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2007-2020 CAMPUS MASTER PLAN APRIL 2007

TABLE OF CONTENTS

INTRODUCTION 1 Why did Brazosport College undertake a master plan?

GOALS AND OBJECTIVES 3 College Mission, Vision and Values 7 Master Plan Goals 10 Planning Process 11 Summary

ANALYSIS AND SYNTHESIS 13 Existing Conditions 23 Facilities Analysis 26 Instructional Programming 28 Enrollment and Space Projections 32 Workshop Summary 34 Analysis and Synthesis Summary

MASTER PLAN 36 Site Plans 39 Proposed Projects 42 Implementation Plan 69 Architectural Guidelines

APPENDIX Conceptual Cost Projections Strengths/Weaknesses/Opportunities/Threats Analysis Matrix Needs Identification Findings

BRAZOSPORT COLLEGE 2007-2020 CAMPUS MASTER PLAN 1

INTRODUCTION

WHY DID BRAZOSPORT COLLEGE UNDERTAKE A MASTER PLAN? The administration at Brazosport College desired that the site and facilities of the College meet the same criteria placed on the faculty and staff in the Mission Statement – that they be COMMITTED TO RESPONDING TO STUDENT NEEDS, CREATING A LEARNING ENVIRONMENT, EXCEEDING EMPLOYER EXPECTATIONS, AND ENRICHING OUR COMMUNITY. The primary goal for this master plan is to provide and maintain a foundation for improving the entire College environment, both physical and academic, in a coordinated manner.

This plan is a living document. While it provides a present-day framework for addressing growth, academic change and aging facilities, the master plan also needs to evolve to continue to meet those challenges for many years to come. To evolve, this plan must be revisited on a regular basis, used to guide future development, reassessed and revised if new challenges to the College warrant it.

The Master Planning committee and other contributors to this effort, as part of working through the process:

• Identified the existing and potential future physical and programmatic challenges • Created guidelines and requirements to which the proposed solutions should adhere • Proposed and tested multiple solutions to each challenge, presenting the results of

those efforts in this document

VISION BRAZOSPORT COLLEGE IS

THE COLLEGE OF CHOICE FOR OUR COMMUNITY


GOALS AND OBJECTIVES


GOALS AND OBJECTIVES Development of the master plan requires an understanding of the aspirations embodied in the College Vision and Mission Statement. From this foundation, Brazosport College has developed Master Plan Goals, a set of prioritized guidelines to physically support the mission, vision, and strategic goals of the College.

VISION Brazosport College is the college of choice for our community.

PRINCIPLES In accomplishing the mission of the college, the board, staff, and faculty shall be guided by the following:

THE PURSUIT OF EXCELLENCE IS EVIDENT IN PLANNING, DEVELOPMENT, AND EVALUATION ACTIVITIES. • There is an on-going needs assessment program to identify areas of need. • Representatives of the college work cooperatively with area high schools on such things

as dual and concurrent credit courses and transition from high school to college. • There is planned interaction with business, industry, and community organizations. • Program development activities involve a wide range of highly competent staff members

and outstanding lay advisors. • Planned program improvements are based upon continuous evaluation.

THE EDUCATIONAL PROGRAMS OF THE COLLEGE ARE CHARACTERIZED BY COMMITMENT TO EXCELLENCE IN BOTH TEACHING AND LEARNING. • Information regarding admissions procedures and available programs is clearly

presented and widely disseminated.

MISSION BRAZOSPORT COLLEGE EXISTS TO IMPROVE QUALITY OF LIFE BY PROVIDING ASSOCIATE AND BACCALAUREATE DEGREE PROGRAMS, ACADEMIC TRANSFER

PROGRAMS, JOB SKILLS TRAINING, AND CULTURAL ENRICHMENT IN AN EFFICIENT AND COST EFFECTIVE MANNER. THE BOARD, FACULTY AND STAFF ARE COMMITTED TO

RESPONDING TO STUDENT NEEDS, CREATING A LEARNING ENVIRONMENT, EXCEEDING EMPLOYER EXPECTATIONS, AND ENRICHING OUR COMMUNITY.


• An assessment program for entering students is designed to ensure that students have requisite skills necessary to succeed in college-level courses. Students who do not have these skills will be placed in courses designed to provide them.

• Student progress is regularly monitored and progress reports are periodically provided. • Excellent teaching is the hallmark of the college. Faculty members will be required to

develop and maintain excellent teaching skills. • Students are expected to participate actively in the educational experience and to

demonstrate high levels of achievement. • Student assistance is provided in areas such as counseling, tutoring, financial aid, child

care, job placement, support services for students with special needs, and referrals as appropriate.

THE COLLEGE IS MANAGED IN AN EFFICIENT AND COST-EFFECTIVE MANNER, IN COMPLIANCE WITH LOCAL POLICIES, WITH ACCREDITATION CRITERIA OF THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS, WITH RULES OF THE COORDINATING BOARD, AND WITH STATE AND FEDERAL LAWS. THE COLLEGE WILL CONTINUOUSLY WORK WITH OTHER INSTITUTIONS TO ENSURE THAT THE MAXIMUM NUMBER OF QUALIFIED COLLEGE COURSE CREDITS WILL TRANSFER.

THE COLLEGE SOLICITS OPPORTUNITIES TO WORK WITH BUSINESS AND INDUSTRY TO PROVIDE TRAINING. • Programs will be provided to prepare students for specific occupational/technical careers. • Retraining opportunities will be provided for individuals who wish to qualify for new

careers or qualify for new jobs. • Programs to develop, update or upgrade job skills for meeting local and statewide needs

will be provided. • Advisory committees will be used to advise on program content, equipment, and

employment opportunities. • The college will assist community groups working for economic development of the

Brazosport area.

BRAZOSPORT COLLEGE COOPERATES WITH COMMUNITY GROUPS AND ORGANIZATIONS TO PROVIDE EFFECTIVE PROGRAMS, SERVICES, COURSES, AND GENERAL AWARENESS OF THE AVAILABILITY OF THESE PROGRAMS AND SERVICES.


AT BRAZOSPORT COLLEGE, DIVERSITY OF NEEDS WILL BE ADDRESSED BY A WIDE VARIETY OF OPTIONS, PROGRAMS, AND ACTIVITIES. • Baccalaureate programs in selected applied technology/science fields will be provided. • Academic transfer programs up to two years in length leading to associate degrees will

be provided. • A planned program to develop academic excellence in the core curriculum areas will be

offered. • Workforce programs up to two years in length leading to associate degrees or certificates

and leading directly to employment in semi-skilled and skilled occupations will be offered.

• There will be continuing adult education programs for occupational or cultural upgrading.

• Transitional education programs designed to fulfill the commitment of an admissions policy allowing the enrollment of disadvantaged students will be offered.

• A continuing program of counseling and guidance designed to assist students in achieving their individual educational goals will be provided.

• A wide range of student activities, including an active student intramural program, will be available.

• Literacy and other basic skills (e.g., ESL and GED) programs to prepare adults to live more functionally will be provided.

VISION 2010 Brazosport College developed, prior to commencing the master planning process, Vision 2010 - a forward looking effort to define the goals the College wished to pursue.

Many of the elements of Vision 2010 link have commenced or been completed, and most relate in some way to parts of this Master Plan and were used to develop concepts for the facilities development of the College.

RESPONDING TO EXTERNAL GROUPS • Increase graduate and certificate numbers • Respond to requirements for reaffirmation of accreditation • Promote legislative program • Implement quality enhancement plan • Implement Achieving the Dream program

MEETING NEEDS OF STUDENTS • Develop ways to link students to the college • Target awareness to segments of the population • Define measures for assessing student success • Implement campus-wide customer service program • Implement procedures to improve communication during emergencies


DEVELOPING PROGRAMS TO MEET NEEDS • Develop allied health programs (both credit and non-credit) • Expand music program with new facilities • Expand baccalaureate program • Develop university partnerships • Expand programs throughout service area • Develop plan to support distance learning program • Realign organizational structure and consider succession planning and opportunities for

blended programs • Develop plan to meet industry training needs

DEVELOPING FACILITIES TO MEET PROGRAM NEEDS • Expand facilities to meet current and short-term needs • Develop campus and program master plan • Expand revenue through grants and Foundation activities • Develop budget needs for college utilities


MASTER PLAN GOALS

PLANNING CHALLENGES AND OBJECTIVES Early in the master planning process, the following challenges for Brazosport College were discovered, discussed and used to drive the direction of the plan to completion:

• The population in the northern portion of the service area is growing, but… • A new, large campus to the north may not be feasible without taxing district expansion.

Therefore, the primary objectives of the master plan should be to:

• Attract students to the main campus. • Support the regional economic base. • Support the service area through cultural and community outreach.

STRATEGIES During the planning workshops, planning strategies were developed to assist in accomplishing the planning objectives and used to define potential projects.

In order to support and enhance the fundamental goals of the College, the master plan should:

• Expand health sciences and emerging technologies. • Enhance student experience and campus image. • Expand Baccalaureate program offerings in areas such as energy, nanotech and

industrial processes. • Research new opportunities for strategic partnerships. • Prevent deferred maintenance backlogs. • Pursue expansion opportunities in northern part of service area. • Expand the student pipeline to science/technology careers through cooperation with

public schools or through an on-campus collegial high school.


PRIORITIES During the planning workshops, the Internal Advisory Committee discussed, tested and developed a list of programs and projects to be considered top priorities. These priorities, listed below (in no particular order), were used to develop the master plan priorities.

• Science/Technology Corridor • Health Professions • Emerging Technologies • New Science Labs

• IT Center Relocation • Additional Faculty/Staff Offices • Wayfinding Improvements • Traffic Flow Improvements/Ring Road • Additional State of the Art Classrooms • Administrative Office Interaction Improvements • Public School Partnerships/Collegial High School • Deferred Maintenance • Library Expansion/Relocation • Indoor Gathering Spaces • Commencement Arena • General Landscape Improvements • Building Aesthetic Upgrades • Residential

CRITICAL SUCCESS FACTORS The planning committee developed the following Critical Success Factors to measure the success of the master plan. If, as concepts were developed they could not meet the spirit of each of the following criteria, they were re-evaluated, modified or eliminated.

