Dr. Kandeh K. Yumkella Director-General, UNIDO Boulder, 17 Sept. 2012
Repurposing the Virginia Intermont College · 2014, revised in May 2015, and approved on June 12,...
Transcript of Repurposing the Virginia Intermont College · 2014, revised in May 2015, and approved on June 12,...
R e p u r p o s i n g t h e V i r g i n i a I n t e r m o n t C o l l e g e
IN PARTIAL FULLFILLMENT OF
PART 1: PRELIMINARY PROSPECTUS
August 21, 2015
FN: 001_Intermont_L3C_04_01_Prospectus_DRAFT_v5
Foreword i
Virginia Intermont College U.S. - China Partnership
Brief History 1 Inaugural Fellowship 17
Adapting to Change 2 Past Fellowship Activities 18
Intermont L3C Admissions & Enrollment 19
Reorganization 3 College & University Chapters 20
Research & Development 4 Virginia Intermont College
Proof of Concept 5 Campus Facilities 21
Statekolder Collaboration 6 Campus Photo Gallery 22
Sustainable Energy for All Restoration Costs, Phase 1 & 2 23
Commitment Partner 7 Site Map 24
Energy Flows 8 Restoration Costs, Phase 3 25
Gespatial Modeling 9 Campus Photo Gallery 26
Systems Dynamic Modeling 10 Restoration Planning 27
Public Education & Outreach 11 Transition to a Work College 28
K-12 & Higher Education 12 Contact Information - Back Cover
Renewable Nations Institute
Fellowship Programs 13
Certificate in Sustainable Energy 14
Undergraduate & Graduate Studies 15
Student-Centered Education 16
Ta b l e o f C o n t e n t s
F o r e w o r d
For more that a Century, the Virginia Intermont College has been
a critical educational asset to the Tri-Cities Metropolitan Area, the
Commonwealth of Virginia and the five-state region.
Graduates of the College have served and continue to serve in
leadership roles throughout the region due, in part, to the
inherent value of a liberal arts education as preparation for
professional careers, a proud tradition at Intermont.
But when the College formally closed to enrollment in July of
2014, a new direction had to be forged. The cost of a small,
private liberal arts college education is no longer affordable to the
vast majority of middle-class families in America.
Intermont needs to change in order to meet the challenges facing
higher education in 21st Century America. Such change is upon
the College today.
On July 3, 2015, the Virginia Intermont College and the Intermont
L3C signed a Memorandum of Understanding (MOU) to
reorganize Intermont as a certified Federal Work College.
And with a new mission comes a new name. If this bold plan
succeeds, the College will be rebranded as the “Renewable
Nations Institute at Virginia Intermont College.”
The “Work” of the College will be to support the development of
energy efficiency and renewable energy projects worldwide as a
“Commitment Partner” of the United Nations Sustainable Energy
for All (SE4ALL) Initiative.
SE4ALL is a project of United Nations Secretary-General Ban Ki-
moon with the goal to achieve universal access to modern energy
services by 2030, and to develop $1 trillion in energy efficiency
and renewable energy projects. The College will provide an
integrated set of Enabling Actions for Capacity Building and
Knowledge Sharing for SE4ALL participating nations to help meet
this ambitious goal.
The reorganization of the College and the mission of the Institute
are briefly described in this prospectus. More information will
come as the Parties to the MOU continue planning this transition.
In the coming weeks, our plan to is to reach out to city, state and
regional stakeholders to determine if the resources, and the will,
to preserve this vital community resource are adequate to
undertake the reorganization of the College. We look forward to
communicating with your soon, as it will require the cooperation
of many stakeholders to restore the College as a vital asset to the
community and the region.
Regards,
Art Rebrovick, Interim President & Restructuring Officer,
Virginia Intermont College
Allan E. Baer, President & Managing Member
Intermont. L3C
i
The Virginia Intermont College was founded as the Southwest
Virginia Institute in Glade Spring, Virginia, on September 17, 1884,
by the Reverend J.R. Harrison, a Baptist minister, as a means to
bring higher education to women in southwest Virginia.
Shortly after the move to Bristol in 1891, the Institute’s name was
changed to the Virginia Institute to reflect its growing impact in
the Commonwealth.
In 1910, the Virginia Institute reorganized its curriculum to align
with the new junior-college movement, and became the first two-
year academic institution to be accredited by the Southern
Association of Colleges and Schools (SACS).
