Nashville...Jobs with salary of $15,000 or less 18% 22% Jobs with salary of $15,000 to $40,000 40%...

367Tennessee Colleges of Applied Technology Master Plan: Nashville

The Tennessee College of Applied Technology Nashville Main Campus is located on White Bridge Road, about a mile south of Interstate 40 and five miles west of downtown Nashville. The campus is immediately adjacent to Nashville State Community College. The campus consists of six main buildings with a total of 102,494 gross square feet of space. The Cockrill Bend campus is located about four miles from the Main Campus near the Cockrill Bend Industrial Park, adjacent to the John C. Tune Airport. The Cockrill Bend campus consists of two buildings totaling 13,600 gross square feet. During the 2012-2013 academic year, both campuses combined had an adjusted full-time equivalent enrollment of 549 students.

Workforce Investment Area 9

TCAT Nashville is located in the four-county area of Local Workforce Investment Area 9

TCAT Nashville

TROUS- DALE

RUTHERFORD

DAVIDSON

WILSON

WILLIAMSON

CHEA

THA

M

SUMNER

SMITH

DEKALB

ROBERTSON

CANNON

BEDFORD

MACON

COFFEE

Nashville

368 Tennessee Colleges of Applied Technology Master Plan: Nashville

Regional Context

The Tennessee College of Applied Technology Nashville is located in Local Workforce Investment Area 9, which includes Davidson County. The population of this region was approximately one million as of 2010. There were 847,982 primary jobs as of 2011.

Between 2010 and 2020, population in the region is expected to grow about 50% faster than the state as a whole. This indicates a favorable climate for job growth. Worker age profiles are similar to those for the state as a whole, but the percentage of jobs with annual salaries over $40,000 is higher than it is statewide.

Educational attainment in the region is significantly higher than in Tennessee as a whole. Compared to the statewide average, 9% more residents have completed a Bachelor’s degree or more. About 6% more have a high school degree or equivalent.

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: wholesale trade; information; real estate & rental & leasing; professional, scientific, & technical services; other services; and public administration.

The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: manufacturing; retail trade; transportation & warehousing; and educational services.

The regional employment outlook by industry cluster shown on page 370 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 9, which includes Nashville.

According to this data, all industry demand clusters related to programs taught at TCAT Nashville are expected to grow between 2012 and 2020 except for CAD Technology and Dental Laboratory Technology.

LWIA 9 Tennessee2000 Population 847,982 5,689,2832010 Population 1,011,148 6,346,1052020 Population (projected)

1,153,976 6,894,708

Annual Growth (projected)

1.3% 0.8%

Population

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

Source: U.S. Census

2012 Educational Attainment (Percent of Population Age 25+)

No High School Diploma

Bachelor’s Degree or Higher

Some College/Associates Degree

Completed High School

Bachelor’s Degree or Higher

Completed High School

LWIA 9 Tennessee

Some College/Associates Degree

No High School Diploma

LWIA 9 TennesseeTotal Primary Jobs 122,552 2,478,765Jobs held by those age 29 and younger

22% 23%

Jobs held by those age 30 to 54

59% 57%

Jobs held by those age 55 and older

19% 20%

Jobs with salary of $15,000 or less

18% 22%

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

40% 42%

Jobs with salary of $40,000 or higher

42% 37%

Employment by Age and Salary (2011)

Source: U.S. Census On The Map


Based on these factors, the following programs are predicted to have an excellent job outlook in the region: Building Construction Technology, Business Systems Technology, Computer Information Technology, Early Childhood Education, and Truck Driving.

The following programs are expected to have very good or favorable job prospects: Aviation Maintenance Technology, Machine Tool Technology, and Mechatronics.

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: Aesthetics Technology, Auto Body/Collision Repair, Automotive Technology, Barbering, Cosmetology, Dental Assistant, HVACR, Phlebotomy, Practical Nursing, and Welding Technology.