• Space, Growth and Flexibility: Adequate, flexible, future-proof space to support the functions of the College is critical, both now and in the future. The master plan will address both interior and exterior space needs, including gathering spaces, storage, technology infrastructure, public spaces and offices.

• Health Professions and Emerging Technologies: Programs in health professions and emerging technology will attract students, professionals, partnerships to the College and the Brazosport area.

• Image: The master plan will help the College refine and communicate its “image” – how people perceive the College and its unique strengths.

• Community: The College should be a place where all constituent communities feel welcome – students, public, employees and visitors. The master plan will provide opportunities for this community building to occur.

• Access: The master plan will help create an environment with improved circulation, easy access and enhanced communication and interaction among the College, students and community.

• Deferred Maintenance: Resolving deferred maintenance issues before they become critical is a necessity. The Master Plan will provide the information needed to assist in these decisions.


PHYSICAL PLANNING OBJECTIVES General objectives have been established to help the College realize its master planning goals. These objectives fall into two main categories: Facilities & Infrastructure and Site & Circulation. These objectives are to apply to any project being planned.

FACILITIES AND INFRASTRUCTURE Several facilities improvement and development projects are desired for implementation. Individual project development should support and enhance overall master plan goals. Both new and renovated spaces should be in context with the site and existing facilities, incorporating high quality, practical architecture and inviting open spaces. All renovation and new projects should seek to improve accessibility, flexibility and integration of technology, as well as be environmentally responsible and economically feasible (especially long-term costs). Updating of infrastructure should be part of any work with an emphasis on improvement and ease of maintainability.

Whenever possible, projects should include improvements to adjacent open spaces and circulation zones impacted by the project.

SITE AND CIRCULATION Efforts should be undertaken to create safe, comfortable, human-scaled spaces for learning, relaxation and interaction, with an emphasis on enhancing the sense of connection between the Main Building and open spaces. Outdoor spaces should be reconfigured in a way to improve campus wayfinding, connect the east and west sides of campus and create opportunities for students to gather in welcoming, shaded areas. Site improvements should strive to use native trees and appropriate native plantings as a technique to reduce runoff and maintenance requirements. Existing specimen quality plants should be preserved wherever possible. Transition zones from streets to parking lots and from parking lots to pedestrian walks should be enhanced to create a sense of entry to the campus.

The presence of Brazosport College from College Drive should be enhanced to improve visibility and create an identity separate from the Brazosport Center for Arts and Sciences.

The formality and attractiveness of the original, tree-lined west entry from College Drive is offset by the utilitarian nature of the other entries which feed directly into parking areas. These entrances to the campus should be better defined by signage and landscaping to assist visitors and create a stronger first impression. The existing circulation pattern, a mix of loosely connected roads, drive-through parking lots and sidewalks should be reorganized to separate those driving, parking and walking from each other. New buildings should be located to allow expansion of current parking lots.

An effort should be undertaken to create a simple, comprehensive signage plan, tying together all campus signage in order to improve wayfinding and enhance the common architecture of the existing buildings.


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PLANNING PROCESS Before embarking on the Master Plan document, a brief overview of the master planning process is in order. The Master Plan process is comprised of six overlapping phases: strategic review, physical analysis, functional analysis, external analysis, solutions development, and final documentation.

The first phase, strategic review, includes review of any existing master plans and other information, including the mission statement and strategic goals of the College. This step also acts as an introduction to the planning process, allowing the Master Planning Team to become acquainted with the issues to be addressed throughout the creation of the plan and to form a common vision for individual expectations, the schedule and the process.

The next three phases, physical, functional and external analysis, include the collection of data required to develop solutions for the Master Plan. The physical analysis includes the collection of existing documentation, confirmation of physical conditions and an overall review of the existing facilities’ adequacy in supporting the Master Plan. The functional analysis includes development and issuance of surveys to individual departments within the College, interactive workshops, and interviews with key members of the College. The external analysis allows the team to gather information from the community about the College’s strengths, weaknesses and opportunities through a series of focus group sessions, so the solutions developed represent ideas supporting the needs of the overall population the College serves.

The above phases create the framework for solution development. Solution development includes developing planning options based on the functional and physical analysis and the development of schedule and phasing options. The options are presented at a series of interactive workshops for analysis and feedback from College representatives. These options are then refined and finalized into a plan for future facility development, culminating in the creation of the final master plan report.

Most importantly, the Master Plan is a living document. It is not a final plan for the College, but the present vision for the potential growth of Brazosport College. This document should not be considered “set in stone”, but should be reviewed and updated with faculty and staff input, and as dictated by changes in education, information, and College and community goals.


SUMMARY The overall Master Plan collected data from three separate types of inputs: a Physical Analysis, or Existing Facility Assessment, was conducted to determine the overall condition of the buildings and infrastructure on the campus; an External Analysis, to gain feedback and support from the communities served by Brazosport College; and a Functional Analysis, to understand the College’s Academic Plan, and anticipated changes in program offerings over the coming 15 to 20 years to address community needs. In addition, the team also conducted and applied research regarding space types and sizes found at Brazosport College, as compared with peer institutions in Texas.

At the conclusion of the Data Gathering Phase, the Master Plan team and College representatives met to distill the information and begin developing Master Plan solutions.

The following analysis and synthesis of information is driven by the principles, values and goals set by Brazosport College. When coupled with site and facility assessments and participant workshops, the groundwork is laid for development of the final Master Plan.


ANALYSIS ANDSYNTHESIS


ANALYSIS AND SYNTHESIS In preparation for the preliminary planning and development of the Master Plan for the College, the existing conditions of the campus and facilities were studied to identify both the opportunities and constraints that will affect future development. This, along with an understanding of program offerings, enrollment and staffing, will allow challenges to be analyzed and addressed, enhancing and preserving areas of value.

EXISTING CONDITIONS

COLLEGE HISTORY Brazosport College offers a broad range of courses to address diverse educational goals. Students planning to pursue a bachelor’s degree can enroll in introductory academic classes as well as courses in more than two dozen majors which transfer to four-year schools. In 2005 Brazosport College began offering its own baccalaureate degree, the Bachelor of Applied Technology. For students seeking preparation in a technical workforce education field, Brazosport College offers courses leading to a certificate or Associate of Applied Science degree in 36 specialty areas. In addition, an ever-broadening continuing education program is designed to address the entire community’s needs.

More than 150,000 students have attended Brazosport College since it opened 38 years ago. In 2005, Brazosport College awarded 244 degrees and certificates.

• 1948: Voters in the Brazosport Independent School District elect to create the Brazosport Junior College District.

• 1967: Voters authorize a tax to support the maintenance of the college. The Board of Trustees of the Brazosport Independent School District divests itself of the college’s management, control, and operation. The Board of Regents for the college district is installed.

• 1968: Dr. J. R. Jackson becomes the first president of Brazosport Junior College. The first semester of classes begins with an enrollment of 879 students.

• 1970: Brazosport Junior College graduates 25 students. The name of the school is changed to Brazosport College to reflect its broader purpose.

• 1978: Dr. W. A. Bass, vice president of the college since its inception, becomes president. • 1988: Dr. John R. Grable becomes president after serving as vice president for eleven

years. • 1996: Dr. Millicent Valek becomes president. • 1998-1999: Brazosport College celebrates 30th Anniversary. • 2004: The Commission on Colleges of the Southern Association of Colleges and Schools

grants Brazosport College accreditation as a baccalaureate level institution.


SITE ANALYSIS The Brazosport College property comprises more than 150 acres bounded on the east and west by the Oyster Creek and on the south by College Drive. The campus is contiguous with Lake Jackson, Clute and Richwood, with the Lake Jackson/Clute city boundaries passing through the center of campus.

The general land use pattern surrounding the campus is residential with rural land within a few miles. The proximity of major roads, including 288, 288B and 332 means access to the College is from all directions. The proximity of the College to the gulf coast, 10 miles to the southeast, is important in regards to placement of critical college functions above storm surge/flood levels in the event of a hurricane.

TERRAIN AND VIEWS The site and surrounding land is flat. Oyster Creek tightly defines the campus to the east and west, with the main campus access roads hugging the tree lined waterway.

Views to the campus from College Drive are attractive, but limited by trees and the distance the college buildings are from the road. The first building visible on campus for most visitors, the Brazosport Center for the Arts and Sciences, is not a College-owned building. This facility holds a prominent place adjacent to the road and flanked by the center and east entry drives, the most frequently-used approaches to campus. This fact directed the planning process to look at ways to increase College visibility without compromising the secluded campus feeling one gets driving up the tree-lined west access road.

The most attractive views on campus exist in the Main Building courtyards and the beautifully landscaped area bounded on the west by Main and the east by the community-oriented Children’s Center, Corporate Learning Center and the Clarion.

LANDSCAPE AND SITE DEVELOPMENT Landscape, both natural and planned, is a key element throughout campus, visually as important as the buildings in creating a sense of place.

Tree-lined entry drives (especially at the west edge of campus) create a sense of arrival and seclusion. The heavily wooded area south of the Main Building acts as a buffer and offsets the vast paved parking areas. The landscaped area between Main and the Corporate Learning Center is the jewel of campus, with trees, a pond, novel water features and a clock


tower. This area has potential to be a campus “plaza” once the master plan addresses the fact that the Main Building turns its back on this part of campus.

The five Main Building courtyards, surrounded by exterior walkways, are designed and placed to allow views of nature while shielding the interior from excessive direct sunlight.

The north end of campus is predominantly undeveloped, with a running track, tennis courts a retention pond and some campus support structures. With limitations placed on campus by Oyster Creek, this area and the south “front” of campus are the only developable parcels.

To ensure as-of-yet unplanned projects are thoughtfully located within these restrictions, the master plan also includes placeholders for future facilities.

