide plan, the companion divisional/departmental implementation plans, and a physical master plan. Together, these planning documents provided a roadmap upon which all units of the College could focus. Annual implementation plans and follow-up progress reports generated by the various divisions and departments helped “close the loop” and document results.

With the 1997-2000 planning model serving as a template, formulation of the Dalton State College 2000-2003 Strategic Plan began in the fall of 1999. A 42-member committee, expanded to include representation from each of the other standing committees on campus, began by taking stock of accomplishments from the Dalton State College 1997-2000 Strategic Plan. Then, it developed planning assumptions based on a new environmental analysis prepared by the College’s Office of Institutional Research and Planning. The committee devoted the remainder of the academic year to developing strategic initiatives and goals for the next three years. In May of 2000, the faculty in session approved the committee’s plan.

During the fall of 2002, as the 2000-2003 Strategic Plan entered its last year of implementation, work on the 2003-2006 Plan began in much the same manner. The 2003-2006 Strategic Plan is but the latest iteration of a long line of Dalton State College planning and evaluation efforts, each building from the experiences of the one before. The present work includes the following interrelated parts: a description of the planning environment, the institutional strategic plan, divisional and departmental implementation plans, the institutional effectiveness program, the physical master plan, and the Dalton State College Foundation strategic plan.

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4. STRUCTURE OF THE STRATEGIC PLANNING PROCESS

The strategic planning process at Dalton State College may be characterized as a participatory enterprise, which embeds strategic planning and institutional effectiveness into a single system of operation. Central to this process is the Strategic Planning Committee, which exists to foster the implementation and refinement of strategic planning and assessment processes throughout the institution. The general objectives of these efforts are (1) to effect a broad-based program to assist in establishing future directions for the College that are responsive to the needs of the service area, and (2) to affect a program of continuous improvement that will also document the College’s progress in meeting its goals and objectives. Since planning and assessment are interwoven, complementary functions, the Strategic Planning Committee oversees the development of both efforts and their various manifestations. Thus, at Dalton State College, planning and assessment are regarded as interrelated parts of a single, comprehensive function. Clear and well-defined lines of communication exist between the Strategic Planning Committee and the three principal administrative groups on campus: the Administrative Council, the Academic Council, and the Enrollment and Student Services Council. The major elements of the planning process flow through the faculty in session to the President.

The planning process functions on a three-year cycle. Within that three-year window are annual implementation cycles, which document progress made on the three-year planning priorities and goals. This process provides for reviews, corrections, and modifications along the way. The loop is closed with annual reports, required of all College personnel and of all major functional areas, which document this progress in the form of implementation plan progress reports.

5. HISTORY OF PHYSICAL MASTER PLANNING

The physical master planning process generally functions on a three-year cycle, reviewed and/or updated in tandem with the strategic planning process. Physical planning efforts completed in the last ten years include a 1995 Master Facilities Plan by the Dalton architectural firm of Jennings-King Associates, and a 1998 Master Plan by Thompson, Ventulett, Stainback & Associates (TVS&A). Since the 1998 plan was presented to the Board of Regents, a number of changes and opportunities at Dalton State College have contributed to the need for a major master plan update. Among these are:

• Enrollment – The previous master plan projected a headcount enrollment of 3,350 for Fall 2002, growing from 3,005 HC students in 1996. Dalton State College’s actual HC enrollment in Fall 2002 was 4,135, with growth far outpacing the earlier projections. The Fall 2003 enrollment stood at 4,201.

• Demographics – The University System of Georgia’s recent capacity study projects major system-wide enrollment growth over the next 10-15 years. Although the projections were generalized, it was determined that total headcount enrollment would conservatively increase by over 100,000 students to 345,400 by 2020. With considerable growth expected in the Atlanta area, and with major challenges to providing additional capacity at urban and suburban institutions, Dalton State College has the potential for extraordinary enrollment growth within the horizon of this master plan update.

• Mission – The potential for enrollment growth is also enhanced by ongoing efforts to expand Dalton State College’s mission. The institution was still a two-year college when the previous master plan was initiated, but has since attained a four-year mission and “state college” status. Although the institution’s baccalaureate offerings are relatively new and limited, there will be continued growth in the four-year area, especially in high demand areas like teacher education.

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6. BUILDINGS ON HISTORIC REGISTER

The oldest buildings on the Dalton State College campus were completed in 1967. These buildings will automatically be nominated for addition to the historic register in 2017. Until that time, it is not anticipated that any of the structures on the Dalton State College campus will be considered of considerable historic value.

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Subject IB. Overview



The following is an overview of Dalton State College. Information for this memo was derived from the “History of the College,” 2003-2004 Catalog and Student Handbook; Dalton State College Strategic Plan, 2003-2006; and Dalton College Master Plan, 1997.

1. CAMPUS CHARACTERISTICS

1.1 Area, Physical Features

The 141-acre Dalton State College campus is located approximately 90 miles north of Atlanta within the City of Dalton. The campus is confined to the east by Interstate 75 and to the west by a wooded mountain ridge, limiting future expansion on contiguous lands to the north and south. Currently, the campus is bordered on the north by a privately owned apartment complex and on the south by commercial office buildings.

The campus is hilly, reflecting the nature of its North Georgia environs as it terraces upward from the entrances on College Drive, which runs parallel to I-75. The College’s rising topography is framed by the spectacular mountain ridge behind it, which reaches a height of 1,597 feet. Half of the College’s land holdings sit on the slope of this ridge, limiting the usable land area for conventional building sites to only about 70 acres.

The campus faces east overlooking I-75, and is accessible via entrances from College Drive and George Rice Drive, which runs around the sides and back of the campus. Most of the College’s buildings were constructed between 1966 and 1979, with Lorberbaum Liberal Arts completed in 1999 and the addition to Roberts Library completed in 2002.

The ten campus buildings provide 381,918 total square footage of building space. This will increase in the next year with the addition of a new $5.9 million dollar Continuing Education/Economic Development building, which will include 26,000 gross square feet in its first phase of construction. This new building will also free up 6,189 assignable square feet of existing space in Westcott Hall that is currently used for Continuing Education.

Located along the perimeter of the campus are several parking lots and on street parking that serve the faculty, staff and students, all of which are commuting populations. As of June 1, 2004, the total number of parking spaces is 1,693, of which 1,364 are for students, 201 are for faculty and staff, 105 are for visitors, and 23 are designated for handicapped individuals.


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Utilities serving the campus include electricity, natural gas, water, and sanitary sewer. Each building is equipped with its own HVAC system.

1.2 Academic Size

The Full-Time Enrollment (FTE) for the Fall of 2003 was 2,991 students, with a total headcount of 4,201 students. This represents a growth rate of almost 6% a year since the 1996-97 academic year, equivalent to an FTE increase of 125 students per year. Average expenditure per Equivalent Full-Time (EFT) student was $5,492.

The 2002-2003 Continuing Education Services Enrollment stood at 7,483 participants, a significant increase from a headcount of 1,636 in the 1996-1997 academic year. While the number of Continuing Education participants actually decreased from 8,242 in 2001-2002, total participant hours continued to increase from 92,646 hours in 2001-2002 to 100,805 hours in 2002-2003.

2. SATELLITE CAMPUSES

In an effort to provide access to the more geographically remote parts of the region, Dalton State College has developed extended campus sites in neighboring counties, offering a limited rotation of coursework in the evening to over 700 students in 2002-2003. The College offers coursework at Appalachian Technical Institute in Pickens County and at its Catoosa Center in Fort Oglethorpe.

3. DISTINCTIVE QUALITIES

3.1 General

Nestled in the foothills of the North Georgia mountains, Dalton State College offers selected bachelor's degrees in addition to associate and technical degree programs. Dalton State College is located in the city of Dalton, known as the center of the nation’s carpet manufacturing industry. The campus is situated in a beautiful and well-maintained setting on 141 acres. The more than 4,200 traditional and non-traditional commuter students at Dalton State College come from a 10-county service area and some 41 foreign countries.

Its convenient location near Interstate 75 makes it a desirable institution for students from throughout the northwest sector of Georgia. The campus is within easy reach of wilderness areas, trout streams, hiking trails and state parks in North Georgia and East Tennessee.

Dalton State College students may choose from six high-demand bachelor's degrees, 43 associate's degrees, and 55 career/certificate programs. Many associate-degree graduates transfer to other four-year schools in fields ranging from biology to teacher education. Dalton State College also offers a wide range of non-credit courses, adult literacy programs, and other continuing education activities to meet the needs of the residents of the surrounding northwest Georgia region.

With 85 percent working full or part-time, students may schedule classes during the day, evening and on weekends to accommodate their work schedules. Even with the demands of school and work, many students find time to participate in the college's extracurricular offerings. A full program of co-curricular activities includes 23 student organizations, a student government association and intramurals. The gymnasium offers a heated indoor pool, basketball courts and a weight room. Fine arts and student life committees sponsor free theatrical productions, guest speakers, musicians, and other cultural events.

Dalton State has proven to be a leader in international education programs, with active faculty and student participation in the University System of Georgia's Study Abroad Program.


3.2 Programs of Study

Dalton State College offers five types of programs:

1. Six baccalaureate degree programs (BS, BAS, BBA, and BSW) in business and social work;

2. Forty three transfer-degree programs that lead to associate of arts or associate of science degrees (AA and AS), and which meet the requirements for the first two years toward bachelor degrees;

3. Eighteen career degree programs (AAS) in the general areas of business, health, services, and technology;

4. A nursing program that leads to an associate of science in nursing degree (ASN); and

5. Fifty-five career certificate programs that lead to technical certificates and mini-certificates.

In addition, DSC is host to several bachelor’s and master’s degree programs offered by the State University of West Georgia. These Dalton-based degrees include the bachelor’s degree in early childhood training and in nursing, and are slated to become part of Dalton State College’s own curriculum.

3.3 Faculty

From its inception in 1967, Dalton State College’s commitment to a high quality general education program in a teaching and learning environment that sustains instructional excellence has included recruiting and retaining the finest possible faculty. Between fall 1993 and fall 2001, the faculty headcount, excluding part-time instructors but including division chairpersons, increased from 93 to 109. Fifty-four percent of the faculty members hold doctoral degrees and 63 percent are tenured.

The Dalton State College Foundation has acquired donations of $1,500,000 to provide matching funds for three endowed professorships in the recently established baccalaureate programs, and the State has funded two of these endowed chairs at present. A professor of management currently occupies the Sesquicentennial Endowed Chair, and a search is underway to fill the second chair.

3.4 Students

Students come to Dalton State College generally from ten counties in Northwest Georgia, with the majority being from Whitfield, Murray, Catoosa and Gordon Counties. Even with this somewhat local service area, an active International Club provided support to 175 foreign students from 41 countries. Enrollment increased from 2,913 HC in the fall of 1993 to 4,135 HC in the fall of 2002, and is projected to increase to well over 5,000 by the fall of 2012.

The current student profile includes a high percentage of individuals who are first-generation college students. Approximately 60 percent of the student body is of traditional age (18-24), while the other 40 percent are typically non-traditional in their 30s and over. The average full-time student is 22 years old, and the average age for part-time students is 28. The average age for all students is 27. Females comprise 63 percent of the student population, while 91 percent of the students are white. The minority population has doubled in three years thanks to the Dalton area’s growing Latino population. Currently, the minority student population is 9 percent of the student body.


4. FUNDING AND ENDOWMENT

The Dalton State College Foundation, Inc., is dedicated to excellence in education for the Dalton State College community through the utilization of private giving in order to make available opportunities which complement the College’s mission. To that end, the Foundation is committed to providing ongoing resources in the following areas: student scholarships, faculty enrichment, instructional equipment, endowed faculty chairs, campus expansion, community events, and other needs as may be warranted. As a partner with Dalton State College, the Foundation seeks to build upon the College’s strengths and enable it to justify recognition as one of the academically respected, student-oriented, and community-centered institutions of its kind.

Total net assets for the Foundation for the fiscal year 2003 were approximately $9.6 million, an increase of $7 million since the 1997 fiscal year. Approximately $1.8 million was raised in gifts and donations to the College, and $8.3 million in financial aid was awarded to DSC students.

5. RESEARCH PROGRAMS

The College received a total of $11,492,141 for instruction, research and public service for the fiscal year 2003. Of this total, just $1,845 was allocated for research and public service.

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Subject IIA. Goal Formulation



The following is a summary of the Dalton State College Mission Statement and Strategic Plan. Information for this memo was derived from the Dalton State College Strategic Plan, 2003-2006.

1. MISSION STATEMENT

Dalton State College serves Northwest Georgia by offering associate, certificate, and targeted baccalaureate programs of study as well as a wide variety of public service and continuing education activities. Located at the center of the greatest concentration of carpet production in the world, the College is a comprehensive institution, one of only two in the University System authorized to offer a full range of technical programs in addition to the traditional pre-baccalaureate curricula and targeted baccalaureate offerings which meet workforce development needs of the Northwest Georgia area. Through direct and technological collaboration with neighboring technical institutes and other colleges and universities on the one hand, and outreach and cooperation with local preschool, primary, and secondary systems on the other, Dalton State College acts as an educational broker to meet the needs of business and industry and to provide opportunities for all persons within its service area to live self-fulfilling and productive lives.

In all that it does, Dalton State College strives for the highest possible standards of quality and excellence and systematically assesses and evaluates its effectiveness. Especially in its combination of associate level studies in the liberal arts and targeted baccalaureate degrees with a large complement of career programs in health-related, business, and technical fields; in the quality of its preparation of students for work or further study; and in its role as a broad-based information resource for the people of Northwest Georgia, the College seeks to build upon its strengths and to justify recognition as one of the most academically respected, student-oriented, and community-centered institutions of its kind.

Dalton State College shares with the other state colleges of the University System of Georgia the following core characteristics or purposes:

• A commitment to excellence and responsiveness within a scope of influence defined by the needs of the local area and by particularly outstanding programs and distinctive characteristics that have a magnet effect throughout the region or state.

• A commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, functions to provide university system access for a diverse student body, and promotes high levels of student learning.


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• A high quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs, learning support programs designed to insure access and opportunity for a diverse student body, and a limited number of certificate and other career programs to complement neighboring technical institute programs.

• A limited number of baccalaureate programs designed to meet the educational and economic development needs of the local area.

• A commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the economic level within the College’s scope of influence.

• A commitment to scholarship and creative work to enhance instructional effectiveness and to encourage faculty scholarly pursuits; and a responsibility to address local needs through applied scholarship, especially in areas directly related to targeted baccalaureate degree programs.

• A supportive campus climate, necessary services, and leadership and development opportunities, all to educate the whole person and meet the needs of students, faculty, and staff.

• Cultural, ethnic, racial, and gender diversity in the faculty, staff, and student body, supported by practices and programs that embody the ideals of an open, democratic, and global society.

• Technology to advance educational purposes, including instructional technology, student support services, and distance education.

• Collaborative relationships with other system institutions, state agencies, local schools, technical institutes, and business and industry, sharing physical, human, information, and other resources to expand and enhance programs and services available to the citizens of Georgia.

2. STRATEGIC PLAN

Dalton State College has a clearly defined purpose for collegiate education, which is contained within its statement of purpose or core purposes. The College’s mission and core purposes have been updated twice since 1995. The most recent modification arose from the recommendations of the North Georgia Planning Council that led to an approval of a change of mission for the College by the Board of Regents. The change, which called for the College to provide “a limited number of baccalaureate programs designed to meet the educational and economic development needs of the local area,” authorized the institution to offer an initial group of two Bachelor of Science degrees effective in the fall of 1999, with a Bachelor of Applied Science to follow in the fall of 2000. Also, in November of 1998, as part of this process, the Board approved a name change from Dalton College to Dalton State College to reflect the institution’s new mission. The Board also authorized an organizational restructure, which enabled the College to create a new Division of Business Administration to house the new programs of study. Dalton State College’s becoming a “state college” established a new institutional category within the University System of Georgia to describe two-year, associate-degree granting institutions that have been authorized by the Board to offer a limited number of four-year baccalaureate degree programs.


2.1 Planning Assumptions

The following planning assumptions were adopted by the Strategic Planning Committee and approved by the faculty to guide the College’s 2003-2006 Strategic Plan. These assumptions were influenced in part by the Colleges Environmental Analysis Report.

Internal

1. Enrollment will continue to increase, albeit at more modest levels over the next few years. Non-traditional students will enroll in increasing numbers – fueling the number of part-time students on campus as well as increasing demand for more bachelor’s degree programs, non-credit, job-related programs and courses. In this light, Dalton State College students will continue to juggle multiple demands: full- or part-time employment, increased financial burdens, and personal and family life.

2. The rising student enrollment will necessitate a mid- and long range planning for campus development and facilities even though the College is physically constrained. The College may need to explore options including online delivery of credit courses, extended campus programs, alternative course scheduling, and acquisition of adjacent or remote building(s) or land.

3. The College’s service area will continue to demonstrate a greater need for baccalaureate-level programming in certain areas.

4. Strategies to recruit more academically prepared traditional-aged students will become necessary as a means to increase enrollment, especially in the four-year degree programs. Strategies that will need to be considered include residential facilities, financial assistance, intercollegiate athletics, a fine arts program, and increased partnerships with local/sister colleges.

5. A significant percentage of Dalton State College students will continue to take learning support or remedial courses. Those students requiring the most remedial work are the least likely to persist and graduate.

6. Dalton State College will need to adapt to a more culturally diverse student population as the number of minority (especially Hispanic) and international students grows.

7. New state accountability demands mean that Dalton State College will have to pay closer attention to student retention and graduation rates. The College will be held accountable for its effectiveness in retaining and graduating students.

