Educational Space Quantification &
Facilities Master Plan
Victor Valley College
Victor Valley College Community College District
Victor Valley
Community College
District
Educational Space Quantification
& Facilities Master Plan
EDUCATIONAL SPACE QUANTIFICATION AND FACILITES Master PLAN
TABLE OF CONTENTS
Table of Contents
Chapter 1 – Introduction
Chapter 2 – Methodology
Chapter 3 – Environmental Scan
The External Environment of the College
The District in Context to Immediate Environment .......................................3-3
The District in Context to the Region..............................................................3-12
The District in Context to the State..................................................................3-21
The Internal Environment of the College
Analysis by Zip Codes ........................................................................................3-28
Student Participation Rates ................................................................................3-29
Overview of District’s Effective Service Area ................................................3-35
Age Distribution Analysis (Student Demographics) ......................................3-36
Chapter 4 – A Vision for the Future
Growth Projections......................................................................................................4-1
Snapshot of Current Program of Instruction.........................................................4-12
Current Profile .....................................................................................................4-13
Analysis of Key Factors ......................................................................................4-15
Current Enrollment Characteristics and Trends.............................................4-19
Forecast for Future Program of Instruction ..........................................................4-20
The Determination of Space Capacity ....................................................................4-25
Space Utilization and Planning Standards........................................................4-26
Current Campus Inventory ................................................................................4-30
Projected Space Requirements in the Years 2010 and 2020 .........................4-31
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Chapter 5 – Proposed Facilities Building Plan
Facility Planning Assumptions ...................................................................................5-1
Existing Facilities Conditions and Current Plans ....................................................5-4
Assessment of Key Facility Planning Elements.......................................................5-8
Facilities Master Plan Issues......................................................................................5-18
Proposed Projects.......................................................................................................5-25
Chapter 6 – A Recommended Plan of Action
Responsiveness to the Service Area...........................................................................6-1
Growth of the Student Body ......................................................................................6-4
Delivery of the Program of Instruction ....................................................................6-8
The Incorporation and Use of Technology............................................................6-11
Curricular Offerings of the Institution....................................................................6-14
Support Services of the Institution ..........................................................................6-17
Human Capacity of the Institution ..........................................................................6-21
Support of the Physical Plant ...................................................................................6-23
Facilities of the Institution ........................................................................................6-26
The Business of Education .......................................................................................6-29
The Importance of Off-Campus Programs............................................................6-32
Epilogue.......................................................................................................................6-34
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Index of Charts
Chapter 3 – Environmental Scan
Key Cities for Student Enrollment ............................................................................3-3
San Bernardino County – Relative Change in Labor Force.................................3-12
San Bernardino County – Relative Change in Unemployment Rate ..................3-13
San Bernardino County – Employment by Industry ............................................3-15
Key Nonfarm Industrial Divisions – Growth Through 2006 .............................3-17
Credit Enrollment History ........................................................................................3-27
College Site Map .........................................................................................................3-32
Service Area Demographic and Income Profile ....................................................3-33
Student Demographics
Gender Profile......................................................................................................3-37
Enrollment By Age..............................................................................................3-38
Ethnic Trends ......................................................................................................3-39
Full Time/Part Time Enrollment .....................................................................3-40
Units Earned ........................................................................................................3-41
Degrees and Certificates .....................................................................................3-42
Chapter 4 – A Vision for the Future
Student Participation Rates to Meet Enrollment Projections................................4-3
Enrollment Growth Rate Forecast ..........................................................................4-10
Credit WSCH Projections .........................................................................................4-11
Credit Enrollment Trends.........................................................................................4-19
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Index of Tables
Chapter 3 – Environmental Scan
Demographic Markers of the Key Cities of the District
Victorville................................................................................................................3-4
Apple Valley ...........................................................................................................3-5
Hesperia ..................................................................................................................3-6
Adelanto..................................................................................................................3-6
Phelan ......................................................................................................................3-7
Lucerne Valley........................................................................................................3-8
Projected Population Growth Rates........................................................................3-11
Demographic Markers for San Bernardino County ..............................................3-14
Labor Force Data for Key Cities..............................................................................3-16
Occupations Growth Trends....................................................................................3-17
Major Employers of San Bernardino County.........................................................3-19
Key Counties for growth in State of California .....................................................3-22
California Labor Data ................................................................................................3-23
Wage and Salary Employment Forecast..................................................................3-24
Service Area Data
Historical Enrollment by City / Zip Code Areas ...........................................3-28
Student Participation Rates ................................................................................3-30
Service Area Demographic and Income Profile .............................................3-33
Age Distribution of Service Area ......................................................................3-36
Student Ethnic Distribution .....................................................................................3-39
Chapter 4 – A Vision for the Future
Instructional Disciplines by TOPS Code................................................................4-12
Current Profile (Fall 2002)
WSCH AND FTES Productivity 2002 ............................................................4-13
Lecture/Lab WSCH Ratios vs. State Averages...............................................4-14
Lecture/Lab WSCH 2002 ..................................................................................4-15
Seat Count Analysis Comparison......................................................................4-16
WSCH per Section ..............................................................................................4-17
WSCH per FTEF.................................................................................................4-18
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Forecast for 2010 and 2020
WSCH and FTES Profile 2010..........................................................................4-21
WSCH and FTES Profile 2020..........................................................................4-22
Lecture/Lab WSCH 2010 ..................................................................................4-23
Lecture/Lab WSCH 2020 ..................................................................................4-24
Determination of Space Capacity
Standard Space Categories..................................................................................4-26
Prescribed Space Standards................................................................................4-27
State Laboratory Space Allocations ..................................................................4-27
FTEF Worksheet.................................................................................................4-28
Non-State Space Standards ................................................................................4-29
Facilities Inventory 2002 ...........................................................................................4-30
Space Needs Projections
Space Requirements 2010 by TOPS Code.......................................................4-31
Space Requirements 2020 by TOPS Code.......................................................4-32
Space Requirements 2010 by Space Category .................................................4-33
Space Requirements 2020 by Space Category .................................................4-34
Off-Campus Educational Center Space Requirements 2010 ........................4-35
Chapter 5 – Proposed Facilities/Building Plan
Current Building Analysis............................................................................................5-5
Current Scheduled Maintenance Program................................................................5-6
Five Year Capital Construction Program..................................................................5-7
Space Allotment Based on Current Program on Instruction...............................5-16
Current Facility Inventory as Compared to Need .................................................5-17
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Introduction
EDUCATIONAL SPACE QUANTIFICATION AND FACILITES MASTER PLAN
CHAPTER 1 - INTRODUCTION
CHAPTER 1 - INTRODUCTION & OVERVIEW
INTRODUCTION
Purpose of the Master Plan
The purpose of the 2003 Victor Valley Community College District’s Educational Space
Quantification and Facilities Master Plan (Master Plan or Plan) is to provide a foundation upon
which the instructional and support service facility needs of the district can be addressed and met
over the next eighteen years.
Upon review and final approval, the Master Plan will provide
guidelines for decision-making and action. It will also facilitate the development of other plans for
the district, including capital expenditures, technology, personnel and those of a budgetary and/or
fiscal nature. The Master Plan is designed to augment the Victor Valley College Educational Plan, a
plan that is being generated by faculty and staff of the district.
In the larger perspective, the Master Plan should be considered as a dynamic and flexible document
to be reviewed each year as new educational trends emerge and the needs of students evolve.
Incorporated in this logic should be the understanding that institutional change takes time; some
components of the Master Plan may become outdated or superseded before action can occur.
Recommendations for action contained herein should be reviewed annually for relevancy and/or
possible modification. The success of the Master Plan will depend on a district-wide commitment
to its implementation. Through the consultative and participatory process, it is up to the district
constituency to develop the details that will lead to its actualization.
Planning Criteria
The overall master planning effort was based upon a range of relevant planning criteria. These
criteria were developed in conjunction with the Victor Valley College and validated through both
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formal and informal on-campus visits and interviews with faculty, staff, administration and students.
For further validation, the master plan consultant team conducted extensive analysis relative to the
instructional program, the instructional delivery system and student support services. Broken down
to its simplest form, the criteria was derived from answers to the following questions:
Who are the students that attend Victor Valley College? What needs do they have?
Does the Victor Valley Community College District effectively serve the needs of
its service area population?
Is the current program of curricular offerings adequate in meeting the needs of the
service area?
Is the existing instructional delivery system adequate?
Do student support services adequately strengthen the instructional program of
the district?
What are the faculty and staff needs - currently and in the future?
What is the current and projected external and internal environment of the
college? What opportunities and challenges will there be in the future?
What are the space/facility requirements for the current and projected
instructional program and for student support services?
What changes will need to be made to accommodate the enrollment demands of
the future?
Objectives of the Master Plan
The objectives of the educational master plan are as follows:
To anticipate courses, programs and services of the district for the next two
decades.
To produce a Master Plan that is flexible enough in design to accommodate
changes in instructional methodology, technology and delivery systems.
To encourage the delivery of a balanced community college curriculum providing
transfer education, occupational certificates and basic skills/developmental
assistance.
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To maximize the efficiency and productivity of the instructional program, moving
its key components closer to established statewide standards.
To project assignable square feet and facility needs for the district to the year 2020
or when credit-WSCH generation reaches 217,390.
To determine a facilities plan and master building schedule.
To provide a document that will serve as a decision-making tool and reference for
the future.