CAMPUS IMAGE AND BUILDING STYLE Once on campus, the design and location of the buildings is formal and ordered, creating a strong sense of “campus”. Formal building entries are well defined on all major facilities, although the original “front” of the Main Building (C wing, facing Oyster Creek to the west) is not where the majority of visitors enter. The dead-end west access drive and the location of the south parking lot dictated development of a new “front” at the south end of the Main Building. While an attractive entry, the approach from the parking lot should be reviewed to improve pedestrian safety.

The Main Building is very insular, with most views limited to the courtyards and few windows looking out to campus. The design was developed to allow views to the outside while affording some protection from the scorching sun. Many classrooms in the “finger wings” are accessible only from protected outdoor walkways, which while attractive, can be unpleasant on more humid days. The rhythm and formality of the Main Building, especially evident in the deep courtyards, should be considered in any proposed changes or new buildings.

While campus changes over the past several years have eliminated most vehicle access to the service drive east and north of the Main Building, the paved roads remain in place, acting as a “no-mans land” that divides the campus between academic, community and technical. Reducing the sense of these divisions will be important in creating a new image for the entire campus and the College.

The use of a limited palette of block, highly textured concrete and glass on the Main Building has created a cohesive and durable campus appearance. The newer facilities, while constructed of different materials, have respected the original building through muted colors


and similar scales. Any proposed buildings, while avoiding mimicry of the existing buildings, should respect this palette and the scale and proportion of existing buildings.

CAMPUS ZONING The existing campus can be categorized into 4 distinct zones. The proposed master plan works with these zones, preserving areas where campus zones are practical and well-defined and proposing changes where the current layout creates confusion or doesn’t use a particular space effectively or efficiently.

Buffer/Nature: This zone includes the large undeveloped areas at the north and south ends of campus as well as the creek side and the greenspace between the Academic/Administration Zone and the Corporate/Cultural/Community Zone. This zone also includes, and should continue to include, recreational functions (i.e. the running track and tennis courts).

Academic/Administration: This zone consists of the Main Building only, not including the G or H wings.

Health/Science/Technology: This zone, including workforce development programs, includes dispersed areas in the main building, the G and H wings and outdoor areas used for petrochemical process training.

Corporate/Cultural/Community: This is the most well-defined zone on campus, appropriately placed and easily comprehended. East of the academic facilities, this zone includes the Children’s Center, the Corporate Learning Center and the Clarion – all primarily community-focused, non-academic facilities. The connection to the rest of campus could be strengthened through changes to the landscape and how the Main Building address this side of campus.


SITE ANALYSIS


ACCESS AND CIRCULATION ANALYSIS

VEHICULAR ACCESS All vehicular access is from three entrances on College Drive at the south side of campus. The west access road is tree-lined and the most attractive of the three roads. Unfortunately, it only serves the administration entry, the service yard and staff parking, where it dead-ends. This is also the only road with a monumental sign, although the curve of College Drive makes it difficult to see until the last minute. Primary vehicular access is from the center and east access roads, which both feed the main south parking lot. Other than the large Brazosport Center for the Arts and Sciences sign, these entrances are not signed well and can be easily overshot by visitors.

Beyond the access roads at the east and west edges of campus, there are some minor access roads, a drop-off area in front of the C Wing and a mostly abandoned central road along the east and north side of the Main Building. Once connecting the two halves of campus and tying the north and south lots together in a second location, the road was cut as part of new construction and development of the campus “plaza”. While only serving campus vehicles, the concrete and curbs retain the pedestrian-unfriendly look of a road, acting to visually separate the campus. Replacement of the roadways with walkways, where possible, will improve campus image and encourage use by pedestrians.

PARKING All parking for campus buildings is within reasonable walking distance from the buildings served. Although the number of parking spaces on campus is more than adequate for current needs, the master plan should include improvements and expansion of existing lots as well as creation of new parking lots placed to serve both new academic buildings and existing ones.

PEDESTRIAN CIRCULATION With most parking held to the outside of campus, the heart of campus is primarily a pedestrian space. Exterior walkways on both levels of the Main Building and pathways leading to East Campus are inviting and easily traveled, with only the drives mentioned above creating a sense of “vehicle first, pedestrian last”.

Primary pedestrian access throughout the academic portion of campus occurs along the north-south axis inside the Main Building. Any new buildings should connect to this walkway system, but as it is already quite long, try to avoid overextending the distance students walk between classes.

Site improvements should include pedestrian safety features (see next paragraph) and additional pedestrian-friendly walkways to connect new buildings and new parking lots to each other and the balance of the campus.


PEDESTRIAN/VEHICULAR CONFLICTS The placement of parking at the perimeter of campus assists in reducing the pedestrian/vehicular traffic conflicts common to many college campuses.

The most prevalent conflict noted at Brazosport College is the drive in front of the Main Building south entry and the Clarion entry. Although the portion of the road in front of the Clarion was redesigned and is fairly safe to cross, the section in front of the Main Building mixes pedestrian crossing, drop-off, moving traffic and parking in one area with no separation.

The entry to C Wing also mixes pedestrian and vehicular traffic in one area, but minimal traffic and varied pavement material and bollards makes this area relatively safe.

The master plan should address areas where parking, drives and walkways are not well defined by separating traffic whenever possible, and slowing vehicular traffic when conflict is unavoidable.

SIGNAGE Campus signage is minimal and difficult to read from a moving vehicle. The largest roadside sign, at the west entry, is small, hidden and directs people down a dead-end road that doesn’t access the larger parking lots. Both the sign for the Brazosport Center for the Arts and Sciences (BCAS) and the building itself, however, are quite large and often confuse visitors into thinking the center is part of the College.

High-contrast, readable building signs, a simple directional signage system and drive-up campus maps at main entries would be one way to minimize confusion for the first-time or infrequent visitor.

Larger ground-level signage at center entry (proposed to be redesigned into the main entry) would help define the College and visually define the entry drive for the College. One option would be to develop signage to serve both the College and the BCAS.


SITE ANALYSIS


FACILITIES ANALYSIS A campus-wide facility assessment was performed as part of the master planning process. A thorough understanding of the facilities condition is required to produce an economically feasible master plan that maximizes the use of existing structures and corrects infrastructure problems as part of other renovation. Repairing equipment and updating finishes, only to replace them again during a thorough renovation is poor planning and a waste of limited funds. Combining both parts of this study is essential to avoid this waste and to ensure proper phasing of all proposed projects.

Analysis of existing facilities on the main campus of Brazosport College revealed both structures and grounds to be in good to excellent condition. The original structure, built in the late nineteen-sixties, has weathered well on both the exterior and interior due to the use of concrete structures, concrete block wall surfacing, and other durable or easily replaceable materials exposed both inside and out.

Considerable effort and ongoing expense has been expended over the life of the original facility to maintain a condition of quality, and where required, repair deterioration that has occurred due to aging. Items that have depreciated beyond their life cycle expectations have been replaced or are scheduled for replacement on an ongoing and budgeted basis.

Modification, expansion, and maintenance of the mechanical infrastructure have been an important and continuing effort parallel to accommodating facility growth and changing requirements.

No major structural or physical impairments, other than those scheduled for upgrading or retrofitting due to wear or obsolescence currently exist that have not been included or already considered for inclusion in the ongoing maintenance and budget programs.

A significant portion of the existing area has been remodeled to eliminate obsolescence and accommodate changing or expanded functional needs. Major expansions, incorporated under an extension of the same single roofed structure, occurred in the nineteen-seventies, nineteen-eighties and nineteen-nineties.

In the late nineteen-nineties and early two-thousands, a major expansion program occurred, including construction of buildings to house the Child Development Center, the Corporate Learning Center, and the Music Performance Hall. These facilities are freestanding, surrounding a highly developed campus mall and green space parallel and adjacent to the original single roofed structure. Currently, additional remodeling is underway on additional areas of the original structure.

Specific areas requiring ongoing maintenance and replacement programs include the following:

ROOF REPLACEMENT SCHEDULE Roofs have been maintained and replaced periodically over the lifespan of the buildings. A roof replacement schedule, included following this general assessment, has been prepared by the Facility Services Department of the College identifying areas considered, dates of installation, roof sizes, estimated replacement costs, and estimated replacement dates. This


schedule identifies roofing considerations through the year 2025. Periodic updating is recommended.

AIR HANDLING UNIT REPLACEMENT SCHEDULE An ongoing program of equipment replacement and modification in the building mechanical systems has and continues to be essential to accommodate changes in air circulation and volume requirements. Changing code requirements, increased building occupancies, facility expansions, equipment heat load increases, the need to manage and reduce energy consumption, and many other factors accelerate obsolescence, maintenance and replacement requirements. An AHU replacement schedule has been prepared by the Facility Services Department of the College identifying equipment, size, location, date installed, estimated replacement cost, and proposed replacement dates. This schedule identifies mechanical equipment considerations through the year 2050. Periodic updating is recommended. Other areas recommended for review and possible upgrading in limited areas include duct systems, water piping insulation, lighting and electrical and data service.

BUILDING EXTERIORS Recent and ongoing efforts to maintain the exterior of facilities and grounds have resulted in a clean and quality community image for the campus. Continuing efforts to prevent and repair damage due to water infiltration, general exposure to the local environment, and physical or incidental abuse are essential to maintain the structural and aesthetic integrity of the facilities. Special attention should continue to be given to maintaining the integrity of flashing, sealants, and painted surfaces. Periodic cleaning of exterior surfaces should continue to be scheduled and budgeted.

Due to the scope of the work involved, special budgeting may be required to accommodate replacement of portions of the hollow metal framing of the window wall enclosure of the Mechanical Wing. Remediation work already done may or may not be successful in deterring further rusting and deterioration of the lower areas of the framing.

BUILDING INTERIORS Doors and hardware assemblies have been, and should continue to be, maintained and replaced on an as needs basis to meet current life safety and accessibility codes, and to accommodate general functional and aesthetic requirements.

Interior finishes in some areas are worn or dated and will require replacement, refurbishing, or upgrading on an as needs basis to maintain the overall quality appearance commensurate with the quality of newly retrofitted areas. (i.e., carpets, wallcovering, painted or sealed surfaces, etc.)