8. The College will become increasingly dependent upon part-time faculty in order to handle increased student enrollment in a time of fiscal constraint.

9. With a third of Dalton State College faculty retiring in the next five years, attracting and retaining well-qualified faculty and staff will continue to be of critical importance. Indeed, faculty and staff members will need to grow commensurate with enrollment and program growth.

10. The College will need to more aggressively pursue grants and contracts to fund new program initiatives in light of state budget restraints. The Dalton State College Foundation will become increasingly important in this regard.

11. The quantity and quality of technology will continue to be important to the successful operation of the College and its programs. Continual changes in technology will mean that the College will have to stay current in equipment and provide the necessary training and facilities to faculty and staff.


External

1. The weak economy, with the state facing revenue shortfalls, will decrease funding for Dalton State College, affecting its operating budgets. A slack economy, though, tends to stimulate college enrollment.

2. Funding for the Technical Division from DTAE is not expected to increase, yet growth in the Technical Division’s enrollment will continue to increase.

3. The College Foundation and the Alumni Association will take on increasingly important roles. However, a poor stock market performance resulting from a weak economy will affect donations and contributions to the Dalton State College Foundation – affecting scholarship awards to prospective students.

4. The accreditation emphasis on effectiveness and assessment as well as demands for more accountability by state legislators (e.g., Georgia Accountability Report Card) will continue. Indeed, the College will continue to be influenced by University System and state policy initiatives and will be sensitive to political pressures.

5. The demographics of the College’s service area will continue to grow and change. Demographically, much of the growth will occur among the population over 35 years of age, and within the Hispanic population.

6. The newly “promoted” technical colleges in Walker, Gordon and Pickens counties as well as the for-profit, on-line and non-traditional higher education providers such as Covenant College and the University of Phoenix will increasingly compete with Dalton State College for students. The College’s off-campus offerings, evening program, and on-line course delivery will become increasingly important.

7. The lower educational attainment rates of the College’s area population will need to be considered in the College’s strategic planning and operation. Associated with this are the high school dropout rate in Northwest Georgia and the number of academically under-prepared students enrolling at the College, which will continue to have an impact on the College’s resources and its ability to retain students.

8. The College’s immediate service area will continue to be economically dependent upon the carpet and related industries, but with growth of service industries and the lack of diversification of local industries, the College will have to position itself to anticipate the likelihood of a changing economic environment.

9. Environmental and ecological changes will increasingly impact the resource base of the College. Rapid urbanization and the associated designation of Dalton-Whitfield as a Metropolitan Statistical Area (MSA) will mean that a growing segment of the population with no access to automobiles (e.g., foreign-born residents, the elderly) may have to rely on mass transit for daily commutes. The College may have to work with local planners for a mass transit system that can benefit the campus by easing parking congestions. As well, growing concerns about waste management may mean a sustained effort to educate the College community about recycling and other environmentally conscious strategies.


2.2 Planning Priorities

1. Increase the number of bachelor’s degrees at Dalton State College and the number of students enrolled in them.

2. Increase career-related opportunities for students to interface with business, civic, community, government and service organizations.

3. Improve performance in Report Card indicators, benchmarks, and other accountability requirements.

4. Expand capacity for growth of physical facilities.

5. Address issues related to an increasingly competitive environment while upholding academic standards.

6. Increase campus-wide awareness of ethical issues and behaviors.

7. Expand student access while maintaining quality and enhancing diversity.

8. Continuously improve the quality of the College’s curricula, outreach activities, and international opportunities.

9. Emphasize the recruitment, hiring and retention of the best possible faculty, staff and administration, the diversity of which is reflective of the service area.

10. Accelerate economic development activities within the Northwest Georgia region.

11. Continue to seek avenues for seamless transitions from K-12, home school entities, DTAE, and other colleges and universities.

12. Seek ways to increase, diversify, and strategically allocate resources to ensure academic excellence and educational opportunity for Dalton State College students, as well as for faculty and staff.

13. Raise awareness of ecological/environmental issues in educational, administrative, and plant operations activities.

14. Increase the capacity of the College to provide applied research and scholarship for public and private organizations.

15. Increase support for faculty to pursue scholarship that will enhance institutional quality and enrich the entire academic community.

16. Re-examine student development opportunities at Dalton State College.

17. Increase faculty and staff opportunities to learn and use new instructional technologies.

18. Create a full-service web-portal for Dalton State College.


2.3 Goals

1. Pursue grant opportunities and other sources of funding as supplements to state funding.

2. Facilitate the recruitment, funding, hiring, and retention of the best possible part-time faculty to sustain the instructional load driven by increasing enrollments.

3. Renew and refocus communication efforts directed by the College toward area employers.

4. Implement the on-line BBA and BAS degrees.

5. Position the College as a preferred choice over other postsecondary institutions.

6. Investigate the possibility of a combined delivery model for targeted pilot courses, involving on-line as well as traditional components to provide more flexibility for students.

7. Increase retention and graduation rates.

8. Fully implement the Regent’s Testing Program (RTP) 45-hour rule.

9. Reexamine both the College’s institutional effectiveness and strategic planning processes.

10. Develop more on-line courses, including utilization of USG on-line offerings as an alternative when appropriate.

11. Explore non-traditional scheduling options (e.g., Saturday and afternoon classes)

12. Investigate development of cross-registration agreements with other institutions.

13. Complete a reassessment of the general education core to ensure that it reflects what students need to know.

14. Encourage learning communities, interdisciplinary studies, and other creative instructional activities.

15. Increase student participation in study abroad opportunities.

16. Pursue a four-year degree program in teacher education, with an ESOL or bilingual certification.

17. Increase the number of Dalton State College students who continue from the sophomore to the junior year.

18. Increase the number of incoming transfer students into the junior year.

19. Increase participation of faculty, staff, and students in economic development activities with the Northwest Georgia region.

20. Advise certification testing and other services available through the Center for Continuing Education, Center for Applied Business Studies, and the Division of Technical Education.

21. The College and local industry will utilize four-year degree program advisory councils to determine opportunities for applied research that are mutually beneficial.

22. Seek external grants to support international study and faculty enrichment.


23. See construction funding and a naming gift for the Continuing Education Building.

24. See state funding for a new classroom building.

25. Explore on- and off-campus parking options.

26. Seek acquisition of additional land for campus expansion.

27. Develop and publicize a student honor code as well as a statement of ethical standards for the College community.

28. Student Services will develop programming to address the six dimensions of wellness (i.e. physical, mental, emotional, spiritual, social, and environmental)

29. Organize and implement a series of environmental awareness activities for faculty, staff, and students.

30. Take action to hire faculty and staff that reflect the diversity of the local community.

31. In cooperation with the Georgia Project, employ a recruiter whose primary focus will include the Latino community.

32. Create incentives for the widespread adoption of new instructional technology.

33. Assess the current campus training and delivery mechanism.

34. Seek funding for implementation, providing adequate training for faculty and staff prior to full implementation.

35. Enhance utilization of job search services for new and former graduates.

36. Student Services will collaborate with Academic Affairs to provide additional career-related opportunities for students.

37. Develop outreach and recruitment initiatives directed toward both private school and home school students.

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Subject IIA. Goal Formulation



The following is a summary of the Dalton State College Mission Statement and Strategic Plan. Information for this memo was derived from the Dalton State College Strategic Plan, 2003-2006.

1. MISSION STATEMENT

Dalton State College serves Northwest Georgia by offering associate, certificate, and targeted baccalaureate programs of study as well as a wide variety of public service and continuing education activities. Located at the center of the greatest concentration of carpet production in the world, the College is a comprehensive institution, one of only two in the University System authorized to offer a full range of technical programs in addition to the traditional pre-baccalaureate curricula and targeted baccalaureate offerings which meet workforce development needs of the Northwest Georgia area. Through direct and technological collaboration with neighboring technical institutes and other colleges and universities on the one hand, and outreach and cooperation with local preschool, primary, and secondary systems on the other, Dalton State College acts as an educational broker to meet the needs of business and industry and to provide opportunities for all persons within its service area to live self-fulfilling and productive lives.

In all that it does, Dalton State College strives for the highest possible standards of quality and excellence and systematically assesses and evaluates its effectiveness. Especially in its combination of associate level studies in the liberal arts and targeted baccalaureate degrees with a large complement of career programs in health-related, business, and technical fields; in the quality of its preparation of students for work or further study; and in its role as a broad-based information resource for the people of Northwest Georgia, the College seeks to build upon its strengths and to justify recognition as one of the most academically respected, student-oriented, and community-centered institutions of its kind.

Dalton State College shares with the other state colleges of the University System of Georgia the following core characteristics or purposes:

• A commitment to excellence and responsiveness within a scope of influence defined by the needs of the local area and by particularly outstanding programs and distinctive characteristics that have a magnet effect throughout the region or state.

• A commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, functions to provide university system access for a diverse student body, and promotes high levels of student learning.


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• A high quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs, learning support programs designed to insure access and opportunity for a diverse student body, and a limited number of certificate and other career programs to complement neighboring technical institute programs.

• A limited number of baccalaureate programs designed to meet the educational and economic development needs of the local area.

• A commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the economic level within the College’s scope of influence.

• A commitment to scholarship and creative work to enhance instructional effectiveness and to encourage faculty scholarly pursuits; and a responsibility to address local needs through applied scholarship, especially in areas directly related to targeted baccalaureate degree programs.

• A supportive campus climate, necessary services, and leadership and development opportunities, all to educate the whole person and meet the needs of students, faculty, and staff.

• Cultural, ethnic, racial, and gender diversity in the faculty, staff, and student body, supported by practices and programs that embody the ideals of an open, democratic, and global society.

• Technology to advance educational purposes, including instructional technology, student support services, and distance education.

• Collaborative relationships with other system institutions, state agencies, local schools, technical institutes, and business and industry, sharing physical, human, information, and other resources to expand and enhance programs and services available to the citizens of Georgia.

2. STRATEGIC PLAN

Dalton State College has a clearly defined purpose for collegiate education, which is contained within its statement of purpose or core purposes. The College’s mission and core purposes have been updated twice since 1995. The most recent modification arose from the recommendations of the North Georgia Planning Council that led to an approval of a change of mission for the College by the Board of Regents. The change, which called for the College to provide “a limited number of baccalaureate programs designed to meet the educational and economic development needs of the local area,” authorized the institution to offer an initial group of two Bachelor of Science degrees effective in the fall of 1999, with a Bachelor of Applied Science to follow in the fall of 2000. Also, in November of 1998, as part of this process, the Board approved a name change from Dalton College to Dalton State College to reflect the institution’s new mission. The Board also authorized an organizational restructure, which enabled the College to create a new Division of Business Administration to house the new programs of study. Dalton State College’s becoming a “state college” established a new institutional category within the University System of Georgia to describe two-year, associate-degree granting institutions that have been authorized by the Board to offer a limited number of four-year baccalaureate degree programs.


2.1 Planning Assumptions

The following planning assumptions were adopted by the Strategic Planning Committee and approved by the faculty to guide the College’s 2003-2006 Strategic Plan. These assumptions were influenced in part by the Colleges Environmental Analysis Report.

Internal

1. Enrollment will continue to increase, albeit at more modest levels over the next few years. Non-traditional students will enroll in increasing numbers – fueling the number of part-time students on campus as well as increasing demand for more bachelor’s degree programs, non-credit, job-related programs and courses. In this light, Dalton State College students will continue to juggle multiple demands: full- or part-time employment, increased financial burdens, and personal and family life.

2. The rising student enrollment will necessitate a mid- and long range planning for campus development and facilities even though the College is physically constrained. The College may need to explore options including online delivery of credit courses, extended campus programs, alternative course scheduling, and acquisition of adjacent or remote building(s) or land.

3. The College’s service area will continue to demonstrate a greater need for baccalaureate-level programming in certain areas.

4. Strategies to recruit more academically prepared traditional-aged students will become necessary as a means to increase enrollment, especially in the four-year degree programs. Strategies that will need to be considered include residential facilities, financial assistance, intercollegiate athletics, a fine arts program, and increased partnerships with local/sister colleges.

5. A significant percentage of Dalton State College students will continue to take learning support or remedial courses. Those students requiring the most remedial work are the least likely to persist and graduate.

6. Dalton State College will need to adapt to a more culturally diverse student population as the number of minority (especially Hispanic) and international students grows.

7. New state accountability demands mean that Dalton State College will have to pay closer attention to student retention and graduation rates. The College will be held accountable for its effectiveness in retaining and graduating students.

8. The College will become increasingly dependent upon part-time faculty in order to handle increased student enrollment in a time of fiscal constraint.

9. With a third of Dalton State College faculty retiring in the next five years, attracting and retaining well-qualified faculty and staff will continue to be of critical importance. Indeed, faculty and staff members will need to grow commensurate with enrollment and program growth.

10. The College will need to more aggressively pursue grants and contracts to fund new program initiatives in light of state budget restraints. The Dalton State College Foundation will become increasingly important in this regard.

11. The quantity and quality of technology will continue to be important to the successful operation of the College and its programs. Continual changes in technology will mean that the College will have to stay current in equipment and provide the necessary training and facilities to faculty and staff.


External

1. The weak economy, with the state facing revenue shortfalls, will decrease funding for Dalton State College, affecting its operating budgets. A slack economy, though, tends to stimulate college enrollment.

2. Funding for the Technical Division from DTAE is not expected to increase, yet growth in the Technical Division’s enrollment will continue to increase.

3. The College Foundation and the Alumni Association will take on increasingly important roles. However, a poor stock market performance resulting from a weak economy will affect donations and contributions to the Dalton State College Foundation – affecting scholarship awards to prospective students.

4. The accreditation emphasis on effectiveness and assessment as well as demands for more accountability by state legislators (e.g., Georgia Accountability Report Card) will continue. Indeed, the College will continue to be influenced by University System and state policy initiatives and will be sensitive to political pressures.

5. The demographics of the College’s service area will continue to grow and change. Demographically, much of the growth will occur among the population over 35 years of age, and within the Hispanic population.

6. The newly “promoted” technical colleges in Walker, Gordon and Pickens counties as well as the for-profit, on-line and non-traditional higher education providers such as Covenant College and the University of Phoenix will increasingly compete with Dalton State College for students. The College’s off-campus offerings, evening program, and on-line course delivery will become increasingly important.

7. The lower educational attainment rates of the College’s area population will need to be considered in the College’s strategic planning and operation. Associated with this are the high school dropout rate in Northwest Georgia and the number of academically under-prepared students enrolling at the College, which will continue to have an impact on the College’s resources and its ability to retain students.

8. The College’s immediate service area will continue to be economically dependent upon the carpet and related industries, but with growth of service industries and the lack of diversification of local industries, the College will have to position itself to anticipate the likelihood of a changing economic environment.

9. Environmental and ecological changes will increasingly impact the resource base of the College. Rapid urbanization and the associated designation of Dalton-Whitfield as a Metropolitan Statistical Area (MSA) will mean that a growing segment of the population with no access to automobiles (e.g., foreign-born residents, the elderly) may have to rely on mass transit for daily commutes. The College may have to work with local planners for a mass transit system that can benefit the campus by easing parking congestions. As well, growing concerns about waste management may mean a sustained effort to educate the College community about recycling and other environmentally conscious strategies.


2.2 Planning Priorities

1. Increase the number of bachelor’s degrees at Dalton State College and the number of students enrolled in them.

2. Increase career-related opportunities for students to interface with business, civic, community, government and service organizations.

3. Improve performance in Report Card indicators, benchmarks, and other accountability requirements.

4. Expand capacity for growth of physical facilities.

5. Address issues related to an increasingly competitive environment while upholding academic standards.

6. Increase campus-wide awareness of ethical issues and behaviors.

7. Expand student access while maintaining quality and enhancing diversity.

8. Continuously improve the quality of the College’s curricula, outreach activities, and international opportunities.

9. Emphasize the recruitment, hiring and retention of the best possible faculty, staff and administration, the diversity of which is reflective of the service area.

10. Accelerate economic development activities within the Northwest Georgia region.

11. Continue to seek avenues for seamless transitions from K-12, home school entities, DTAE, and other colleges and universities.

12. Seek ways to increase, diversify, and strategically allocate resources to ensure academic excellence and educational opportunity for Dalton State College students, as well as for faculty and staff.

13. Raise awareness of ecological/environmental issues in educational, administrative, and plant operations activities.

14. Increase the capacity of the College to provide applied research and scholarship for public and private organizations.

15. Increase support for faculty to pursue scholarship that will enhance institutional quality and enrich the entire academic community.

16. Re-examine student development opportunities at Dalton State College.

17. Increase faculty and staff opportunities to learn and use new instructional technologies.

18. Create a full-service web-portal for Dalton State College.


2.3 Goals

1. Pursue grant opportunities and other sources of funding as supplements to state funding.

2. Facilitate the recruitment, funding, hiring, and retention of the best possible part-time faculty to sustain the instructional load driven by increasing enrollments.

3. Renew and refocus communication efforts directed by the College toward area employers.

4. Implement the on-line BBA and BAS degrees.

5. Position the College as a preferred choice over other postsecondary institutions.

6. Investigate the possibility of a combined delivery model for targeted pilot courses, involving on-line as well as traditional components to provide more flexibility for students.