Overview
The District Service Area
Victor Valley College is located in the High Desert region of southern California in the Victor Valley
on the north side of the San Gabriel Mountains. The college is located in district boundaries that
cover an area of some 2,200 square miles. It is centrally located near the three major cites it serves Victorville, Hesperia, and Apple Valley. The District also includes the towns of Phelan, Lucerne
Valley, Adelanto, and Wrightwood.
Organizational Structure of the District
A five-member Board of Trustees elected by the voters governs the Victor Valley College
Community District. The Board of Trustees sets overall standards and academic policies for the
college and guides the development of instructional programs and policies. Policies set by the board
are implemented on a day-to-day basis by the superintendent/president and a well-trained group of
administrators, faculty and staff.
The district’s Board of Trustees is under the advisory supervision of the California Board of
Governors, an agency that oversees higher education in California. The Board of Trustees is
responsible for budgeting funds received from state and local districts for the benefit of the college
and its student body.
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History of Victor Valley College
The Victor Valley Community College District was created by a vote of the public in 1960, when
voters enthusiastically approved the creation of a new community college district to educate local
students.
For more than 40 years, the history of the college has been entwined with the rich heritage and
history of the High Desert and its people. The district serves one of the largest geographical areas in
the state. It is an area that has roots going back to more than a hundred years ago, when it was
settled by California gold miners, trappers, ranchers, merchants and railroad men.
Within the Inland Empire, the boundaries of Victorville itself, site of the college and the commercial
hub of the High Desert area, was originally a trading post. Victorville’s first European inhabitants
were merchants who provided a stream of railroaders, farmers and miners with the necessities of life
such as ammunition, postal service and provisions. The college has at its core the fundamental
elements and history of the California community college movement, which began around 1910.
The first classes at the college were held in 1961 on the campus of Victor Valley High School. This
effort included a small student body of only 500 students and a 15-member faculty and staff.
Construction began on the present campus in 1963, on the site of what was once a sprawling 230acre ranch. In 1965, the new Victor Valley College campus opened its doors to students. An
expanded technical complex was opened in 1979. In 1981, the Performing Arts Center was opened
for use to both students of the college and the community. A new Allied Health building opened in
1983. In 1988, the Student Services Building was added to the campus complex.
The campus has changed considerably over the past five years. New construction has resulted in a
new Gymnasium as well as buildings for Science, Library/LRC, Construction Technology, and
Student Activities Center. The old library has been remodeled into an academic commons housing a
learning center for tutoring, Business Education Technology (BET) and Computer Information
Services (CIS) classrooms and faculty offices.
Two former classroom buildings have been
remodeled and transformed into student services buildings providing improved access and
convenience. Construction of a new Child Development Center also became a reality during this
period. It serves a growing pre-school population from the service area. In addition to new
buildings, the district has added new soccer fields for use by both the college and the community.
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In addition, an elevator connecting the lower and upper campus, parking lots, and tennis courts have
been added to the campus.
Today, the college provides excellent post secondary educational opportunities for a service area in
excess of nearly 300,000 residents. It is regarded as modern and contemporary in it academic
program and instructional approach today. It serves a current-day enrollment of more than 13,000
students and is fully certified by the Accrediting Commission for Community and Junior Colleges of
the Western Associations of Schools and Colleges.
Students attending Victor Valley College do so for transfer to four-year colleges or universities, to
complete a particular program of study leading to a two-year degree or to gain skills in an
occupational field of study. The composition of the student body includes recent high school
graduates, adults, single parents, students with disabilities, individuals returning to college to upgrade
their skills and life-long learners. There are students who possess a strong academic background as
well as students who are in need of remedial education. Students who successfully complete the
requirements for graduation are awarded either an Associate in Arts or Associate in Science Degree.
Students who complete the requirements for selected occupational programs receive appropriate
certifications.
Courses at the college are primarily offered on a traditional 18-week semester basis - both fall and
spring. A summer program of study is also available. Additionally, the instructional delivery system
includes intensive short-term classes, open-entry/open-exit programs, evening and weekend classes
and courses offered via a distance education format.
The college has three principle schools of study: Humanities and Social Sciences, Business and
Vocational Programs and Mathematics and Science. Student Services and Institutional Services
provide additional support. Support service assistance includes resources in career planning, job
placement, financial aid, childcare and housing and transportation. Pedagogically, Victor Valley’s
approach to instruction is predicated on a close relationship between instructor and student. In
addition to its student-centered approach to instruction, college staff is committed to a strong
program of support services that are designed to help students succeed in their academic experience.
A variety of facilities support the academic mission of the college.
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CHAPTER 1 - INTRODUCTION
Philosophy and Mission Statement
The philosophy and mission of the Victor Valley Community College District is articulated in the
paragraph below:
“Victor Valley Community College District should be accessible to all people in the
community who seek growth and can benefit from its programs, courses, and activities.
The College’s educational, civic, social and cultural programs will be designed to meet
the needs of individual students and the community as a whole.
We at Victor Valley College are committed to excellence in educational programs and
services that are accessible to a diverse student population. We will continue to be an
educational leader by striving for instructional excellence, being responsive to the
needs of the community, and providing a nurturing learning environment.
Our guiding beliefs are:
·
Students are our top priority;
·
Students learn better in a nurturing environment;
·
Learning enhances the quality of life;
·
Learning is lifelong;
·
A commitment to holistic academic excellence is essential;
·
Respect, responsibility, and integrity are the foundation of a quality educational
environment;
·
Quality education is essential to participation in a free society;
·
Cultural and ethnic diversity enriches learning and educational development;
·
The faculty, staff, administration, and students are a synergetic educational
team;
·
Every individual is both a teacher and a learner;
·
Everything we do impacts the quality of our institution;
·
Effective communication is essential for a quality educational environment;
·
Responsibilities go hand-in-hand with rights;
·
·
·
The college and the community are inter-dependent, each bringing unique
contributions to the other;
Individuals have the opportunity to pursue their educational goals without
barriers or discrimination;
The ability to change in response to the rapid advancements of our society is
essential.”
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Methodology
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 2 - METHODOLOGY
CHAPTER 2 – METHODOLOGY
The Process
The master planning process focused on future trends, needs, and sensitivities influencing the longrange development of the district. Because this Master Plan will drive other key plans of the district,
it was also developed with sensitivity to the guidelines established by the California Community
College Chancellor’s Office. The master-planning document, therefore, can be utilized in the
process of applying for state funds from the capital outlay program for facilities. In this regard, the
documentation presented herein is designed to accomplish the following:
· Be a reflection of the thoughts and observations of students, faculty,
administration, and classified staff members.
· Serve as guiding document for the future that will lead to the development and
implementation of action measures for the district.
· Drive the other planning documents of the district.
· Support the development of substantive links between the educational program
and the support service needs.
· Utilize the knowledge gained through the educational planning process to define
the district’s facility needs.
· Improve the district’s position with state agencies and the state legislature so that a
greater share of funds available for the improvement of public higher education
can be directed to the college.
· Be collaborative and promote wide participation in the process of determining
definitive directions for the future of the district and the community it serves.
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Faculty and Staff Input
The consultant team conducted interviewed college representatives to determine perceived needs,
goals and objectives. Administrators, deans, directors, faculty, student services staff, and students
were queried as part of the process. These perspectives were considered in the development of the
goals and strategies described in Chapter 6. They were also referenced in forecasting curricular
growth over the next eighteen years. The extent to which this Master Plan provides a sense of
vision and a guide for multi-year planning for programs, services and facilities is a tribute to, and the
result of, the contributions of many individuals and educational groups.
Underpinnings of the Planning Process
The foundation for the planning process was built on the district’s current and projected internal
and external environments. Elements that represented possible opportunities and/or challenges
were identified and addressed in the context of the district’s future instructional program. Impacts
at the local, regional and statewide levels were considered in this analysis. The planning process also
included an analysis of data associated with student enrollments and the academic capacity of the
district. Conclusions were drawn based on this information and on the initiatives outlined for the
future.
A primary objective of the master planning process was to unite the trends, analysis, and concepts
articulated by the college with quantifiable measures and state standards used as benchmarks for
productivity and efficiency.
Planning Activities Utilized
The development of the master plan included the following activities:
A review of the history and evolution of the college
An environmental assessment (“environmental scan”) to consider the present and
anticipated impacts both within and outside the district’s service area
The development of a “vision for the future” via qualitative and quantitative
analysis, focusing on creating educational programs and services for the future
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The development of growth and enrollment estimates extending to the year 2020.
A review to assure that access and overall success of under-prepared and underrepresented groups within the community were considered in the planning process
An assessment of the technological improvements that will be needed to provide
alternative instructional delivery strategies, improved record-keeping and record
access, and more responsive information systems for human resources and
business services.
An evaluation of current and projected facility needs to support growth and
innovation in instruction.
The planning process also relied heavily on input provided by many groups and
individuals associated with the academic programs and support services of the
district. These included:
o College administrators
o Division deans, directors and coordinators
o Faculty
o Student services staff
o Facilities and maintenance staff
o Students
o Municipalities and other public and private agencies within the Victor
Valley Community College District service area and San Bernardino
County
The results and findings from these inputs provided the foundation upon which the Master Plan was
constructed. The Master Plan is presented with the intent that it will serve as a blueprint for the
district over the next ten years.