Interior furniture in some public areas is outdated, worn, or obsolete as to desired use and may require replacing or refurbishing.


Restroom facilities in areas not recently constructed or retrofitted are often obsolete, do not meet accessibility requirements, have worn and dated interiors and fixtures, and do not provide the hands free environment that has become the College’s standard. It is recommended that these outdated restroom facilities be updated to meet current code and College standards as nearby areas are renovated.

One or more additional elevators would greatly enhance accessibility to the second level of the original facility.

Science laboratories are adequate for current use, but may require some upgrading to accommodate changing requirements.

MAINTENANCE RECOMMENDATIONS On the short term, remediation and/or correction of building envelope and building systems enumerated above should continue to be implemented, especially as related to updating the facilities to meet current code standards, including all life safety, building code and accessibility requirements.

In the facilities maintenance annual budget, sufficient funds for ongoing maintenance should continue to be allocated and expended to maintain the existing buildings in a quality and appropriate condition for their intended uses.


INSTRUCTIONAL PROGRAMMING Complete College statistics are available from the College Office of Institutional Research. The following information was compiled from available resources in 2006.

SERVICE AREA


PROGRAM OFFERINGS Brazosport College is a comprehensive public community college which offers: four-year baccalaureate programs, two-year parallel programs; one and two-year occupational programs; and continuing educational opportunities for those who wish to pursue areas of personal interest, community development, or to upgrade occupational skills.

Brazosport College also offers a wide range of developmental programs, an active, service-oriented Senior Adult program for residents 55 and over and a year round schedule of community-oriented programs.

Programs available include (a complete list is available in the current catalog):

• Baccalaureate Degree Programs • Bachelor of Applied Technology

• Transfer programs • Associate of Arts Degrees • Associate of Arts in Teaching • Associate of Science Degrees • Dual Credit / Concurrent Enrollment

• Workforce Education Programs • Associate of Applied Science • Certificate Programs • Tech Prep

• Distance Education • Continuing Education

• Vocational • Avocational • Adult Life and Learning Program • ABE/GED/ESL Programs

• Center for Business/Industry Training • Small Business Development Center


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ENROLLMENT AND SPACE PROJECTIONS The average student at Brazosport College is 24.5 years old, slightly below the statewide average of 25.2. 54.7% of students are female, also slightly below the statewide average.

64.5% of students are enrolled in academic programs; 35.5 are enrolled in technical programs. The shift toward increased academic enrollment has been occurring for several years.

Fall semester headcount enrollment at the College has fluctuated considerably over the last decade from nearly 3,600 in 1998 to a peak of 4,100 in 2002 and back to 3,500 in 2004. Currently, enrollment is enjoying resurgence, with more than 3,800 in Fall 2006. Based on Full Time Student Equivalent (FTSE) projections by the Texas Higher Education Coordinating Board, the anticipated Fall 2020 headcount enrollment will exceed 4,300.

Space projection analysis (see following pages) shows that the current facilities will not be capable of supporting the projected enrollment growth without addition. The building age, as well as technology, classroom flexibility and rapid growth in selected programs (i.e. nursing), will act as drivers in development of new facilities. These updates (especially new or greatly expanded programs) typically create a “bounce effect” – an increase in enrollment beyond current projections due to revitalized interest in the College.

Ten other community Colleges in Texas were selected as part of a square footage comparison. These institutions were selected based on a similar range of full-time equivalent enrollments (<900 difference), as shown below.


The master planning committee then compared the total available Net Assignable Square Footage at those same institutions (shown below). Brazosport College is in the smaller third of the group.

Classroom capacities’ were then studied to determine the ability of the current classrooms to meet size and flexibility requirements for modern, technologically enabled learning spaces. While, based on data submitted to the Texas Higher Education Coordinating Board (THECB), Brazosport College is in the middle of the pack with 47 classrooms a student capacity of greater than 24, only 13 of those spaces exceed 700 net assignable square feet (the minimum practical area needed for flexible team-based learning layouts). This places the College near the bottom of the “flexible classroom” count.

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A space deficit projection, shown below, was then developed based on the available square footage and growth projections from the THECB. The goal of the projection was to determine the current and projected space deficit for the major components of the College. This projection confirms the situation found at the College – available space is generally inadequate by current THECB standards, especially office space. Data shows that current enrollment requires approximately 41,000 additional gross square feet and 2020 projected enrollment requires an additional 85,500 square feet.

Proposed additional programs, combined with the space needs of adult students, flexible furniture and team-based learning trends will only accelerate the current space shortages.

Projected space needs Existing 2006 2006 2010 2010 2015 2015 2020 2020

SF SF Space Deficit SF Space Deficit SF Space Deficit SF Space Deficit

Teaching 175,183 159,480 -15,703 166,135 -9,048 179,111 3,928 180,514 5,331

Library 15,500 30,213 14,713 31,474 15,974 33,932 18,432 34,198 18,698

Office 20,956 51,398 30,442 53,543 32,587 57,725 36,769 58,177 37,221

Subtotal, NASF 211,639 241,091 29,452 251,153 39,514 270,769 59,130 272,889 61,250

Support x 9% 2,651 3,556 5,322 5,513

Unassignable Factor x 28% 8,989 12,060 18,046 18,694

Space deficit totals 41,092 55,130 82,498 85,456

The results of this analysis indicate there is a need for the equivalent of 2-3 typical sized future buildings in the next 15-20 years, especially to house offices, flexible classrooms and state-of-the-art lab space.

Following is the THECB January 2006 College Profile for Brazosport College for reference.


WORKSHOP SUMMARY In addition to the Master Planning Committee workshops, the input of College stakeholders, including faculty, staff and community members was enlisted, through group discussions, to assist the Master Planning Team in uncovering trends, needs, successes and deficiencies that the Master Plan would need to address. The responses were useful in developing the priorities and implementation plan for the master plan. The data matrix developed during this process is included in the appendix.

The External Analysis was organized in a very specific and deliberate way, with the goal being to gather and incorporate data from several groups of people throughout not only the Taxing District, but also the larger Service Area. The various groups that met with the Master Plan team included:

COMMUNITY ADVISORY COMMITTEE The Brazosport Board appointed a 13-Member Community Advisory Committee (CAC), whose mission it was to guide the Master Plan team in reaching out to the community and help decipher the information collected.

This CAC group, as it became known, met several times through the course of the Data Collection and Synthesis phases of the Master Planning process and served as a sounding board against which our team confirmed information gathered and conclusions drawn; helped the team prioritize input and initiatives; and reviewed draft information and provided valuable comments.

COMMUNITY FOCUS GROUPS Based on recommendations from the CAC, the Master Plan team contacted community members, from both the Taxing District and larger Service Area, representing most industry/market sectors in the community. In an effort to maximize participation, the meetings were held in a variety of locations across the entire Service Area, and on different days and times.

Orientation Meetings to the Master Plan process, and overall group meeting goals were held, to help educate and prepare the community representatives for the focus group meetings. At these orientation meetings, Dr. Valek explained the Community College history, structure and funding sources, and the general goals for the Master Plan. The Master Plan team explained the overall planning process, and how community input plays a significant role in development of Master Plan strategies.

Twelve different meetings were held with community focus groups to gain their insights, and thoughts about Brazosport College, its current support of the community’s needs, and visions for the future. The groups were loosely organized around industry types, including health care, business and industry, education, and at-large groups. The format of these Focus Group Meetings centered around a Strength, Weakness, Opportunity, Threat (SWOT) Analysis, and general discussion. Importantly, no representatives from Brazosport College attended these focus group meetings, because the Team did not want to miss any thoughts or ideas that might go unsaid, out of deference to the existing Administration.


While participation in the Community Focus Groups was moderate, there was good representation across industries within the Service Area, as well as good geographic representation from across the Service Area. The Community Focus Groups confirmed areas of need and raised many interesting thoughts about how the College might continue to support the success of the community over the next 15 to 20 years. A summary spreadsheet showing the Strengths, Weaknesses, Opportunities and Threats identified by these Focus Groups is included in the Appendix.

The Functional Analysis, or analysis of the College’s current programs and offerings as compared to future plans for academic, workforce and continuing education programs, was developed through discussion with the College’s Administration and an Administration-assigned Internal Advisory Committee.

INTERNAL ADVISORY COMMITTEE The Internal Advisory Committee, made up of faculty and staff of Brazosport College, met to outline their impressions of the strengths, weaknesses, opportunities and threats of the College, as well as envision the types of services and skills the College can help build to support the community over the next 15 to 20 years. The Internal Advisory Committee was composed of representatives from the major academic and workforce areas, as well as support services, Administration, and Foundation staff.


ANALYSIS AND SYNTHESIS SUMMARY Based on the research, analysis and synthesis outlined in the previous section, the following challenges were developed. These challenges are vital in defining the “problem” to be solved, driving the thinking that takes place throughout the entire master planning process. These challenges sparked discussions among the members of the master planning team, often bringing undiscovered challenges and opportunities to light, producing a more cohesive final plan.

CHALLENGES Some challenges uncovered as part of the development of a master plan are as follows:

• Demographics – Growth in the northern region of the service area; increased competition from other regional colleges.

• Facilities Condition – Aging infrastructure, equipment, classrooms and labs. Projects developed from the master plan are prime opportunities to address these issues during other renovation work.

• Facilities Use – Undersized and outdated classrooms and labs; underutilized student meeting and gathering spaces.

• Flexibility – Older facilities lack flexibility to easily accommodate future pedagogical and technological changes.

• Landscaping/Site – Disconnect between east and west campus; need for maintaining existing views and vistas as much as possible; need to address pedestrian and vehicular circulation issues; improve wayfinding.

• Growth – Develop placeholders for future building sites and parking.

SOLUTION DEVELOPMENT After the data was collected, recorded, considered, evaluated and prioritized, the Master Plan team began developing guiding principles and growth strategies, and studying how the campus might be organized in the long term to address cohesiveness, organization, utilization, growth and zoning.

Through a series of Staff Workshops with a smaller group of staff representing Administration, Academics, Workforce Training, Student Services, Registration and the Brazosport Foundation among others, the Master Plan team led the group through prioritization and implementation scenarios to arrive at the phased Master Plan, presented in the following section.