7. Increase retention and graduation rates.

8. Fully implement the Regent’s Testing Program (RTP) 45-hour rule.

9. Reexamine both the College’s institutional effectiveness and strategic planning processes.

10. Develop more on-line courses, including utilization of USG on-line offerings as an alternative when appropriate.

11. Explore non-traditional scheduling options (e.g., Saturday and afternoon classes)

12. Investigate development of cross-registration agreements with other institutions.

13. Complete a reassessment of the general education core to ensure that it reflects what students need to know.

14. Encourage learning communities, interdisciplinary studies, and other creative instructional activities.

15. Increase student participation in study abroad opportunities.

16. Pursue a four-year degree program in teacher education, with an ESOL or bilingual certification.

17. Increase the number of Dalton State College students who continue from the sophomore to the junior year.

18. Increase the number of incoming transfer students into the junior year.

19. Increase participation of faculty, staff, and students in economic development activities with the Northwest Georgia region.

20. Advise certification testing and other services available through the Center for Continuing Education, Center for Applied Business Studies, and the Division of Technical Education.

21. The College and local industry will utilize four-year degree program advisory councils to determine opportunities for applied research that are mutually beneficial.

22. Seek external grants to support international study and faculty enrichment.


23. See construction funding and a naming gift for the Continuing Education Building.

24. See state funding for a new classroom building.

25. Explore on- and off-campus parking options.

26. Seek acquisition of additional land for campus expansion.

27. Develop and publicize a student honor code as well as a statement of ethical standards for the College community.

28. Student Services will develop programming to address the six dimensions of wellness (i.e. physical, mental, emotional, spiritual, social, and environmental)

29. Organize and implement a series of environmental awareness activities for faculty, staff, and students.

30. Take action to hire faculty and staff that reflect the diversity of the local community.

31. In cooperation with the Georgia Project, employ a recruiter whose primary focus will include the Latino community.

32. Create incentives for the widespread adoption of new instructional technology.

33. Assess the current campus training and delivery mechanism.

34. Seek funding for implementation, providing adequate training for faculty and staff prior to full implementation.

35. Enhance utilization of job search services for new and former graduates.

36. Student Services will collaborate with Academic Affairs to provide additional career-related opportunities for students.

37. Develop outreach and recruitment initiatives directed toward both private school and home school students.

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Date March 2005

Project Dalton State College Campus Master Plan Update

Subject Existing Campus Conditions (III)



This section updates the 1998 master plan. For complete text, including individual building assessments and infrastructure capacities, please see the 1998 master plan.

A. CAMPUS GROUNDS

1. Campus Physical Setting

The Dalton State College campus is located on the outskirts of the City of Dalton on a highly visible site stretching along Interstate 75 for over a quarter of a mile. Behind the College, Rocky Face Mountain provides a dramatic backdrop covered with natural vegetation.

Natural Features: The mountain setting is the defining natural feature of DSC’s 141-acre campus. attractive 141-acre campus. The steep slopes of Rocky Face Mountain consume approximately one-half of the campus acreage. Only the eastern half of the College’s property is buildable, just over 70 acres. There are several plateaus on the side of Rocky Face Mountain, but only one of significant size (approximately 4.5 acres) is accessible via an abandoned logging road. Once inside the campus loop road, George Rice Drive, the land slopes more gently, creating several distinct areas on the campus that are separated by topography.

Mature pines and hardwoods provide shade and define informal gathering spaces in the core campus area. Two stream corridors run through the campus from high points on Rocky Face Mountain that bring with them a diversity of vegetation and wildlife.

Campus Framework: Westcott Administrative Building faces onto a formal green space that opens out to College Drive and I-75 beyond. The four primary academic buildings and student center are informally arranged around Westcott, loosely defining a series of casual open spaces and a north-south pedestrian spine. Bandy Gymnasium is a short walk south from this cluster, but is visually separated from the rest of the campus by topography and vegetation. George Rice Drive circles the main campus, including the athletic fields located just south of the gymnasium. The Technical Building is just north of this loop road, with vehicular access from College Drive. The proposed Continuing Education Center is further north, beyond the existing apartment complex that neighbors the campus.

Campus Edges: The entire length of the eastern edge of the campus fronts College Drive and Interstate 75. Rocky Face Mountain defines the western edge with a dramatic increase in slope. The northern edge of the campus is primarily defined by George Rice Drive and the apartment complex,, with the Technical


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Education Building and the Continuing Education Building separated from the main campus both visually and in terms of pedestrian and vehicular access. At the southern edge of the campus, outside George Rice Drive, a vegetative buffer separates the campus from commercial uses along College Drive.

2. Campus Land Use

The campus consists of 141 acres of contiguous land, half of which is consumed by the steep slopes and natural vegetation of Rocky Face Mountain. The College recently acquired an additional 5 acres of land for the site of the Continuing Education Building, just north of Mt. Haven Drive.

The general land use pattern of the campus includes an athletics and recreation district to the south, the academic core at the center of the campus, the physical plant area to the west, and the independent academic facilities to the north (Technical and Continuing Education).

3. Building Use and Condition

When Dalton State College opened its doors in 1967, four new buildings had just been completed: Westcott Administration Building, Sequoya Hall, Pope Student Center, and the Maintenance Building. In 1968, Bandy Gymnasium was completed. In the next four years, both Gignilliat Memorial Hall and Roberts Library were added. In 1979, the Technical Building was completed. It would be another 19 years until the next new building was added with the completion of the Lorberbaum Liberal Arts Building in 1998. Since the 1998 master plan, there has been a Library addition, a new storage warehouse added next to the Maintenance Building, and construction of the new Continuing Education Building is now underway.

Although existing buildings have not benefited from significant renovation, they have been well maintained and are in excellent condition. Each of the buildings contains similar architectural features, primarily the use of a beige brick veneer supported by a concrete structural frame with flat roofs.

The table on the following page describes the age, use and conditions of all existing buildings on the Dalton State College campus:


Building Year Built Use Gross sq. ft. Assign. sq. ft Condition

Westcott Administration Building

1967 Administrative Offices, Continuing Education

21,133 11,387 Excellent

Sequoya Hall 1967 Classrooms/Labs, Faculty Offices

48,937 31,438 Excellent

Pope Student Center

1967 Dining, Bookstore, Learning Center, Game Room

43,721 33,487 Excellent

Maintenance Building

1967 Shops, Storage 15,005 13,277 Good

Bandy Gymnasium

1968 Athletics, Pool 29,411 22,852 Good

Gignilliat Memorial Hall

1970 Classrooms, Auditorium

30,191 17,157 Excellent

Roberts Library

1972 Stacks/Reading 31,323 23,448 Excellent

Technical Education Building

1979 Classrooms/Labs 56,540 39,832 Good

Lorberbaum Liberal Arts Building

1998 Classrooms, Faculty Offices

50,671 30,714 Excellent

Roberts Library Addition

2000 Stacks, Reception Area

20,100 13,065 Excellent

Physical Plant Storage

2000 Storage 2,400 1,560 Excellent

Continuing Education Building

2005 Classrooms, Faculty Offices

26,000 16,900 N/A


4. Pedestrian Circulation and Open Space

Pedestrian Circulation: Concrete pathways connect the campus and are exceptionally well maintained. The rolling nature of the land creates pleasant changes in perspective, though in some cases this condition creates steep climbs that are not universally accessible. A nature path loops the southern end of the campus and is enjoyed students and faculty between classes.

The main pedestrian spine runs north/south on the west side of Westcott Administration Building, Memorial Hall, and the Lorberbaum Liberal Arts Building. The most successful gathering spaces tie into this spine. However, only Pope Student Center has its front door along this spine.

Pedestrian access to and from the Upper Student Lot is ill defined and fails to adequately address the inherent pedestrian conflict. Parallel parking along George Rice Drive exacerbates the problem by screening pedestrians who are trying to cross the street into campus. A similar condition exists at the entrance to the Software and Technical Education Building, which does not have its own dedicated parking, requiring all pedestrians to cross George Rice Drive to enter the building.

Open Space: The informal landscape character of the campus is established by the intimately scaled open spaces with mature trees of several varieties. The topography slopes from west to east and is characterized by a series of terraces separated by steep slopes.

The front entrance to the campus is marked by a level, open lawn that reaches out to College Drive from Westcott Hall. Because no other building entrances open into this space and the landscape is indistinct, it feels removed from the rest of the campus and more associated with the noise and action on I-75.

The open space behind Westcott serves as the campus crossroads, with a great deal of pedestrians moving through the space to access the core academic and student life facilities. The space lacks an appropriate response to this pedestrian traffic, serving more as a passageway rather than a place to gather informally between classes. The existing staircase divides the space from an upper level that includes an herb garden and gazebo adjacent to the Pope Student Center. The western boundary of this space is defined by surface parking, and views to the east look out over the flat roof of Westcott. There is great untapped potential to create a dramatic gathering space and symbolic heart for the campus in this location.

There are two successful outdoor seating areas, one adjacent to the new Library addition and the other in front of the Pope Student Center. These areas provide appropriately scaled spaces for small groups of people to gather and study, eat, or relax together. However, these spaces could be better integrated to an overall campus landscape vocabulary of site furnishings, lighting and plantings.

South of the Library, the natural landscape of a small stream has been sensitively treated to invite pedestrians down a path beside it. The Library’s reading room looks out onto the forested stream corridor, reinforcing the connections between the built campus and its natural setting.

Beyond the stream, the land slopes upward, taking pedestrians through a pine forest and on to Bandy Gymnasium. From this vantage point, there are great views out over the athletic fields and the mature pines that border them.

5. Vehicular Circulation and Parking

Access and Vehicular Circulation: The DSC campus is visible and readily accessible from I-75 via two highway exits. Exit 333 connects to Walnut Ave and College Drive south of campus, and Exit 336 takes drivers to College Drive north of campus.


There are currently six entrances to the campus from College Drive. The formal campus entrance is opposite Westcott, which is intended for visitor use. The most heavily used entries are the two access points to George Rice Drive at the northern and southern ends of the main campus. There are also three smaller entry points: one that serves the library parking lot; one that serves the new student parking lot located on the athletic fields (South Lot); and one that serves the Technical Education Building. A seventh entry point to the campus will be introduced once the Continuing Education Building is completed.

The intersection of Walnut Avenue and College Drive is problematic. It is not signalized and is only about 100 feet from the intersection with entrance ramps to I-75. Significant grade changes minimize drivers’ visibility, increasing the chances for automobile accidents. Some traffic congestion occurs at this intersection in the morning and noon hours.

Parking: Parking supply is generally adequate except in the morning hours during the early part of the week. There is sufficient parking in the afternoon hours and towards the end of the week, particularly on Fridays when there is the least amount of activity on campus. This is a direct result of the current class scheduling practice, which creates the opportunity for non-traditional students who work in the afternoons to still participate in morning classes. In the short-run, it may be more cost effective to provide more afternoon classes to even out the schedule than to build additional parking facilities to meet the morning peak demand.

A shared parking resource also exists at the Convention and Trade Center, which could accommodate the College’s overflow demand. The Trade Center is just 1-mile away from the campus.

The following chart summarizes the available parking on campus today:

Students H/C Visitors Employees Total

Maintenance 0 0 0 27 27

George Rice 250 0 0 0 250

Upper Student Lot 423 0 0 0 423

Technical - North 0 4 5 12 21

Technical - South 0 2 0 15 17

Lower Student Lot 107 0 0 0 107

Sequoya 0 5 0 60 65

Liberal Arts 16 6 0 42 64

Memorial East 114 0 0 0 114

Westcott 0 5 43 26 74

Library 0 0 57 13 70

Gym 225 1 0 6 232


South Lot 125 0 0 0 125

Totals: 1260 23 105 201 1589

6. Athletic and Recreational Facilities

The Athletic and Recreation facilities are located on the southern portion of the campus. Bandy Gymnasium includes a competition basketball court with 1,200 spectator seats, an enclosed swimming pool, support areas, and faculty/staff offices. The swimming pool is a six-lane, 25-meter pool with spectator seating on the mezzanine level. Locker rooms are included and a small weight room was configured from an underutilized space in the building adjacent to the basketball court.

Handball courts are located just outside of the gymnasium, and tennis courts are south of the gym on the same level as the outdoor athletic fields. A walking track circles the baseball diamond and intramural field. A new student parking lot was recently added at the edge of the fields to accommodate overflow student parking during peak demand periods.

B. CAMPUS INFRASTRUCTURE

This section assumes the “2002 Plan” identified in the previous master plan. See the attached diagrams for locations and capacities for utilities, sanitary sewer, potable water, electrical, natural gas, communications, and lighting.

C. COMMUNITY SETTING

Adjoining Neighborhoods: The residential neighborhood to the north of campus includes a rental apartment complex, a condominium complex, and a traditional neighborhood of single family homes located along roads that traverse the side of Rocky Face Mountain. To the south, commercial uses include the Carpet Institute, small office complexes, small hotels, and a gas station.

Political and Jurisdictional Entities: Dalton State College lies entirely within the City of Dalton, which is part of Whitfield County. Just to the west of Rocky Face Mountain lies the Town of Tunnel Hill. The right-of-way for Interstate 75 is under the jurisdiction of the US DOT.

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Subject IV.A-F Future Campus Requirements



The following memorandum and attachments project future space requirements for the Dalton State College campus needed to support the future academic program, and the projected increase in student enrollment and faculty and staff members. All facilities needs are projected for a range of headcount students for the year 2015, based on the carrying capacity study completed for the University System of Georgia by Sasaki Associates in 2003 and historic enrollment trends at Dalton State College. This analysis compares existing space utilization against normative standards as defined by the Council of Educational Facility Planners International (CEFPI) and, where appropriate, uses other space standards as noted.

This memorandum supplements the information prepared by Thompson Paulien & Associates for the previous Dalton State College Physical Master Plan (completed 1999). Course information was used from the fall 2003 semester, in addition to facilities inventory and staffing information gathered at the beginning of the fall 2004 semester.

4. FUTURE CAMPUS REQUIREMENTS

This section outlines the future campus requirements for Dalton State College. It includes a description of future academic programs, a space needs analysis, parking space requirements, athletic and recreational space requirements, and utility infrastructure requirements. The space needs analysis includes student enrollment assumptions, faculty and staffing projections, academic space requirements, and academic support facility requirements.

Dalton State College and the Board of Regents of the University System of Georgia provided the background information used in this section.

4.A Description of Future Academic Program

This section highlights planned future changes to academic programs at DSC as indicated in the Dalton State College Strategic Plan 2003-2006.


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4.A.1 Future Academic Program

Dalton State College’s educational program is made up of seven academic divisions: Business Administration; Health, Physical Education and Recreation; Humanities; Natural Science and Math; Nursing; Social Sciences; and Technical Education. The future objectives of these divisions are highlighted below:

Division/Department Goal Statement or Purpose Goal or Purpose Statement in Support of College Mission

Business Administration

The Division Business Administration is committed to providing a quality undergraduate education in industrial operations management, management information systems, management, marketing systems, and technology management for a diverse student population in preparation for careers in business and industry or admission to graduate business programs. The Division’s faculty is committed to enhancing academic excellence not only through quality teaching, but also through scholarship, serving the College and business community, and addressing local stakeholders’ needs through applied research. To ensure DSC business graduates have a relevant, complete educational experience, the Division emphasizes ethics, global business issues, and encourages student participation in business internships and cooperative education.

Dalton State College serves northwest Georgia by offering…a limited number of baccalaureate programs designed to meet the economic development needs of the local area.

Health, Physical Education and Recreation

The Health, Physical Education and Recreation Department’s focus is the importance of a lifetime commitment to personal wellness for all individuals. This focus is supported through the course offerings of the program and their contributions to the social, mental, emotional, spiritual, and physical well being of the individual. The physical aspects of wellness are central to the individual’s enjoyment of many activity courses. Students are encouraged to develop sufficient strength and fitness to be able to participate fully now and later in life. Students are also exposed to the concepts of wellness through health and fitness assessment courses. Throughout its program, the Department is committed to offering quality activities, which support the mission of the College.

Dalton State College shares with the other state colleges of the University System of Georgia in providing a high quality general education program that supports a variety of well-chosen programs and prepares students for transfer to baccalaureate programs.



Humanities The goals of the Humanities Division are: (1) to teach the standard usage of the English language so that students are able to demonstrate efficient, effective skills in reading, writing and speaking; and (2) to acquaint students with the humanistic traditions of their own and other cultures through the teaching of literature, the arts, cinema and foreign languages, and to train students in the analytical techniques and terminologies useful for the study of languages, literature, cinema and the fine arts. These goals are intended to serve the needs of students in the various divisions of the College. The Humanities Division is committed to offering high quality general education programs that support the mission of the College.


Natural Science and Mathematics

The Natural Sciences and Mathematics Division is committed to offering high quality general education programs in mathematics, natural science, computer science and engineering. The courses taught by the Division faculty support the certificate, associate and baccalaureate programs offered at Dalton State College. Courses are designed to instruct students in effective use of the scientific method, mathematical analysis and computer technologies, and to provide students with the knowledge required to succeed in scientific, medical or technical fields. Courses taught by the Division faculty include astronomy, general biology, human anatomy and physiology, botany, microbiology, environmental studies, entomology, basic mathematics, algebra, trigonometry, calculus, statistics, general chemistry, organic chemistry, textile chemistry, computer science, computer programming, engineering, and physics.




Nursing The goal of Dalton State College Division of Nursing is to prepare students for employment as safe, effective registered nurses.

Dalton State College serves northwest Georgia by offering a high quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs, learning support programs designed to ensure access and opportunity for a diverse student body, and certificate and associate career programs that prepare students to enter the workforce.

Social Sciences The Social Sciences Division assists students in developing an ability to acquire data, understand relationships, process information, draw conclusions, and critically evaluate issues related to the society and culture of the United States, both internally and externally.


Technical The Technical Division provides career and technical education and adult literacy services. The Division is committed to offering high quality programs that support the mission of the College through associate degrees, certificates, and mini-certificates.