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Environmental
Scan
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 3 – ENVIRONMENTAL SCAN
CHAPTER 3 – ENVIRONMENTAL SCAN
EXTERNAL/INTERNAL CONDITION OF THE COLLEGE
Overview
The Environmental Scan is one of the key elements in the creation of the educational master plan.
The scan assists in validating (or invalidating) the current thinking of the district as well as tests the
projected concepts and ideas that will dictate the district’s program of instruction for the future.
Information gleaned through the Environmental Scan also provides insight as to the opportunities
and/or challenges that currently exist and identifies those that may affect the district in the future.
The following agencies, boards, and commissions were consulted or referenced as part of the
Environmental Scan process:
U.S. Department of Commerce, Bureau of Census
U.S. Department of Commerce, Bureau of Economic Analysis
National Bureau of Economic Research
U.S. Department of Labor
California Department of Finance, Economic Research Unit
(California) State Board of Equalization
California Employment Development Department, Labor Market Information Division
California Community College Chancellor’s Office
California Post-Secondary Education Commission
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Additional information was gathered from the following sources:
ESRI BIS Marketing/Data Systems
The Outlook for the California Economy – 2001 (publications)
Southern California Edison
Verizon
On-campus interviews with college administrators, faculty and staff
Interviews with students
Victor Valley Community College District
City of Victorville
City of Hesperia
City of Adelanto
Community of Apple Valley
Victor Valley Transit Authority
The Maas Companies database (data from 74 community colleges within California)
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The External Environment of the College
Resources, trends and conditions within its immediate service area as well as trends and conditions
that are regional and statewide in scope will influence the future of the district. Combined, these
factors will have a direct bearing on the district’s evolving program of instruction and support
services.
The external factors and considerations that follow were considered to be important and/or
significant in their potential to have an impact on the district over time.
I. THE DISTRICT IN CONTEXT TO IMMEDIATE ENVIRONMENT
A. Key Cities of the District
Six key cities/towns are responsible for the majority of student enrollments within the district.
These key cities, Victorville, Apple Valley, Hesperia, Adelanto, Phelan and Lucerne Valley, have
averaged 77.9% of the total district credit enrollments over the past seven years. Of the six
localities, the city of Victorville generated the greatest percentage of students over this time period,
accounting for 25.2% of all enrollments. The chart that follows provides a graphic illustration of
enrollment generation relative to these key cities.
Chart 3.1
Key Cities for Student Enrollment
7 Year Average (1996 - 2002)
Other
22.1%
Victorville
25.2%
Lucerne Valley
1.4%
Phelan
1.6%
Adelanto
4.1%
Hesperia
22.8%
Apple Valley
22.9%
Source: Victor Valley Community College District, Office of Institutional Research; analysis by Maas Companies
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CHAPTER 3 – ENVIRONMENTAL SCAN
Using baseline demographic markers as a basis for comparison, the following is a profile of these six
key cities and towns:
City of Victorville
The city of Victorville is located in the high desert, 60 miles north east of Los Angeles and has a
2003 population of 70,632. Like all of the key cities and towns, Victorville boasts more than 350
days of sunshine per year.
The city is growing very rapidly, 2.56% versus the state’s rate of 1.5%. The median household
income of $39,536 is 24.5% below that of the state. Today, Victorville’s single most important
industry is cement manufacturing.
In 1926, U.S. Route 66 was established, which was one of the main arteries of the National Highway
System linking Chicago, Illinois, with California. A portion of this famous highway provided a
transportation corridor through Victorville, which was the principal route to and from the city until
Interstate 15 was constructed.
The city’s population of 70,632 is predominantly Caucasian (57.2%) and Hispanic (37.6%).
Mirroring the statewide trend, the Caucasian population is falling and the Hispanic Population is
rising, in relative proportions to the overall population.
Table 3.1
VICTORVILLE - KEY DEMOGRAPHIC MARKERS
AREA
POP
City of
Victorville
70,632
GROWTH AGE
2.56%
31.1
HH $
PER CAP $
DOM. RACES
$39,536
$15,709
Caucasian 57.2%
Hispanic* 37.6% Black
12.4%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
City of Apple Valley
The Town of Apple Valley is located in the heart of the Victor Valley, at an elevation of 3,000 feet.
Apple Valley is 80 miles northeast of the Los Angeles metropolitan area, 150 miles north of San
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Diego, and 190 miles south of Las Vegas. Apple Valley is perhaps best known as the home of Dale
Evans and the late Roy Rogers.
Apple Valley is slightly more affluent than Victorville but still below the state averages. Median
household income is $44,066, a mark that is 15.8% below the state level. The population of 58,411
is predominantly Caucasian (73.2%) and is outpacing the state, growing at 2.18% annually. By 2008,
the Caucasian population is projected to fall to 68.1% while the Hispanic population will rise to
26.7% of the overall population of the city.
Table 3.2
APPLE VALLEY – KEY DEMOGRAPHIC MARKERS
AREA
Apple Valley
POP
58,411
GROWTH AGE
2.18%
36.7
HH $
$44,066
PER CAP $
$19,754
DOM. RACES
Caucasian 73.2%
Hispanic* 21.6% Black
8.6%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
City of Hesperia
The City Of Hesperia is just to the south of Victorville and Apple Valley. Hesperia is at an elevation
of 3,250 feet at the intersection of I-15 and U.S. 395.
The history of Hesperia is the history of the American West. Native Americans were likely the first
to settle in the area. They were referenced in records as "Mohahve" Indians, probably a phonetic
alternative spelling of Mojave. Their territory extended from the Colorado River on the east to the
Tehachapi Mountains on the west, Death Valley on the north, and the San Bernardino Mountains
on the south. Evidence suggests that their tribal headquarters was in close proximity to the
headwaters of the Mojave River along the riverbank in a southeast section of what, today, is
Hesperia.
The city is predominantly Caucasian (70.5%) with a large Hispanic population as well (34.1%). As
with Victorville and Apple Valley, Hesperia’s rapidly growing population of 66,266 is of modest
means with median income of $43,229, 17.5% below the state average as a whole.
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Table 3.3
HESPERIA - KEY DEMOGRAPHIC MARKERS
AREA
City of
Hesperia
POP
66,266
GROWTH AGE
1.91%
32.7
HH $
$43,229
PER CAP $
DOM. RACES
$16,989
Caucasian 70.5%
Hispanic* 34.1% Black
4.3%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
City of Adelanto
Just to the northwest of Victorville is the small town of Adelanto with a population of
approximately 19,836. This High Desert town is growing very rapidly (2.37% annually) due to an
expanding business climate and new homes being built in the area. Another reason for this growth
is the Southern California Logistics Airport. Formerly George Air Force Base, this 5,000-acre
business complex integrates manufacturing, industrial and office facilities with a dedicated
international all-cargo airport. The town’s population is projected reach 22,300 by 2008.
Adelanto has the lowest per capita income of the six key cities and towns. At $11,223 the town is
40% below the level for San Bernardino County and 56.9% below that of the state. The population
of 19,836 is almost equally divided between Hispanic and Caucasian. By 2008, the Hispanic
population will be predominant at 56.6% of the population versus 40.8% Caucasian.
Table 3.4
ADELANTO - KEY DEMOGRAPHIC MARKERS
AREA
POP
GROWTH
AGE
HH $
PER CAP $
DOM. RACES
City of
Adelanto
19,836
2.37%
27.1
$33,819
$11,223
Hispanic* 50.0%
Caucasian 46.8% Black
13.0%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
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Town of Phelan
Spread across the desert foothills of the eastern San Gabriel Mountains, between elevations of 3,000
and 4,000 feet, is Phelan, an unincorporated San Bernardino County community. They call Phelan,
“The Land of Champagne Climate”, referring to the average of more than 350 sunny days per year.
The rugged San Gabriel Mountains provide a dramatic backdrop for the town. El Mirage Dry Lake
and the Shadow Mountains lie at the northern edge of the valley.
This town of 13,417 persons is the most affluent of the key cities and towns with a median
household income of more than $47,000. The town’s population is predominantly Caucasian
(76.7%) with a large Hispanic population (24.2%). By 2008, the Caucasian population is forecasted
fall to 71.3% and the Hispanic population will grow to 30.5% of the overall population.
Table 3.5
PHELAN - KEY DEMOGRAPHIC MARKERS
AREA
POP
GROWTH
AGE
HH $
PER CAP $
DOM. RACES
Phelan
13,417
2.16%
37.4
$47,266
$18,069
Caucasian 76.7%
Hispanic* 24.2% Black
2.4%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
Town of Lucerne
Lucerne is a small town, 10 miles east of Apple Valley. The population of 2,968 is growing at a
modest rate of 1.36%.
Its current median age is 50.1 years, suggesting a considerably older
(retirement-based) population than the other key cities and towns of the service area. Placed in
perspective, the median age is almost 20 years higher than the state average. Lucerne Valley is
predominantly Caucasian (87.4%). It has a median household income of $26,557, the lowest of all
of the key cities and towns and only half that of the state.