The Virginia Institute was renamed “Virginia Intermont College” in
1922, and became recognized as one of the South’s more
prestigious institutions for the education of women established
upon a tradition of liberal arts-based career preparation.
The 1960s had a major impact on the history of Virginia
Intermont College. During that decade five core buildings were
constructed: the Turner Student Center, Fine Arts Center, Science
Hall, Intermont Hall and Harrison-Jones Memorial Hall.
In May of 1968, the College’s Board of Trustees approved a plan
for the development of a four-year institution accredited by the
SACS.
The College awarded its first baccalaureate degrees in 1972. It
was also in 1972 that the College first admitted men.
In 1990, the College established an adult degree program – the
“Evening and Weekend College” – for adult learners throughout
southwest Virginia and northeast Tennessee .
During the 1990s and the first two decades of the 21st Century,
the College rose to prominence with a top-rated equine studies
program, attracting high-achieving students from across the U.S.
and abroad.
The economic recession of 2008 gave rise to declining enrollment
and revenue nationwide. Virginia Intermont College was no
exception.
The College experienced a 46% decline in enrollment from 2009-
2014, the greatest enrollment decline among the more than 80
colleges and universities in Maryland, Virginia and the District of
Columbia region.
In 2014, with an enrollment of 329 students, the tuition-revenue-
driven College lost accreditation with the SACS for failure to
comply with the requirements for financial resources and stability.
The College ceased enrollment and closed the campus in July,
2014.
A B r i e f H i s t o r y
1
Throughout its history, the Virginia Intermont College has grown
and thrived primarily because it has recognized the need for
developing new programs to meet the changing educational
needs of its diverse student body.
The College is poised, once again, to adapt to change as a
consequence of the profound challenges facing small, private
liberal arts colleges, and the financial circumstances of the student
population it serves.
Virginia Intermont College is seeking to reorganize as the
Renewable Nations Institute at Virginia Intermont College based
upon a mixed revenue model. The goal is to transition to a
modern, federally approved Work College in which U.S. students
are able to leave college with little or no college loan debt and/or
with gainful employment in their chosen profession.
The College has entered into a Memorandum of Understanding
with the newly formed Intermont L3C to achieve its
reorganization goals.
.
Photo: The Virginia Institute, Circa 1896
A d a p t i n g t o C h a n g e
Photo: 2014 National Champions, Intercollegiate Dressage Association
2
Intermont L3C (hereinafter “Company”) is a special purpose, Low-
profit Limited Liability Company (L3C) organized in compliance
with State of Vermont corporate law 11 V.S.A. Ch.21 generally,
and 11 V.S.A. § 3001(27), specifically.
The Company would not have been formed but for the
company's relationship to the accomplishment of one or more of
the charitable or educational purposes of the Virginia Intermont
College within the meaning of Section 170(c)(2)(B) of the Internal
Revenue Code of 1986, 26 U.S.C.
The purpose of the Company, as stated in its Articles of
Organization, is to repurpose the Virginia Intermont College as a
credit-bearing, undergraduate- and graduate-level, degree-
granting institution of collegiate rank, d.b.a., the Renewable
Nations Institute at Virginia Intermont College.
The Company will achieve its purpose by:
(i) Acquiring, planning, designing, engineering, developing,
constructing, retrofitting, furnishing, equipping, opening
and/or operating the College to provide credit-bearing,
degree-granting academic instruction, certificate-bearing
workforce training and career development services in
sustainable development, specifically, sustainable energy
development to collegiate- and professional-level students;
(ii) Recruiting sovereign, member nations of the United Nations
to join the Renewable Nations Institute under its United
Nations Sustainable Energy for All (2015) Partnership
Commitment; and
(iii) Providing such sovereign member nations and their
affiliated public and private stakeholders with technical
assistance and human capacity building services for
transparent, inquiry-based predictive modeling and decision
support for national-scale transition planning to a low-
carbon economy.
The proposed Institute was developed by SolarQuest L3C, the
sponsoring company of the Intermont L3C, in collaboration with
and partial funding from the White House, the United Nations,
and the National Science Foundation.
R e o r g a n i z a t i o n
3
R e s e a r c h & D e v e l o p m e n t
1998 - 2001 2002 - 2009 2006 - 2017
• 1998-2001: Co-Sponsor, President's
Million Solar Roofs Initiative
• 1999: Co-Sponsor, President's Council
on Sustainable Development.