Dalton State College serves northwest Georgia by offering associate and certificate programs of study, and a wide variety of public service and continuing education activities. The College is a comprehensive institution, one of only two in the University System authorized to offer a full range of technical programs – …a limited number of certificate and other career programs to complement neighboring technical institute programs.


4.B Space Needs Analysis

This section covers student enrollment assumptions, faculty and staffing projections, academic space needs, and academic support facility requirements for Dalton State College.

4.B.1 History of Enrollment Growth

In 1998, the student population at Dalton State College stood at 2,113 FTE (Full Time Equivalent) students. The 1999 Master Plan projected an increase to 2,385 FTE by the 2002-2003 academic year. In actuality, the student population at Dalton State College stood at 2,906 FTE in 2002, with growth far outpacing earlier projections. Table 1 below shows the history of enrollment at Dalton State College since it was founded in 1967:

Table 1. Actual Enrollment 1967-2002

Year Headcount

(HC)

Full-Time Equivalent

(FTE) Year Headcount

(HC)

Full-Time Equivalent

(FTE)

1967 524 406 1985 1,512 1,087 1968 869 675 1986 1,648 1,207 1969 960 711 1987 1,693 1,255 1970 967 735 1988 1,866 1,407 1971 1,089 797 1989 2,160 1,616 1972 1,262 892 1990 2,503 1,826 1973 1,141 885 1991 2,621 1,923 1974 1,294 1,141 1992 2,884 2,079 1975 1,843 1,359 1993 2,913 2,080 1976 1,599 1,373 1994 3,005 2,346 1977 1,463 1,238 1995 3,168 2,377 1978 1,441 1,154 1996 3,006 2,335 1979 1,466 1,191 1997 3,053 2,431 1980 1,428 1,184 1998 2,967 2,108 1981 1,533 1,223 1999 3,051 2,138 1982 1,755 1,375 2000 3,139 2,157 1983 1,654 1,235 2001 3,647 2,552 1984 1,622 1,169 2002 4,135 2,906


The 1999 Master Plan projected enrollment growth forward to the year 2012. The following table shows these projected enrollments compared to actual enrollments between 1999 and 2003, illustrating an unanticipated acceleration in enrollment growth at Dalton State College beginning in 2001:

Table 2. Projected vs. Actual Enrollments, 1999-2003

Year Projected

(HC) Actual (HC) Net (HC) Projected

(FTE) Actual (FTE) Net (FTE)

1999 3,125 3,051 (74) 2,225 2,172 (53)

2000 3,200 3,139 (61) 2,278 2,235 (43)

2001 3,275 3,647 372 2,332 2,597 265

2002 3,350 4,135 785 2,385 2,944 559

2003 3,465 4,201 736 2,467 2,991 524

In the three years after the last master plan was completed, total enrollment growth exceeded projections by over 700 HC students. In order to better understand where this growth has been coming from, enrollment numbers by academic division were examined for the 2002 academic year. As illustrated in Table 3 below, much of this growth was in Business Administration/Social Sciences and Technical Education, with only slightly more students in Nursing than anticipated. Conversely, there were nearly 350 fewer students in the Natural Science and Math Division in 2002 than were projected for that year.

Table 3. Projected vs. Actual Enrollment by Academic Division (2002)

Academic Division 2002 Projected Enrollment (HC)

2002 Actual Enrollment (HC)

Net Difference (HC)

Business Administration/Social Sciences* 800 1,164 364 Health and Physical Education 14 10 (4) Humanities 80 100 20 Natural Science and Math 817 475 (342) Nursing 347 401 54 Technical Education 1,236 1,907 671 Not Designated 56 78 22 Total: 3,350 4,135 707

4.B.2 Future Enrollment Projections

Table 4 shows the actual student enrollment for Dalton State College for fall 2003 and student enrollment projections for the year 2015. Three projections are used to illustrate low, moderate and heavy growth scenarios. The high range of the projected enrollment is based on the recent rate of enrollment growth (1997-2004). The mid range is projected as the average rate of enrollment growth since the College was founded in 1967. Finally, the low range projection is based on the enrollment assumptions included in the 1999 Master Plan.


Table 4. Actual and Projected Student Enrollments

Existing Enrollment (Fall 2003)

Year 2015 Projected

Enrollment-Low

Year 2015 Projected

Enrollment-Mid

Year 2015 Projected

Enrollment-High

HC FTE HC FTE HC FTE HC FTE

Total Enrollments 4,201 2,991 4,845 3,450 5,438 3,808 6,709 4,777 Business Administration 481 342 555 395 623 435 768 546

Health, PE & Recreation 13 12 15 14 17 15 21 19

Humanities 102 75 118 97 132 95 163 120

Natural Sciences & Mathematics 390 277 390 320 505 353 623 442

Nursing 392 280 452 323 507 357 626 447

Social Sciences 808 574 932 662 1,046 731 1,290 917

Technical Education 1,922 1,365 2,217 1,575 2,488 1,738 3,069 2,180

Undeclared 93 66 107 76 120 84 149 105

4.B.3 Faculty and Staff Projections

There were a total of 153 faculty members in fall 2003; of these, 112 are full-time and 41 are part-time. The overall faculty number converts to a total of 133 FTE, resulting in a student faculty ratio of approximately 22:1. Future faculty projections are based on an improved student faculty ratio of 18:1.

There were a total of 139 FTE administrative and support staff in fall 2003. This 22:1 student to staff ratio was maintained for future projections.


Table 5. Distribution of Full and Part Time Faculty by Division and Rank

Full-Time Human. Business Admin.

Natural Science & Math.

Social Sci. Nursing

Tech. Ed.

Health & PE Total

Professors 2 2 3 4 0 0 0 11

Associate Professors 3 4 9 11 3 7 0 37

Assistant Professors 11 4 7 3 4 11 2 42

Instructors 5 1 1 2 1 12 0 22

Total 21 11 20 20 8 30 2 112

Part-Time

Professors 0 0 0 0 0 0 0 0

Associate Professors 0 0 0 0 0 0 0 0

Assistant Professors 0 0 0 0 0 0 0 0

Instructors 5 0 6 4 0 22 4 41

Total: 5 0 6 4 0 22 4 41

Grand Total: 26 11 26 24 8 52 6 153 Note: Full time faculty teach 27-30 semester credit hours for the academic year.

Table 6. Existing and Projected Faculty and Staff

Existing Projected at 3,450

Enrollment Projected at 3,808

Enrollment Projected at 4,777

Enrollment

HC FTE HC FTE HC FTE HC FTE

Faculty 153 133 224 192 244 212 305 265

Staff NA 139 NA 160 NA 177 NA 222 Source: Dalton State College Department of Institutional Research and Planning.


4.B.4 Academic Space Projections

Assumptions

Primarily, the guidelines of the CEFPI were applied for this facility report. CEFPI developed guidelines for classrooms, teaching and research laboratories, library space, office space, and a variety of specialized space categories. Data obtained by the College were used in the guideline calculations. The data range from a weekly student contact hour in a classroom or lab to the number of employees using laboratories, staff and faculty requiring office space, to the number and type of degree programs, to students, faculty and staff using library space.

CEFPI guidelines were analyzed against Stanford University Space Planning Guidelines, March 2003; the Pennsylvania State Guidelines, and the Association of College and Research Libraries (ACRL) guidelines to identify areas where they do not reflect current space standards for various higher education space types. In such cases, adjustments have been considered and noted when assessing space needs.

CEFPI prescribes room utilization targets ranging from 27 hours to 35 hours, based on a 45-hour week. For the purpose of this analysis, a 70% room use rate was used for future projections, compared to an existing average use rate at Dalton State College of just 50%. An increase in utilization rate will increase the efficiency of existing academic space and reduce the need for additional space as enrollment grows in the immediate future.

Classes and labs between the hours of 8:00 AM and 5:00 PM were used for this analysis. The CEFPI station occupancy guideline ranges from between 60% and 67%. A station occupancy rate of 62% was applied for this analysis to be consistent with existing occupancy rates on the Dalton State College campus.

Classroom Space (HEGIS Category 100)

Classroom space is defined by CEFPI as a room used by classes that does not require special equipment for student use. Included in this category are spaces that directly serve classrooms for instruction related activities such as projection rooms, cloakrooms, preparation rooms, closets and storage.

The current supply of classroom space is approximately 43,000 ASF and is adequate for the current enrollment, based on existing WSCH (for the College’s most impacted hours of 8:00 AM to 5:00 PM, Monday through Friday). The calculation for current space demand uses the existing room use rate (49%), which is significantly lower than what has been recommended as a standard for the University System of Georgia (65%). This higher room use rate (65%) has been applied to future space needs projections.

The analysis for future demand is also based on an changes in educational practices which have increased the amount of space required per student station. Factors that have led to the need for additional student station space are higher levels of laptop computer use and alternative teaching approaches that require flexible furniture arrangements. We recommend an increase in student station size at DSC from the existing 18.5 ASF/station to 25 ASF/station, which reflects the most recent standards for classroom space standards in higher education.

While the existing classroom space is sufficient based on existing room use rates and average student station sizes, there will be a need for additional classroom space as the new standards are adopted an enrollment increases over time:


Phase WSCH

Existing Classroom

Space

Guideline Classroom Space

Needs (ASF) Deficit

Fall 2003 Enrollment: 2,991 FTE

28,361 43,007 38,619

Projected Enrollment: 3,450 FTE (low range)

32,713 43,007 45,096 (2,089)

Projected Enrollment: 3,808 FTE (mid range)

36,107 43,007 49,776 (6,769)

Projected Enrollment: 4,777 FTE (high range)

45,296 43,007 62,442 (19,435)

Source:

Laboratory Space (HEGIS Category 200)

Teaching laboratory space is defined by CEFPI as a room type that is designed for and/or furnished with equipment to serve the needs of particular disciplines for instruction purposes. It includes class lab, and unscheduled teaching lab and individual study lab, each of which require special purpose equipment for student participation, experimentation, observation, or practice in a field of study. This category includes service areas that directly serve one or more of these rooms as an extension of their activities, such as balance rooms, cold rooms, stock rooms, dark rooms, equipment issue rooms and similar facilities. Animal rooms and greenhouses are not included in this calculation.

The CEFPI guidelines provide different utilization assumptions for specific disciplines. We have broken the laboratory space at DSC into three primary categories to reflect the types of programs currently using laboratory space: reading/computer labs, nursing/sciences and manufacturing/shops. Using scheduling data for Fall 2003, weekly student contact hours (WSCH) were calculated for each of these three major categories. CEFPI standards were then applied each of these categories to calculate the total demand for laboratory space on the DSC campus.

To determine the laboratory space need for DSC, standard station sizes, use factors, and room use rates were applied as follows:

Analysis Input (CEFPI) Reading/

Computer Labs Nursing/Science

s Manufacturing/

Shops

Station Module Size (ASF) 40 70 100

WSCH (Fall 2003) 4,632 8,565 1,136

Maximum Room Use (hours/week) 45 45 45

Room Use Rate (%) 48% 57% 26%

Average Station Occupancy (%) 80% 80% 80%


Based on the assumptions above, the total laboratory space need was calculated for existing enrollment and future enrollment projections. The analysis shows that there is a slight existing deficit in laboratory space that grows proportionately to future enrollment.

Phase WSCH

Existing Laboratory

Space (ASF)

Guideline Laboratory Space

Needs (ASF) Deficit

Fall 2003 14,333 50,790 51,900 (1,110)

Projected Enrollment: 3,350 Headcount

16,533 50,790 69,445 (18,655)


18,248 50,790 76,652 (25,862)


22,892 50,790 96,157 (45,367)

The following table shows the need by laboratory space type for current and projected enrollments. The most significant need for laboratory space is in nursing and sciences, which accounts for over half the total demand for lab space on the campus.

Laboratory Type

Existing Supply

Current Demand

(2,991 FTE)

Future Demand

(3,450 FTE)

Future Demand

(3,808 FTE)

Future Demand

(4,777 FTE)

Reading/Comp. 14,497 10,778 23,746 26,210 32,879

Nursing/Sciences 17,572 29,141 38,420 42,407 53,198

Mfg./Shops 18,721 11,980 7,280 8,035 10,080

Office Space (HEGIS Category 300)

Office space is defined by CEFPI as a room used by faculty, staff and/or students, and is generally equipped with one or more desks, chairs, tables, bookcases and/or filing cabinets. Included in this category is office space for all types of users, such as faculty, administrators, clerical staff, technical/ professional staff, graduate/teaching assistants and students. The definition of office space also includes studio space if that room serves as an office. This includes service areas that directly serve one or more of these spaces as extensions of their activities, such as file rooms, copy rooms, waiting rooms, interview rooms, closets, private toilets, records rooms, and office supply rooms. It also includes conference rooms that are used for staff meetings and any departmental activities other than instruction.

The CEFPI guidelines determine office space needs based on the number of projected faculty and staff. For existing and future demand, a module size of 180 ASF was used for faculty offices and 150 ASF was used for staff offices. These numbers were then multiplied by the number of personnel, resulting in the total office, service and lounge space needed.


This analysis shows a need for additional office space for the projected enrollments. For existing enrollments, office space appears to be at capacity:

Phase Headcount/ FTE Faculty

Headcount Staff

Existing Office

Space (ASF)

Guideline Office Space

Needs (ASF) Deficit

Fall 2003 153/112 90 44,288 44,790 (502)

Projected Enrollment: 3,450 FTE

177/128 103 44,288 58,560 (14,272)


244/212 177 44,288 64,710 (20,422)


305/265 222 44,288 81,000 (36,712)

Study and Library Space (HEGIS Category 400)

Library and study space is defined by CEFPI as a room (or area) serving library activities (except offices), including reading/study rooms serving individuals, study books or audio visual materials, stack space providing shelving for library and audio-visual materials, combined open stack and reading rooms, processing rooms (such as those used to house card catalogs, circulation desks, bookbinding, microfilm processing, and audio visual equipment for distribution), and service areas directly serving one or more of these rooms as direct extensions of their activities.

Two guidelines were used: CEFPI, which provides a high range of space needs, and the Association of College and Research Libraries (ACRL), which provides a low range of space needs for this category. Both ranges are shown in the table below.

The analysis shows a need for additional library and study space for all student enrollment levels.

Phase Existing Library

Space (ASF)

Guideline Library Space Needs (ASF)

(CEFPI/ACRL) Deficit

Fall 2003 31,969 34,630– 36,589 (2,391)-(4,620)


31,969 40,056– 41,144 (8,087)-(9,175)


31,969 42,965-43,382 (10,996)-(11,413)


31,969 49,438-50,838 (17,469)-(18,869)

Source:


A recent space analysis of the library provided by Dalton State College (June 2003) indicated that there is sufficient shelving capacity in the Roberts Library for 156 years, suggesting a potential imbalance of space use. The following table confirms this imbalance, based on CEFPI/ACRL guidelines:

Library Allocation

Current Supply (ASF)

Current Demand (2,991

FTE)

Future Demand

(3,450 FTE)

Future Demand

(3,808 FTE)

Future Demand

(4,777 FTE)

Reading 9,223 15,000 17,500 19,250 24,100

Stack 19,978 13,000 15,000 15,200 15,900

Service 2,768 7,000 8,100 8,600 10,000

Athletics and Recreation Space (HEGIS Category 500)

Dalton State College currently does not offer any varsity athletic programs. Projected athletic and recreation space needs are based only on health education and intramural athletic needs.

1. Indoor Recreation Space

Athletic space is defined by CEFPI as a room (or area) used by students or staff for recreational or physical education activities, such as gymnasiums, handball courts, squash courts, wrestling rooms, swimming pools, ice rinks, indoor tracks, indoor “fields,” and field houses. Includes service rooms which serve as direct extensions of the activities conducted in such facilities, such as locker rooms, shower rooms, dressing rooms, equipment supply rooms, first-aid rooms, towel rooms, etc. Includes such facilities, which are shared with intercollegiate athletic programs but excludes facilities, which are exclusively used for athletic programs. The guidelines also exclude spectator seating.

CEFPI guidelines recommend a basic core amount of space (20,000 ASF) appropriate for a student FTE of 1,000. In addition, 5 ASF of recreation space is allotted for every student above the 1,000 FTE core.

Pennsylvania State guidelines use a similar formula for determining space needs in this category, but recommend a much larger basic core of 50,000 asf for an enrollment of 1,500 students, plus 10 asf per FTE above the core. The Pennsylvania guidelines also suggest an additional 10,000 asf for locker and shower rooms, ticket booths, equipment storage, and other areas for the first 2,000 students, plus 6 asf per FTE above the core.

Current national trends are for institutions to invest much more in athletics facilities than in the past, providing additional recreation amenities such as weight and fitness facilities, aerobics rooms, handball or racquetball courts and additional locker rooms. Given these trends, the Pennsylvania State guidelines provide a more current, baseline measure of the need for campus athletic facilities.

Indoor recreation spaces is evaluated using both methods, providing a range with CEFPI guidelines at the low end and Pennsylvania State guidelines at the high end. The table below outlines the building-related recreation space needed by the college.


CEFPI Guidelines

Phase

Base Area (ASF)

Number of FTE over 1,000

FTE over 1,000 x 5 ASF

Existing Recreation

Space (ASF)

Guideline Recreation

Space Needs (ASF) Deficit

Fall 2003 20,000 1,991 9,955 23,001 29,955 (6,954)


20,000 2,450 12,250 23,001 32,250 (9,249)


20,000 2,808 14,040 23,001 34,040 (11,039)


20,000 3,777 18,855 23,001 38,855 (15,854)

PA State Guidelines

Phase

Base Area (ASF)

Number of FTE over 1,500

FTE over

1,500 x 10 ASF

Addtl. lockers, shower rooms,

etc.