MASTER PLAN


INTRODUCTION At this stage of the master planning process, the vision for the College and the needs dictated by the programs are translated into physical projects driven by the opportunities and constraints available within the facilities and site. This is the point where the needs, desires and abstractions of the program take on structure and purpose, creating a blueprint for the future development of the College.

When potential and expanded facilities are organized on the site, the Master Plan also provides placeholders for future projects - an overall scheme ensuring that any new project will be well integrated into the whole campus, with forethought to the infrastructure needed to support that facility.

The site plans on the following pages show existing and proposed facilities in a framework of an overall master site plan and a phased implementation plan.


PROPOSED MASTER SITE PLAN Note than proposed master plan diagrams have been rotated slightly to align the buildings vertically on the page.

EXISTING FACILITIES MAIN A Food Service, Bookstore,

Classrooms, Offices B Classrooms, Labs, Offices C Administration, Labs D Tech Labs, Classrooms E Main Entry, Student Support F Library, Classrooms G Tech Classrooms, Facilities Dept. H Tech Classrooms & Labs I IT, Classrooms J Gym K Theater, Classrooms L Classrooms CC Children’s Center CLC Corporate Learning Center The Clarion Musical Performance Center CAS Brazosport Center for Arts and Sciences (not affiliated with Brazosport College)

NEW FACILITIES COMMENCEMENT ARENA Flat-floor multipurpose space FUTURE Placeholder for future growth OA C Wing Office Annex HP Health Professions Building SCI/TECH Science and Emerging Technology Center PET Process Equipment Trainer Lab/Classroom RESIDENTIAL Placeholder for future conference/graduate housing


MASTER PLAN ZONING OVERLAY Proposed changes to the campus zoning identified as part of the site analysis include:

Buffer/Nature and Buffer/ Nature/Exercise: These zones will be better connected to similar functions, including a proposed Recreation Zone as well as more tightly integrated with other zones, providing for additional recreation opportunities throughout.

Academic/Administration: Clarification of this zone through relocation of technical and science programs with specific facility requirements to new or upgraded facilities.

Health/Science/Technology: This zone is proposed to be consolidated in fewer locations and expanded to create additional synergies between academics and technical training, allow expansion of nursing and science programs and create a strong presence on campus.

Corporate/Cultural/ Community: The primary proposed change to this zone is improved connection to the Academic/Administration Zone through improvements in the site between the two areas.

Residential: This proposed zone is a placeholder to ensure future development of conference / baccalaureate housing will occur in a planned location.


PROPOSED PROJECTS

DEFERRED MAINTENANCE PROJECTS In parallel to the master plan process, a College-wide facilities assessment was performed to identify areas of the facilities and infrastructure requiring attention. Since most heavy maintenance work (i.e. HVAC systems, plumbing, toilet room upgrades) includes work on adjacent systems and architecture, it is recommended to couple these projects with other renovation and space reconfiguration work whenever possible to minimize duplication of effort and costs.

The College intends to continue its efforts toward improving the condition of the facilities throughout campus, repairing and replacing systems as necessary to avoid the potential complications and exponential costs associated with deferring needed maintenance.

PROPOSED SITE PROJECTS These proposed site projects are independent of any work on a specific building. Shown later are site improvements to be considered as part of individual building renovation or addition work.

CAMPUS SIGNAGE Roadway signage should be upgraded to a simple wayfinding system that includes coordinated roadway, pedestrian and building signage and monumental signs at campus entries. Signage should be designed to be read from a distance and from a moving vehicle.

CAMPUS ROADWAYS Older roads throughout campus should be resurfaced as part of any upgrades and, where drives intersect parking areas, relocated to separate moving vehicles from parked vehicles.

As shown in detail in the implementation plan, campus entries should be redesigned to focus the majority of student traffic to a redesigned center entry boulevard. Abandoned roads should be replaced with pedestrian paths designed to be drivable on limited occasions by campus service vehicles only.

The east and west halves of campus should be connected via roads at both the front and rear of campus to provide existing options and eliminate the need to use College Drive to traverse the campus by car. Roads should be placed carefully to ensure pedestrian/vehicle conflicts are reduced, not increased.

PATHWAYS AND GATHERING AREAS The limited number of buildings and the Main Buildings focus on student functions minimizes the need for the extensive network of pathways typical at most colleges. The exterior walkways that are part of the Main Building are well protected and afford attractive views of the many building courtyards and open spaces.


Paths between the east and west halves of campus are attractive, passing through the landscaped campus “plaza”. The abandoned road running along the east side of the Main Building detracts from this area and should be redesigned or replaced with a walkway.

A clear definition between roadways and walkways, including paving materials of different texture and color, as well as landscape elements to prevent driving on walkways is proposed for all points of access.

The path from the south parking lot to the Main Building entry and the path between the Clarion and the Main Building entry could be strengthened to create a stronger sense of connection and improve pedestrian safety.

For any new development, continued planting of shade-providing trees along walking paths on campus will help define these areas and make the walk between buildings more pleasant in hot weather. Repeating the existing use of ornamental and shade trees along vehicle drives and parking lots will help formalize the campus, reduce the scale of the open areas and hide the parking lots from view.

New facilities should also continue the existing theme of using landscape and hardscape to create gathering areas at building entries. This will add life to these buildings, provide dedicated space for planned and impromptu outdoor meetings and make these buildings easy to identify without signage.


GENERAL LANDSCAPE IMPROVEMENTS General landscape improvements should include:

• Creation and implementation of a comprehensive landscape plan to continue and enhance the existing landscaping. This will ensure a unified, collegiate presence throughout campus as new facilities are developed.

• Annually scheduled planting of trees and other low-maintenance, drought-resistant plants, with an emphasis on those found in local environments. Beginning this process as soon as possible is recommended, given the length of time required for trees to mature.

• A lighting replacement program to be phased in throughout campus, with an emphasis placed on improving pedestrian lighting and reducing night-sky light pollution.

A NOTE ON FUTURE BUILDING SITES Future growth of the campus must be planned for, even when the growth may be years off and its direction unclear. Inclusion of “placeholders” in the master plan helps ensure that future development will take into account the direction the current administration has set for the College. Without these placeholders and some broad design standards, future development often occurs in a vacuum, creating a campus without a sense of community or cohesiveness. Creation of placeholders is especially important at Brazosport College given the limited buildable area within the academic heart of campus.


PROJECT IMPLEMENTATION PLAN The Master Plan Committee developed a set of project priorities through workshops, interviews and data analysis. These priorities were then organized into phases to create the master plan and implementation plan.

The goal of the implementation plan is to break the master plan into manageable parts, both for phasing and funding purposes. This helps ensure that projects occur in the correct order, in affordable groupings and in a manner that avoids space shortages during renovations.

When the need to commence a planned project (or set of projects) is established, the master plan and implementation plan are then used as the starting point in developing a project-specific, detailed program, detailed costs and the beginning of the funding process.


PHASE 1

GOALS

ADDRESS CRITICAL SPACE NEEDS

DEVELOP SCIENCE/TECHNOLOGY CORRIDOR

BEGIN LONG LEAD TIME WORK

CREATE HIGH VISIBILITY SPACE

STRENGTHEN PRESENCE FROM PUBLIC ROAD


PHASE 1

IT DEPARTMENT RELOCATION The current location of the IT Department and the Server Farm is on the lower level of the I Wing. Proposed changes include relocation of the servers to the second level of the I Wing. This location was chosen to minimize the fiber and cabling rework necessary. The displaced classrooms, including the law enforcement classroom, could be relocated to other, more appropriate facilities on campus.

GATHERING SPACES Effective gathering spaces are fundamental to the “life” of a building. Opportunities for students to meet (over food and coffee) with other students and faculty in a variety of settings throughout a building increase learning effectiveness by carrying the lesson outside the classroom and fostering deeper discussions.

While the Main Building contains more gathering spaces than typically found in an educational facility of its age, the spaces are typically furnished with fairly immovable lounge seating and few work tables. Even with attractive views to the exterior, these spaces are often underutilized.

The large Student Center, adjacent to the library, is often traversed, but seldom used by groups of students. The long runs of sofa-type seating is seldom occupied by more than one or two students, as a single body in a seat creates a “territory“ that discourages others from sitting in the same area.


Proposed changes include additional workgroup seating, flexible, movable seating options and food/coffee kiosks. Good acoustics, easy access to general use computers and power for laptop computers are also required to increase use of these spaces. Incorporating some student services into these spaces also adds activity to the area, while the gather space itself can replace the need for dedicated waiting rooms.

Changes and upgrades to secondary gathering spaces (outside the Student Center) can be made at any time during the life of the master plan, not necessarily only Phase 1.


SCIENCE/TECHNOLOGY CORRIDOR This first phase begins the development of the Science/Technology Corridor. This collection of existing and new facilities, as well as the space between them, will house the science programs, health professions programs, technology programs and many of the workforce education programs. This space will become a high-visibility entry point, with room for growth, to all science programs.

The goal of collecting these programs in one location is to emphasize the connections between Health Sciences, Physical Sciences, Life Sciences, Emerging Technologies and Workforce Programs and create flexible space for response to emerging technologies.

HEALTH PROFESSIONS BUILDING Approximately 25,000-30,000 SF new construction

Rapid growth and inadequate staffing levels in the health professions is driving changes in this curriculum at many community colleges. Brazosport College, already offering a Vocational Nursing Program and an Associate Degree Nursing Program, wishes to meet the needs of the region and increase interest in the College by expanding its offerings in the Health Sciences.

To provide space for the growth in Health Professions Programs, a new state-or-the-art facility is proposed to house labs, general classrooms, large lecture spaces and department offices for all Health Professions Programs at the College. Since lab space in this facility will be primarily identified by the equipment rather than classroom walls, these areas should be designed with flexibility in mind, ensuring a “future-proof” building with spaces that can be converted as technology and pedagogy changes.