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)

LWIA 9 TennesseeAgriculture, Forestry, Fishing & Hunting

0.1% 0.3%

Mining, Quarrying, & Oil & Gas Extraction

0% 0.1%

Utilities 0.4% 0.7%Construction 4% 4.1%Manufacturing 7.8% 12.4%Wholesale Trade 5.4% 4.7%Retail Trade 10.6% 12.1%Transportation & Warehousing

4.4% 5.0%

Information 2.9% 1.8%Finance & Insurance 4.1% 4.1%Real Estate & Rental & Leasing

1.6% 1.2%

Professional, Scientific, & Technical Services

5.1% 4.3%

Management of Companies & Enterprises

1.4% 1.2%

Administration & Support, Waste Management & Remediation

6.8% 6.5%

Educational Services 7.8% 9.4%Health Care & Social Assistance

14.9% 14.3%

Arts, Entertainment, & Recreation

1.2% 1.0%

Accommodation & Food Services

8.9% 8.7%

Other Services (excluding Public Administration)

3.2% 2.7%

Public Administration 9.4% 5.3%

Employment by Industry Sector (2011)

Source: U.S. Census On The Map

The region’s above average population growth and strong employment outlook in many job sectors are evidence of a continued need for technical education.


Regional Employment Outlook by Industry Cluster (2012-2020)

Program Related Industry Demand Cluster(s)Graduates to

Jobs RatioAverage Annual Growth in Jobs Job Outlook

Aesthetics Technology Cosmetology and Barbering 7.2 2% E (Very Competitive)

Aviation Maintenance Technology

Aviation Maintenance (Aircraft Mechanics and Service Technicians)

1.4 1.2% C (Favorable)

Auto Body/Collision Repair

Collision Repair Technology 5.4 2% E (Very Competitive)

Automotive Technology Automotive Technology 4.1 2.6% E (Very Competitive)

Barbering Cosmetology and Barbering 7.2 2% E (Very Competitive)

Building Construction Technology

Construction Carpenters 0.2 2.3% A (Excellent)

Business Systems Technology

Administrative and Information Support 0.3 1.4% A (Excellent)

CAD Technology Drafting and Design Technology 7.8 -0.1% UngradedComputer Information Technology

Web/Multimedia Management Programming

0.7 1.8% A (Excellent)

Cosmetology Cosmetology and Barbering 7.2 2% E (Very Competitive)

Dental Assistant Dental Assisting 2.1 2.6% D (Very Competitive)

Dental Laboratory Technology

Dental Laboratory Technician 9.4 -3.4% Ungraded

Early Childhood Education

Early Childhood Development and Services

0.4 1.6 A (Excellent)

Heating, Ventilation, A/C & Refrigeration

Construction HVAC/R 2.1 4.3% D (Competitive)

Machine Tool Technology

Precision Production Pathway 0 0.6% B (Very Good)

Mechatronics Electrical, Electronic Equipment Repairers

0.9 0.5% B (Very Good)

Phlebotomy Medical Assistants 4.7 2.6% E (Very Competitive)

Practical Nursing (LPN) Practical Nurse (LPN) 2.4 1.8% D (Very Competitive)

Truck Driving Truck, Bus, Rail, Water Transportation, and Heavy Equipment

0.7 1.7% A (Excellent)

Welding Technology Construction Welding 4.1 1.2% E (Very Competitive)

Data shown is for Local Workforce Investment Area 9 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


Enrollment in the Aesthetics program is expected to remain constant in the next five years.

The Aviation Maintenance Technology program is expected to increase in enrollment in the coming years. Interest in this program is consistently high.

Enrollment in the Auto Body/Collision Repair program is expected to increase in the near future.

Enrollment in the Automotive Technology program is also expected to increase in the near future. Interest in this program is consistently high.

The Barbering program closed in September 2013.

Demand for graduates of the Building Construction Technology program is expected to increase in the coming years, in part due to strong industry demand.

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.

The following paragraphs summarize the results of the input received by these methods for each program. The Cosmetology and Welding programs are offered during the evening as well as during the day. The Building Construction, Aviation Maintenance, and Truck Driving programs are all located exclusively on the Cockrill Bend campus. All other programs are located on the Main Campus.