Existing Recreation

Space (ASF)

Guideline Recreation


Fall 2003 50,000 1,491 14,910 15,946 32,200 80,856 (48,656)


50,000 1,950 19,500 18,700 32,200 88,200 (56,000)


50,000 2,308 23,080 26,848 32,200 99,928 (67,728)


50,000 3,277 32,770 32,662 32,200 115,432 (83,232)

2. Outdoor Recreation Space

Currently, the DSC campus has a baseball/softball field, tennis courts, a nature trail with exercise stations, and a soccer field. This analysis assumes that, in the future, outdoor teaching stations would be shared amongst intramural teams. It does not include any varsity athletics programs, which would require their own dedicated facilities.

For colleges in the southeast with enrollments ranging from 1,500 to 5,000 students, total intramural and recreation space (including buildings and turf fields) ranges from 165 square feet to 220 square feet per student. An average of 190 sf per student was used for this analysis. Turf field spaces for soccer, touch football, softball, etc. account for 40 to 45 percent of this standard (80 SF/student). Court-type areas for tennis, volleyball etc. account for approximately ten percent of this standard (19 SF/student).


Dalton State College will require the following outdoor recreation space for its current and projected enrollments.

Total Recreation Standard of 190 SF/Student

Existing Enrollment: 2,991

FTE




Recreation Standard Attributed to Outdoor Turf Fields – 80 SF/Student

239,280 SF

5.5 acres

276,000 SF

6.3 acres

304,640 SF

7 acres

382,160 SF

8.7 acres

Equivalent in “Soccer Field” Modules (195’ x 330’ = 64,350 SF)

4 fields 5 fields 5 fields

6 fields

Recreation Standard Attributed to Outdoor Court Areas – 19 SF/Student

56,829 SF

1.3 acres

65,550

1.5 acres

72,352

1.7 acres

90,763

2.1 acres

Equivalent in “Tennis Court” Modules (48’ x 120’ = 5,760 SF)

10 courts 12 courts 12 courts 16 courts

General Use, Lounge and Merchandising, Student Services Space, and Workshop and Storage (HEGIS Category 600)

1. General Use

General Use space is defined by CEFPI for two categories: assembly and exhibition space: An assembly area is a room designed and equipped for the assembly of large numbers of persons for such events as dramatic, musical, devotional, or commencement activities, which are not used primarily for instructional purposes. An exhibition area is a room used for exhibiting materials, works of art, artifacts, etc., and intended for general use by students and the public, such as museums and art galleries. General use space also includes service areas that directly serve an assembly or exhibition facility as an extension of the activities in that facility.

CEFPI guidelines recommend a basic core for general use facilities of 5,600 ASF for institutions with an FTE of 2,000 students, plus an additional 6 ASF/student over the core and 6 ASF per FTE faculty and staff member. Exhibition space for an institution of this size is calculated as 1,500 ASF, plus 1 ASF per FTE faculty and staff member.


This analysis indicates that DSC has ample space for existing and projected enrollments.

Phase

Existing General Use Space (ASF)

Guideline General Use Space Needs

(ASF) Deficit

Equivalent need in

Auditorium module (15 ASF/seat)

Fall 2003 3,054 13,178 10,124 675 seats


3,054 15,684 12,630 850 seats


3,054 18,782 15,728 1,050 seats


3,054 25,184 22,130 1,500 seats

2. Lounge/Merchandising

Lounge and Merchandising space include areas set side for open lounges, merchandising, food vending machines, recreation, meeting rooms, and related service areas not already included in the campus center. This does not include space located in residence halls.

Lounge and merchandising space requirements are evaluated by taking total classroom and laboratory stations, adding total employees, and multiplying the results by one assignable square foot.

This analysis indicates that there is a surplus of lounge/merchandising space exists for current and projected enrollments.

Phase

Existing Lounge/ Merchandising

Space (ASF)

Guideline Lounge/ Merchandising


Fall 2003 4,750 (2,129) N/A


4,750 (1,903) N/A


4,750 (2,181) N/A


4,750 (2,735) N/A


3. Campus Center

This CEFPI guideline for campus center space provides a means of evaluating required space for student service functions in a student union facility. Campus Center Space is defined by CEFPI as space for student service functions typically housed in a student union building, such as lounge/merchandising space (described above), but also including recreational rooms, meeting rooms, and locker areas. Recreation space includes rooms used by students (sometimes staff and public as well) for recreational purposes, such as bowling alleys, pool and billiards rooms, table tennis rooms, ballrooms, chess rooms, card-playing rooms, non-instructional music –listening rooms, and hobby rooms.

Meeting rooms are generally equipped with tables and chairs, and assigned to a specific organizational unit for non-class, general purposes by groups such as student senate, student government, and community groups.

CEFPI guidelines recommend 9 asf per FTE for this group of spaces. The Pennsylvania State guidelines recommend 20,000 ASF for the first 1,000 FTE + 5 asf for each additional FTE.

The space needs are expressed as a range of needs, reflecting both CEFPI guidelines and current building practices which are more aligned with Pennsylvania State guidelines.

This analysis shows a need for additional campus center space for all student enrollment levels.

Phase

Existing Campus Center Space

(ASF)

Guideline Campus Center


Fall 2003 13,513 26,919 – 29,955 (13,400) – (16,500)


13,513 31,050 – 32,250 (17,500) – (18,700)


13,513 34,040 – 34,272 (20,500) – (20,800)


13,513 38,885 – 42,993 (25,400) – (29,500)


4. Food Service

This CEFPI guideline for food service is based on headcount rather than FTE. This is an important distinction (particularly for institutions like DSC) where there is a significant commuter population. These guidelines recommend 6 ASF/student, which includes all dining and food service facilities.

Phase

Existing Food Service Space

(ASF)

Guideline Food Service Space Needs (ASF) Deficit

Fall 2003 12,932 17,497 (4,565)


12,932 20,183 (7,251)


12,932 22,277 (9,345)


12,932 27,945 (15,013)

5. Workshop and Storage Space

Support facilities are defined by CEFPI as rooms used for the manufacture, repair, or maintenance of products or equipment, such as carpenter, plumbing, electrical, and painting shops, and similar physical plant maintenance facilities. CEFPI guidelines calculate space for all academic and support space times 8 percent.

Phase

Existing Campus Workshop and Storage Space

(ASF)

Guideline Workshop and Storage Needs

(ASF) Deficit

Fall 2003 22,283 23,242 (950)


22,283 27,840 (5,550)


22,283 32,601 (10,300)


22,283 39,938 (17,650)

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Subject IV.A-F Future Campus Requirements (addendum)



Based on discussions and review with the Campus Master Plan Committee, a target enrollment was identified to serve as the basis for future building requirements on the Dalton State College Campus. This enrollment target supports the College’s goal to increase the ratio of full time equivalent students, reflecting a recent change in mission to offer comprehensive four-year degree programs. The target for 10-year growth at DSC for the purpose of this master plan is 5,000 HC students and 4,250 FTE students, which represents an increase of 800 students from Fall 2003 enrollments. This also represents an increase in the FTE:HC ratio from .71 to .85.

Attached to this memorandum is the physical programming model that was used to generate the space needs to be accommodated in the master plan.

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64 Pleasant Street

Watertown

Massachusetts

02472 USA

t 617 926 3300

f 617 924 2748

Dalton State College Year 2015 Projections (mid-range)

ENROLLMENT

Existing Projected Future

Headcount FTE Headcount FTE

On-CampusDay Students

Residential

Commuter 4,201 2,991 5,000 4,250

Subtotal Day Students 4,201 2,991 5,000 4,250

Continuing Ed. Students 709 844

Graduate Students

Total Students On-Campus 4,910 2,991 5,844 4,250

Faculty On-Campus 153 133 244 212Ratio Students:Faculty 27 22 20 20

Staff On-Campus current 139 139 177 177Ratio Students:Staff 35 22 55 33

Total Students On-Campus 4,910 2,991 5,844 4,250

TOTAL STUDENTS 4,910 2,991 5,844 4,250

Sasaki Associates 4/4/2005


SUMMARY OF SPACE NEEDS

HEGIS UseExisting Floor

Area (asf)Total Space Needs (asf)

Surplus/ (Deficit) (asf)

Total Space Needs (asf)

Surplus/ (Deficit) (asf)

100 Classroom Facilities 0 0 0 55,553 (55,553)200 Laboratory Facilities 0 51,900 (51,900) 70,923 (70,923)300 Office Facilities 44,288 44,790 (502) 64,710 (20,422)400 Study Facilities 31,969 36,589 (4,620) 46,556 (14,587)500 Special (athletics, etc.) 23,001 30,955 (7,954) 37,250 (14,249)600 General Use Facilities 33,720 99,565 (65,845) 133,873 (100,153)700 Support Facilities 22,283 13,190 9,093 39,193 (16,910)

Subtotal 155,261 276,989 (121,728) 448,059 (292,798)

900 Residential Facilities 0 0 0 375,000 (375,000)

Total 155,261 276,989 (121,728) 823,059 (667,798)

Future EnrollmentCurrent Enrollment



CLASSROOM ALLOCATION MODEL

CLASSROOM ALLOCATION ANALYSIS

Current Future % IncreaseEnrollment Growth: Day Student FTE 2,991 4,250 142%

Analysis Input Current FutureStudent Station Space (asf/station) 0.0 25 0.0Fall Credit Hours, total - -Classroom Factor - -WSCH 28,361 40,299Maximum Room Use (hours/week) 45 45Room Use Rate 49% 65%Average Room Use (hours/week) 21.9 29.25Station Occupancy (%) 62% 62%Service Multiplier 1.0 1.0

Classroom Allocation 0 55,553

Total Classroom Allocation = Student Station Space x Total Fall Weekly Student Contact Hours x Service Multiplier Hours of Room Use x Station Occupancy

Student Station Space: Assignable square feet per student station including circulation and instructional space.

Weekly Student Contact Hours (WSCH): The number of hours a student will occupy a seat in a classroom each week in the process of taking a course. Calculated by multiplying the number of students enrolled in a course by the number of credit hours per semester. Weekly Student Contact Hours can be estimated by the following formula: Estimated WSCH = Credit Hours x Classroom Factor

Hours of Room Use: The number of hours per week that a room is actually scheduled for use, or the maximum number of hours per week that a room is available multiplied by the percent of time that the classroom is used each week.

Station Occupancy: The percent of seats in use when a room is in use.

Service Multiplier: To allow for classroom service, a multiplier can be applied (State of Pennsylvania Guidelines)



CLASSROOM ALLOCATION GUIDELINES

CEFPI State of PAwith

TechnologyStudent Station Space (asf)

Seminar (5-20 stations/room) 18 to 21 20 35Classroom (21-90 stations/room) 15 to 18 20Lecture (90+ stations/room) 11 to 14 20 24

WSCHClassroom Factor 79% 79%

Maximum Room Use Hours 45 50

Recommended Use Rate 60 to 78% 75%

Recommended Occupancy Rate 62 to 67% 67% 60%

Service Multiplier 1.0 1.1



LABORATORY ALLOCATION MODEL

LABORATORY ALLOCATION ANALYSIS

Current Future % IncreaseEnrollment Growth: Day Student FTE 2,991 4,250 142%

Analysis Input (CEFPI)Reading /

Comp. LabsNursing / Sciences

Mfg. / Shops

Current Total (asf)

Station Module Size (asf) 40 70 100Use Factor 0.058 0.049 0.105WSCH 4,632 8,565 1,136 14,333Maximum Room Use (hours/week) 45 45 45Room Use Rate (%) 48% 57% 26%Room Use (hours/week) 21.4875 25.7175 11.853Average Station Occupancy (%) 80% 80% 80%

Laboratory Allocation (asf) 10,778 29,141 11,980 51,900

Total Teaching Laboratory and Laboratory Service Allocation =

Station Module Size x Weekly Student Contact Hours Hours of Room Use X Station Occupancy

Weekly Student Contact Hours (WSCH): The number of hours a student will occupy a seat in a classroom each week in the process of taking a course. Calculated by multiplying the number of students enrolled in a course by the number of credit hours per semester. Weekly Student Contact Hours can be estimated by the following formula: Estimated WSCH = Credit Hours x Classroom Factor

Hours of Room Use: The number of hours per week that a room is actually scheduled for use, or the maximum number of hours per week that a room is available multiplied by the percent of time that the classroom is used each week.

Station Occupancy: The percent of seats in use when a room is in use.

Service Multiplier: To allow for classroom service, a multiplier can be applied (State of Pennsylvania Guidelines)



Analysis Input (CEFPI)Reading /

Comp. LabsNursing / Sciences

Mfg. / Shops

Future Total (asf)

Station Module Size (asf) 40 70 100Use Factor 0.056 0.111 0.056WSCH 6,582 12,170 1,614 20,366Maximum Room Use (hours/week) 45 45 45Room Use Rate (%) 50% 50% 50%Room Use (hours/week) 22.5 22.5 22.5Average Station Occupancy (%) 80% 80% 80%

Laboratory Allocation (asf) 14,626 47,329 8,968 70,923

LABORATORY ALLOCATION GUIDELINES

CEFPI State of PAStudent Station Space: Teaching

Biology 50-65Physical Sciences (chem, phys, etc) 60-75Computer 40-60Education 35-40Engineering 80-120Art 60-80Music 45-60Dance 100-150Health Professions 60-80

Use FactorSocial Sciences, Computer, etc 0.056Physical & Biological Sciences 0.056Engineering, Health, Agriculture 0.111

Weekly Lab Hours per FTE* 4.2

Average Room Use Hours 45 23

Recommended Use Rate 50% 75%

Average Occupancy Rate 80% 70%

Space Factor 3.11

* FTE = 12 hours per week student per fall semester, 9 hours per week graduate student per fall semester (PA)



OFFICE ALLOCATION MODEL

OFFICE ALLOCATION ANALYSIS

FTE Assumption

Module Size (asf) Allocation

FTE Assumption

Module Size (asf) Allocation

FacultyFull TimePart TimeTotal 133 180 23,940 212 180 38,160

StaffExecutive/AdministrativeProfessional Non-FacultyTechnical/ParaprofessionalClerical/SecretarialTotal 139 150 20,850 177 150 26,550

StudentsGraduate 0 70 0 0 70 0Undergraduate 0 0 0Total 0 0

TOTAL 44,790 64,710

Current Future

Total Office Allocation = Faculty Modules + Staff Modules + Student Worker Modules



OFFICE ALLOCATION GUIDELINES

Space Allocation (ASF per FTE) CEFPI*State of PA**

Executive/Administrative 200-280 150

Faculty 130-180 150

Professional Non-Faculty 140-190 150

Technical/Paraprofessional 130-180

Clerical/Secretarial 110-160 150

Graduate Students 40-70 120

Student Workers 40-70 70

* CEFPI includes office, conference, auxiliary/service, and loungeFTE calculated by headcount

** State of PA includes office plus 30 asf service and 10 asf conferenceFTE defined by faculty/staff/students working at least 37.5 hours per week



LIBRARY ALLOCATION MODEL

LIBRARY ALLOCATION ANALYSIS

Enrollment Current FutureStudent FTE 2,991 4,250Faculty FTE 133 112Course FieldsMaster's Programs

Methodology CEFPI ACRLPercent Usage 20% 20%ASF per Reading Station 25 35ASF per Volume 0.10 0.10Service Rate 25% 13%Volume Growth Rate 25%

CEFPI Volume AllowanceActual

Holdings

Bound Volume

EquivalentCurrent Total Future Total

bound volumes 116,716 1 116,716microforms 204,626 80 2,558microform reels 3 0av materials 7,839 5 1,568video tapes 1 0flat file cabinets 8 0

Total 120,842 151,052

ACRL Volume Allowance Current FutureBase 85,000 85,000Faculty Allowance 13,300 11,200Student Allowance 44,865 63,750Course Field Allowance 0 0MA Programs Allowance 0 0

Library Space = Reading Space + Stack Space + Service Space

Reader Space = (Faculty FTE + Student FTE) * % Usage * ASF per Reading StationNote: for ACRL, do not include Faculty FTE

Stack Space = ASF/Volume * Number of Bound Volume Equivalents with allowance for future growth

Service Space = Service Rate (Reader Space + Stack Space)



Total 143,165 159,950

LIBRARY ALLOCATION ANALYSIS

Library Allocation Current Future Current Future Reading 15,620 21,810 14,955 21,250 Stack 12,084 15,105 14,317 15,995 Service 6,926 9,229 7,318 9,311

Total 34,630 46,144 36,589 46,556

LIBRARY ALLOCATION GUIDELINESCEFPI State of PA ACRL

Percent Usage (%) Lower Division 15% 20% 20% Upper Division 15% 20% 20% Masters 20% 20% 20% Doctoral 20% 20% 20%

ASF per Reading Station All but Law 25 30 35 Law 30 30 -

Bound Volume Conversion see above see above

Rate of ASF per Volume 0-150,000 0.10 0.11 0.10 150,001 - 300,000 0.09 0.11 0.10 300,001 - 600,000 0.08 0.11 0.10 600,001 and more 0.07 0.11 0.10

Service Rate Local Libraries 10-15% 25% 13% Main and Law Libraries 20-25% 25% 13%

Volume Growth Rate Per year 2.50% Per 10 years 25.00%

No. of Volume Allowance Base 85,000

CEFPI ACRL



Per Faculty FTE 100 Per Student FTE 15 Per No. of Course Fields 350 Per No. of MA programs 6,000