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Table 3.6
LUCERNE VALLEY - KEY DEMOGRAPHIC MARKERS
AREA
POP
GROWTH
AGE
HH $
PER CAP $
DOM. RACES
Lucerne
Valley
2,968
1.36%
50.1
$26,557
$15,863
Caucasian 87.4%
Hispanic* 9.2% Native
Amer. 3.5% Black 1.8%
Data Source: ESRI BIS Marketing/Data Systems - Statistics are for 2003
*Persons of Hispanic Origin may be of any race
B. Support Infrastructure and Key Environmental Elements
Water, Sewer and Storm Drainage
A good portion of the water, sewer and storm drainage systems on campus are rated as old and in
need of upgrading. Recent, new construction has addressed some of these needed upgrades but
much of the campus still operates with infrastructure that is forty years old.
Potable water is supplied to campus by the San Bernardino County water system. The distribution
systems within campus are over 40 years old with some sections and parts in need of major
improvements or replacement. The sprinkler system has been upgraded recently but still requires
renovation in some buildings.
Sewer hookups are put in by the district and then turned over to the county for maintenance. Much
of the sewer infrastructure has not been changed since the college’s origin in the early 1960’s. In
some cases, clay pipes are still used to move discharged sewerage from the campus. Replacement
will be required in the next five to ten years.
The campus has some major storm drainage problems. Runoff from the highway adjacent to
campus floods the college parking lots and eventually makes it way into lake located on the upper
campus. Flooded lots are unusable and create an undue inconvenience for the students. Three
areas of the campus, along Bear Valley Road, near parking lot five are particularly problematic and
will require major attention. Flooding is also responsible for a great deal of hillside erosion form the
upper campus to lower campus. Inadequate storm drainage may be a limiting factor to growth at
the college in the future.
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Electric, Gas and Telecommunications
Southern California Edison provides electric service to the campus. This external “source and
distribution” system is projected to remain adequate into the future. On-campus, however, the
12,000-volt service provided is reduced and distributed through 40-year-old conduit to the individual
buildings. Some of the high-voltage lines, redistribution panels and older transformers on campus
have been replaced but much of the conduit and cabling underground will need considerable
upgrading in the near future.
Southwest Gas provides gas service to the campus. The main trunk into campus is relatively new.
However, within the campus distribution system, there is quite a bit of old metal piping. Many
valves are original to the campus, some are buried in the ground. These will need replacing. Four
years ago, many buried regulators were replaced and made accessible. Parts of the gas distribution
system may need some upgrading and/or replacement to accommodate future growth at the
campus.
Verizon provides telecommunications service to the campus. The internal phone system is a PBX
system that is so old that system upgrades are no longer available. The district has made the
decision to convert to a new system. The copper wires in the ground will be abandoned and
replaced with new fiber optic lines, much of which has already been installed for the campus’
computer networking system. The $1 million telecommunications upgrade will give the campus a
state-of-the-art system that will allow it to support significant growth.
Other Key Support Infrastructure
Many of the HVAC systems on campus need to be replaced. There is currently a central plant
system that serves five buildings on campus. This system has relatively new motors, pumps and
delivery systems and can be expected to perform adequately for many more years. There are several
other buildings however, that are on individual, very old, direct exchange systems that will require
upgrading in the near term. There are a few buildings whose HVAC systems seem to be on their
last legs. Significant projected growth in the coming years will place additional demands on these
inadequate systems. If not addressed, this could be a limiting factor to growth.
Currently, there are several parking lots that require major resurfacing work. Through exposure to
the sun, extreme temperatures and flooding, these lots have become damaged. About half of the
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campus roads and parking lots require attention to varying degrees. Safe, convenient parking has a
dramatic impact on students’ and faculty’s experience of a campus. If not addressed, substandard
parking lots will limit the college’s ability to grow.
Outdoor lighting in the parking lots and on the outsides of the buildings is old and in need of
replacement, especially in the older parts of campus. Electrical wiring to the parking lots is, in many
cases, antiquated and also in need of replacement. There are currently only 6 or 7 outdoor security
cameras on the entire campus. They only cover limited parts of three parking lots. There are no
emergency phones in the parking lots or in the other outdoor areas of the campus. These are
important issues to address, but do not, at present, rise to the level of limiting future enrollment
growth.
C. Transportation and Access
The college is located in the high desert, 60 miles northeast of Los Angeles, 44 miles North of
Ontario Airport. For ground transportation, Interstate 15 passes within 4 miles of campus. The
campus is further served by the major arterial of Bear Valley Road.
The majority of access to the campus is by automobile, with a smaller number of students accessing
campus by public transportation and fewer still by foot or bicycle. This makes parking a critical
issue for the college. There are more than 20 parking lots on campus. Parking seems to be adequate
at present on the lower campus but more will be needed on the upper campus. As the campus
undergoes expansion and new construction over the next ten to fifteen to twenty years, the district
will need to redefine its overall parking plans and strategies, making them part of the overall traffic,
pedestrian and landscaping flow for the campus.
The Victor Valley area has a large and comprehensive public transportation system. The Victor
Valley Transit Authority (VVTA) runs fixed-route bus service throughout the Victorville, Adelanto,
Hesperia, Apple Valley and Lucerne Valley areas. Service to Phelan was discontinued. Four of the
routes in the system stop at the college. Overall ridership on the fixed route system is 75,000 riders
per month, with students (all grade levels including college) comprising almost half of the total.
VVTA also offers commuter service to San Bernardino, Rancho Cucamonga and Ontario. These
routes offer convenient tie-ins to other transportation systems including Amtrak and Metrolink. A
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current Mojave Desert Air Quality Management District grant temporarily reduces fares on the
commuter lines by half. This is a six-month program.
D. Seismic Stability
The college is located within an active seismic area. This will be a factor in the future for the
District. New construction/reconstruction and infrastructure will need to be planned accordingly.
E. Prospects for Growth Within the Immediate Environment
The District serves several geographic areas that include mostly small cities and towns in the Victor
Valley Corridor. The prospects for new growth in the future are excellent. San Bernardino County
is one of the fastest growing counties in the nation. Key cities and towns within the district
currently have annual growth rates that range between 1.36% (Lucerne Valley) to 2.56%
(Victorville). Of the six key cities and towns, all but one, Lucerne Valley, are growing faster than the
state of California. Victorville, Hesperia and Apple Valley will continue to be the source for the
greatest population growth in terms of actual raw numbers.
The district will be impacted by new development throughout its boundaries but particularly those
areas that are considered to be more urban, i.e. where services to accommodate new growth already
exist. Population increase and new development will be significant factors relative to the district’s
capacity for enrollment growth in the future.
Table 3.7
PROJECTED RATES OF GROWTH THROUGH 2006
ENTITY
Key In-District Cities
Victorville
Apple Valley
Hesperia
Adelanto
Phelan
Lucerne Valley
San Bernardino County
State of California
United States
POP GROWTH
HH GROWTH
FAM GROWTH
2.56%
2.18%
1.91%
2.37%
2.16%
1.36%
2.46%
2.20%
1.85%
2.28%
2.12%
1.44%
2.46%
2.06%
1.77%
2.28%
2.04%
1.11%
2.0%
1.5%
1.2%
2.0%
1.2%
1.2%
2.0%
1.2%
1.1%
Source: ESRI BIS Marketing/Data Systems, analysis Maas Companies
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II. THE DISTRICT IN CONTEXT TO THE REGION
Regional Perspective – San Bernardino County
San Bernardino County was created in 1853 as one of California’s original twenty-seven counties.
The county takes its name from the San Bernardino Mountains, named by Spanish explorers for
their patron saint of mountain passes, Saint Bernard. The county encompasses more than 20,000
square miles, 90% desert, making it the largest county in the nation. It is home to Death Valley
National Monument, Joshua Tree National Monument, and the San Bernardino National Forest.
Along with Riverside County to the south, these two counties comprise what is commonly known as
the Inland Empire, one of the fastest growing metropolitan regions in the nation.
The current
population of 1.8 million is projected to grow to more than 2.8 million residents by 2020.
Victor Valley Community College District boundaries, i.e. 2,200 square miles, are located entirely
within the San Bernardino County borders.
Labor Force of the County
Chart 3.2
San Bernardino County Relative Percentage Change
in Labor Force 1996 - 2002
5.0%
4.0%
3.0%
San Bernardino
2.0%
California
1.0%
0.0%
1996
1997
1998
1999
2000
2001
2002
Source: Labor Market Information, California Employment Development Division; Analysis Maas Companies
As expected in an area of exceptionally high population growth, San Bernardino County has been on
a greatly accelerated growth trend in its labor force as well. A review of the past seven years reveals
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annual growth rates that peaked in 2000 and 2002, when the labor force grew by 4.5%. While the
growth rate has fluctuated, the county has averaged a remarkable 3.3% annual job growth over the
view period while the state has averaged 1.8%.
Chart 3.3
San Bernardino County Relative Percentage Change
in Unemployment Rate 1996 - 2002
Annual Rate of
Unemployment
8.0%
6.0%
San Bernardino
4.0%
California
2.0%
0.0%
1996 1997 1998 1999 2000 2001 2002
Source: Labor Market Information, California Employment Development Division
In 1996, San Bernardino County had an unemployment rate of 7.3%, nearly identical to the state
level at the time. Through 2002, the county’s unemployment rate became lower each year relative to
the state level. During the first four years of the view period, the county’s unemployment rate
dropped by a greater magnitude than the state’s. In the final two years the county’s unemployment
rate increased but by less than the state’s. This demonstrates a powerful regional economic engine,
keeping unemployment in check while the population and labor force have virtually exploded. This
success in turn pulls more people into the area in search of jobs, thus contributing to more
population growth, perpetuating the cycle.