As the nursing programs are projected to be the heaviest users of the general and life sciences labs, long-range plans include later construction of a connected Science/Technology Building to house the science program. Biology labs however, most critical to the Health Professions Programs, are proposed to be relocated in this first phase

Potential programs to be housed in this building include: Nursing Nursing Assistant EMS Radiology Technician Pharmacy Technician Medical Technician Biology/Life Sciences


The proposed location for this high-visibility destination building is at the northwest corner of the campus near the end of the existing west campus drive. New parking and a connector between the west and east campus drives will also act to increase traffic at this location, drawing more people past the most attractive side of the Main Building.

In keeping with the architecture of the Main Building, a covered connector between the Health Professions Building and the Main Building is proposed.

SCIENCE/TECHNOLOGY BUILDING Approximately 30,000 SF new construction

The current science labs located in the Main Building are undersized and outdated in design for current laboratory standards. Projected growth in the Health Sciences, particularly nursing, will increase the use of the labs and further tax the building. The high costs and limited benefits of extensively renovating the existing labs in place drive the decision to build a new facility to house the Science Program. Phase 1 included relocation of the biology labs to the new facility. Phase 2 proposes relocating the balance of labs.

Part of the Science/Technology Corridor, this new facility will be connected to the Health Professions Building to promote collegial interaction. It will house all science labs, department offices and flexible, technologically capable classrooms. This will create a high-visibility space for these growing programs, act as a recruiting tool, and free up space in the existing building for less costly and technologically demanding general classrooms and office space.

The combined building will have an easily identified main entrance and create a strong, second campus entry from the northwest. As part of the Science/Technology Corridor, this facility will be an essential part of the plan to create new synergies between the science, technology and workforce programs.

Additional space and flexible labs will also allow development of an Emerging Technologies Incubator, where startup technology companies would have access to the space and resources and partnerships the College can offer. The proposed building should be designed to allow the space to convert easily between uses.


SCIENCE AND TECHNOLOGY COURTYARD The proposed Science and Technology Courtyard is part of the development of the Science/Technology Corridor. The landscape and pathways will assist in emphasizing the connections between the sciences, emerging technologies and workforce education by tying the facilities together and increasing visibility of the programs as people move through campus.

In addition to landscaping and outdoor gather areas for students, proposed improvements will include the Process Equipment Trainer, space for additional equipment and opportunities for incorporating the outdoor environment into the learning process.


COMMENCEMENT ARENA Approximately 35,000 SF new construction

A Large flat-floor multipurpose assembly space is proposed to be located south of the Main Building, facing the new Entry Plaza. This facility would not only provide space on-campus for commencement and other all-student-body functions, but will be available to rent for corporate events, conventions, trade shows and other functions requiring a large, open, flat-floored facility.

The proposed location will ensure the building is visible from College Drive, easily serviced from all 3 entries and allow use of the existing south parking lot for most functions. Open space to the west will allow outdoor events to be supported by the facilities in the Commencement Arena or be available for development of additional parking if required.


OFFICE EXPANSION AND RENOVATION PART 1 Noted in the space deficit analysis and confirmed upon investigation, office space for faculty, staff and administration is critically short. It is expected that full time faculty alone will require at least 25 additional offices within the next five years. In addition, the space in C Wing used for administration offices is overcrowded and poorly organized for ease of interaction.

To meet this need with minimal disruption and in the shortest time possible, it is proposed to first construct a two story office addition to the C wing to be located in the C/D wing courtyard. The size and location of the addition should retain part of the courtyard to both the east and west to allow continued views from inside the main building.

Once complete, the addition would allow relocation of the administration office staff (as part of Phase 2) while the lower level of C wing is renovated to improve interaction between departments and among staff, students, faculty and visitors.

PROCESS EQUIPMENT TRAINER CONTROL/CLASSROOM Approximately 6,000 SF new construction

The Process Equipment Trainer, part of key two and four year programs at the College, is currently relegated to a low visibility site at the “back” of campus. Proposed changes as part of the “Science/Technology Corridor” include construction of a new control room/trainer classroom building and reworking of the area surrounding the trainer to create a highly visible technological showpiece, increase visibility of the entire program for students and corporate partners.


DEFERRED MAINTENANCE A priority recognized by the master planning committee was to address deferred maintenance issues as part of work performed under the master plan. Key issues include upgrades of older infrastructure, replacement of worn hardware, finishes and fixtures, improvement of humidity control through HVAC system upgrades, continuation of the roof replacement program, improvement in ADA compliance, and repair of deteriorated window systems.

BEGIN CAMPUS-WIDE WAYFINDING IMPROVEMENTS Development of a comprehensive wayfinding/signage plan, including roadway, walkway, building exterior and interior signage is important to creating a cohesive look for the entire campus and simplifying wayfinding. To avoid over-signage (as bad as under-signage), the recommended philosophy is to first improve wayfinding without signage whenever possible and then install signage where necessary. Signage should be cohesive, readable from a distance, properly scaled and easily modifiable.

While a relatively minor project, beginning early and continuing implementation over several years as part of other project work will be an important, visible part of creating a sense of change throughout campus.

BEGIN IMPLEMENTATION OF LANDSCAPE PLAN Creation of a comprehensive landscape plan and implementation of this plan as soon as possible is recommended as most plantings, especially trees, take a long time to mature. The landscape plan should include opportunities for donor trees, gardens and furniture. Having a plan in place and plantings already in the ground would allow donors to pick which items to “buy” and not require the donation before the item gets installed (often leading to trees of greatly different sizes and barren areas awaiting donors).


NORTHWEST PARKING AND RING ROAD As part of the Health Professions Building project, the master plan proposes development a new parking area at the northwest corner of campus to serve the Health Professions Building, Science/Technology Building and the PET complex.

Included in the development of the parking lot, completion of the ring road between the west drive and the east drive is proposed. This connector will allow more access options to the entire campus and eliminate the current dead-end situation at both drives. This road can also serve as an access for any future development at the north end of campus.


MAIN ENTRY BOULEVARD AND PLAZA In order to increase College visibility and campus access, reduce driver confusion and create a sense of excitement and change at the College, the following entry improvements are recommended as part of Phase 1.

CENTRAL ENTRY AND DRIVE While the central entry drive is heavily used, it is difficult to identify as the primary access, appears to belong to the Brazosport Center for Arts and Sciences (CAS) and dumps one unceremoniously into the main parking lot.

Proposed changes to visually connect Brazosport College to the community, create a stronger street-front presence and improve the first impression of the campus include:

• Installation of monumental signage large enough to be visible from approaching cars. This will ensure this entry is identified as belonging to the College. Complimentary but distinct signage for the CAS should be considered at the east entry to help reduce driver confusion.

• Landscaping similar to that at the existing sign at the west entry. • Redesign of the entry drive to a tree-lined boulevard, separated from the parking lot,

running to the Main Building entry. Mirroring the effect of the west entry drive, this approach would ensure the first view of campus would be of trees and the Main Building, not of the parking lot.

As part of this project, improvements to the west and east drives include additional plantings, lighting and monumental signs similar to the one proposed at the central entry.


FRONT ENTRY PLAZA This proposed project would also include development of a Main Building entry plaza. Benefits include:

• The boulevard drop-off drive will separate moving vehicles from the parking area, increasing safety.

• Crosswalks, islands and traffic-calming devices (i.e. traffic shelves, stop signs) will improve pedestrian safety.

• The plaza will create a strong “front-door” presence for the College, with existing entries and new facilities facing a single, highly visible access point.

• Opportunities will be available for improved ADA access and drop-off points for inclement weather.

• Future development of a connector to the west entry drive should be incorporated in the design to improve traffic flow throughout campus.


ENTRY DRIVE CONNECTOR AND NEW STAFF PARKING To improve east-west circulation at the front of campus, a cross-campus drive is proposed to connect the existing drive through the south parking lot, past future building sites, to the west side of campus. This proposed roadway will provide bus drop off zones for the new facilities, access to additional parking and eliminate the dead-end situation at the west drive.

To offset staff parking space lost during construction of the Health Profession Building, a parking lot is proposed for the southwest corner of campus adjacent to the A Wing. This parking, tucked into existing trees would provide space for staff as well as visitors to the adjacent future buildings.


PHASE 2

GOALS

CONTINUE ADDRESSING CRITICAL SPACE NEEDS

IMPROVE EXISTING FACILITIES

VISUALLY STRENGTHEN CONNECTIONS BETWEEN BUILDINGS AND CAMPUS PLAZA

CONTINUE ADDRESSING DEFERRED MAINTENANCE ISSUES


PHASE 2

OFFICE EXPANSION/RENOVATION PART 2 The second phase of the office expansion/renovation project for the C-Wing is comprised of the relocation of administration office staff into the new space while the lower level of C wing is renovated to improve interaction between departments and among staff, students, faculty and visitors. Additional space will be provided through renovation of the upper level of C wing into additional office space once the biology labs are relocated to the new Science/Technology Building.

Depending on the amount of office space required, an alternate would be to construct a second office addition in the B/C wing courtyard.


LIBRARY/STUDENT CENTER REORIENTATION In concert with the proposed improvements to the Student Center, changes to the Library are recommended to increase activity and student use, better integrate digital media and better connect the Library space (currently turning its back on the Student Center) with the balance of the building.

The relatively affordable proposed changes, focusing primarily on entry, furniture and stack relocations/updates and finish upgrades are:

• Relocate Stacks / Relocate Study Areas: Locate the stacks at the north end of the library and locate the circulation desk, computers, periodicals and group study tables to the south end of the library. This switch will allow the more active spaces in the library to be under the high ceiling and connect these spaces to the revised Student Center. Locating the circulation desk near the new entry will allow monitoring of the entire library and act as a security point in the new, more open environment.

• Reorient Entry / Connect to Student

Center: Relocate the Library entry to the wall facing the Student Center. Provide an enlarged opening, without doors, between the spaces to promote additional use of the Library and encourage “noise zones” where the loudest functions can be in the Student Center (hanging out, group meetings, itinerant computer use), quieter study groups and individual reading can be in the matching Library space and areas requiring silence can be near the stacks. Retracting doors or gates at the entry will allow the library to be secured at night without creating the sense of separation that now exists during the day.