Source: Tennessee Board of Regents Central Office *Completion rate not available

Program Enrollment Headcount

Completion Count

Completion Rate

Statewide Average

Aesthetics Technology 44 38 86% 82%Aviation Maintenance Technology 20 18 90% 78%Auto Body/Collision Repair 18 14 78% 79%Automotive Technology 38 35 92% 83%Barbering* n/a n/a n/a n/aBuilding Construction Technology 17 11 65% 83%Business Systems Technology 29 25 86% 80%CAD Technology 14 9 64% 80%Computer Information Technology 18 15 83% 83%Cosmetology 62 37 60% 73%Dental Assistant 8 5 63% 75%Dental Laboratory Technology 26 17 65% 74%Early Childhood Education 21 13 62% 79%Heating, Ventilation, A/C & Refrigeration 84 82 98% 84%Machine Tool Technology 21 19 91% 88%Mechatronics 12 10 83% 89%Phlebotomy 35 34 97% 93%Practical Nursing 133 90 68% 79%Truck Driving 31 27 87% 93%Welding Technology 40 36 90% 89%Total/Average 671 535 80% 82%

Completion Rates by Program (2012-2013)


Enrollment in the Dental Laboratory Technology program is expected to remain constant in the next five years.

Enrollment in the Early Childhood Education program is expected to remain constant in the next five years.

Demand for graduates of the HVACR program is expected to increase in the near future.

Enrollment in the Mechatronics program is expected to increase in the coming years.

The Phlebotomy program is expected to increase in enrollment in the coming years.

The Practical Nursing program, by far the largest on campus today, is expected to continue to increase in

Demand for graduates of the Business Systems Technology program is expected to increase in the coming years, in part due to the implementation of the new statewide curriculum.

Enrollment in the CAD Technology program is expected to remain constant in the near future.

The Computer Information Technology program is expected to increase in enrollment in the coming years.

Demand for graduates of the Cosmetology program is expected to increase in the coming years. Interest in this program is consistently high.

The Dental Assistant program is expected to grow significantly in the near future.

Source: Tennessee Board of Regents Central Office *Placement rate not available

Program Available for Placement

Placement Count

Placement Rate

Statewide Average

Aesthetics Technology 33 28 85% 92%Aviation Maintenance Technology 16 16 100% 90%Auto Body/Collision Repair 14 11 79% 86%Automotive Technology 35 28 80% 87%Barbering* n/a n/a n/a n/aBuilding Construction Technology 11 9 82% 81%Business Systems Technology 21 16 76% 76%CAD Technology 9 7 78% 84%Computer Information Technology 15 13 87% 77%Cosmetology 28 20 71% 86%Dental Assistant 5 4 80% 90%Dental Laboratory Technology 11 8 73% 71%Early Childhood Education 13 13 100% 88%Heating, Ventilation, A/C & Refrigeration 78 73 94% 85%Machine Tool Technology 19 16 84% 89%Mechatronics 10 9 90% 87%Phlebotomy 29 21 72% 81%Practical Nursing 55 51 93% 90%Truck Driving 27 27 100% 94%Welding Technology 35 30 86% 85%Total/Average 464 400 86% 85%

Placement Rates by Program (2012-2013)


enrollment in the near future, in part due to an aging regional population in need of nursing services.

Enrollment in the Truck Driving is expected to increase in the coming years, in part due to strong industry demand.

The Welding Technology program is expected to continue to grow in the coming years.

Potential Future Programs

Local industry leaders and/or the campus identified the potential for the following programs: diesel technology, advanced manufacturing, practical care technician, motorcycle/marine, and hospitality.

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 Nashville that meet these industries’ needs: veterinary technology, emergency medical technician, agribusiness, turf grass/nursery, horticulture, plumbing, and pharmacy assisting.

What one word would you use to describe students’ first impression of the campus and facilities?

What one word would you use to describe what the college could become in the future?