• 1999-2000: Co-sponsor, Village Power
2000: and Solar Lights for Africa
• 1999-2001: Co-Sponsor, Annual
U.S./Africa Energy Ministerial Meeting
PROJECT ERGAL
• United Nations Foundation (UNF)
• United Nations Fund for International
Development (UNFIP)
• United National Development
Programme (UNDP)
• e8 Network for Expertise on the Global
Environment (e*8)
• 2006-08 : Global Challenge Award,
University of Vermont
• 2008-13: Middle Schoolers Out to Save
the World, University of North Texas.
• 2013-17: Going Green – MOSOW,
University of North Texas
• 20014-15: iGlobe, Massachusetts
Institute of Technology
Rural Electric Micro-Grid Pedagogy
4
P r o o f o f C o n c e p t : P r o j e c t E R G A L , 2 0 0 2 - 2 0 0 9
Photos: Project ERGAL (Renewable Energy Galapagos), San Cristobal, Province of the Galapagos, Ecuador
5
M u l t i - s e c t o r S t a k e h o l d e r C o l l a b o r a t i o n
Organizational Flow Chart: SolarQuest L3C, Project ERGAL
6
The Renewable Nations Institute is a technical assistance and
human capacity building services program commitment to the
United Nations Sustainable Energy for All Initiative (SE4ALL).
The Commitment was submitted by SolarQuest L3C in May of
2014, revised in May 2015, and approved on June 12, 2015, by
Dr. Kandeh Yumkella, Special Representative of the Secretary-
General and Chief Executive Officer of the Sustainable Energy for
All Initiative, on behalf of United Nations Secretary-General H.E.
Ban Ki-moon.
Video Link: https://www.youtube.com/watch?v=uSGEWw_zW58
The United Nations Sustainable Energy for All Initiative will
stimulate $1 trillion in new investments in energy efficiency and
renewable energy by 2030, with the goals to achieve universal
energy access, to double annual global investment in energy
efficiency, and to double world production of renewable energy.
The Institute will provide an integrated set of Enabling Actions in
Energy Planning and Policies, and in Capacity Building and
Knowledge Sharing, to provide multi-stakeholder decision
support services for national transition planning to a low-carbon
economy, principally for non-industrialized nations and small
island developing states.
Enabling Actions will be modeled under the Productivity-centered
Service-learning (PCSL) pedagogy developed and prototyped by
SolarQuest L3C (in collaboration with the U.S Department of
Energy) as a co-sponsor of the US-Africa Energy Ministers Annual
Conference (1999-2001) in service to 52 African nations.
C o m m i t m e n t Pa r t n e r
Photo: U.S. – Africa Energy Ministers Conference (1999)
7
I n t e g r a t e d E n a b l i n g A c t i o n s – E n e r g y F l o w s
Sankey Energy Flow Diagram, Jamaica (2007)
The Institute will support SE4ALL national-scale energy resource planning utilizing available energy data and the Sankey Energy Flow
Diagram visualization methodology (see Figure 2, below). Sankey diagrams show conserved quantities of energy within defined
subsystem boundaries and the distribution of conversions of energy flows across subsystem boundaries. Sankey Energy Flow diagrams
are used in various formats by international and national planning agencies, such as the International Energy Agency (IEA) and Energy
Information Agency (EIA).
Proposed Capacity Partner:
8
I n t e g r a t e d E n a b l i n g A c t i o n s – G e o s p a t i a l M o d e l i n g
SWERA Wind Energy Resource Map, Sri Lanka
The Solar and Wind Energy Resource Assessment
(SWERA) initiative brings together solar and wind energy
resource data sets and analysis tools from a number of
international organizations in a dynamic user-oriented
environment to provide information and data to
support the work of policy makers, project planners,
research analysts and investors.
SWERA began as a pilot project with funding from the
Global Environment Facility (GEF) and was managed by
the United Nations Environment Programme’s (UNEP)
Division of Technology, Industry and Economics (DTIE)
in collaboration with more than 25 partners around the
world.
The Institute will provide SWERA geospatial data-based
mapping services to its member nations in ways that will
facilitate changes in renewable energy policies and
increase investments under the SE4ALL Initiative.
Proposed Capacity Partners:
9
I n t e g r a t e d E n a b l i n g A c t i o n s – S y s t e m s D y n a m i c M o d e l i n g
Systems Dynamic Modeling Report, Ecuador
Systems Dynamic (SD) modeling tools support
comprehensive, predictive modeling for integrated
long-term national development planning and
comparative analysis of policy options, thus providing
users with decision support services to identify policies
leading towards desired development goals.