Income and Demographic Markers
Following is a current snapshot of the key demographic and income elements for San Bernardino
County:
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Table 3.8
KEY DEMOGRAPHIC MARKERS – SAN BERNARDINO COUNTY
AREA
San
Bernardino
County
POP
1.83 mill
GROWTH
AGE
HH $
PER CAP $
2.02%
30.5
$46,025
$18,734
DOM. RACES
Caucasian 55.6%
Hispanic* 42.6%
Black 9.4%
Source: ESRI BIS Marketing/Data Systems - Demographic and Income Forecast – Data is for Year 2003
* Persons of Hispanic origin may be of any race
The county’s current population of 1.8 million is growing at an accelerated annual rate of 2.02%,
almost a full point above the national rate of 1.18%. Median household income is $46,025, 12%
below the state average; and per capita income is $18,734, 28% below the state level. These income
measures are projected to lose ground slightly relative to the state by 2008. The median age of 30.5
reflects a young population base, 3.8 years younger than the state as a whole. The racial profile
shows a falling Caucasian population and growing Hispanic population. By 2008 the population will
shift nearer to parity, with Hispanics comprising 47.8% of the population and Caucasians
comprising 50.8%.
Sources of Employment
In 2001, the latest year for which employment data is available, San Bernardino’s largest industry
employers were the services, government and retail trade industry sectors. Together these three
industries accounted for 65% of the total employment in the county. Industry projections for
nonfarm employment indicate that 63% of the job growth in the county through 2006 will also be in
these three industry groups.
Following is a percentage breakdown of industry divisions for San Bernardino County.
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Chart 3.4
San Bernardino County Employment by Industry
2001 Annual Average
Wholesale T rade
Retail T rade
5.7%
19.4%
Manufacturing
Finance, Insurance
& Real Estate
12.7%
3.2%
Construction &
T ransportation &
Mining
P ublic Utilities
6.0%
6.8%
Agriculture
0.6%
Services
Government
25.8%
19.8%
Source: Employment Development Department, Labor Market Information, Snapshot for March 2002; Analysis Maas Companies
Current Conditions
The most current information available through the Employment Development Department (May
2003) indicates that the seasonally adjusted unemployment rate in San Bernardino County was 5.4%,
slightly up from last year’s level of 5.3%, but substantially below the rates for the state (6.3%) and
that of the nation (5.8%).
The following industry employment data is reported only on the basis of the combined RiversideSan Bernardino MSA (Metropolitan Statistical Area). This area is still representational of the
economic climate in San Bernardino County alone. Employment in the Riverside-San Bernardino
MSA rose by 6,400 jobs from May 2002 to May 2003, a growth rate of 0.6%. Over this time, six
industry divisions had increases and five had losses. Large gains were realized in Construction
(6,100 jobs) and Trade, transportation and utilities (5,900 jobs). Employment in educational and
health services grew by 1,500 jobs. Year-over job losses were reported in leisure and hospitality
(down 4,400 jobs); government (down 2,500 jobs); manufacturing (down 1,400 jobs); information
(down 500 jobs); and mining (down 100 jobs). Farm employers reported gains of 600 jobs over the
year.
The most current labor data relative to unemployment for key sub areas in San Bernardino County,
integral to the district, are noted in the following table:
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Table 3.9
LABOR FORCE DATA FOR KEY SUB AREAS OF THE COLLEGE DISTRICT
AREA
Adelanto – city
Apple Valley - town
Hesperia – city
Victorville – city
San Bernardino County
LABOR FORCE
EMPLOYED
3,610
26,320
27,060
21,870
852,800
3,100
24,730
25,190
20,160
804,300
UNEMPLOYED
510
1,590
1,870
1,710
48,500
RATE
14.00%
6.10%
6.90%
7.80%
5.70%
Source: Employment Development Department, Labor Market Information, Snapshot for June 2003; Data has not been seasonally adjusted
It is important to note that though San Bernardino County has had great success in keeping overall
unemployment levels relatively low, the key cities of the Victor Valley have not fared as well. All
four of the key cities included on the table above have unemployment rates that are higher than the
county. Adelanto, in particular, has an extremely high unemployment rate of 14%.
Labor Trends and Outlook for the Future
As the county’s economy continues to expand and diversify, total Non Farm, Salary Employment is
projected to grow by 135,300 jobs, or 26.3%, during the 1999 through 2006 forecast period.
Employment gains are expected across all major industry sectors except mining, the county’s
smallest industry. The services sector will account for almost one-third of the gain by adding 39,700
jobs, a jump of 30.2%. The largest gain will be in the other services group (11,700 jobs), primarily
due to employment increases in residential-care facilities.
There will also be growth in the business services group (11,600 jobs), primarily due to the demand
at personnel supply agencies. Employment growth in the government sector will be primarily in
local education. The forecast period will see gains of 19,900 retail trade jobs, primarily in the eating
and drinking places group. The wholesale trade sector will add 11,100 new jobs.
In terms of relative percentage growth, the greatest gains will be in wholesale trade (39%), services
(30%), construction (29%), manufacturing (28%) and government (24%). San Bernardino’s job
market looks especially good for the foreseeable future with broad diversification of job growth.
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Chart 3.5
Key Nonfarm Industrial Divisions
Growth Through 2006
50,000
39,700
Jobs
40,000
25,400
30,000
19,900
20,000
18,800
11,100
10,000
8,500
8,300
3,600
0
in
in
g
M
M
an
uf
ac
tu
ri
ng
W
ho
le
sa
le
Tr
ad
e
Tr
an
sp
&
U
til
s
C
on
st
ru
ct
io
n
Fi
n,
In
s
&
R
e.
.
Tr
ad
e
et
ai
l
t
R
G
ov
er
nm
en
Se
rv
ic
es
0
Source: Employment Development Department, Division of Labor Market Information
Occupations that exhibit the greatest demand potential for the next five years are noted in the table
that follows.
Demographic trends, shifts in demands for products or services, technological
innovations and the way business is conducted are variables that will finally determine future
employment demand.
Overall, San Bernardino County is projected to have the following
occupational demand profile.
Table 3.10
OCCUPATIONS WITH GREATEST ABSOLUTE GROWTH THROUGH 2006
OCCUPATION
1999
2006 #Jobs
%
EDUCATION OR
TRAINING
Salespersons, Retail
19,430
23,780
4,350
22.4% Short-Term On-The-Job Train
Cashiers
13,980
17,400
3,420
24.5% Short-Term On-The-Job Train
General Mgrs/Top Execs
11,660
14,970
3,310
28.4% Wk Exp+Bachelor's or Higher
Truck Drivers, Heavy
9,430
12,690
3,260
34.6% Short-Term On-The-Job Train
General Office Clerks
13,520
16,750
3,230
23.9% Short-Term On-The-Job Train
Teachers, Secondary
9,710
12,930
3,220
33.2% Bachelor's Degree
10,190
13,100
2,910
28.6% Short-Term On-The-Job Train
Misc. Helpers, Laborers
Truck Drivers, Light
7,410
9,960
2,550
34.4% Short-Term On-The-Job Train
Assemblers/Fabricators
8,160
10,650
2,490
30.5% Short-Term On-The-Job Train
10,030
12,470
2,440
24.3% Bachelor's Degree
Teachers' Aides/Para Prof
5,330
7,550
2,220
41.7% Associate Degree
Hand Packers/Packagers
5,610
7,790
2,180
38.9% Short-Term On-The-Job Train
First-Line Supervisors - Sales
7,700
9,830
2,130
27.7% Work Experience
Teachers, Elementary
Laborers, Landscaping
5,270
7,090
1,820 34.5% Short-Term On-The-Job Train
Source: Employment Development Department, Division of Labor Market Information
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Table 3.11
OCCUPATIONS WITH THE FASTEST RATE OF GROWTH THROUGH 2006
OCCUPATION
1999 2006 #Jobs
%
EDUCATION OR TRAINING
Computer Scientist
200
370
170
85.0% Bachelor's Degree
Computer Engineer
490
850
360
73.5% Bachelor's Degree
Paralegal Personnel
130
220
90
69.2% Associate Degree
Sys Anlst - Elec. Data Sys
610
1,030
420
68.9% Bachelor's Degree
Comp Support Specialist
900
1,490
590
65.6% Bachelor's Degree
Locomotive Engineer
360
570
210
58.3% Work Experience
Cut Form Fab Mach Ops
510
770
260
51.0% Moderate-Term On-The-Job Train
Food Servers – Outside
100
150
50
Human Services Workers
470
700
230
48.9% Moderate-Term On-The-Job Train
Sales Agents – Finc’l svcs
290
430
140
48.3% Long-Term On-The-Job Train
New Accounts Clerks
400
590
190
47.5% Work Experience
Comp Sci Teachers-Post Sec
150
220
70
46.7% Doctoral Degree
Excav Loading Mach Ops
330
480
150
45.5% Moderate-Term On-The-Job Train
Speech Pathologists
430
620
190
44.2% Master's Degree
Parking Lot Attendants
250
360
110
44.0% Short-Term On-The-Job Train
Life Sci Teacher-Post Sec
160
230
70
50.0% Short-Term On-The-Job Train
43.8% Doctoral Degree
Pest Controllers
300
430
130 43.3% Moderate-Term On-The-Job Train
Source: Employment Development Department, Division of Labor Market Information
Occupations in San Bernardino County that will exhibit the greatest declines relative to employment
for the next five years are listed below.