The “wordles” above are based on responses to the online survey


Space Needs

The master planning team performed a detailed space audit of the Tennessee College of Applied Technology Nashville 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 that the amount of existing administrative office space is more than adequate. The model shows a significant surplus of existing faculty office space. According to data provided by the campus, there are 30 faculty on the Main Campus that need desks, but the master planning team’s walk-through found 45 faculty office stations.

The chart at center right compares four existing types of space with modeled space needs in those categories. The open computer lab category includes space for Technology Foundations, testing, and open computer labs. The model shows a need for approximately 1,600 additional square feet of this type of space, based on current enrollment.

The model shows that existing food service space is nearly adequate. 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 indicates a need for more space. 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 existing space would need to nearly double to be adequate.

Main Campus Office Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Administrative Office Space

Faculty Office Space

Main Campus 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

Main Campus 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 4,120 -844Faculty Offices 6,293 -1,613Open Computer Labs 2,213 1,639Food Service 1,670 256Meeting Space 2,091 798Central Service/Storage 3,728 3,494


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 Aesthetics Technology program is one of only two programs of this kind in the state, so lab space is not addressed by the model. The campus indicated a need for additional space to accommodate current enrollment. The model indicates that existing classroom space is adequate, but the need for walls to separate the classroom was expressed by the campus.

• The Aviation Maintenance Technology is one of only three programs of this kind in the state, so lab space is not addressed by the model. This program is taught exclusively on the Cockrill Bend Campus. The campus indicated a need for additional lab space, especially if there is a desire to increase enrollment. The model indicates that the size of the existing classroom space is more than adequate.

• According to the model, lab space for the Auto Body/Collision Repair program would need to expand to meet current needs, although the campus indicated that the size of existing space is adequate. Existing classroom space is adequate according to the model and the campus.

• Lab space for the Automotive Technology program is currently adequate according to the campus, although the model shows that it would need to increase to serve current enrollment. Classroom space is adequate.

• The Barbering program closed in September 2013, so space needs shown here are no longer relevant.

• The model shows that the Building Construction Technology program needs at least approximately 6,900 additional square feet of lab space to adequately serve current enrollment. The campus confirmed a significant need for more space. Both the model and the campus confirmed that classroom space is adequate. This program is taught exclusively on the Cockrill Bend Campus.

• Lab space for the CAD Technology program is more than adequate according to the model and the campus. This program has a separate classroom, which is not typical for this type of program on other TCAT campuses.

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

Aesthetics Technology 21Aviation Maintenance Technology 34Auto Body/Collision Repair 27Automotive Technology 42Barbering 6Building Construction Technology 29Business Systems Technology 19CAD Technology 10Computer Information Technology 18Cosmetology 47Dental Assistant 5Dental Laboratory Technology 13Early Childhood Education 25HVACR 60Machine Tool Technology 20Mechatronics 17Phlebotomy 11Practical Nursing 114Truck Driving 5Welding Technology 27Total 549


• The Dental Laboratory Technician is one of only two programs of this kind in the state, so lab space is not included in the model. The campus indicated that existing lab space is adequate, but there is no classroom space for this program, so a classroom is needed.

• Teaching space for the Early Childhood Education program is adequate according to the campus. The model shows a need for more space.

• The campus and the model confirm that there is a significant need for existing lab and classroom space for the HVACR program. This space should expand by at least approximately 5,900 square feet to be adequate.

• The model shows a need for more teaching space for the Computer Information Technology program, but the campus confirmed that the quantity of existing space is adequate.

• The Cosmetology program has an adequate amount of teaching space according to the campus, although the model shows needs for more classroom and lab space based on the current high enrollment and assuming that some space is needed for customers.

• The model indicates that lab space for the Dental Assistant program is currently adequate due to low enrollment, but the campus indicated the need for more space. There is no existing classroom for this program, so classroom space is needed.

Teaching Space Needs

Auto Body/Collision Repair

Business Systems Technology

CAD Technology

Computer Information Technology

Dental Assistant

Practical Nursing (LPN)

Surplus Need

Cosmetology

Early Childhood Education

Minimum space neededMaximum space needed

sq. ft.