The Institute will provide technical assistance and
capacity building services to model regional and
national economies for SE4ALL policy and investment
planning utilizing Millennium Institute Threshold 21
Systems Dynamic (SD) software.
Proposed Capacity Partner:
10
I n t e g r a t e d E n a b l i n g A c t i o n s – P u b l i c E d u c a t i o n & O u t r e a c h
Sample Project Publication (program issue)
The Institute will publish iglobe.today™ magazine to promote
public education (formal and informal), and for outreach in
support of the goals for the United Nations SE4ALL Initiative.
Proposed Content (sample), in Print and Online Media:
• EDITORIAL CONTENT: STEM Education Research; Next
Generation Science Standards; Climate Change . . .
• FEATURE ARTICLES: Program Elements; Professional
Development for Teachers; Research Outcomes . . .
• LEARNING COMMUNITIES: Climate Action Research; Service-
learning; Best Practices . . .
• CAREER PROFILES: STEM-based Careers in Geoscience
Research; STEM-based Professional Careers . . .
• GEOSCIENCE RESEARCH: Public Infrastructure; STEM Research
Innovation; DVG Instructional Technologies . . .
• PUBLIC POLICY: United Nations Framework Convention on
Climate Change; Public / Private Investment Strategies . . .
• CLOUD-BASED SERVICES: Integrated SD Modeling and DVG
Instructional Technologies Platform . . .
• RESEARCH COLLABORATION: Peer-to-Peer Student
Research; STEM Research Assessment Services . . .
• PROFESSIONAL DEVELOPMENT: Geoscience Library;
Accredited College Courses for Teachers . . . and more.
SUSTAINABLE
ENERGY FOR ALL
11
I n t e g r a t e d E n a b l i n g A c t i o n s – K t h r u 1 2 & H i g h e r E d u c a t i o n
iGlobe® iPad-based User Platform (above), and Public Education
and Outreach using the iGlobe® Inc. HyperGlobe® (below).
All Institute-based Sustainable Energy for All (SE4ALL)
Integrated Enabling Actions will be supported with data
services through the Cloud on a multi-device enabled
software platform.
Cloud-based socio-economic and environmental software
tools will allow users to input and extract primary data,
and generate results utilizing advanced visualization tools.
Users will be able to query a broad range of parameters
by accessing multiple data sets from reliable sources, and
to maintain a dedicated, customized virtual platform to
manage and/or support country-wide transition planning.
Country-specific services to client countries will be
delivered on-demand for multiple stakeholders, including
government, industry, K-12, higher education and the
general public, utilizing iGlobe®-based Apple OS
applications.
Proposed Capacity Partners:
12
F e l l o w s h i p P r o g r a m s
The Renewable Nations Institute at Virginia Intermont College will operate three core Graduate and Undergraduate fellowship programs
in partial fulfillment of its commitment to the United Nations Sustainable Energy for All (SE4ALL) Initiative. These programs are designed
as the primary delivery mechanism to provide an integrated set of Enabling Actions in Energy Planning and Policies, and in Capacity
Building and Knowledge Sharing for the SE4ALL Initiative.
U.S. Graduate U.S. Undergraduate International Undergraduate
• Paid Fellowship (credit & non-credit)
• Rolling Enrollment (12 months)
• Campus Residency
• Unpaid Internship (credit-bearing)
• Semester Enrollment
• Low-Residency / Study Abroad
• Unpaid Fellowship (credit & non-credit)
• Rolling Enrollment (12 months)
• Campus Residency & Low-Residency
Start Date: Spring 2016 Start Date: Fall 2016 Start Date: Fall 2016
Photo: Virginia Intermont College computer lab.