Table 3.12
OCCUPATIONS WITH THE GREATEST DECLINES THROUGH 2006
OCCUPATION
Typists, Incl Word Process
1999
2006 #Jobs
%
EDUCATION OR TRAINING
2,660
2,440
-220
-8.3% Moderate-Term On-The-Job Train
Railrd Brk Sgnl Switch Ops
340
320
-20
-5.9% Work Experience
Computer Operator
500
480
-20
-4.0% Moderate-Term On-The-Job Train
Announcers-Radio/TV
130
120
-10
-7.7% Long-Term On-The-Job Train
Butchers and Meat Cutters
840
830
-10
-1.2% Long-Term On-The-Job Train
Source: Employment Development Department, Division of Labor Market Information
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Major Employers
The major employers of San Bernardino County are listed below.
These companies and
organizations represent the key industry divisions that are prospering in San Bernardino County
and/or that find the county most suitable relative to their needs for an adequate labor pool, access
to the markets and quality of life.
Table 3.13
MAJOR EMPLOYERS OF SAN BERNARDINO COUNTY
Employer Name
Location
California State University
San Bernardino
California Steel Industries
Fontana
Chaffey Community College
Alta Loma
Community Hospital
San Bernardino
County of San Bernardino
San Bernardino
Environmental Systems Research Redlands
Hub Distributing
Ontario
Jerry L Pettis Memorial Vet Hosp Loma Linda
Loma Linda University Medical
Loma Linda
Ontario International Airport
Ontario
San Manuel Bingo & Casino
Highland
Snow Summit Mountain Resort
Big Bear Lake
Stater Brothers Holdings Inc
Colton
University of Redlands
Redlands
US Post Office
San Bernardino
Source: America’s Labor Market Information System/Info USA
Industry
Colleges & Universities
Blast Furnace & Basic Steel Products
Colleges & Universities
Hospitals
Public Administration (Government)
Computer & Data Processing Services
Family Clothing Stores
Hospitals
Offices & Clinics of Medical Doctors
Airports, Flying Fields, & Services
Misc. Shopping Goods Stores
Hotels & Motels
Grocery Stores
Colleges & Universities
U.S. Postal Service
Economic Development/Vitality
The outlook for San Bernardino County’s economic future is generally positive. The county will
continue to experience rapid growth in its population and labor force, with a continuing ethnic shift
as well. Large numbers of people will continue to move to the inland empire in search of a place
where they can afford to buy a home. There will also be a high percentage of these people who then
commute back to the Los Angeles metropolitan area for work.
Unemployment is relatively low in the county relative to the state and the nation as a whole; it
should remain that way for the foreseeable future. Though the populace is generally finding work,
much of that work is out of the (county) area.
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Even though the county will experience job growth across a wide array of industries and this
diversity will increase the stability of the local economy, it will do little to boost wages significantly.
The new jobs that will be created will include large numbers of lower paid occupations requiring
short-term on-the-job training such as cashiers, retail sales people, laborers, clerical staff and
manufacturing workers, with increasing demand for jobs filled by temporary personnel agencies.
Specific to the High Desert Area, which Victor Valley Community College District is a primary
component of, the economic prospects look very encouraging for the period of 2010 to 2020. Some
forecasts have the Victor Valley – Barstow area changing (positively) more than any other portion of
San Bernardino County. Indications at this time point to a continued expansion of a suburbanbased economy, which in term will drive commercial development. The area is also characteristic of
having low land costs and excellent freeway connections, making it a prime target for larger
distribution firms (500,000 to 1,500,000 sq. ft.) needing large amounts of land. Thus, the Victory
Valley area has a strong potential for attracting and relocating much of Southern California’s
distribution industry. Adding to this potential, is a growing, healthy labor force that would probably
be willing to accept lower wages to avoid commuting out-of-the area for work.
A prime factor for growth and development is the freeway system that provides uncongested access
to Southern California (I-15), Northern California (State Route 58 and I-5), Las Vegas (I-15),
Phoenix (I-40, I-10) and the I-15 and I-10 corridors of the state. There is also the resource of the
Southern California Logistics Airport at the former George Air Base Facility to further support
industrial development of the area.
On the “to do” side of the equation, the High Desert area will be challenged by developing capacity
(infrastructure) to attract and support new growth and upgrading worker skills so that relocating
industries have a ready workforce. Planned freeway expansions are particularly critical to the longterm development of the area. These include truck lanes on the I-15 through Cajon Pass and the
expansion of Route 58 to four lanes through to the I-5.
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III. THE DISTRICT IN CONTEXT TO THE STATE
State of California
Economic Climate
California is the only state that competes economically with other nations in the world. In terms of
economic clout, it ranks as the world’s sixth largest economy. Despite the current economic lag and
the state’s problems, particularly with water, gas and electricity, California’s economy has been more
resilient than that of the rest of the country, particularly since the terrorist attacks of September 11,
2001.
The prime drivers of the economy - consumer and government spending - continue to hold their
own despite the demise of the technology sector (that began in 2000). A combination of increased
government spending on defense, travel/tourism within the state and a surprising, relatively buoyant
consumer spending dynamic, the California economy has, for the past two years, been compromised
but not devastated.
The housing markets remain relatively healthy despite a recent downturn. The state’s Asian and
Hispanic segments of the population continue to play an increasingly significant role in the
economy; there is still a pent-up demand, if not an insatiable appetite, for housing and consumer
products. Over the next several years, California’s economic prosperity will continue to be driven
by those industries that were responsible for pulling the state out of the recession of the early 1990’s.
Expect a rebound from High Technology Manufacturing, the state’s perennial stalwarts of
Entertainment and Tourism and the growth of Professional Services (management, software,
multimedia and engineering) to lead the way.
Prospects for Growth
Most of California’s future population and income growth will occur in the state’s existing large
regions through the year 2010 and beyond. More than 80% of all of California’s growth will be in
the major counties, i.e. Los Angeles, San Francisco, San Diego and Sacramento regions. These will
be the areas where new jobs are created and where people elect to live. Most of the state’s ten
fastest growing counties are located next to these major job-generating regions.
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Projections for growth through the year 2010, as made by the Center for Continuing Study of the
California Economy (CCSCE), indicate the following:
Table 3.14
KEY COUNTIES FOR GROWTH IN THE STATE 2000-2010
COUNTY
POPULATION
HOUSEHOLDS
TAXABLE SALES
Los Angeles
1,307.2
283.0
San Diego
669.6
216.1
Orange
569.5
176.4
San Bernardino
500.2
143.4
Riverside
615.2
178.7
Santa Clara
266.4
91.7
Alameda
193.2
67.1
Sacramento
243.9
91.6
Contra Costa
201.5
69.1
Fresno
152.6
17.8
California
Raw Numbers
6,765.7
1,977.2
Rate of Growth
20.2%
17.6%
Source: Center for Continuing Study of the California Economy, California County Projections, 2000
Numbers represented are in thousands; raw numbers represent actual growth projected
26.3
14.9
13.9
10.3
6.7
9.2
8.1
5.1
3.2
4.5
132.0
36.8%
Employment and Labor
In the first five months of 2003, California created 100,500 jobs – 20,100 per month.
This
compares with average monthly job growth of 7,867 during 2002. In May 2003, nonfarm industry
employment in California was up by a healthy 169,000 jobs (10.4%) versus a year ago.
California's seasonally adjusted unemployment rate was 6.6 percent in May. This was down 0.2
percentage point from the rate in April and was unchanged from one year ago. In comparison, the
U.S. unemployment rate was 6.1 percent in May. This was up 0.1-percentage point from April, but
up 0.3 percentage point from the previous year.
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Table 3.15
CALIFORNIA LABOR FORCE DATA 2003
May 03
Apr 03
Mar 03
May 02
Civilian Labor Force
17,554,700
17,630,800
17,627,900
17,363,000
Total Civilian Employment
16,392,000
16,429,300
16,448,600
16,222,700
Unemployment
1,162,700
1,201,500
1,179,400
1,140,300
Unadjusted Rate %
6.6%
6.8%
6.7%
Source: Employment Development Department, Division of Labor Market Information, June 2003
*Labor force by place of residence
6.6%
Civilian employment fell by 37,000 persons in May to 16.4 million, following a 20,000-person loss in
April. On a year-over basis, civilian employment was up 169,000 jobs (1.0 percent). This was better
than the year-over change in nonfarm payroll employment, which was down by 0.5 percent.
Unemployment roles fell by 39,000 persons in May to 1,163,000. This more than offset an increase
of 23,000 persons in April. The number of unemployed was coincidentally up 23,000 persons (2.0
percent) from May of 2002.
There were 14,439,000 jobs in total nonfarm industries (seasonally adjusted) in May, down 21,500
jobs versus April. Nonfarm payrolls have fallen in four consecutive months with losses totaling
54,300 jobs. However, year-to-date in 2003, California's total nonfarm employment has fallen
25,900 jobs, for an average monthly loss of 5,200 jobs. This is worse than the average monthly gain
of 600 jobs in 2002, but much better than the average monthly loss of 18,300 jobs in 2001.
With nonfarm industries, six sectors had month-over job gains and five sectors had month-over job
declines. Job increases were recorded in leisure and hospitality (13,400), construction (11,700),
trade, transportation and utilities (5,000), other services (1,700), financial activities (1,600), and
natural resources and mining (800). Job losses were recorded in professional and business services
(4,800), government (4,600), information (2,300), educational and health services (2,200), and
manufacturing (800).