ATHLETIC/PHYSICAL EDUCATION ALLOCATION MODEL

ATHLETIC/PHYSICAL EDUCATION ALLOCATION ANALYSIS

Enrollment Current FutureStudent FTE 2,991 4,250Faculty FTE 133 212

Spectators Current FutureNumber 100 100ASF per seat 10 10Spectator allocation (asf) 1,000 1,000

Allocation above Core Current FutureNo. of Students above Core 1,991 3,250Allotment Unit (asf) 5 5Allotment above Core (asf) 9,955 16,250

Total Allocation Current FutureCore (asf) 20,000 20,000Spectator Seating (asf) 1,000 1,000Allotment above Core (asf) 9,955 16,250Total 30,955 37,250

ATHLETIC/PHYSICAL EDUCATION ALLOCATION GUIDELINES

CEFPI State of PACore (asf)

First 1500 students in FTE 50,000First 1000 students in FTE * 20,000

Allotment Unit above Core (asf) 5 10

Note: If using CEFPI core and allotment unit, add allotment for spectator seating* CEFPI recommends using student headcount, when the headcount falls below 2,000

Athletic/Physical Education Space (520) = Core (plus spectator seating if not otherwise included in core) + allotment asf above core

Note: Total allotment inclusive of indoor spectator seating and athletic/physical eductation service area



GENERAL USE ALLOCATION MODEL

Headcount FTE Headcount FTETotal Students On-Campus 4,910 2,991 5,844 4,250Faculty 153 133 244 212Staff

Executive/AdministrativeProfessional Non-FacultyTechnical/ParaprofessionalClerical/Secretarial

Total Staff 139 139 177 177

Current Future

Assembly Space (610) = Core asf + music option if appropriate + 6 asf per student FTE over core student body + 6 asf for FTE faculty and staffNote: CEFPI does not specify additional asf for faculty and staff FTE

Exhibition Space (620) = Core 1,5000 asf + 1 asf per student over 2,000 FTE + 1 asf for FTE faculty and staff

Food Facility (630/635) = 9 gsf per student, not including snack bar facilities in auxiliary locations

Lounge/Merchandising (650/660):Academic Buildings = 1 asf x (number of student stations + faculty headcount + excutive/administrative staff headcount + professional non-faculty staff headcount)Non-Academic Buildings = 4 asf x (excutive/administrative staff headcount + professional non-faculty staff headcount)Note: Does not include lounges in departments, libraries, residence halls, or student unions

Student Union with Lounges, Merchandising, Recreational Rooms, Meeting Rooms, Locker Areas (650/660/670/680/690) =FTE Students x 9 asf

Recreational Facilities and Service (670/675) =20,000 asf for the first 1,000 FTE + 5 asf for each additional FTE + 15% for future growthNote: Does not include recreational space in residence halls

Meeting Rooms and Service (680/685) =Core 5,000 asf + 1 sf for each FTE over 5,000Note: Does not include meeting space in auxiliary facilities or student unions



GENERAL USE ALLOCATION ANALYSIS

Net to Gross Ratio for Food 65%

Core (asf) Music (asf)Students

over Core MultiplierFaculty/ Staff FTE Multiplier

Total Allocation

(asf)Assembly

Existing based on FTE 5,600 0 991 6 272 6 13,178Future based on FTE 5,600 0 2,250 6 389 6 21,434

ExhibitionExisting based on FTE 1,500 1 272 1 1,772Future based on FTE 1,500 1 389 1 1,889

Food Existing based on headcount 17,497 0 6 17,497Future based on headcount 24,863 0 6 24,863

Student UnionExisting based on FTE 0 2,991 9 26,919Future based on FTE 0 4,250 9 38,250

Recreational Facilites w/growth factorExisting based on FTE 20,000 1,991 5 34,448Future based on FTE 20,000 3,250 5 41,688

Meeting Rooms and ServiceExisting based on FTE 5,000 1 5,750Future based on FTE 5,000 1 5,750

Total Class Space (asf)

Typ. asf/ Student Station

Number of Student Stations

Faculty Head count

Staff Head count

% Exec./ Admin &

Prof.

Total Allocation

(asf)Lounge/Merchanding: Academic & Non-Academic Total

Existing 0 20 0 153 139 50% 223Future 55,553 20 2,778 244 177 50% 3,110

Summary Current FutureGeneral Use Facilities (asf) 99,565 133,873

GENERAL USE ALLOCATION GUIDELINESCEFPI State of PA

Assembly Core (asf)Basic (2,000 FTE) 5,600 14,500Enhanced (2,000 FTE w/Fine Arts) 14,500Larger (5,000 FTE w/Fine Arts) 22,450Music Option + 5,000 + 5,000



SUPPORT FACILITIES ALLOCATION MODEL

SUPPORT FACILITIES ANALYSIS

Total campus floor area (asf) Current FutureFloor Area Basis (less support) 263,799 783,865Support Facilities Multiplier 5% 5%Total Support Facilities Allocation (asf) 13,190 39,193

SUPPORT FACILITIES ALLOCATION GUIDELINES

CEFPI State of PASupport Facilities Multiplier 8% 5%

Note: If using CEFPI subtract out shop and storage space (720/730/740)

Support Facilities = Total campus floor area asf x support facilities multiplier

Note: Use actual square footage not space generated by guidelines; does not include parking structures



RESIDENTIAL FACILITIES ALLOCATION MODEL

RESIDENTIAL FACILITIES ALLOCATION ANALYSIS

Total Residential Area (asf)No. of Beds asf/bed

Allocation (asf)

No. of Beds asf/bed

Allocation (asf)

910 Sleep/Study without Bath (asf/bed) 170 0 175 0920 Sleep/Study with Bath (asf/bed) 0 225 0950 Student Apartment (asf/bed) 0 1,500 240 360,000980 Lounge (asf/bed) 0 10 0 1,500 10 15,000

Total Residential Allocation (asf) 0 0 1,500 375,000

RESIDENTIAL FACILITIES ALLOCATION GUIDELINES

CEFPI State of PA Sasaki

910 Sleep/Study without Bath (asf/bed) 170 175919 Toilet or Bath (asf/bed) 40920 Sleep/Study with Bath (asf/bed) 210950 Student Apartment (asf/bed) 200 225950 Residence Hall Director (asf/bed) up to 750980 Lounge (asf/bed) 10

Note: If using CEFPI subtract out shop and storage space (720/730/740)

Current Future

Residential Facilities = Number of residents (beds) x Unit allocation (asf/bed)


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Date March 2005

Project Dalton State College Campus Master Plan

Subject Land and Building Use Alternatives (V-A-1)


To Dalton State College

The following memorandum accompanies the three alternatives prepared for Dalton State College (DSC), and describes the land and building use components of each of the alternatives. The purpose of the alternatives is to explore the options available to the College for accommodating the facilities program for a target enrollment of 5,000 HC students (4,250 FTE). Although this target enrollment does not represent a major increase in overall student population, it does imply a significant change in student demographics. The primary focus for future enrollment in the next 10 years will be to increase the ratio of full-time students as DSC enhances its four-year degree programs.

Strategically, DSC has three principal needs in order to accommodate the projected target enrollment of 5,000 HC students:

1. Maximize utilization and efficiency of existing classroom and laboratory space. Based on existing student body demographics, classes are primarily offered only in the morning and evening hours. Scheduling more classes in the afternoon hours will both reduce the need for new buildings and alleviate parking shortages that typically occur only in the morning hours.

2. Improve the quality of life on campus to re-establish a sense of community. Additional student life and recreation facilities and a student housing component will make DSC feel more like a traditional college campus.

3. Examine opportunities for land acquisition that will allow for future expansion of the campus. The campus community has conveyed a strong desire to keep intramural and athletic playfields on campus, but the topography of the existing campus greatly limits the opportunity to do so. Beyond the next ten to fifteen-year growth period, there will be few remaining building sites on campus, adding pressure on the existing athletic fields to accommodate future buildings.

1. PLANNING CRITERIA

1.1 A Model 4-Year Academic Program

A primary goal stemming from the programming process is the desire to place DSC in a peer group of other 4-year colleges and universities, completing DSC’s evolution from a two-year to a four-year institution. Five institutions within the University System of Georgia were examined in terms of their

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SA#44273.00 Land and Building Use Alternatives Page 2

physical space allocations to solidify the program for future development on the DSC campus. The future enrollment target for Dalton State College was then based on these five USG institutions.

• Augusta State University: 5,909 HC; 4,216 FTE

• Clayton College and State University: 5,212 HC; 3,418 FTE

• Georgia College and State University: 5,513 HC; 4,424 FTE

• North Georgia College and State University: 4,178 HC; 3,467 FTE

• Macon State College: 4,991 HC; 3,021 FTE

1.2 Building Removal

In one of the alternatives, the future removal of Westcott Hall is assumed. The 21,133 gsf currently accommodated in Westcott will be accommodated in a future academic/administrative building.

1.3 Space Needs in Addition to Current Facilities

Using this new enrollment target, space needs were identified to determine the overall development program to be tested in the master plan alternatives:

Use New Space Required (Gross Square Feet)

Academic/Administrative (new building)* 102,950 GSF*

Classroom 19,300 GSF

Laboratory 31,000 GSF

Office 31,500 GSF

Indoor Recreation (additional) 22,000 GSF

Campus Center (new building) 155,000 GSF

Residential (750 beds in new buildings) 270,000 GSF

Library reading/service (addition) 22,500 GSF

Storage (addition) 26,000 GSF

*This includes future classroom, laboratory, and office uses and replacement of Westcott Hall

1.4 Parking Supply and Demand

Based on the proposed campus development program, a parking supply and demand analysis was completed to determine the future parking demand. Based on existing usage patterns, faculty and staff parking demand was estimated at 75% of the faculty/staff population. Based on traditional models, 90% of the resident student population (students living in campus housing) and 35% percent of the commuter population will demand parking at the late morning peak hour on a typical day. The existing 108 visitor and handicapped spaces are maintained as part of the future parking supply.

Using these assumptions, the total additional demand for parking on the Dalton State campus is 783 spaces.


Existing Enrollment (4,200 HC; 3,000 FTE) Faculty/

Staff Resident Students

Commuter Students Other Total

User Group Population 292 0 4,200 108 4,600

Existing Supply 216 0 1,479 108 1,803

Spaces Demanded at Peak Hour 216 0 1,479 108 1,803

% of Existing Supply Demanded at Peak 74% 0% 35% 100% 100%

Surplus (Deficit) 0 0 0 0 0

Target Enrollment (5,000 HC; 4,250 FTE)

User Group Population 421 750 4,250 108 5,529

Existing Supply 216 0 1,479 108 1,803

Spaces Demanded at Peak Hour 316 675 1,488 108 2,586

% of Existing Supply Demanded at Peak 75% 90% 35% 100% 143%

Surplus (Deficit) (100) (675) (9) 0 (783)

1.5 Planning Principles

Each of the alternatives accommodates the projected target enrollment of 5,000 HC students. The alternatives also show the location of a future academic building just south of Sequoya Hall, where a Health Sciences Building was previously proposed. The program requirements (including residential) for this target enrollment are 576,450 gross square feet (GSF).

A common set of land use planning and design principles were used to develop the master plan alternatives:

• The campus core, with the proposed bell tower at its center, will remain the focus for academic and administrative uses.

• A new visual gateway will be created at the ‘front door’ of the campus.

• Student housing communities are proposed at the edges of the campus.

• Athletic play fields will either remain in their current location; move off-site to a location that is shared with the Dalton community; or be accommodated on a future land acquisition.

• Pedestrian connections to the north and south are reinforced, supporting the existing pedestrian spine that runs through the middle of the campus.

2. OPTION 1– MAINTAIN A COMPACT CAMPUS

2.1 General

• This alternative maintains the existing compact character of the campus, placing all future development inside of George Rice Drive.


• This is the only alternative in which Westcott Hall remains for future reuse.

• The athletic fields are moved to an off-campus location.

• New student housing is located on the existing athletic fields site.

• New academic and student life buildings frame a new ‘front door’ for the campus.

2.2 Land Use

The academic core is reinforced with the creation of a new quad east of Westcott along College Drive. Student housing is located on the site of the existing athletic fields, which are moved off campus.

Future parking demand is accommodated in new surface lots along George Rice Drive and in a parking structure adjacent to the new student housing. The existing parking lot at Bandy Gymnasium is also reorganized to increase its efficiency. The existing parking lot on the athletic fields is removed, and parking at the main entrance is replaced with a landscaped quadrangle.

Residential


Parking Summary (780 additional spaces needed)

New Surface lots + 470 spaces

New parking structure + 300 spaces

Reorganize gym lot + 180 spaces

Remove athletic field lot -125 spaces

Remove parking at main entry -74 spaces

Net Gain + 751 spaces

2.3 Building Use

2.3.1 Proposed Academic and Administrative Buildings

This alternative shows the required additional academic space and the required campus center space, along with the expansion of the library and athletic facilities. This alternative assumes that Westcott is renovated once Continuing Education moves into its new facility, allowing for expansion of the existing administrative offices. Two new buildings are proposed at the main entrance to accommodate an additional 240,000 gsf of mixed academic and student life uses.

2.3.2 Student Housing

Projected residential units accommodate a minimum of 750 beds of townhouse and apartment design, and are located on the southern end of the campus.

2.3.3 Ancillary Space

Maintenance facilities are proposed just west of George Rice Drive adjacent to existing physical plant buildings.

2.3.4 Findings

• Strengthens pedestrian connections to the southern end of campus with new student housing.

• Entire housing program may be accommodated on athletics field site.

• Requires displacement of existing athletic facilities, which may be detrimental to the quality of campus life.

• Westcott remains as the visual centerpiece at the front quad, potentially detracting from the quality of new facilities and also the new bell tower.

• Isolates existing student center and dining facilities from future student life uses at the main entry.

• New academic quadrangle does not engage proposed bell tower.


3. OPTION 2 – HOUSING ON THE PERIMETER

3.1 General

• New housing is located along the western side of George Rice Drive.

• Existing athletic fields remain in their current location.

• Westcott is replaced.

• New academic and administrative buildings frame a terraced open space in the heart of campus with the new bell tower at the center.

3.2 Land Use

The academic core is reinforced with the creation of a new terraced quad with the proposed bell tower at the center of this new space. Student housing is located along the western perimeter of the campus at the base of the mountain.

Future parking demand is accommodated in new surface lots along George Rice Drive and in a parking structure on the site of the Upper Student Parking Lot. The existing parking lot at Bandy Gymnasium is also reorganized to increase its efficiency. The existing parking lot on the athletic fields is removed, and parking at the main entrance is displaced by a new academic/administrative building.

Residential

Athletics









3.3 Building Use


This alternative assumes that Westcott is replaced, with existing administrative space to be accommodated in a new academic and administrative building (102,950 gsf). A new campus center facility (155,000 gsf) is proposed adjacent to the existing campus center so that the two may work in tandem.

It is assumed that the dining function of the existing campus center would be expanded to occupy the entire second level of the facility, with the first floor dedicated to study space, open computer labs, and offices for student life and student groups. The new facility would include a new bookstore, casual dining/café, exhibition and assembly spaces and a recreation component.


This alternative locates 750 units of housing along George Rice Drive. The proposed location of housing and related parking would require significant site work due to topographic conditions.


Existing maintenance facilities are displaced by proposed student housing. The option assumes that space in the Technical Building will become available if the proposed Whitfield County Career Academy comes to fruition. The upper level of the Technical Building would remain for the use of some technical programs, particularly those related to the health sciences. The lower levels of the Technical Building, which are currently used for welding and automotive labs, would then be used for physical plant and maintenance facilities to support the campus.

3.3.4 Findings

• New academic quadrangle engages bell tower and also reinforces existing pedestrian movement patterns across the campus.

• New academic/administrative building at front of campus provides opportunity to create iconic architectural image for the campus.

• Location of the proposed campus center facility works well with existing dining and student life functions of existing campus center.

• Athletic fields remain on campus providing opportunity to enhance intramural athletics program.


• Location of student housing and related parking may require extensive site work due to topographic conditions, and may result in the accommodation of fewer student beds.

• Existing maintenance and physical plant facilities are displaced.

4. OPTION 2’ – HOUSING ON THE HILL

4.1 General

• New housing is located on top of Rocky Face Mountain.

• Existing athletic fields remain in their current location.

• Westcott is replaced.

• New academic and administrative buildings frame a terraced open space in the heart of campus with the new bell tower at the center.

4.2 Land Use

As in Option 2, the academic core is reinforced with the creation of a new terraced quad with the proposed bell tower at the center of this new space. The primary difference between Option 2 and Option 2’ is the location of student housing, which is shown on the top of Rocky Face Mountain in this scheme.

Future parking demand is accommodated in a new surface lot opposite Bandy Gymnasium and in a parking structure on the site of the Upper Student Parking Lot. The existing parking lot at Bandy Gymnasium is also reorganized to increase its efficiency. Surface parking is also shown adjacent to the new student housing on top of the hill. The existing parking lot on the athletic fields is removed, and parking at the main entrance is displaced by a new academic/administrative building.

Residential

Athletics


The entry road shown in this alternative is slightly different from that in Option 2, incorporating a loop road around the new academic/administrative building.








4.3 Building Use


The proposed academic and administrative buildings are identical to those proposed in Option 2.


Student housing is located on top of Rocky Face Mountain, in a location that was previously studied for the location of the President’s house. An existing logging road would be paved to access this site, which has moderate slopes ranging from 5% - 15%.