Automotive Technology

Building Construction Technology

Mechatronics

HVACR

Machine Tool Technology

Truck Driving

Welding Technology


• The model shows a need for significantly more lab space for the Practical Nursing program. The campus indicated that the quantity of existing space is adequate, but that it is inefficiently arranged. The amount of classroom space is currently adequate.

• No indoor lab space is assumed to be needed for the Truck Driving program. The campus indicated that a larger outdoor driving area would be needed if enrollment increases. The model shows that the size of the existing classroom is adequate. This program is taught exclusively on the Cockrill Bend Campus.

• Both the model and the campus indicated that lab space for the Welding program would need to expand significantly to meet current needs. There is also a need for more classroom space.

• The model indicates that lab space for the Machine Tool Technology program is at the low end of the acceptable range. The campus indicated a need for additional space due to the CNC machines. There is also a need for more classroom space.

• The model shows that the amount of teaching space for the Mechatronics program is currently within the acceptable range. This calculation includes enrollment from the Electrical and Power Transmission program. The campus confirmed that existing space is adequate.

• The Phlebotomy program is one of only four in the TCAT system, so lab space is not addressed by the model, but the campus indicated a need for additional lab space. The campus indicated that the classroom space is adequate for existing enrollment, but the model shows a need for more space.

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

Aesthetics Technology 2,942 more needed more neededAviation Maintenance Technology 7,534 more needed more neededAuto Body/Collision Repair 7,782 3,455 5,576Automotive Technology 10,197 1,884 4,268Barbering 1,521 adequate adequateBuilding Construction Technology 2,545 6,893 8,640Business Systems Technology 763 186 376CAD Technology 1,768 -980 -882Computer Information Technology 1,553 369 539Cosmetology 3,511 1,890 2,837Dental Assistant 1,600 -487 -359Dental Laboratory Technology 764 adequate adequateEarly Childhood Education 1,117 763 1,017HVACR 6,015 5,863 10,339Machine Tool Technology 6,664 -106 1,105Mechatronics 3,141 -159 337Phlebotomy 963 more needed more neededPractical Nursing 6,408 3,157 6,573Truck Driving 459 41 41Welding Technology 3,879 3,516 4,866


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 the Business Systems Technology and CAD Technology programs do not need separate classroom space **The model assumes that the Truck Driving program does not need indoor lab space

Existing Classroom

Space

Additional Classroom Space

Needed

Existing Lab

Space

Minimum Additional Lab Space Needed

Maximum Additional Lab Space Needed

Aesthetics Technology 529 -27 2,413 not in model not in modelAviation Maintenance Technology 1,101 -291 6,433 not in model not in modelAuto Body/Collision Repair 492 144 7,290 3,311 5,431Automotive Technology 1,273 -319 8,924 2,855 5,380Barbering 744 -244 777 not in model not in modelBuilding Construction Technology 800 -101 1,745 6,994 8,741Business Systems Technology 0 0* 763 186 376CAD Technology 474 -474* 1,294 -506 -408Computer Information Technology 0 500 1,553 -138 39Cosmetology 742 395 2,769 1,495 2,442Dental Assistant 0 500 1,600 -987 -859Dental Laboratory Technology 0 500 764 not in model not in modelEarly Childhood Education 0 610 1,117 153 407HVACR 273 1,159 5,742 4,703 9,180Machine Tool Technology 475 25 6,189 -131 1,080Mechatronics 0 500 3,141 -659 -163Phlebotomy 480 20 483 not in model not in modelPractical Nursing 3,099 -366 3,309 3,523 6,939Truck Driving 459 41 0 0** 0**Welding Technology 468 180 3,411 3,337 4,686


Space Recommendations

The following recommendations offer a potential set of solutions to address the space needs identified above. These changes reflect some new buildings, as well as some migrations that make use of currently vacant space as shown in the diagrams on the following pages.

• Construct a new building where shown on the plan to house the HVACR program. Once this program leaves its current space, Welding should expand to fill it.