Industry Earnings and Hours
Average hourly earnings for California production workers in manufacturing were $14.94 in May.
Average weekly earnings were $591.62, an increase of $3.77 from April. Average weekly hours
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increased 0.2 of an hour to 39.6 hours, and average weekly overtime hours was 3.7, increasing 0.2 of
an hour from the prior month.
The industry outlook for new job creation in the future is captured in the following table. Over the
view period 2000 to 2010, California is projected to add 3,221,000 new jobs, an annual average rate
of growth of 2.2%.
Table 3.16
WAGE AND SALARY EMPLOYMENT FORECAST BY INDUSTRY SECTOR
INDUSTRIAL DIVISION
2000
2010
ABSOLUTE
CHANGE
% CHANGE
Total Non-Farm
14,488.1
17,709.2
3,221.1
22.2%
Mining
23.5
24.4
900
3.8%
Construction
726.9
891.7
164.8
22.7%
Manufacturing
1,947.8
2,019.4
71.6
3.7%
Transportation/Utilities
743.6
850.4
106.8
14.4%
Finance/Insurance/RE
819.9
965.4
145.5
17.7%
Services
4,612.9
6,268.3
1,655.4
35.9%
Government*
2,318.1
2,736.4
418.3
18.0%
Retail Trade
2,511.1
2,499.4
2,454.1
2.3%
Source: Employment Development Department, Division of Labor Market Information. Statistics are for August 2002 *Includes all
civilian employees of federal, state and local governments. Absolute amounts are in the thousands.
Education
Several key issues will be on the “front burner” for California community colleges over the next ten
years. Six of the most significant of these key issues follow:
1. Preparation of Students to Perform at the College Level
The task of providing remedial educational programs that prepare students for college level
academics will fall squarely on the shoulders of the state community colleges. Community colleges
will be expected to prepare students in English and mathematics proficiencies, as well as other
college level disciplines. More financial resources will be needed for on-campus student support
services, e.g. tutoring, counseling and prescriptive education.
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2. Greater Ethnic Diversity
A more ethnically diverse student will populate the state community college system in both the near
and distant future. At the current growth rates, demographers project, by the year 2050, that
Hispanics, Asians and all other ethnic minorities will comprise 80% of the state’s population.
Community colleges can expect to see increasing numbers of ethnic minorities entering the
classroom.
3. Technology
Technology will drive post secondary education institution in the future. Electronic commerce,
distance education and campus portal services will become standard on the campuses of California’s
community colleges. While this trend opens many new possibilities, it also creates a dilemma.
Administrators and faculty will be hard pressed to compete economically for talented personnel in
this field; equally they will find it difficult to keep current with the rapid evolution of hardware,
software and standardization.
Use of technology will command a great deal of attention.
Technology will need to be goal driven and specific to the needs of each institution.
4. The Funding of Education
Caught between the financing demands of the K-12 public school systems and the state’s post
secondary four-year state colleges and universities, community colleges will be in competition for
state education dollars. Community colleges will have to develop non-traditional funding strategies
to augment the financial support they receive from the state. The identification of “external funding
sources” will need to receive a high priority.
Many community colleges will find it necessary,
particularly when it comes to new facilities and/or renovation projects, to bring their case directly to
the districts they serve.
5. Training of the State’s Workforce
Developing a “trained workforce” will be the state’s greatest challenge over the next 20 years. The
availability of trained and skilled labor has been identified by California industries as being the
biggest deterrent to growth and expansion in the future. Industries, particularly those in the
advanced technology sector, will grow where there is a skilled and trained workforce.
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The vast majority of today’s unemployed, in both the urban and rural areas served by community
colleges, lack sufficient skills to secure employment in the job market. This is true, as well, for most
of the students who are coming out of the K –12 public school systems to enter the workforce.
Community colleges will be given the first opportunity to fill the current gap that exists between the
needs of business and industry and the skill level of the workforce.
6. The Need for Post Secondary Education That Is Affordable and Accessible
Occupational surveys conducted by the Employment Development Department and by California
industries confirm that mid-size and small companies are creating the bulk of new jobs in the state.
The vast majority of these new jobs will require some measure of formal training and education
beyond high school. Thus, the high demand for post-secondary education will continue. At the
same time, it will need to be affordable and in close proximity to the home and workplace.
The Internal Environment of the College
An internal environmental assessment of the district was conducted as a means to 1) identify key
elements or factors that currently exist and 2) determine which, if any, of those elements or factors
will impact the District in the future. Both a quantitative and qualitative perspective is provided as
part of this process.
Determination of the District’s “Effective Service Area”
Historically, the college has drawn approximately 78% of their credit enrollments from the six key
cities and towns. These cities all lie within a 20-mile radius of the college. For the purposes of this
plan, this ring will constitute the “effective service area” of the college. As such, demographic and
income forecast data relative to annual growth rates for population and households, median and per
capita income levels, race and ethnic ratios and age group segmentations will be based on this 20mile ring. This ring lies entirely within San Bernardino County.
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Enrollment History
The chart that follows describes the enrollment trends for the district over the past seven-year
period. Enrollments for the fall semesters of 1996 to 2002 were used for comparison purposes.
The data presented depicts unduplicated credit-enrollment viewed from the perspective of first
census of the semester.
Chart 3.6
Unduplicated Credit-Enrollment History
12,000
10,000
8,000
6,000
Students
4,000
2,000
0
1996
1997
1998
1999
2000
2001
2002
S
ource: Victor Valley Community College District, Office of Institutional Research; Analysis Maas Companies. Data is for fall semesters,
unduplicated, credit and noncredit enrollment (i.e. total unduplicated enrollment), first census
Overview:
The college has seen exceptional growth over the past seven years in its unduplicated creditenrollment. The greatest growth for the fall semester was recorded in 1999, when the college
increased 982 students for the fall semester and recorded a net annual gain of 11.71%. The least
amount of growth was recorded for the 2000 Fall Semester, when enrollment increased by 181
students for a 1.93% net gain. Overall, the college has averaged 5.93% on an annual basis for fall
semesters 1996 to 2002 and has not had a fall semester where the net gain was in negative
percentages. This progression has led the college to its “current” high water mark for 2002, when
unduplicated student credit-enrollment topped 11,000.
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It should be noted that the district also has a growing program of non-credit students that has
essentially doubled over the seven-year view period. The 1996 Fall Semester depicts a non-credit
enrollment of 1,726 that increased to 3,510 in 2002. For the purpose of this master plan, the
elements of “unduplicated, credit enrollment”, as defined by “first census” data, will be used as a
primary benchmark for comparison.
Deviations from this format may be used to depict
characteristics of students and/or student trends. When this is done, it will be noted in the source
description.
Enrollment Sources
1. Analysis By Zip Codes
The following tables provide insight as to the top zip code responsible for credit-enrollment as well
as the District’s enrollment productivity vis-à-vis statewide averages.
Table 3.17
HISTORICAL PERSPECTIVE OF KEY ZIP CODE AREAS
AREA
Victorville
Apple Valley
Hesperia
Adelanto
Phelan
Lucerne Valley
Total Six Key Cities
% of Enrollments
All Other
% of Enrollments
ZIP
CODE
92392,4
92307,8
92345
92301
92371
92356
1996
1997
1998
1999
2000
2001
2002
2,054
1,997
1,758
288
138
109
6,344
82.4%
2,115
1,947
1,875
346
124
108
6,515
81.7%
2,159
1,996
2,043
366
110
116
6,790
79.6%
2,411
2,165
2,157
386
140
145
7,404
80.8%
2,465
2,180
2,280
396
167
147
7,635
80.6%
2,794
2,490
2,573
468
193
126
8,644
79.8%
2,310
2,040
2,044
422
150
139
7,105
64.4%
1,355
17.6%
1,458
18.3%
1,741
20.4%
1,760
19.2%
1,841
19.4%
2,189
20.2%
3,928
35.6%
Total Enrollment
7,699
7,973
8,531
9,164
9,476
10,833
11,033
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies. Data is for fall
semesters, “end of semester”, unduplicated credit enrollment
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Overview
Zip codes from the Victorville area have provided the college with the greatest number of
students over the past seven years, averaging 2,330 per year (25.2% of total enrollments). Zip
codes from Apple Valley and Hesperia are not far behind averaging 2,116 (22.9%) and 2,104
(22.8%) respectively. The next greatest producers of student enrollment were found in zip code
areas 92301, Adelanto, 92371, Phelan and 92356, Lucerne Valley, each producing, on average,
fewer than 400 students per year with respective enrollments averaging of 4.1%, 1.6% and 1.4%
on an annual basis. The combined enrollment totals of all zip code areas other than those from
the district’s six key cities and towns, accounted for an average of 22.1% of total enrollments.
Interestingly, the percentage of enrollments from zip codes outside of the six key cities and towns
has grown from 17.6% in 1996 to 35.6% in 2002. This indicates that the college has done a very
good job in attracting students from these “outlying” areas; it may also indicate that it could do a
better job attracting students from within the key cities.