• Invite Students: As is the trend in college libraries to increase library use, introduce

beverages and food into the Student Center and the study areas of the Library. As proposed in the other gathering areas on campus, provide more seating options and access to power.

• Repurpose Level 2: Remove study carrels and devote the entire second level to stacks.

This will help in meeting increased material requirements for accreditation while allowing increased student activity on the lower level.


J AND K COURTYARD INFILL It is projected that space requirements for the Library will continue to increase in the future. The centrally located current Library, while landlocked, is in an ideal location for ease of access, visibility and security. The plan listed above to renovate the Student Center and Library at the same time and in the same palette was predicated on the idea to convert the entire space into a library function in the future (see Unphased).

In preparation for the future expansion of the library into the existing Student Center and to provide a new point of entry for the main building, an infill of the courtyard between J and K wings is proposed. Elements of this design include:


COURTYARD INFILL LEVEL 1: With direct outside access and views to the campus plaza, the courtyard infill will provide space for a new Student Center. The new location, nearer the outdoor area and the Corporate Learning Center, will be ideal for receptions and large group meetings and allow better off-hours access to the Student Center and the Library.

COURTYARD INFILL LEVEL 2: To increase visibility and off-hours access to the Baccalaureate Programs, the upper level of the light-filled courtyard infill is proposed to include state-of-the-art high-visibility baccalaureate classrooms and learning labs and group study and gathering spaces overlooking the student center.

Courtyard infill concept


MAIN BUILDING RENOVATIONS

CONVERT VACATED SPACE As space in the Main Building is vacated by programs relocating to the Health Professions Building and Science/Technology Building, it is proposed to convert those spaces into state-of-the-art classrooms, additional faculty offices and additional administrative offices. Spaces include:

• B Wing – Level 1: Convert former chemistry labs to flexible, state-of-the-art general classrooms.

• B Wing – Level 2: Expand existing office space into vacated classroom space.

UPDATE INSTRUCTIONAL SPACE As renovations of spaces into new functions and as classroom space becomes available in new facilities, it is proposed to update existing instructional space into state-of-the-art classrooms.

These proposed changes extend beyond added technology – they include oversized technology infrastructure to ensure future-proof classrooms; reconfiguration of interior walls where practical to create the larger classrooms required for flexible furniture use; and upgrades of lighting and HVAC to ensure noise and glare do not detract from learning.

As no two students learn entirely the same way, space should be developed to allow learning in multiple modes. An intelligent, flexible, noise-controlled and well-lit environment for education is the goal for any classroom renovations.


WEST DRIVE DROP-OFF Development of the ring road at the rear of campus provides an opportunity to improve access issues that have been plaguing the College for years. Currently, there are no parking spaces or drop-off zones for buses or disabled visitors that afford protection from the elements during loading/unloading and travel to an entry.

The ring road will allow one-way bus drop-off in front of the C and D wings (currently impossible without turning room at the end of the dead-end road. A covered walkway is proposed to allow vehicles to pull along side the building to load and unload passengers while protected from the elements.


UNPHASED

GOALS

PLAN FOR PROJECTS NOT SEQUENCE-CRITICAL IN NATURE

DEVELOP ADDITIONAL MULTIPURPOSE SPACE

PROMOTE COLLEGIAL HIGH SCHOOL DEVELOPMENT

PROMOTE BACCALAUREATE PROGRAM DEVELOPMENT


UNPHASED As part of the Master Planning process, ideas are considered and developed that, due to priorities and circumstances, do not always fit well into the scope of a 5, 10 or even 15 year plan or do not have to be completed in a particular sequence.

These items aren’t necessarily only to be developed after the rest of the master plan, but should be reviewed and reprioritized if warranted by changes in the priorities and finances of the College.

CONTINUE ADDRESSING DEFERRED MAINTENANCE ISSUES Even if all the current deferred maintenance items indicated in the master plan and facility assessment are resolved, new problems will always be occurring. An adequate budget for this unforeseen work must be available to ensure the campus will survive intact into the 22nd century.

CAMPUS PLAZA AND PATHWAY IMPROVEMENTS The existing campus plaza, situated between the Main Building and the CLC is a very attractive space and creates a strong sense of identity for the heart of campus. Unfortunately, several factors contribute a sense of separation.

As mentioned previously in the master plan, the partially abandoned roadways to the east and north of the Main Building are relatively safe for pedestrian use and only used by campus service vehicles. Their appearance, however, remains vehicular and unwelcoming to pedestrian travel. The road east of the Main Building, for example, creates a physical and perceived barrier between the Main Building and the Corporate/ Culture/ Community Zone east of the campus plaza.

The master plan proposes conversion of the roads into wide pedestrian pathways (although narrower than 2-lane roads). The goal of this project is to visually connect the west side of campus to the campus plaza, create easily identified pathways to building entries and entice students to spend more time on the plaza.

The pathway also provides clear, direct outside access to the new Student Center addition and Library for after hours functions.


RECREATION ZONE Proposed as part of the master plan is creation of dedicated space for future play fields. This area, adjacent to the existing tennis courts and running track as well as the proposed residential zone would include a relocated running path (moved due to roadway changes).

The running path is also proposed to be extended along the bank of Oyster Creek at the west edge of campus, connecting to the existing network of running/biking paths along College Drive and Oyster Creek Drive.


FACILITIES COMPLEX Significant growth in the square footage of campus facilities warrants planning future growth of the Facilities Building and surrounding complex. Shifting academic functions to the north end of campus will also result in increased visibility of this and other service areas. Landscape should be used to shield views of the service yard.

POWER PLANT EXPANSION To ensure adequate power, heating and cooling for increased demands on the existing facilities as well as for new facilities, space for a potential expansion of the Power Plant Building should be reserved. As an alternate, energy efficient, cost effective technologies for providing cooling and heating, such as geothermal heat pumps, should be considered to reduce energy consumption, operating costs and the need for building expansion.


LIBRARY EXPANSION Once the new student space is developed in the courtyard infill between J and K wings, the existing Student Center will become available for expansion of the Library to meet increasing accreditation requirements and multi-media needs.

Extending the Library into the Student Center will require maintaining cross building access, potentially at both the north and south ends of the expanded library on both levels. This will allow the space to retain its functional relationship to adjacent spaces and the building as a whole.

COLLEGIAL HIGH SCHOOL One of the proposed concepts to ensure a pipeline of well-prepared incoming students to Brazosport College is to partner with high schools in the service area to provide opportunities for dedicated students to complete their secondary education on the College campus.

One proposed, cost effective concept for incorporating a Collegial High School into Brazosport College is to take advantage of the additional classroom space afforded by development of the new Health Professions and Science/Technology Buildings instead of constructing a standalone high school facility. Providing space for high school students in dual-credit college courses will allow these students to complete High School while earning their Associates Degree.

Student support and administrative space for this program is proposed to be housed in Room K101, the current flat-floor assembly space adjacent to the Student Center. Construction of this space is planned to begin after completion of the new Commencement Arena at the south end of campus, allowing the College to provide uninterrupted use of large assembly spaces to the public.

RESIDENTIAL ZONE An additional opportunity to create a marketable niche for the College is development of housing for select groups. The proposed residences would be for priority use by the corporate community and the baccalaureate programs, allowing the College to expand regional outreach for the Baccalaureate Programs and global outreach for the corporate community.


FUTURE BUILDING PLACEHOLDER To ensure orderly development and avoid haphazard placement of new structures and efficiently use the available utilities, the College desires there to be locations on campus reserved for future buildings.

The primary proposed location for future development is immediately south of the Main Building. This site can provide addition student support space, offices space or classroom space conveniently located adjacent to the Entry Plaza, the south parking lot and other support services.


ARCHITECTURAL GUIDELINES Architectural guidelines are an important part of a master plan, providing a design framework for future development. The goal is not to stifle creativity or the use of new materials or techniques, but to foster harmony between the site and buildings, existing and future facilities, and the College’s needs and architect’s designs, thus avoiding a disjointed appearance that can easily occur on a campus built up over several decades.

Suggested architectural guidelines are as follows:

• Mature, natural areas of the campus should be considered important architectural elements and not be compromised without justification.

• Landscape materials should be as low maintenance as practical, emphasizing “broad brush strokes” of similar plantings instead of numerous installations of mixed vegetation. Examples of groupings include trees evenly spaced along walks to emphasize pathways, trees planted as windbreaks, and selected vegetation planted to act as backdrops and to identify gathering spaces.

• Flowering annuals, other high-maintenance plants and turf grass should be used minimally and only as accents to reduce maintenance requirements. Plantings should emphasize native vegetation over exotic species.

• Site lighting should be appropriately scaled for its use, emphasizing pedestrian-scaled fixtures wherever possible.

• Vehicular access roads should not cross pedestrian paths unless unavoidable. Crosswalks should be easily identifiable from a moving vehicle through a change in material, to help improve pedestrian safety.

• New facilities should embrace design, materials and technologies that promote sustainability, minimize construction-related waste, reduce maintenance, allow for future expansion, and improve energy efficiency and indoor air quality.

• New buildings should compliment the scale of existing buildings. • Building materials, although not needing to exactly match existing materials, should

compliment the existing dominant facing materials. • Designs should add character to the campus, but not create architecture that is disparate

to the whole campus image. In other words, a “signature building” should be read as the signature of Brazosport College.

• Buildings should not have a readily apparent back side, but address on all facades the adjacent use and context, and be oriented to compliment existing buildings and the surrounding landscape. This does not preclude well defined building entries, which should use pedestrian-scaled detail and landscape to ensure easy identification.

• Interior finishes should be durable and low maintenance, but not overly hard and uninviting.

• Technology, occupant comfort, acoustics, lighting and daylighting are all critical to student success. They should be considered important in every appropriate space.