13
C e r t i f i c a t e i n S u s t a i n a b l e E n e r g y D e v e l o p m e n t
GROUP 1: ENERGY, ENVIRONMENT AND ECONOMICS
G-1.01: This course will focus on the
economic performance of clean
energy-based projects as a GHG
reduction strategy utilizing various
approaches to conventional and
environmental economics, including
Systems Dynamic Modeling. (3 credit
hours with optional 3-credit lab)
G- 1.03: This course will focus on
renewable energy and energy
efficiency technologies in the context
of systems optimization modeling to
improve the energy intensity and
productivity of the economies of
developing countries. (3 credit course
with optional 3-credit case study)
G-1.02: This course will focus on
international environmental laws and
site-based environmental assessment
methodologies for the permitting and
licensing of a wide range of clean
energy-based technologies. (3 credit
courses with optional 3-credit field
work and laboratory)
G-1.04: This course will focus on case
studies of policy mechanisms under
the Kyoto Protocol, the Copenhagen
Accord, and various other proposed
United Nations (UNFCCC) Clean
Development Mechanisms (3 credits
with optional 3-credit case study)
Case Studies on Technology Interventions
14
GROUP 2: MAPS & MODELS
G-2.01: This course will focus on
methodologies for primary and
secondary energy resource mapping
utilizing the UNEP SWERA geospatial
toolkit and country data. Students will
collect country-specific content and
site-specific data for inclusion in the
SWERA database. (3 credits with
optional 3-credit field work and/or
lab)
G- 2.02: This course will focus on
Systems Dynamic modeling and the
System of National Accounts as tools
to assess the risks and benefits of low-
carbon investment policies to the
economies of developing countries. (3
credits with optional 3-credit lab)
Case Studies on Systems Models
U n d e r g r a d u a t e & G r a d u a t e S t u d i e s
UNEP Green Economy Report
The UNEP Green Economy Report
analyzes an investment of an average
of 2% of global GDP into ten key
sectors to stimulate the transition
towards a low carbon, resource
efficient Green Economy.
This groundbreaking global economic
report analysis utilizes Millennium
Institute's Threshold 21 software and
modelers to simulate greening of the
economy across multiple sectors.
Policies for agriculture, buildings,
energy, fisheries, forestry, industry,
tourism, transport and water sectors
are assessed for economic recovery
and growth, and job creation, while
addressing environmental challenges.
Threshold 21 (T-21) UNEP Green Economy Report available
at: http://www.millennium-institute.org/
15
GROUP 4 ENERGY, ENVIRONMENT AND ECONOMICS
G-3.01: Clean, renewable energy-
based development requires project
management skills across multiple
disciplines. This course will focus on
multi-disciplinary, outcomes-based
project management training. (3
credit course with optional 3-credit
field internship)
G-3.02: This course will focus on the
writing of a scholarly thesis based
upon the “case study” method
combined with field research. (6
credit hrs. recommended)
G-3.02: This course will focus on a
multi-disciplinary approach to
leadership training for students with
prior mid-level management
experience. Students without prior
mid-level management experience
may petition for enrollment. (3 credit
course with optional 3-credit field
internship)
G-3.04: Students may elect to enroll in
individualized tutorials with faculty
approval. (1 - 3 credit hrs.)
Case Studies on Organization, Management & Leadership
S t u d e n t - C e n t e r e d E d u c a t i o n M o d e l
16
I n a u g u r a l F e l l o w s h i p
The Inaugural Fellowship at Renewable Nations Institute at Virginia Intermont College (2016-2018, proposed) will feature a U.S. – China
Climate Action Education Partnership. Fellowship activities will focus on two goals: (i) Building the capacity of the Institute to deliver the
primary integrated Enabling Actions, including Sankey Diagrams, SWERA Mapping and Systems Dynamic Modeling services; and (ii)
Establishing a Capacity Building and Knowledge Sharing network in colleges and universities throughout the United States to recruit,
train and deploy study abroad, Service-learning student interns to provide core Enabling Actions to member nations of the Institute.
Enrollment in Institute, as feasible, will be determined on the percentage basis of country contributions to global carbon emissions from
the burning of fossil fuels. In 2014, the U.S. and China represented 43% of total global carbon emissions. Based on a campus residency
of 572 students, U.S.-China student enrollment target is 246 students. The Institute has access for recruitment to a network of 100
colleges and universities in China committed to collaboration for improving energy efficiency and renewable energy education under a
U.S. – China Partnership.
Chart: Global Share of CO2 Emissions from Fossil Fuels Photo: Faculty Members of Chinese University Network
17
Pa s t F e l l o w s h i p A c t i v i t i e s
Photos: Project ERGAL (American University, Top Left; Middlebury College, Bottom Left;
Colegio Tecnico Ignacio Hernandez, Top Right); Student Energy Action Coalition, Bottom Right
18
A d m i s s i o n & E n r o l l m e n t
Climate Action Education Fellowships under the Institute’s United Nations Energy for All Initiative (SE4ALL) Commitment will be available
for undergraduate- and graduate-level students prior to or concurrent with enrollment at a U.S.-based degree-granting college or
university.