• Relocate the CAD Technology program to the space vacated by the Barbering program in the Henry Building. The CAD Technology classroom and offices in the Shop Building should then be occupied by the Machine Tool program. The Machine Tool classroom and offices can then be converted to additional lab space for that program.

• Renovate and combine rooms 302, 303, 305, and 306 in the Henry Building to make more efficient use of office space for the Adult Education program and eliminate the conference room. Relocate the existing Adult Education classroom from room 312 in the Gibson Building to this space. The Adult Education classroom should then be converted to laboratory space for the Practical Nursing program or classroom space for the Dental programs.

• A storage building should be built on campus to help address campus-wide (non-program-related storage and service needs).

• In the long term, construct an Allied Health building where shown on the plan. This building should include space for the Practical Nursing, Phlebotomy, Dental Assistant, and Dental Laboratory Technology programs, as well as any future health programs. Its location at the front of the campus is an opportunity to make an architectural statement and make a more modern first impression. Alternately, space for these programs could be leased elsewhere in the region.

• In the long term, construct a new building where shown on the plan to house a Diesel Technology program. Alternately, this new building could be constructed on the Cockrill Bend Campus.

• Relocate the Building Construction Technology program from the Cockrill Bend campus to another location and convert its current space to lab space for the Aviation Maintenance Technology program.

The proposed expansions and mi-grations will provide space for those programs with the highest needs. A new Allied Health building would provide much-needed space for several programs and improve the appearance of the campus.


Proposed Migration Plan: Shop Building

Key Existing Use Proposed UseA Machine Tool Storage & Offices Machine Tool LabB CAD Lab, Classroom, & Office Machine Tool Lab, Classroom, & OfficeC HVACR Lab, Classroom, & Offices Welding LabD Barbering Lab & Classroom CAD LabE Adult Education Offices Adult Education Offices & ClassroomF Adult Education Classroom Dental Classroom or Practical Nursing Lab

Auto Body/ Collision Repair Lab

Auto Body/ Collision Repair Lab

Auto Body/

Collision Repair

Classrm.

Auto Body/ Collision Repair Paint Booth

Machine Tool Technology Lab

Machine Tool

Technology Lab

Machine Tool

Classroom

Welding Classroom

Welding Technology Lab

Mechatronics Lab

Mechatronics Lab

B

C

A

Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions


Proposed Migration Plan: Henry and Gibson Buildings

D

E

Cosmetology Lab Cosmetology Lab

Cosmetology Classroom

Mechanical Room

Mechanical Room

Multipurpose Room

Student Lounge/ Lunch RoomBookstore

Administrative Offices

Reception

ReceptionDirector’s

Office

Testing Center

Testing Center

Computer Information Technology Lab

Practical Nursing Lab



Practical Nursing

Classroom

Practical Nursing

ClassroomF

Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions


Proposed Expansions

°

White Bridge Road

A101102103

104

105

106

Target

LegendA

B

C

Potential HVACR Building

Potential Future Allied Health Building

Potential Future Diesel Building

B

C

C

Proposed Parking

Expansion


Facilities 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:

• The Shop Building has evidence of differential settlement occurring above the reasonable expected limits. Twelve different wall locations were observed with shear, stepping, or traveling cracks with the greatest cracking occurring in rooms 117 & 118.

• Roofing sealant and seams are beginning to fail throughout the roofing systems of the Shop Building, Henry Building, Gibson Building, and the Malin Building.

• There is a window air conditioning unit in the snack room of the Shop Building.

• Most all four pipe fan coil units in the HVAC system appear to be at the end of their useful life.

• Ventilation for the Welding shop is inadequate.

• The existing electrical system is at capacity.

• Lighting system needs upgrading.

• The air handler located in room 236 appears to be original to the building and has reached the end of its useful life.

• Servers in the Henry and Malin Buildings could be better served by HVAC system.

• Several mechanical or sprinkler rooms are currently being used for storage.

• Plumbing fixtures in the Gibson Building appear to be original.

• The HVAC system in the Gibson Building is original to the building.

