Jackson (Lexington) - Tennessee Board of Regents · 2019-12-21 · 228 Tennessee Colleges of...

227Tennessee Colleges of Applied Technology Master Plan: Lexington

Lexington Campus

The Lexington Campus of the Tennessee College of Applied Technology Jackson is located along South Broad Street only half a mile southwest of downtown Lexington and ten miles south of Interstate 40. The campus consists of a single building that totals 40,135 gross square feet. During the 2012-2013 academic year, the campus had an adjusted full-time equivalent enrollment of 108 students.

MADISON

Workforce Investment Area 11

TCAT Jackson’s Lexington campus is located in the eight-county area of Local Workforce Investment Area 11

M I S S I S S I P P I

TCAT Jackson Lexington CampusHAYWOOD

HARDEMANMCNAIRY HARDIN

CHESTER DEC

ATU

R

HENDERSON

FAYETTE

CROCKETTCARROLL

PER

RYW

AY

NE

GIBSON

Jackson (Lexington)

228 Tennessee Colleges of Applied Technology Master Plan: Lexington

Regional Context

The Lexington Campus of the Tennessee College of Applied Technology Jackson is located in Local Workforce Investment Area 11, which consists of Haywood, Madison, Henderson, Decatur, Chester, Hardeman, McNairy, and Hardin Counties. The population of this region was 253,092 as of 2010. There were 90,120 primary jobs as of 2011.

Between 2010 and 2020, population in the region is expected to grow at a fraction of the statewide average. This indicates that job growth may also be moderate. Worker age profiles closely mirror those for the state as a whole. The percentage of jobs with salaries above $40,000 is below the state average.

Educational attainment in the region is significantly lower than in Tennessee as a whole. Approximately 27% of residents in the region do not have a high school degree or equivalent, significantly more than the statewide average of 16%. Similarly, less than half of residents have completed a bachelor’s degree or higher when compared to the statewide average.

According to the U.S. Census, the following industry sectors occupy a significantly higher percentage of the regional labor pool compared to the statewide average: agriculture, forestry, fishing & hunting; manufacturing; and health care & social assistance..

The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: transportation & warehousing; information; finance & insurance; real estate & rental & leasing; professional, scientific & technical services; management of companies & enterprises; arts, entertainment & recreation; accommodation & food services; and other services.

The regional employment outlook by industry cluster shown on page 230 comes from the Occupational Trends in Tennessee Employment Report (OTTER) from the Tennessee Department of Labor. All data are shown for Local Workforce Investment Area 11, which includes Jackson.

According to this data, all industry demand clusters related to programs taught on this campus are expected to grow between 2012 and 2020 except for Machine Tool Technology. Interviewees indicated that this program has a strong demand in the region.

LWIA 11 Tennessee2000 Population 242,763 5,689,2832010 Population 253,092 6,346,1052020 Population (projected)

258,652 6,894,708

Annual Growth (projected)

0.2% 0.8%

Population

Source: U.S. Census, Tennessee State Data Center

LWIA 11 TennesseeTotal Primary Jobs 90,120 2,478,765Jobs held by those age 29 and younger

22% 23%

Jobs held by those age 30 to 54

57% 57%

Jobs held by those age 55 and older

21% 20%

Jobs with salary of $15,000 or less

23% 22%

Jobs with salary of $15,000 to $40,000

45% 42%

Jobs with salary of $40,000 or higher

32% 37%

Employment by Age and Salary (2011)

Source: U.S. Census On The Map

Source: U.S. Census

2012 Educational Attainment (Percent of Population Age 25+)

No High School Diploma

Bachelor’s Degree or Higher

Completed High School

Bachelor’s Degree or Higher

Completed High School

LWIA 11 Tennessee

Some College/Associates Degree

No High School Diploma

Some College/Associates Degree


The job outlook in all industry clusters takes into consideration the following factors:

• Growth rate in the industry cluster relative to the statewide growth rate for that industry cluster

• Number of annual job openings

• Supply demand ratio (the ratio of graduates of programs in all related higher education programs to the number of job openings)

Based on these factors, the Computer Information Program is predicted to have an excellent job outlook in the region. A number of programs are expected to have a more competitive job market, in part due to the higher number of graduates in these fields relative to the number of anticipated job openings. Some of these graduates and job openings, however, may be related to four-year programs and not affect the demand for those with certificates or the Associate’s degrees into which some TCAT students articulate. These programs are: Business Systems Technology, Practical Nursing, and Welding.

A number of the programs taught at TCAT Jackson’s Lexington Campus correspond to ungraded industry clusters. This is likely because of the lower number of jobs and graduates in a rural region.