Application for enrollment in the U.S.-China Partnership inaugural program will be accepted on a 12-month, rolling-enrollment basis.
Semester study-abroad applications will be accepted on a semester enrollment basis. Study-abroad will begin with a 10-day academic
residency on the Virginia Intermont College campus followed by the Spring or Fall semester abroad.
The Institute will rely upon established climate education action networks for enrollment and outreach consisting in aggregate of over
1,000 U.S. and international colleges and universities reaching more than 6 million Fellowship program eligible students:
Association for the Advancement of
Sustainability in Higher Education
American College & University
President’s Climate Commitment
Energy Action Coalition
Campus Climate Challenge
• 736 College and University Members
• Annual Membership Conference
• 17 Countries Represented
• 685 College & University Signatories
• College & University-based Governance
• 539 Action Campus Action Plans
• 30-Country Student Member Network
• Over 700 College & University Chapters
• 12,000 Member Bi-Annual Conference
FACULTY ADMINISTRATION STUDENTS
19
C o l l e g e & U n i v e r s i t y C h a p t e r s
Image: Journal of the Green Earth Corps, Campus Outreach Publication
The Journal of the Green Earth Corps is
a 16-page newsprint publication of the
Institute. The Journal will support
development of a U.S. and international
network of college- and university-
based chapters of the Institute.
Institute chapters will provide enrollment
and outreach, and:
• Sponsor campus-based activities to
bring awareness to the goals of the
United Nations Sustainable Energy
All Initiative.
• Conduct Institute outreach activities
on campus to recruit qualified
applicants for Institute Fellowships;
• Host campus and community based
Service-learning activities in support
of the Institute’s Commitment as a
United Nations SE4ALL Partner.
The Institute’s Journal of the Green Earth
Corps is targeted to approx. 6 million
U.S students annually eligible for SE4ALL
Fellowships. Campus chapters will be
supported by an annual geospatial
lecture tour by enrolled graduate and
Undergraduate Institute Fellows.
20
VALUATION
The Virginia Intermont College campus consists of approximately
10 core buildings for administrative, academic, student services,
athletic and conference facilities and numerous other structures
comprising an excess of 400,000 sq. ft. with a capacity for 572
students (double occupancy).
Total estimated (RS Means) building replacement value is $53.2
million. Less an estimated deferred maintenance of $22.9 million,
the replace value of the campus is approximately $30.3 million. A
recent appraisal values the property at $19.9 million. Restoration
of campus facilities is proposed in three Phases, as follows:
PHASE 1
Intermont Hall (dormitory), Turner Student Center (student
union), Smith Center (gymnasium, health spa and swimming
pool), Science Building (classrooms, lecture hall and laboratories),
Fine Arts Building (classrooms, performance halls), Blevins Fine
Arts Building (art studios), Harrison-Jones (auditorium) and Main,
West and East Halls (administration only) are operationally ready
with an investment of approximately $2 million to $3.5 million,
including building weatherization, for an occupancy of up to 184
students (double occupancy). This would allow a combined
residency and low-residency Full-Time Equivalent (FTE) enrollment
of up to 736 students in annually.
PHASE 2
The renovation of Hodges Hall (dormitory) and the conversion of
the Humanities Building (currently classrooms) for use as
dormitory at an RS-Means estimated cost of $5 million will add 55
double occupancy rooms for a total combined Phase 1 and 2 FTE
enrollment of 1,176 students.
Phase 2 may require additional improvements to core student
services and campus infrastructure (to be determined).
PHASE 3
J.F. Hicks Library, and major portions of Main, West and East Halls
require complete renovation for adaptive reuse and for additional
dormitory capacity (double occupancy) at an RS Means estimated
cost of $14.3 million. Phase 3 improvements will increase capacity
by 139 double occupancy rooms for a total combined Phase 1,2
and 3 FTE enrollment of 2,288 students (572 residency, 1,716 low-
residency).