Existing maintenance facilities remain in their current location west of George Rice Drive. Future maintenance and storage facilities are proposed in the lower levels of the Technical Building, which may become available if the ‘traditional’ technical and certificate programs that are housed there move to the Whitfield County Career Academy.

4.3.4 Findings

• New academic quadrangle engages bell tower and also reinforces existing pedestrian movement patterns across the campus (same as Option 2).

• New academic/administrative building at front of campus provides opportunity to create iconic architectural image for the campus (same as Option 2).

• Location of the proposed campus center facility works well with existing dining and student life functions of existing campus center (same as Option 2).

• Athletic fields remain on campus providing opportunity to enhance intramural athletics program (same as Option 2).


• Location of student housing on top of the hill will require extensive site work due to topographic conditions, and may result in the accommodation of fewer student beds. This location also separates the student housing from the main campus, making pedestrian access difficult and potentially increasing vehicular traffic and parking demand on campus.

• Existing maintenance and physical plant facilities remain in current location.


Date March 2005


Subject Master Plan, Land and Building Use (VI-A)



The following memorandum accompanies the Master Plan prepared for Dalton State College, and describes its land and building use components.

1. INTRODUCTION

In December, 2004, the Campus Master Plan Committee participated in a charrette exercise to develop some initial concepts to be tested in the master plan alternatives phase. The ideas generated from that workshop were then summarized into the three master plan alternatives described in Section V of this report. These alternatives were presented at a Cross Team meeting, where each alternative was evaluated through open discussion and debate. This consensus-building project led to the selection of a preferred master plan alternative.

The preferred alternative is a hybrid of several of the master plan alternatives, derived from a set of principles that guided the decision-making process:

• The master plan should accommodate future space needs within the boundaries of current ownership. As opportunities for land acquisition become available, they will be evaluated on their ability to support the overall framework of the master plan.

• Westcott Hall should be replaced within the time frame of the master plan.

• Future academic and administrative buildings should be sited to reinforce the existing campus core. Surface parking within the campus core may be displaced to accommodate future building sites.

• The opportunity to provide student housing should be explored both adjacent to the existing athletic fields as well as on top of Rocky Face Mountain.

• The athletic and intramural fields should remain on campus and be reinforced as an integral part of student life at Dalton State College.

• The proposed bell tower should be reinforced as a key landscape element in the master plan.


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44273.00 Land and Building Use Page 2

2. GENERAL

2.1 Land Use

This master plan accommodates the projected target enrollment of 5,000 HC students. The program requirements for this target enrollment include an additional 576,450 GSF of academic and support space.

The land use concept for the growth of the University is to retain a compact academic core by locating academic expansion within the existing academic core, consolidating student commuter parking in a new parking structure, and introducing student housing to the southern end of the campus, both next to the athletic fields and on top of Rocky Face Mountain.

At the heart of the campus, a new landscaped quadrangle will be organized around the proposed bell tower, creating a dramatic gathering space for future students, faculty and staff. This space will act as the campus hub, helping to establish a vibrant campus atmosphere that will attract and retain future students.

2.2 Building Use


A general purpose academic building, approximately 100,000 – 110,000 GSF, is situated at the front entrance to the campus along College Drive. This building will accommodate academic labs and classrooms as well as faculty offices. This location is slightly east of the existing Westcott Hall (which will be demolished) and will allow for the creation of a new landscaped quadrangle to complement the proposed bell tower.

Expansions are proposed for both the library and the athletic facilities. An additional 22,000 GSF of indoor recreation space is accommodated in an expansion of Bandy Gymnasium to the south, where the outdoor handball courts are currently located. This addition would accommodate additional court space, weight rooms, and lockers. The existing library requires an additional 22,500 GSF of reading and service space, which is shown as an addition to the eastern side of the building. Due to the library’s function within the greater Dalton community, this additional reading space will reinforce the library’s use as a community facility.

The existing student center is renovated to allow for an expanded and enhanced central dining function on the second level. The bookstore and game area are removed to accommodate a larger kitchen and servery area. The first level would continue as a student assembly and meeting space, with additional computer labs and offices for student groups. A new campus center is shown adjacent to the existing building, and would house new lounge and merchandising space, informal dining/café, meeting/study rooms, exhibition and assembly space, and a fitness center component.

The second phase expansion of the new Continuing Education Building is shown as part of the master plan and is envisioned to be built within a 10-year time frame and Continuing Education programs continue to grow. A future building site is also shown adjacent to Sequoyah Hall, where the Health Sciences Building was previously proposed. A building in this location would provide additional academic space beyond the target enrollment of 5000 HC students.

Finally, a 26,000 GSF general classroom building is planned for the Catoosa Center Campus in Fort Oglethorpe. This will alleviate the need for Dalton State College to continue to lease space on the campus, where extended learning programs are currently being offered. The land for this new building will be deeded to the College as a gift, but DSC will bear the responsibility of gathering funds for new construction.

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The following table summarizes all building projects to be achieved under the Campus Master Plan:

Building Name Status Net Additional Square

Feet Priority

B.J. Bandy Gymnasium Addition/Renovation 22,000 GSF 0-5 years

Roberts Library Addition/Renovation 22,500 GSF 0-5 years

Bell Tower New construction — 0-5 years

Continuing Education Building

Addition 26,500 GSF 0-5 years

Catoosa Center New construction 26,000 GSF 0-5 years

Pope Student Center Renovation — 5-10 years

Westcott Administrative Building

Demolition — 5-10 years

New Academic Bldg. New construction 100,000 – 110,000 GSF 5-10 years

New Campus Center New construction 155,000 GSF 5-10 years

Green House Replaced with future academic building

80,000 – 100,000 GSF 10-20 years

Technical Education Building

Renovation/Reuse — 10-20 years


Planned student residences accommodate a minimum of 750 beds, accommodated approximately 15% of the projected student population. Buildings are sited adjacent to the existing athletic fields, which will serve as an amenity to this new on-campus housing. Residential buildings are also shown on Rocky Face Mountain, accessed via an existing logging road that winds its way up the slopes to a small plateau that looks out over the campus.


Plant operations facilities and service areas, as well as parking related to these facilities, are anticipated to remain in their current location. Future expansion of maintenance and storage facilities may be accommodated in the first floor of the Technical Education Building, where existing automotive and engineering labs are located (these programs are planned to be relocated to the Whitfield Career Academy)


Date March 2005


Subject Vehicular Circulation and Parking (VI-B)



The following memorandum supports the attached Vehicular Circulation and Parking diagram for the preferred master plan.

1. INTRODUCTION

The primary vehicular circulation pattern for the campus will remain relatively unchanged in the near future. The near-term master plan recommendations primarily impact the location and organization of parking in order to improve the visual character of the campus.

2. VEHICULAR CIRCULATION

2.1 City Arterials

The main arterial serving the campus is College Drive. Turning movements onto and from College Drive are difficult at peak periods due to the out-dated highway ramps associated with I-75 that are located both north and south of the campus. It is recommended that the College work with the City of Dalton to upgrade these off-ramps and intersections to improve their overall level of service.

It is also recommended that vehicular access to the campus from College Drive be limited to three points of access: 1) George Rice Drive South, 2) Main Entrance Loop, and 3) George Rice Drive North. This strategy will help make access to and exit from the campus safer. The current access to the new athletic field lot is hazardous and should be removed.

2.2 Primary Campus Roadways

George Rice Drive will continue to serve as the primary on-campus vehicular roadway at the periphery of the academic, residential and athletic/recreation districts. Pedestrian crossings should be made safer by creating bump outs in the curbs so that parallel parking is not possible at these locations. In addition, crosswalks should be made wider and potentially constructed with an alternative pavement to better indicate pedestrian traffic. Under the current condition, students trying to cross the street are screened by parked cars creating a potentially dangerous situation.


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2.3 Secondary Campus Roadways

A new roadway is proposed along the alignment of the old logging road on the side of Rocky Face Mountain. This new road will connect to future student housing to be located on top of one of the ridges on the mountain.

2.4 Campus Gateways

There are two types of gateways proposed for the Dalton State College campus: functional and ceremonial. The two points of access to George Rice Road from College Drive serve as ‘functional’ gateways in that most daily users will enter the campus at these points and proceed to available parking. Visitors to the campus will enter at the ‘ceremonial’ gateway to the campus, which will be located in front of the proposed new Academic/Administrative Building.

Because the entries to George Rice Drive are so well marked, a first-time visitor to the campus may be tempted to turn onto George Rice Drive before arriving to the front of the campus. Careful consideration should be given to directional signage at the entrances to George Rice Drive that direct visitors to continue along College Drive until they reach the visitors entrance.

3. PARKING

3.1 Future Parking Demand

There is currently a perceived parking shortage on the DSC campus. This is primarily due to the heavy scheduling of classes in the morning hours, with significantly fewer classes scheduled in the afternoon. As a result, the demand for student parking in the morning exceeds the supply, typically between 8:30 am and 11:30 am. Faculty arriving between these hours (especially during the first half of the week) often find that students have parked in reserved faculty spaces because there is no student parking available. The short-term additional demand for student parking is approximately 200 spaces.

In the long-term, as the College continues to expand its four-year offerings, it is anticipated that class scheduling will respond more to traditional students who seek a full-time education environment and less to the commuting students who typically hold jobs in the afternoon hours. Many of these commuter students will continue to be accommodated through continuing education programs offered at the new Continuing Education Center (which will have its own dedicated parking) and at the Whitfield County Career Academy (located off-campus).

The assumptions used to determine the long-term parking demand for the master plan are based on typical parking supply and demand ratios at other four-year colleges in Georgia and across the nation. These assumptions include:

• Faculty/staff parking demand = .75 x faculty/staff population = 315 spaces

• Resident student parking demand = .90 x resident student population = 675 spaces

• Commuter student parking demand = .35 x commuter student population = 1,485 spaces

• Visitor/other demand = .05 x total supply = 125 spaces

• Total future demand = 2,600 spaces (800 net additional spaces)


3.2 Future Parking Supply

Typically, when there are limited building sites available on a college campus, surface parking lots become valuable for their potential to house future buildings. This is particularly true at Dalton State College, where topographic constraints and limited land acquisition opportunities further constrain growth. Any long-term growth strategy at Dalton State College must therefore consider the consolidation of surface parking lots into structured parking to provide future building sites.

One primary structured parking facility is proposed as part of the master plan. This parking structure is located on the site of the existing Upper Student Parking Lot. At two levels, this structure will provide an additional 400 parking spaces. Given the sloping topography of the existing lot, it may be possible to set the first level of this structure into the hill, allowing the upper level to meet grade at its southwest corner. This would mean that the structure could be built without an internal ramping system to reduce costs. The lower level would be accessed from George Rice Drive just east of the Lorberbaum Liberal Arts Building, and the upper level from George Rice Drive behind Pope Student Center.

New surface parking is proposed opposite the Bandy Gymnasium lot to provide 110 new parking spaces. 280 spaces of surface parking are also shown adjacent to new housing proposed on Rocky Face Mountain.

The surface parking at the main entrance is reorganized to provide access to the faculty and library lots, as well as a drop off with visitors parking in front of the new Academic/Administrative Building. Parking behind Sequoyah Hall and Pope Student Center are also reorganized to work with the future Campus Center building. Finally, the Bandy Gymnasium lot is reorganized to increase the number of available spaces to 417.

Existing parking supply and distribution:

Students HC Visitors Employees Total

Maintenance 0 0 0 27 27

George Rice 250 0 0 0 250

Upper Student Lot 423 0 0 0 423

Technical – North 0 4 5 12 21

Technical – South 0 2 0 15 17

Lower Student Lot 107 0 0 0 107

Sequoyah 0 5 0 60 65

Liberal Arts 16 6 0 42 64

Memorial East 114 0 0 0 114

Westcott 0 5 43 26 74

Library 0 0 57 13 70

Gym 225 1 0 6 232

South Lot 125 0 0 0 125

Totals 1,260 23 105 201 1,589


Future parking supply and distribution:

Commuter Students

Resident Students HC Visitors Employees Total

Maintenance 0 0 0 0 27 27

George Rice 250 0 0 0 0 250

Upper Student Lot 0 0 0 0 0 0

Technical – North 0 0 4 5 12 21

Technical – South 0 0 2 0 15 17

Lower Student Lot 100 0 2 5 0 107

Sequoyah 0 0 5 0 20 25

Liberal Arts 0 0 6 16 42 64

Memorial East 38 0 0 0 76 114

Westcott 0 0 0 0 0 0

Library 0 0 0 27 43 70

Gym 121 275 5 6 6 413

South Lot 0 0 0 0 0 0

Continuing Education 200 0 0 0 14 214

New entry loop 0 5 20 25

Pope Student Center 0 40 40

Upper Gym Lot 0 110 110

Residence Hall Lots 0 280 280

Parking Structure 779 0 0 0 21 800

Totals: 1,488 665 29 79 316 2,577


Date March 2005


Subject Open Space, Recreation and Athletic Facilities (VI-C)



The following memorandum accompanies the final open space and pedestrian circulation plan, as attached, which illustrates the campus open space structure, pedestrian circulation system, and recreation and athletic facilities.

1. OPEN SPACE SYSTEM

1.1 Landscape Framework

The open space framework developed for future growth on the Dalton State College campus has been governed by the existing naturalistic landscape with the steeply wooded backdrop provided by Rocky Face Mountain. As a general strategy, the creation of new open spaces in the master plan follows this pattern, providing informal bosques of trees, curved paths, and outdoor seating areas.

The master plan extends the open space concept of preserving the essential features of the existing natural environment, presenting open space in the form of lawns or natural landscape on its faces to the community, and extension of the system of interior pedestrian quadrangles, promenades and natural trails to developing areas of the campus. Also, the master plan seeks to celebrate the open space potential of existing site drainage patterns created by runoff from Rocky Face Mountain.

Proposed new open space features of the master plan include a new academic quadrangle in the heart of the campus, a plaza connecting Sequoyah Hall, Pope Student Center, and the future Campus Center, a reinforced north-south pedestrian promenade, and a formal entry lawn at the main entrance.

1.2 New Academic Quadrangle

Today, the DSC campus lacks a symbolic heart. Traditional American campuses typically include an academic quadrangle or lawn that organizes its main buildings, serving as an outdoor gathering space for the community. The master plan provides the opportunity to create a dramatic new space at the heart of DSC’s campus specific to the natural landscapes at DSC that will provide a powerful image to first time visitors and a valuable amenity to the campus community.

The proposed academic quadrangle sits just to the east of the proposed bell tower, linking the entrances to Roberts Library, Memorial Hall, and the future Academic/Administrative Building. The new Academic/ Administrative Building replaces Westcott Hall, and is located closer to College Drive than Westcott to allow for the creation of an oval lawn leading up to the steps of the proposed bell tower. This space is also


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bordered to the west by the main pedestrian promenade that ties the north and south ends of the campus together.

1.3 New Campus Plaza

Located between Sequoyah Hall and Pope Student Center is a new plaza that will include informal seating and outdoor dining areas. The existing vegetation will be preserved and supplemented to increase the level of shade and intimacy of this space. This space sits above the new academic quadrangle, creating a terraced landscape that reflects the climbing topography of Rocky Face Mountain.

1.4 North-South Pedestrian Promenade

One of the strongest features of the existing campus landscape is the network of north-south pedestrian walkways that link the campus together. The master plan aims to reinforce the primary north-south pathway through consistent landscape design treatment. This includes the use of consistent paving materials (concrete, brick or stone), landscape materials, lighting, and pedestrian scaled signage. This pathway will become even more important to the overall campus framework as student housing is added to the south of the campus and opportunities for future expansion are explored to the north. Given the importance of shade in the northern Georgia climate, trees will be planted in informal groves along pathways to provide comfortable walking experiences on most days of the year.

1.5 Formal Entry Lawn

On the east side of the proposed Academic/Administrative Building, a formal entry lawn set within a loop road will serve first-time visitors to the DSC campus. This lawn may include a wall element or landscape screen along its eastern edge to buffer views to and noise from Interstate 75. This should be treated as a threshold to the campus, so that visitors feel as if they are leaving the noise and activity of College Drive when entering the campus.

2. RECREATION AND ATHLETIC FACILITIES

One of the most consistent goals identified by the DSC campus community throughout the master planning process has been the preservation of existing athletic fields on the southern end of the campus. The master plan recognizes the importance of these athletics and recreation fields in maintaining a sense of community on the campus, providing a place for outdoor activity between and after scheduled classes. At the same time, physical land constraints prevent the addition or expansion of existing fields, which are already impinged upon by the addition of a new surface parking lot placed on top of part of the old soccer field.

A short-term priority of the master plan is the removal of the student lot located on the athletic fields. This will trigger a need either for additional parking, or a shift in class scheduling so that the morning peak is spread out over the course of a typical day (because parking is typically a problem only in the morning hours, a more evenly distributed class schedule will reduce parking demand significantly).

In the near-term, it is recommended that the College pursue additional varsity programs that use only indoor recreation space, reducing the immediate need for more playfields and outdoor recreation space, and utilizing existing play fields for intramural activities.


Date March 2005


Subject Master Plan, Cost Estimates for Building, Infrastructure, and Site Improvements (VII-A)



The following memorandum summarizes the cost estimates for building, infrastructure, and site improvements for the implementation of the Dalton State Campus Master Plan. The analysis organizes the costs according to the following categories:

Site Improvements: To include site preparation, roads, bridges, intensive landscape treatment, natural landscape, and playfields;

Parking: To include site preparation and paving for surface lots;

Buildings: To include existing building demolition, new campus buildings, new residential buildings, and an 800-space parking structure.