• The air handling systems and condensing units in the Malin Building are original and are reaching the end of their useful life.

• Mold on the diffusers and ceiling tiles in the Malin Building is likely due to the use of goose neck PVC pipes as sleeves for the refrigerant piping. This piping is not sealed weatherproof and is allowing moisture to migrate into the ceiling space.

• The electrical system for the Malin Building is at capacity.

• The existing air handling unit in Building 6 is in poor condition.

• In the Aesthetics classroom, sprinkler heads are pointing down rather than up.

• There is no air conditioning in the Aviation lab (only heating and ventilation).

• The electrical system seems to have been upgraded 5-6 years ago, but the campus reported that it is at capacity.

In addition to the proposed buildings and building expansion shown above, a few other site improvements are recommended The parking lot on the Main Campus should be sealed, and lighting at the rear of the campus should be improved.

On the Cockrill Bend campus, an adjacent roadway and culvert are discharging stormwater onto the campus. During heavy rain, water leaks under the roll-up door for the Aviation Lab. Ponding also occurs in the gravel truck driving lot due to improper grading.

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, there is currently a deficit of 4 parking spaces. Parking should be expanded where shown on the plan to eliminate this deficit, which includes the assumption that a small percentage of students bike or ride the bus to campus.


System Shop

Bui

ldin

g (B

ldg.

1)

Hen

ry B

uild

ing

(Bld

g. 2

)

Gib

son

(Bld

g. 3

)

Aut

o Te

chno

logy

(B

ldg.

4)

Build

ing

5

Build

ing

6

Avia

tion

Build

ing

Truc

k D

rivi

ng

Substructure Foundation 50% 100% 90% 90% 90% 100% 50% 80%Basement Construction 80% 100% 100% 90% 90% 100% 100% 100%

Shell Superstructure 80% 100% 100% 80% 100% 100% 70% 90%Exterior Enclosure 60% 70% 70% 80% 90% 90% 90% 90%Roofing 80% 70% 80% 80% 100% 100% 70% 90%

Interiors Interior Construction 80% 90% 90% 90% 90% 100% 90% 90%Stairs 100% 100% 100% 100% 100% 100% 70% 100%Interior Finishes 80% 70% 70% 70% 80% 80% 90% 90%

Systems Conveying 100% 100% 100% 100% 100% 100% 0% 100%Plumbing 90% 90% 80% 100% 90% 100% 90% 90%HVAC 70% 90% 100% 80% 90% 80% 50% 80%Fire Protection 100% 100% 100% 100% 100% 100% 100% 100%Electrical 70% 100% 100% 100% 70% 100% 70% 100%Data & Communications 90% 80% 90% 90% 70% 90% 90% 90%

General Equipment & Furnishings 100% 100% 100% 100% 100% 100% 90% 100%Special Construction 100% 100% 100% 100% 100% 100% 100% 100%Site Conditions 100% 70% 100% 100% 100% 100% 30% 70%Safety Standards 100% 100% 100% 100% 100% 100% 90% 100%Building Suitability 100% 100% 100% 100% 100% 100% 30% 100%Building Adaptability 100% 100% 100% 100% 100% 100% 30% 100%

Weighted Average 80% 91% 92% 90% 91% 95% 70% 91%

Physical Facilities Survey Ratings Summary

Building ID Building Name Year Built Use Code Gross Sq. Ft.101 Shop Building (Bldg. 1) 1968 14 (Instructional Shop) 36,238102 Henry Building (Bldg. 2) 1968 10 (Classroom/Office) 26,210103 Gibson (Bldg. 3) 1981 10 (Classroom/Office) 7,594104 Auto Technology (Bldg. 4) 1992 14 (Instructional Shop) 12,952105 Building 5 1996 10 (Classroom/Office) 9,750106 Building 6 1996 10 (Classroom/Office) 9,750800 Aviation Building 1980 10 (Classroom/Office) 9,600801 Truck Driving 1980 10 (Classroom/Office) 4,000

Existing Buildings

Source: Tennessee Board of Regents

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

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