FTE ENROLLMENT SUMMARY
Phase Residency Low-Residency Total FTE
#1 184 552 736
#2 110 330 440
#3 278 834 1,112
Total Combined FTE Enrollment: Phased 1-3: 2,288
C a m p u s F a c i l i t i e s
21
C a m p u s P h o t o G a l l e r y
Photos: West Hall and Main Hall (Top Left) Worrell Fine Arts Theater (Top Right) ; Science Building Lecture Hall (Bottom Left);
Intermont Hall, 92 room resident hall (Bottom Right)
22
B u i l d i n g R e s t o r a t i o n C o s t s , P h a s e 1 & 2
PHASE 1
Bldg# Name Year-Up Use Sq. Ft. #-Rms TL-Occ Est-Value Def-M/Imp Adj-Value
1 Harrison-Jones 1958 Auditorium 25,700 - - 3,152,700 (385,500) 2,767,200
2 Worrell Fine Arts 1960 Classrooms, Theater 19,267 - - 3,129,750 (289,005) 2,840,745
3 Blevins Fine Arts 1995 Classrooms / Studio 8,700 - - 2,064,500 (130,500) 1,934,000
4 Science Building 1962 Classroom, Laboratory 27,202 - - 7,319,375 (136,010) 7,183,365
5 West Hall (a) 1894 Kitchen - Dinning 6,118 - - 868,950 (397,670) 471,280
6 Main Hall (a) 1894 Offices 13,382 - - 1,352,250 (200,730) 1,151,520
7 East Hall (a) 1894 Offices 17,313 - - 2,281,950 (259,695) 2,022,255
8 Intermont Hall 1965 Dormitory 54,100 92 184 3,152,700 (811,500) 2,341,200
9 Turner Center 1959 Student Services 13,242 - - 1,810,800 (198,630) 1,612,170
10 Smith Gym 1931 Student Services 16,714 - - 1,810,800 (334,280) 1,476,520
Subtotal: 201,738 92 184 26,943,775 (3,143,520) 23,800,255
P1 Infrastracture Deferred Maintenance (320,362)
Totals 26,943,775 (3,463,882) 23,479,893
PHASE 2
Bldg# Name Year-Up Use Sq. Ft. #-Rms TL-Occ Est-Value Def-M/Imp Adj-Value
11 Hodges Hall 1928 Dormitory 20,268 37 74 3,788,550 (3,157,125) 631,425
12 Humanities 1939 Dormitory 9,078 18 36 1,903,500 (1,586,250) 317,250
Subtotal: 29,346 55 110 5,692,050 (4,743,375) 948,675
P2 Infrastracture Deferred Maintenance (320,362)
Total: 5,692,050 (5,063,737) 628,313
23
S i t e M a p
Virginia Intermont College Campus Map
1
5
4
2
6
3
7
8
9 10
13
11
12
14 15
16
17
18
19
To Physical
Plant Bldg.
20
20
Demolition
24
B u i l d i n g R e s t o r a t i o n C o s t s , P h a s e 3
PHASE 3
Bldg# Name Year-Up Use Sq. Ft. #-Rms TL-Occ Est-Value Def-M/Imp Adj-Value
13 J.F. Hicks 1941 Library, Data Center 14,100 - - 2,963,250 (2,469,375) 493,875
5 West Hall (b) 1894 Dormitory 18,354 33 66 2,727,900 (2,273,250) 454,650
6 Main Hall (b) 1894 Dormitory 40,146 42 84 5,147,550 (4,289,625) 857,925
7 East Hall (b) 1894 Dormitory 17,313 46 92 2,613,600 (2,178,000) 435,600
6 Admissions (a) 1894 Office 7,084 - - 1,251,000 (938,250) 312,750
6 Admissions (b) 1894 Dormitory 7,084 18 36 1,476,000 (1,230,000) 246,000
14 Alumni House 1920 Guest House 4,299 - - 613,800 (61,380) 552,420
15 Arnold House 1945 Staff Housing 2,800 - - 306,900 (199,485) 107,415
16 President's House 1930 Staff Housing 5,000 - - 676,350 (33,818) 642,533
17 Intermont House 1920 Staff Housing 1,000 - - 122,760 (79,794) 42,966
18 Old Manse 1930 Classroom 1,920 - - 204,600 (112,530) 92,070
19 Physical Plant Bldg. 1965 Offices 2,016 - - 333,900 (185,500) 148,400
20 Campus Steam Plant 1920 Energy Services 3,600 - - 2,106,900 36,000 2,142,900
Subtotal: 124,716 139 278 20,544,510 (14,015,007) 6,529,504
P3 Infrastracture (320,362)
Totals: 20,544,510 (14,335,368) 6,209,142
TOTALS, PHASES 1-3:
Sq. Ft. #-Rms TL-Occ Est-Value Def-M/Imp Adj-Value
Phase 1 201,738 92 184 26,943,775 (3,463,882) 23,479,893
Phase 2 29,346 55 110 5,692,050 (5,063,737) 628,313
Phase 3 124,716 139 278 20,544,510 (14,335,368) 6,209,142
Total: 355,800 286 572 53,180,335 (22,862,987) 30,317,348
25
C a m p u s P h o t o G a l l e r y
Photos: Blevins Art Center, Top Left; Science Building, Top Right; Harrison-Jones Auditorium, Bottom Left; Alumni House, Bottom Right
26
R e s t o r a t i o n P l a n n i n g
STUDENT-CENTERED
To the greatest extent possible, restoration planning for the
Virginia Intermont College will be conducted under a student-led,
project-based experiential learning program. This strategy will
reduce construction costs, generate additional income for the
College and provide for on-site development of Institute
programs in fulfillment of SE4ALL commitments.