RS Means Cost Estimating Guide has been utilized for building construction cost, and is supplemented with data from the 2005 College Construction Report (College Planning and Management, February, 2005). Costs related to site preparation, road demolition and construction, and natural and intensive landscape treatment are based upon the consultant’s experience. Figures are in 2005 dollars. Project costs include construction costs, 15% in soft costs, and a 20 % contingency.

Categories not included are renovation costs to existing buildings, significant grading, environmental remediation, and land acquisition. Utilities and infrastructure costs (water, gas, sewer, power and communications) are included in the building construction costs. Major expansion of the existing utilities infrastructure is not anticipated because the utilities infrastructure plan developed in the previous master plan generally supports the location of future buildings identified in the current master plan.

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Date March 2005


Subject Master Plan, Capital Improvement Program and Phasing Plan (VII-B)



The following memorandum outlines the capital improvement program and phasing plan for the development of the campus master plan. Target enrollments of 5,000 HC and 4,250 FTE students dictate the Capital Improvement Program, which has been divided into three phases for implementation: near-term (0-5 years), mid-term (5-10 years) and long-term (10-20 years).

1. CAPITAL IMPROVEMENT PROGRAM

Please see Tables 1, 2, and 3 for capital improvements listed by phase.

2. PHASING PLAN

2.1 Phase 1 – Near-term (0-5 years)

We estimate that the following improvements would satisfy existing space needs related to library/study facilities, indoor recreation, and laboratory space related to health sciences.

2.11 Short Term

Buildings:

• Bell Tower

• Roberts Library expansion/addition

• Bandy Gymnasium expansion/addition

• Whitfield County Career Academy

• Renovation of Technical Education Building

• Phase II of Continuing Education Building

Site Improvements:

• Reorganization of Bandy Gymnasium Parking Lot (188 additional spaces)


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24357.00 Capital Improvement Program and Phasing Plan VII-B Page 2

• Phase 1 of pedestrian promenade (south of Roberts Library) to include paving, lighting, site furniture and landscaping

2.2 Phase 2 – Mid-term (5-10 years)

This second phase of campus development will begin to establish a resident student population (approximately 400 student beds) as well as provide the opportunity for growth in 4-year academic programs to achieve the target enrollments of 5,000 HC and 4,250 FTE students.

2.21 Short Term

Buildings

• Demolish Westcott Administration Building

• Academic Building at front of campus, including surrounding site work

• Student Housing adjacent to existing athletic fields

• 800-space parking structure

Site Improvements

• New academic quadrangle

• New entry road in front of proposed Academic Building

• Surface parking

Ó= 110 spaces across from Gym lot

• Phase 2 of pedestrian promenade (north of Roberts Library to George Rice Drive) to include paving, lighting, site furniture and landscaping

2.22 Longer term

Buildings

• New Campus Center

• Renovate Pope Student Center for use as Dining Hall and Commuting Student Lounge

Site Improvements

• New plaza in front of Campus Center

• Reorganize parking behind Sequoya and Pope Student Center

24357.00 Capital Improvement Program and Phasing Plan VII-B Page 3

2.3 Phase 3 – Long-term (10-20 years)

The third phase of campus development looks to expand both the academic and residential capacities of the campus to support future enrollment growth.

Buildings

• Student housing on Rocky Face Mountain (approximately 350 student beds)

• Future academic building south of Sequoya Hall

Site Improvements

• New road to access student Rocky Face student housing complex

• Surface parking adjacent to Rocky Face student housing complex (280 spaces)

=


Date March 2005


Subject Master Plan, Physical Master Plan Design Standards (VII-C)



The following memorandum outlines general design guidelines for Dalton State College and addresses architectural, landscape, vehicular and pedestrian circulation, signage, and exterior lighting guidelines.

1. ARCHITECTURAL GUIDELINES

The quality of campus buildings is an important element in the overall quality of the campus environment and should be considered an integral part of the educational process and student experience. Project design plans should consider the building location in terms of critical orientation related to pedestrian access, vehicular service, sunlight, and wind patterns; building mass and results of shadows; and the overall design relationship. Since a campus is long lived, architectural expression should seek a timeless institutional quality and avoid current “fashion.” One of the primary concerns among the campus community at DSC is that the campus does not look like a typical college campus. Future buildings on the DSC campus should be two to three stories with pitched roofs to evoke a greater sense of institutional quality.

The College’s traditional architectural vocabulary consists of one- to three-story brick buildings with flat roofs, typical of the international architectural movement of the 1960’s when the campus was established. Almost all of the buildings utilize the same exterior brick veneer, which is light brown in color. This pattern establishes an attractive consistency among campus buildings. However, the simple, utilitarian massing of these buildings is less fashionable today than it was when they were built.

One consequence of this architectural style is that existing buildings, with their low elevations and flat roofs, do not provide a sense of enclosure to support campus open spaces. Future buildings are proposed to utilize similar footprints as existing buildings but contain twice as much square footage, extending the campus vertically to establish a more iconic architectural language as well as frame future open spaces. Proposed buildings are generally 100,000 gross square feet or more. By contrast, the largest buildings on the DSC campus today are just 50,000 gross square feet.

2. LANDSCAPE

The distinctive landscape of Dalton State College is characterized by rolling topography, laced with several steep, wooded ravines and beautiful mature pine trees. The existing pattern of building development does not support any formal open spaces, but instead creates a series of smaller, intimately scaled spaces. The proposed master plan preserves the distinctive personality of the landscape and extends its spatial qualities to create an iconic heart for the campus in a new academic quadrangle.


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The campus landscape vernacular should be composed primarily of grass and trees. All new landscape plans should, to the greatest extent possible, maximize use of indigenous plant material. High-maintenance shrubs and other plantings that are labor intensive should be minimized.

3. VEHICULAR AND PEDESTRIAN CIRCULATION

3.1 Vehicular Circulation

The master plan recommends minimal reconfiguration of roads and vehicular access to the campus. The primary near-term goal of the proposed vehicular circulation plan is to reduce the number of access points to the campus from College Drive. This will not only enhance safety, but also make it easier to guide visitors to the front entrance of the campus where the new Academic Building is proposed.

In the long-term, a new road is proposed on Rocky Face Mountain along the alignment of the abandoned logging road. This road will provide access to the future student housing site. If the apartment complex to the north is acquired, it is proposed that George Rice Drive be extended northward, connecting to existing roads north of the main campus. This would create a larger contiguous area for campus expansion and eliminate the need for pedestrians to cross George Rice Drive to access the Technical Education Building.

3.2 Pedestrian Circulation

A principal goal of the master plan is to extend the existing pedestrian characteristics of the north-south pedestrian spine to reinforce connections from the athletic and residential area at the southern end of campus to the academic quadrangle in the heart of the campus, potentially extending further north if the campus expands in the future.

The proposed pedestrian promenade should have consistent design features that make it clear that it is the primary pedestrian route across the campus. This should include the use of consistent paving materials (brick or concrete), pedestrian scaled signage (providing identification and directions to all campus buildings), site furniture (seating, trash receptacles, and lighting similar in both style and construction), and landscape planting that is consistent throughout it’s length.

3.3 Parking

The planning and design concept for campus parking is to provide convenient parking at the academic core in small landscaped lots for faculty and staff, to provide parking adjacent to the student housing for residents, and large scale commuter parking in a new structure on top of the existing Upper Student Lot.

The master plan envisions removing some of the existing parallel parking along George Rice Drive pedestrian crossings. This will enhance pedestrian safety, particularly for those crossing from the new parking structure.

3.4 Service, Delivery and Loading Areas

Every campus building will require service access from either interior campus driveways or service walkways. Service entrances, as well as delivery and loading areas, should be separated from primary public access ways and screened from public view.

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4. SIGNAGE

Signage is an important element of wayfinding on the campus. Dalton State College has recently added attractive vehicular signage at its main entry points from College Drive. A signage program should be developed to create a more consistent language for building identification and pedestrian scaled signage.

The lettering, color and proportion of signs should be consistent throughout the campus. Exposed wiring, conduits, tubing, lamps, ballast boxes and raceways, as well as all cabinets, transformers, ballasts, attachment devices and similar equipment should be concealed from view.

5. EXTERIOR LIGHTING

Exterior illumination should be designed to eliminate glare to the extent possible and provide appropriate, but not excessive, light levels. Dalton State College has already implemented tasteful and consistent lighting standards at campus edges and this should be extended to new development areas. New lighting elements will be required to support the proposed academic quadrangle and improved pedestrian promenade. It is recommended that a new lighting program be developed so that fixtures used for external building illumination, pedestrian lighting and street lights maintain a consistent architectural style.

mch\g:\24357.00\graphics\technical memoranda\october 2003\second drafts\vii-c.doc


Date March 2005


Subject Master Plan, Planning and Review Process (VII-D)



This memoranda outlines some guidelines which will help to structure two major tasks: implementing the current master plan, and periodically reviewing and modifying the master plan to accommodate future needs.

1. IMPLEMENTING THE PHYSICAL MASTER PLAN

Although a preferred alternative has been identified and described in terms of costs and phasing, as implementation proceeds, situations may develop which would dictate the College to take the best option available for development of any particular area, function or building. Prudence dictates that the College evaluate and pull the best elements from the master plan alternatives for review at that particular time.

The campus master plan should be regarded as a dynamic working tool that shapes the long-term vision for campus development and growth. The master plan should be able to monitor change and unanticipated events, and adequately oversee the quality and uniqueness of the individual projects while sustaining the integrity of the master plan framework.

Because all buildings or spaces in the long-range plan won’t be built at the same time, and because the individual building projects will be designed and built by different designers and contractors, it is important to set strong goals which will serve to guide the incremental growth. The object is to have a consistent and complementary campus form when full build-out is reached in 10 or 20 years. Relying on framework tools such as design guidelines, key building and outdoor space adjacencies and important historic markers, will prove helpful in carrying out these individual projects building projects.

Implementation should respond to the physical needs of the college: expanding enrollment, building renovation, computer linkages in classrooms and laboratories, distance learning facilities, addition or subtraction of academic programs, etc. A committee comprised of members of the original master planning committee should be established to keep key issues at the forefront and to understand the process that contributed to the recommendations of the master plan. Reviewing the master planning document with future project architects early in their schematic design process will also help to produce a coherent campus form. Detailing fundamental goals such as the extent of the building envelope or the limit of green space or any view corridors to be preserved also will help frame future development.


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24357.00 Planning and Review Process Page 2

2. DEFINING AN INCREMENTAL PHYSICAL MASTER PLAN REVIEW PROCESS

The following are some guidelines and suggestions for orchestrating a design review process tailored to some of the needs of the College.

2.1 Reasons to Review a Physical Master Plan

• Recent or proposed land acquisition

• Proposed building improvements

• Proposed capital improvement

• Grant awards given to the College for improvements

• External circumstances in the community that directly impact the physical master plan such as construction of a new road, change of regulations or proposed adjacent development

• Other changes that were unanticipated at the time of the physical master planning process

2.2 Conducting a Review at the College Level

2.2.1 Step One

The College may appoint administrative and academic staff (Group) to periodically review the status of land use and facilities program development on the campus. The review process and Group typically are administered through the college’s office of physical planning or physical plant. The Group is responsible for the “civic” mission of a project, ensuring that the proposed amendment is consistent with the mission statement, institutional strategic plan and physical master planning guidelines, and emphasizing the relationship of the proposed amendment to the larger campus context. The Group is charged with monitoring the efficacy of the physical master plan.

2.2.2 Step Two

The Group often (1) identifies trends or needs for change in use patterns, density, program affinities and relationships to open space, circulation and utility patterns that might affect the land use plan, and (2) determines whether such circumstances should be corrected to maintain the integrity of the land use plan and constraining factors, or cause the plan to be altered or amended to reflect valid needs. The review may identify opportunities to meet college facilities needs more effectively by:

Identifying ways that a project can serve multiple needs

• Combining proposed projects

• Coordinating activities relative to leasing, acquisition, disposition and project development

2.2.3 Step Three

In the review process, the Group will assess proposed projects (amendments) by comparing them with the land uses, densities and open space provisions of the physical master plan. Upon determination of appropriate location, and consistency with use and density guidelines, the College may review the proposed improvements (amendments) and make recommendations as necessary to ensure the project’s consistency with the intent of the physical master plan.


Note that the design review process is separate from the monitoring process and that it typically is the responsibility of a separate committee. While the monitoring Group described herein determines the extent to which a proposed project or program might cause the physical master plan to change, the design review committee ensures that specific projects are in compliance with design and development guidelines.

2.2.4 Step Four

The Group should assess proposed projects in a comprehensive manner that takes into account the suitability of the site and the cumulative consequences of development in regards to on- and off-campus development constraints, conflicts or limits such as traffic, infrastructure and drainage. Site suitability will address topography, soils conditions, drainage, utilities and infrastructure, vehicular and service access and program affinities.

2.2.5 Step Five

The College also may form a committee or delegate responsibilities to the Group to undertake an annual review of the schedule of capital improvements to ensure that they are consistent with the land use, density and development factors as described in the physical master plan.

2.2.6 Step Six

The Group typically reports its findings from items one through five, if applicable, to the college president, governing board, committee or other appointed officer and recommends circumstances when and how an amendment of the land use plan may be merited or where projects should be limited or amended.

2.2.7 Step Seven

After the decision to amend a physical master plan has been made, the College president, governing board or committee or other appointed officer may consult with the staff of the College System of Georgia Board of Regents on circumstances deemed by the College or College System of Georgia Board of Regents’ regulations, to merit consideration. These discussions will outline the terms by which the plan or projects may need to be altered.

2.2.8 Step Eight

The Group then may determine the more detailed impact of this amendment on the current physical master plan, conducting reports, surveys, analysis, drawings or other studies to adequately assess the future effects of this amendment.

2.2.9 Step Nine

The Group then may present these impacts to the college president, governing board or committee or other appointed officer for their assessment. Depending upon the nature of the amendment and its effect on the surrounding community, discussions and presentations may be held with community groups.

2.2.10 Step Ten

Modifications to the amendment shall be made according to discussions above, and re-drafted for approval by the appropriate college official(s). Appropriate timetables, funding and development coordination measures associated with the prospective amendment should be drafted and presented.

2.2.11 Step Eleven


Amendments to the campus physical master plan then may be consolidated into an annual submission to appropriate officers or divisions within the college, if applicable, and to the College System of Georgia Board of Regents.

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Table 1Phasing Costs: Phase 1

Project SF Units Unit Cost ($) Total Cost ($)1 Site Improvements

A Roads 0 AC 10,000 0

BPedestrian walks (Phase 1 of Pedestrian Promenade) 1,000 LF 25 25,000

C Plaza areas 0 LF 25 0D Intensive Landscape 0 SF 15 0

ENatural Landscape (10' on either side of new promenade) 20,000 SF 8 160,000

F Playfields 0 SF 2 0Subtotal: 185,000

2 ParkingA Demolition 134,225 SF 1 134,225

BReorganize Bandy Gymnsaium Lot (413 spaces) 134,225 SF 8 1,073,800

Subtotal: 1,208,0253 Buildings

A Existing Building Demolition 0 SFB New Campus Buildings

Bell Tower (donor funded) 0 SF 0Library expansion/addition 22,500 SF 200 4,500,000Bandy Gymnasium expansion/addition 22,000 SF 145 3,190,000Whitfield County Career Academy 28,000 SF 130 3,640,000Phase 2 of Continuing Education Building 26,000 SF 130 3,380,000

C New Residential BuildingsSubtotal: 14,710,000

Total Construction Costs (Items 1-3 above) 16,103,025Soft Costs (15%): 2,415,454Planning Contingency (20%): 3,220,605

Total Project Costs Estimate Phase 1 21,739,084



ARoads (adjacent to student housing and at main entry) 1 AC 10,000 10,000

B Pedestrian walks 500 LF 25 12,500C Plaza areas 25,000 SF 25 625,000D Intensive Landscape 60,000 SF 15 900,000E Natural Landscape 60,000 SF 8 480,000F Playfields 240,000 SF 2 480,000

Subtotal: 2,507,500

2 ParkingA Demolition 21,125 SF 1 21,125

BNew Parking Lot across from Gym Lot (110 spaces) 35,750 SF 8 286,000Reorganize parking behind Sequoya and Pope Student Center (65 spaces) 21,125 SF 8 169,000

Subtotal: 476,1253 Buildings

A Existing Building DemolitionDemolish Westcott* 21,133 SF 2 42,266

B New Campus BuildingsAcademic Building 110,000 SF 130 14,300,000Campus Center 155,000 SF 200 31,000,000Parking Structure 260,000 SF 35 9,100,000

C New Residential BuildingsStudent Housing at Athletic Fields (400 beds) 180,000 SF 100 18,000,000

Subtotal: 72,400,000


Total Construction Budget Estimate Phase 1 101,767,894

* Does not include cost to move existing communications hub



A Roads* 1.2 AC 12,000 14,400B Pedestrian walks LF 25C Plaza areas 0 LF 25 0D Intensive Landscape 0 SF 15 0E Natural Landscape 0 SF 8 0F Playfields 0 SF 2 0

Subtotal: 14,400

2 ParkingA Demolition SF 1 0

BNew parking at Rocky Face housing complex (280 spaces)* 91,000 SF 10 910,000

Subtotal: 910,0003 Buildings

A Existing Building DemolitionB New Campus Buildings

Future Academic Building 100,000 SF 130 13,000,000C New Residential Buildings

Rocky Face Housing Complex (350 beds) 157,500 SF 100 15,750,000

Subtotal: 28,750,000


Total Construction Budget Estimate Phase 1 40,060,440

* New roads and parking on Rocky Face Mountain assumes additional cost due to grading

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