LWIA 11 TennesseeAgriculture, Forestry, Fishing & Hunting

0.7% 0.3%

Mining, Quarrying, & Oil & Gas Extraction

0.1% 0.1%

Utilities 0.7% 0.7%Construction 4.5% 4.1%Manufacturing 19.2% 12.4%Wholesale Trade 4.5% 4.7%Retail Trade 11.4% 12.1%Transportation & Warehousing

2.8% 5.0%

Information 0.9% 1.8%Finance & Insurance 2.5% 4.1%Real Estate & Rental & Leasing

0.8% 1.2%

Professional, Scientific, & Technical Services

2% 4.3%

Management of Companies & Enterprises

0.4% 1.2%

Administration & Support, Waste Management & Remediation

6% 6.5%

Educational Services 10.6% 9.4%Health Care & Social Assistance

18.9% 14.3%

Arts, Entertainment, & Recreation

0.7% 1.0%

Accommodation & Food Services

7.2% 8.7%

Other Services (excluding Public Administration)

1.5% 2.7%

Public Administration 4.6% 5.3%

Employment by Industry Sector (2011)

Source: U.S. Census On The Map

The region’s slow population growth, low educational attainment, and lower than average wages are evidence of a continued need for technical education.


Completion Rates by Program (2012-2013)

ProgramEnrollment Headcount

Completion Count

Completion Rate

Statewide Average

Business Systems Technology* 76 59 78% 80%Computer Information Technology* 51 29 57% 83%Industrial Electricity 23 20 87% 87%Machine Tool Technology* 40 29 73% 88%Practical Nursing (LPN)* 101 83 82% 79%Welding Technology* 42 42 100% 89%Total/Average 352 273 78% 83%

Regional Employment Outlook by Industry Cluster (2012-2020)

Data shown is for Local Workforce Investment Area 11 Source: Tennessee Department of Labor & Workforce Development, Labor Market Information SectionUngraded programs are those without enough jobs or graduates to count, a negative job growth rate, or fewer than 10 placements

Program Related Industry Demand Cluster(s)Graduates to

Jobs RatioAverage Annual Growth in Jobs Job Outlook

Business Systems Technology

Administrative and Information Support 2.1 1.2% D (Competitive)

Computer Information Technology

Web/Multimedia Management Programming

0.7 1.8% A (Excellent)

Industrial Electricity Construction Electrical 2.1 1.3% UngradedMachine Tool Technology

Precision Production Pathway 0.8 0% Ungraded

Practical Nursing (LPN) Practical Nurse (LPN) 6.0 2% E (Very Competitive)

Welding Technology Construction Welding 6.2 0.4% E (Very Competitive)

Source: Tennessee Board of Regents Central Office*Includes data from the Main Campus

ProgramAvailable for

PlacementPlacement

CountPlacement

RateStatewide Average

Business Systems Technology* 55 33 60% 76%Computer Information Technology* 28 18 64% 77%Industrial Electricity 20 14 70% 87%Machine Tool Technology* 26 22 85% 89%Practical Nursing (LPN)* 72 70 97% 90%Welding Technology* 38 30 79% 85%Total/Average 248 192 77% 83%

Placement Rates by Program (2012-2013)


Program Analysis

The regional context above shows broader trends in the region. In order to obtain a more detailed picture of the needs of each program, the master planning team interviewed the TCAT Director, members of the Business and Industry Advisory Group, and key faculty. In addition, all faculty were invited to participate in an online survey.

Enrollment in the Business Systems Technology program is expected to remain constant in the next five years. The campus has discussed converting this program to an entirely online program.

The Computer Information Technology program is expected to increase in enrollment in the coming years as this job sector remains strong. The campus has discussed converting this program to an entirely online program.

Enrollment in the Industrial Electricity and Machine Tool Technology programs is expected to remain constant in the next five years.

The Practical Nursing program is expected to increase its enrollment in the coming years due in part to changes in the health care industry.

The Welding Technology program is expected to increase in enrollment in the near future due to industry needs and a retiring workforce

Potential Future Programs

Based on data from the Tennessee Department of Labor, the following industries have excellent or very good job outlooks, but there are not currently any programs at TCAT Jackson’s Lexington Campus that meet these industries’ needs: turf grass/nursery production, industrial operations & maintenance, veterinary technology, nursing assistants and home health, and personal & home care.

Local industry leaders and/or the campus identified the potential for injection molding, mechatronics, and CNC/robotics programs. When a tenant is chosen for the “megasite” in Haywood County, new programs may be needed.