The Institute’s founder, Allan Baer, is a licensed general contractor
with four decades of experience in developing project-based
experiential learning programs in historic preservation, and
energy efficiency and renewable energy technologies. Mr. Baer
has developed in excess of $100 million in project value, including
Project ERGAL, utilizing a variety of project-based experiential
learning program models.
PROJECT PHASING – PHASE 1 GOALS
Phase 1 campus restoration planning calls for the repurposing of
core facilities with minimal investment to restore revenue for the
College. This will be achieved though a blended revenue model
to include tuition and fees, and the management of a national
capital campaign in support of the Institute’s SE4ALL
commitment. This strategy calls for:
• Utilizing Intermont Hall for residency and low-residency
programs for up to a FTE enrollment of 736 students;
PHASE 2
• Improving the Turner Center to provide for full-service
kitchen and dining services;
• Repurposing the Smith Center Gymnasium and Turner
Center to include dual use as a student convention center;
• Operating a data services center at the Science Building to
provide SE4ALL commitment services;
• Managing a national capital campaign out of the Morrell
Fine Arts Center; and
• Conducting regional outreach and fund raising through the
sponsorship of popular cultural events in the Harrison-Jones
Auditorium.
Phase 1 operational funding is proposed through a combination
of local investors (seed capital), followed by a securities offering
for Phase 2 and Phase 3 funding under Regulation A+ (exempt)
or Regulation C (registered) with the Federal Securities and
Exchange Commission in an amount not-to-exceed $50 million.
Use of funds by Year 2 include an estimated $3.4 million in
deferred maintenance expenses, $15.6 in debt relief, $6 million in
operating costs and a capital reserve to meet accreditation
requirements. Prior to Phase 1 implementation, Intermont L3C will
seek a preliminary inducement from the City of Bristol for $50
million in tax-exempt Industrial Revenue Bond (IRB) financing.
27
Tr a n s i t i o n t o a Wo r k C o l l e g e
Assuming the sale of up to $50 million in Regulation A+ securities
by Intermont L3C in Year-2, approximately $25 million will be
utilized to develop and finance SE4ALL High Impact Opportunity
(HIO) energy efficiency and renewable energy pilot projects under
a performance-based Energy Services Contract (ESCO) model.
Project development support services will be provided by
students of the College (SE4ALL Fellows), and will be modeled
after the U.S. Department of Energy (DOE) Industry Assessments
Centers (IACs) program.
Additionally, to support the transition to a federally sponsored
Work College, Intermont L3C energy services contracts will
include the provision for royalty payments to the College under a
Payback+5*5 clause. Payback+5*5 refers to 5% of the avoided
cost savings for 5 years after project payback. Payback+5*5 will
be applied to both domestic and international SE4ALL energy
efficiency and renewable energy projects, as viable.
Based on pilot project outcomes, Intermont L3C will establish a
permanent SE4ALL investment fund totaling $300 million to
assure adequate Work College revenue. (See Part 3: Addendum.)
VENUE RENTAL INCOME
The College will continue its rental offerings, including Harrison-
Jones Auditorium (at right), to the greater Tri-cities Metropolitan
Region, and will develop new conference markets aligned with its
core mission to transition to a Federally sponsored Work College.
PHASE 2
28
Photo: Harrison-Jones Auditorium, Seating Capacity 982
(Exterior, above; Interior, below)
C o n t a c t I n f o r m a t i o n
For the College:
Art Rebrovick
Interim President & Restructuring Officer
2323 21st Avenue South, Suite 500,
Nashville, TN 37212
615-352-3800 ext. 231
For Intermont, L3C:
Allan E. Baer
President & Managing Member
39 Beacon Hill
Chelsea, Vermont 05038
802.279.7250
Preliminary pro forma available upon request.