APPENDIX


CONCEPTUAL PHASED COST PROJECTIONS

2007 Cost Inflation Adjusted

Cost PHASE 1 (2007-2011) $40,045,000 $42,862,000 IT department reorganization 860,000 860,000 Plant upgrades (separated from MB renovations) 700,000 700,000 Upgrade gathering spaces 500,000 500,000 Health Professions Building 10,500,000 11,200,000 Science Technology Building 9,750,000 10,340,000 Science Technology Courtyard 350,000 442,000 Commencement Arena 10,000,000 10,600,000 Office expansion/renovation part 1 infill 2,400,000 2,544,000 PET control/classroom 2,000,000 2,120,000 New northwest parking lot 1,000,000 1,191,000 Main entry boulevard and plaza 600,000 715,000 Wayfinding improvements 50,000 60,000 Ring road 720,000 858,000 West entry drive connector 300,000 357,000 New staff parking 315,000 375,000 PHASE 2 (2012-2015) $17,240,000 $22,869,000 Office expansion/renovation part 2 C-wing 3,240,000 4,336,000 Library/student center reorientation 1,500,000 2,008,000 Student Center - J/K courtyard infill 9,500,000 12,713,000 Main Building renovations 3,000,000 3,812,000 UNPHASED (2008-2020) * $4,650,000 unknown Campus plaza and pathway improvements 750,000 unknown Recreation zone 500,000 unknown Facilities Complex 1,000,000 unknown Power Plant unknown unknown Library expansion 1,500,000 unknown Collegial High School 900,000 unknown Residential unknown unknown

* The stand-alone nature of the unphased projects means they may be completed at any time during the life of the master plan

BRAZOSPORT COLLEGENeeds Identification FindingsSeptember 12, 2006

Community Internal CommunityAdvisory Advisory At-

Committee Committee LargeSTRENGTHS Good value. Strong scholarship/ Convenient, Available and Quality local education for a fair

financial aid program to make Valuable price.education more accessible.

Strong Dual Credit Program & Strong Dual Credit Program &strong relationship with ISDs strong relationship with high

schools.Outreach to high school students. Outreach to high schools - U-Turn Direct marketing mailers provide

Program, Career Fair (HS Juniors), information to community.Direct Marketing

Matches industry demand with Great prep for further educationeducational opportunities; and great (transfer students); and strongfoundation for 4-year programs. general education core program.Attractive campus; financially Attractive & well maintainedstrong and viable organization; & campus with strong leadership.has strong leadership.Diverse programs and partnerships Partnerships with other institutionswith other institutions. & with community.

Committed faculty & staff. Hands-on staff & faculty, andtheir availablity/human contact.

Innovative in use of technology & Good start with online world -delivery methods - good at bringing registration & info gathering.education to the students.Cultural/arts contribution to Cultural/arts contribution toCommunity with opening of the Community.Clarion.Community Education program ishelpful to overall Service Area.Strong community compatibility.School is progressive - one of fewCommunity Colleges to offer 4-yeardegree program(s).

WEAKNESSES Need stronger outreach to non-traditional students (those beyondhigh school audience)Off-campus locations do not haveall support services, includinglibrary support.

Marketing efforts/communication ofofferings needs adjustment to betterreach targeted audience(s).

Size of Service Area, which Not reaching all communities thatpresents transportation difficulties are part of Service Area but notfor some students. Taxing District.

Counselor effectiveness - fromregistration, advising and managingcredit transfers.Improve registration process toreduce stress & help high schoolsunderstand staffing requirements.Junior College "stigma" related to perception of rigor, rules enforce-ment & faculty professionalism.Encourage stronger recruitmentfor post-secondary education athigh schools.Internships/clinicals should be donewithin community where possible,with stronger supervision.

Location - Main Campus is not in or Location - College is not well-near largest growth in Service Area. represented in the north end of

County with largest growth.

ARCHITECTURE ETC*RAYMOND L. BURROUGHS, AIA



Committee Committee Large


OPPORTUNITIES Expand Baccalaureate Degreeofferings.

Expand healthcare offerings, i.e., Expand Health Alliance program Expand healthcare offerings, i.e.,Radiological Technology, Physical offerings - 30% of students express nursing, imaging, RN refresher,Therapists, Pharm. Tech, LVN, etc. interest in the Healthcare field. intro to healthcare, insurance, etc.Expand online offerings. Expand use of Technology - Online Expand online offerings. Simplify

courses, simulated environments, search function for easier navigationmobile technology.Provide transportation betweendifferent College sites.

Diversify program offerings to mirror Diversify program offerings to meet Grow programs and locations to needs of changing population. needs of diverse student population. meet needs of changing area.Largest growth is in Hispanic group.

Add Student Housing on campus.

Create synergies with Senior/ Offer Geriatric Management pro-Retirement groups near edge of grams, including medical self-helpcampus. info seminars.Develop programs for emerging Expand programs teaching Consider high tech "incubators"high tech industries such as robotics. that combine technology withnanotechnology. management/business.

Integrate and/or partner with other Partner with Rice to build on exist-area University(ies). ing hi-tech talent (i.e., fuel cells &

nanotechnology & emerging fields).Expand geographic locations forcourse offerings to cover more ofService Area.Provide more "basic skills" coursessuch as remedial math, businessacumen, social skills, keyboardingDevelop programs for careers thatwill bring people back to BrazoriaCounty.Form alliances & communitypartnerships for getting word out &places to hold classes off campus.

OPPORTUNITIES Provide goal-building and direction(continued) to elementary age children; expand

dual-credit opportunities.Expand Fine Arts offerings to Expand offerings at existing facilitiesattract campus visitors and attract especially the Clarion, etc.performance-based students.

Provide Professional Development,Customer Service, Interview skills,Life Skills training, etc.Develop Small Business Commun-ity Forum & continue supportingexisting industries.

Better and stronger communication Improved & altered form of comm-with community regarding programs unication regarding college and its& offerings. offerings.

Respond to environmental/sustain-able emerging trends such as windfarms, water desalination, etc.

Expand Adult Education &Community Education/LifelongLearning.Expand support to local industry,especially tourism/recreation, workwith Port, criminal justice.Expand program offerings forconstruction trades.



Committee Committee Large


THREATS Location and high transportation Transportation costs. How can High transportation costs.costs. programs be more easily accessible

to all?Child Care, although on-campuscenter has been very helpful.

Competition for students, especially Competition for Students Competition for students, in nearbythose in high growth parts of geographical locations as well as toService Area. online universities.

Changing nature of workplace &College's ability to remain flexibleand adaptable.

Competition for resources whileattempting to meet needs of entireService Area

Economic and industry realities. Globalization of local industries.

Losing local residents to othercommunities that seem to havemore opportunities.

State funding (dependent on TexasLegislature).

Competition from online sourceswith low overhead costs (no bricks& mortar).Challenge for commuter studentsto find their niche or a social groupto "hang out" with.

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elor

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ow h

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coor

dina

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of re

gist

ratio

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to h

ospi

tal(s

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thei

r clin

ical

Col

lege

stig

ma"

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stu

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tran

sfer

s -

for d

ual c

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tsex

perie

nce,

the

Col

lege

mus

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stro

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ne

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issi

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gh s

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prov

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h S

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than

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for f

utur

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Reg

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proc

ess

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ight

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tion

- pop

ulat

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grow

th is

in d

ual c

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ours

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stud

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Hig

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the

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ours

es (h

ands

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tions

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h as

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with

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s, c

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mor

e to

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Hig

h S

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chur

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com

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tter c

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Eth

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ong

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0612

:00

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:00

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7P

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3 of

3

February2006

March April May OctoberAugust

Brazosport College Schedule - Service Area Development - Master Planning Process

BC Leadership Goals Meeting - discuss goals of Service Area Development Master Plan

Review existing data - Vision 2010 Document, institutional mission / goals, strategic and financial plans, and current academic programs & alignment.Review demographic analysis for current and prospective students.

Assess regional macroenvironment, considering social, technological, economic, environmental and political issues (STEEP) - direct input from: Community forums - in all areas of Brazosport college district Employer / stakeholder workshops and workforce development discussions School district conversations with all consituent K-12 districts Real estate assessment of potential sites and opportunities Meetings with governmental entities and political leadersRecord and document all discussions and interviews for Brazosport College review and for master planning process.

Review Academic Plan and understand the college’s priorities and scope of improvements suggested in Plan. Meet with President and Steering Committee to discuss campus facilities’ needs based on its Academic Goals. Interview designated campus personnel in all departments. Meet with designated student groups for user input.Record and document all discussions and interviews for Brazosport College review and for master planning process.

May 23, 2006

FUNCTIONAL ANALYSIS

PHYSICAL ANALYSIS / Facilites Assessment

EXTERNAL ANALYSIS

STRATEGIC REVIEW

June July September November

Develop solutions to respond to future trends and issues.Develop planning concepts and sketches of various scenarios to show how facility plans meet academic initiatives.Conduct workshops with administration and designated interest groups to evaluate options.Revise scenarios based on workshop input. REPEAT THIS REVISION AND REVIEW CYCLE AS NECESSARY TO REACH CONSEN-SUSOpen Houses or Forums for community and campus input. Present to input committee to compare with their comments.Review comments and revise as directed by college personnel.Present preliminary conclusions to college Board and administration for consideration.

Prepare final documents.

Deliver Master Plan documentsFinal Phase

SOLUTION DEVELOPMENT

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MOBILIZATION

KICK-OFF MEETING - Friday, February 3, 2006

DATA REVIEW & CONFIRMATION - Consider implications. Presentations to input committees on findings from various groups.

Based on Steering Committee Goals Meeting - Document Goals & Objectives.Define scope of work, develop detailed schedule.Schedule interviews and workshops.Schedule interviews, workshops & forums with communities of interest - Identify key communicators.Obtain data from Brazosport College.

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Assess condition of facilties. Assess architectural character of campuses, their layout, features and landscape character. Evaluate utilities and distribution systems at each campus. Evaluate site infrastructure systems and accessibility compliance at each campus. Evaluate circulation patterns for traffic and pedestrians, parking issues, and off-site roadway concerns at each campus.Document campus studies with detailed site and floor plans graphically representing opportunities and constraints.

brazosport master planlongview.brazosport.edu/sacs/supporting documents/masterplan.pdfthis plan is a...

Documents