Enrollment in a number of programs is expected to increase in the future


Space Needs

The master planning team performed a detailed space audit of the Lexington Campus of the Tennessee College of Applied Technology Jackson in order to obtain the most up-to-date room inventory. Room areas and use codes were updated as needed; a list of updates was provided to the campus.

Numbers from the updated space audit, combined with adjusted FTE enrollment data provided by the Tennessee Board of Regents central office (see table on following page) and employee counts provided by the campus, served as the inputs for the space model that calculated needed space. For details regarding the model and an explanation of its methodology, see Appendix A.

As shown in the chart at right, the model shows a surplus of existing administrative office space. This is likely due to the small number of administrative employees on campus, and the fact that the model does not fully account for administrative office support space such as file rooms and conference rooms. The model shows the need for additional faculty office space. Most faculty indicated in surveys that their existing office space was adequate.

The chart at center right compares four existing types of space with modeled space needs in those categories. The model shows that open computer lab space is more than adequate based on current enrollment. This category includes space for Technology Foundations, testing, and open computer labs.

The model shows an existing surplus of food service space. This category includes student lunch rooms or lounges, vending machine areas, and the like. Meeting space includes space available for community use, staff meetings, and large gatherings of students. The model shows that there is more than twice as much space in this category as needed. This space is important for its role in marketing to the regional community.

Central service and storage space does not include storage and service space for individual programs or for offices. It includes storage for campus-wide supplies, maintenance and janitorial supplies, surplus equipment, vehicle storage, and the like. The model shows that the quantity of this type of space is nearly double what is necessary.

Office Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Administrative Office Space

Faculty Office Space

Other Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Open Computer Lab Space

Food Service Space

Meeting Space

Central Service/Storage Space

Non-Teaching Space Needs

Each space category includes related support space such as conference rooms and storage closets; negative numbers indicate a space surplus

Existing Assignable

Sq. Ft.

Additional Space Needed

(Sq. Ft.)Administrative Offices 1,628 -1,186Faculty Offices 866 226Open Computer Labs 1,340 -473Food Service 738 -304Meeting Space 1,494 -843Central Service/Storage 3,166 -1,540


• According to the model, the amount of existing classroom and lab space for the Practical Nursing program is 2.5 larger than necessary to serve the current enrollment. The campus indicated that the existing clinical lab in room 105 is cramped.

• The model indicates a small need for additional Welding Technology lab space, but the campus indicated that the quantity of existing space is adequate.

The chart on the following page shows the model’s calculated needs for teaching space for each program. Teaching space is the sum of classroom and lab (also referred to as shop) space, as well as any storage or other space that directly supports teaching space.

Bars that extend to the right in the chart indicate a need for more space, while bars that extend to the left show a surplus of existing space. Where the bars show both surplus and need, the amount of existing space is within the acceptable range.

Because the model assumes a range of acceptable space, the darker blue bars show the minimum amount of space needed and the lighter blue bars show the maximum amount of space needed. All calculations are based on existing enrollment rather than capacity, so modeled needs would increase with enrollment. Adjusted FTE enrollment numbers include dual enrollment high school students.

The following paragraphs summarize each program’s space needs, based on the results of the model, interviews with faculty and administrators, and online survey responses.

• The quantity of existing lab space for the Business Systems Technology program is more than adequate according to the model and the campus. The campus is typical in that there is not a separate classroom for this program.

• Teaching space for the Computer Information Technology program is currently adequate according to the model and the campus. Most campuses have a separate classroom for this program, but the program on this campus works well within its existing single room.

• Overall, the amount of teaching space for the Industrial Electricity program is within the acceptable range according to the model and the campus, although the model shows that the existing classroom is larger than necessary and the existing lab could be slightly larger.

• The amount of teaching space for the Machine Tool Technology program is also within the acceptable range according to the model and the campus. If enrollment increases in this program, space may become more of a premium.

Adjusted FTE Enrollment

Enrollment is based on total contact hour data for the 2012-2013 academic year and assumes 1,296 contact hours per full-time equivalent student Source: Tennessee Board of Regents Central Office

2012-2013 Enrollment

Business Systems Technology 22Computer Information Technology 19Industrial Electricity 19Machine Tool Technology 12Practical Nursing (LPN) 19Welding Technology 16Total 108


Teaching Space Needs

All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus

Total Existing Classroom & Lab Space

Minimum Additional Space Needed

Maximum Additional Space Needed

Business Systems Technology 1,600 -523 -307Computer Information Technology 2,259 -248 -60Industrial Electricity 2,522 -132 1,757Machine Tool Technology 4,292 -62 684Practical Nursing (LPN) 4,103 -2,449 -1,872Welding Technology 4,384 176 988

Teaching Space Needs

Business Systems Technology

Computer Information Technology

Industrial Electricity

Machine Tool Technology

Practical Nursing (LPN)

Surplus NeedMinimum space neededMaximum space needed

Welding Technology

sq. ft.

Detailed Teaching Space Needs

All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus *The model assumes that this program does not need separate classroom space

Existing Classroom

Space

Additional Classroom Space

Needed

Existing Lab

Space

Minimum Additional Lab Space Needed

Maximum Additional Lab Space Needed

Business Systems Technology 0 0* 1,600 -523 -307Computer Information Technology 0 500 2,259 -748 -560Industrial Electricity 1,000 -500 1,522 368 2,257Machine Tool Technology 450 50 3,842 -112 634Practical Nursing (LPN) 1,520 -1,020 2,583 -1,429 -852Welding Technology 616 -116 3,768 292 1,104


Space Recommendations

All teaching and non-teaching types of space are currently adequate on the Lexington Campus of TCAT Jackson. For this reason, so expansions or migrations are recommended by this plan.

If space is desired in the future for additional programs, rooms 102, 122, 123, 203, 204, and 205 are currently not assigned to any program or are used for general storage. These rooms could be repurposed.

In particular, if a mechatronics component is added to the Industrial Electricity program, the existing Technology Foundations computer lab could be relocated from room 106 to room 102 to provide additional mechatronics space.

The arrangement of the existing office suite is inefficient and awkward. The campus expressed a desire to improve this space, potentially by relocating it to room 111. If this occurred, the Nursing classroom currently in room 111 could be relocated to rooms 203, 204, and 205.

Facilities & Site Needs

A comprehensive facilities needs assessment was conducted by architectural and engineering representatives of the master planning team. The detailed results and comments of that assessment have been documented in the online Physical Facilities Survey. The primary needs are as follows:

• Shear cracks were observed in a number of locations throughout the building. Most of these cracks are within the expected limit of differential settlement for a building of this age. The exterior walls at the south end of the building around the Business Systems Technology space and the Machine Shop walls should be reviewed regularly. If these cracks appear to be increasing, a structural engineer should be consulted.

• The offset-slab settlement lines in the south corridor area should be reviewed regularly to determine if they are increasing. If they appear to be increasing, a structural engineer should be consulted.

• Exterior roll-up doors are starting to malfunction.

• The roofing system is in good condition overall. Sealant in water ponding areas is starting to crack

and fail. As renovations occur, insulation in the roof system should be increased.

• A number of doors were observed with hardware that is not ADA compliant.

• Stairways do not have handrails. Guardrails do not meet current building codes for opening restrictions and height.

• Due to recent storms, there is hail damage to some of the fan hoods.

• Plumbing fixtures are aging.

• The existing wiring management system and electrical fixtures are aging.

• Exterior and indoor shop area lighting is inadequate.

• There are a number of blind spots in the existing security camera system.

• There is significant deterioration of outdoor concrete walkways. The pathway between accessible parking spaces and the main entrance is significantly deteriorated.

• There is some cracking visible in the existing parking lot paving that should be patched.

• According to parking ratio assumptions developed as part of this Master Plan, and based on the existing number of students, faculty, administrators, and staff on the Main Campus, the amount of existing parking is currently adequate. The parking lot is, however, poorly located and does not relate to the building’s main entrance. The main building entrance should be relocated to face the existing parking lot.

The parking lot is poorly located and does not relate to the building’s main entrance


Existing Site Plan

°

South Broad

Stree

t

Relocated Building Entrance


System Lexington CampusSubstructure Foundation 90%

Basement Construction 70%Shell Superstructure 90%

Exterior Enclosure 90%Roofing 90%

Interiors Interior Construction 70%Stairs 60%Interior Finishes 80%

Systems Conveying 100%Plumbing 70%HVAC 90%Fire Protection 90%Electrical 90%Data & Communications 70%

General Equipment & Furnishings 100%Special Construction 100%Site Conditions 70%Safety Standards 90%Building Suitability 100%Building Adaptability 100%

Weighted Average 86%

Physical Facilities Survey Ratings Summary

Building ID Building Name Year Built Use Code Gross Sq. Ft.800 Lexington Campus 1974 28 (Classroom/Office) 40,135

Existing Buildings

Source: Tennessee Board of Regents Physical Facilities Survey online database, review ratings (updated by Master Plan team in August 2013)Weighted averages take into account the respective weights of each system

Source: Tennessee Board of Regents Physical Facilities Survey online database

Jackson (Lexington) - Tennessee Board of Regents · 2019-12-21 · 228 Tennessee Colleges of...

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