2. Student (to area) Participation Rates
An analysis of student participation rates provides insight relative to in-district enrollment
productivity. Student participation rates are measured in terms of the number of students from a
given geographic area (e.g. zip code area) per 1,000 population. Table 15 compares the key cities
and towns in the district vis-à-vis the yardstick of student participation rates. As a baseline for
comparison, the average student participation rate for California community colleges is 37 students
for every 1,000 population.
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Table 3.18
STUDENT PARTICIPATION RATES BY ZIP CODE AREAS
2001
CITY/AREA
POP
2002
ENRL
PR
POP
ENRL
PR
Victorville
77,648
2,794
35.98
79,597
2,310
29.02
Apple Valley
61,400
2,490
40.55
62,720
2,040
32.53
Hesperia
69,894
2,573
36.81
71,292
2,044
28.67
Adelanto
19,414
468
24.11
19,866
422
21.24
Phelan
12,730
193
15.16
13,005
150
11.53
5,374
126
23.45
5,439
139
25.55
246,461
8,644
35.07
251,921
7,105
28.20
37,115
2,189
58.98
37,894
3,928
103.66
283,576
10,833
38.20
289,815
11,033
38.07
Lucerne Valley
Key Cities Total
All Other
Total*
* 20-mile ring used for population numbers
Source: Victor Valley Community College District, Office of Institutional Research; ESRI BIS Marketing/Data Service, California
Chancellor’s Office; Analysis by Maas Companies. Data is for first census, unduplicated, credit enrollment, fall semesters. Population
numbers have been derived from zip code areas listed for each municipality. These may include fringe areas that are in sphere of influence of
the municipal jurisdiction or contiguous unincorporated areas where the zip code extends beyond the geopolitical boundary.
Overview
In 2002, all of the zip codes analyzed as part of the six key cities and towns had student
participation rates below the statewide average of 37 students per 1,000 population. Apple
Valley, at 32.53 had the highest participation rate and Phelan, at 11.53 had the lowest. Together,
these key city zip codes accounted for approximately 28.2 students per 1,000 population, 24%
below the state average. All other zip code areas within the effective service area combined to
generate a very healthy SPR of more than 100 students per 1,000 population.
Enrollments from all of the key zip code areas dropped substantially from 2001 to 2002 (except
92356, Lucerne Valley), while total enrollments grew by 1.8%. Credit enrollment growth from
the “All Other” areas within the effective service area more than made up for these declines.
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Overall, totals for all areas within the effective service area indicate a participation rate of 38.07
students per 1,000 population, slightly above average for California community colleges. The
data suggest that the district has done a good job in attracting students to the college. There are
significant growth opportunities however, in attracting more students to the program of
instruction especially from Victorville, Hesperia and Adelanto zip codes.
Analysis of the “Effective Service Area”
A comprehensive overview is offered relative to the college’s “effective service area”, i.e. an area
defined by a circle with the college at the epicenter and extending 20 miles in all directions. Based
on the student participation analysis by point of origin (i.e. zip code area analysis), this 20-mile radius
represents the region from which the greatest numbers of students are generated relative to overall
enrollment at the college.
The data for this “effective service area” (20-mile radius) is more specifically depicted in the tables
and charts that follow. The information provided will be used as a baseline for comparison with the
college, i.e. the demographic characteristics of the “effective service area” compared to the
demographic characteristics of the on-campus, college community or student body. In addition to
being used as a benchmark to assess the current status, it will also be used as the basis to forecast the
conditions of the future relative to such key planning elements as population and household growth,
income levels, age segmentations and ethnic composition.
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Source: ESRI BIS
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Source: ESRI BIS
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3. Overview of the District’s Effective Service Area
The 2003 population within the district’s effective service area is currently 299,345. This population
base is projected to grow to 312,661 by 2005, to 348,644 by 2010, and to 433,402 by 2020. The rate
of population growth in the service area is projected to stay ahead of the state for the next five years
– 2.20% versus the state’s 1.50%.
Households in the effective service area are also projected to
grow at a much faster rate than the state – 2.15% versus 1.49%.
Income statistics for the service area show a region that is below average for the state. Per capita
income is currently $18,665, 39% below the state’s average of $26,044. Presently, 56% of all
households have annual incomes below $50,000. By 2008, per capita income is projected to rise to
nearly $22,000, and median household income increase from its current level of $44,618 to $50,996.
Overall, the indicators suggest that income levels will rise significantly, though not quite keeping
pace with California as a whole.
The profile for the effective service area indicates a median age of 34.6, reflecting a fairly young,
stable population base that will not change dramatically over the next ten years. The fastest growing
percentage of the population will be 45 to 64 years of age. Over the next five years, this segment
will experience a gain of 2.5 points (22.9% to 25.4%) as a percentage of the overall population. The
age segment 35 to 44 years of age will decline by 2.4 percentage points, and the segment 5-14 years
of age will decline by 2.2 percentage points. All other segments will remain fairly steady as to the
percentage share that they currently command.
Race and ethnicity characteristics of the service area show a predominant White/Caucasian base. At
present, this segment comprises 69.0% of the total population. The Hispanic1 segment commands
the next greatest percentage, 29.5% of the overall population, followed by the Black population
segment at 17.4% and the Asian segment at 2.1%. The trends for the future indicate a declining
White/Caucasian population segment and escalating Hispanic population segment. Black and Asian
populations will remain close to their existing levels. Over the next five-years as a percentage of the
total population, the White/Caucasian segment will drop 5.4 points, the Hispanic segment will gain
5.9 points, the Black segment will gain 0.7 points and the Asian segment will increase 0.2 points.
1
Persons of Hispanic origin may be of any race
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CHAPTER 3 – ENVIRONMENTAL SCAN
4. Age Distribution Analysis
The table below is presented as a comparison of age distribution that exists within the effective
service area in 2000, 2003 and 2008 (projected). The shaded portion represents those individuals
most likely to attend college over the next five years.
Table 3.19
AGE DISTRIBUTION OF SERVICE AREA
SERVICE AREA AGE
DISTRIBUTION
0-4
5-14
15-19
20-24
25-34
35-44
45-54
55-64
65-74
75-84
85+
Median Age
% POPULATION
2000
7.6%
19.1%
8.3%
5.3%
11.5%
16.1%
12.7%
8.3%
6.6%
3.8%
0.9%
34.1
% POPULATION
2003
% POPULATION
2008
7.6%
17.3%
8.4%
6.6%
11.1%
14.5%
13.8%
9.1%
6.4%
4.0%
1.0%
34.6
7.6%
15.1%
8.5%
7.3%
12.1%
12.2%
14.7%
10.7%
6.4%
4.2%
1.3%
35.0
Data Source: Census of Population and Housing; ESRI BIS Marketing/Data Systems - Forecasts for 2001/2006; Analysis by Maas Companies
Overview
A review of the data indicates that the age groups most likely to attend college, ages 15 through
64 years (shaded area of the table), will grow as a portion of the overall population through the
year 2008. In other words, these population segments are anticipated to grow faster than the
population as a whole. The percentage of the population between 15 and 64 will increase from
63.5% in 2003 to 65.8% in 2008. The exception within this segment will be the 35-44 year old
age group. This segment is projected to decrease by 2.3 percentage points as a proportion of the
overall population.
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Based on the demographic projections for those age groups that would be entering the post
secondary educational market in the next five years and the next decade, there will likely be an
abnormal “bulge” in the population and a corresponding enrollment growth opportunity for the
district.
Key Student Characteristics
The following data is presented as a current-day snapshot that characterizes the students attending
the college. A seven-year window was used to generate this perspective. The information is a
comparison of the fall semesters for each respective year.
Chart 3.7
Gender Profile
70.0%
60.0%
50.0%
40.0%
Female
30.0%
Male
20.0%
10.0%
0.0%
1996
1997
1998
1999
2000
2001
2002
Ave.
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies. Data is for first census
unduplicated credit enrollment, fall semesters
Overview
The trends for gender enrollment within the district reflect a dominant female student population
that has averaged 60% of the student population over the past seven years. The trend for females
has been slightly downward, it has been slightly upward for males. Over the view period, female
credit enrollments have declined by 2.5 percentage points of total credit enrollments. For the
future, females will tend to comprise the bulk of the student body at an approximate ratio of 3:2.
This gender profile is common among most of the state’s community college districts.
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Chart 3.8
Enrollments by Age
80.0%
60.0%
<15
15-24
40.0%
25-44
45-64
20.0%
>64
0.0%
1996
1997
1998
1999
2000
2001
2002
Ave.
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies. Data is for first
census, unduplicated credit enrollment, fall semesters
Overview
Over the past seven years the age profile of the students at the college has changed dramatically.
The 25-44 year old student population has dropped over the view period from 60% to 33% of
total credit enrollments. Meanwhile, the 15-24 year old age group has climbed from 18% to 54%
of all credit enrollments, suggesting that graduating high school students are effectively being
recruited/attracted to the college. The 15-24 year old age group currently comprises 13.6% of
the college’s service area population. It is projected to grow to 15.8% by 2008 and represents an
encouraging trend for the college. The 45-64 year old age group has declined from 20% down to
11% over the view period. The under-15 and over-64 year old age groups have historically
comprised only small percentages of total credit enrollments.
The trends suggest that the younger student will remain the primary target for enrollment. At the
same time, the college will need to address the issue of a population base that is growing older.
This will result in recapturing some of the declining age group, such as 25-44 year olds, and
appealing to the 45-64 year olds, a group that is projected to increase in relative values (as a
percentage of the service area population) over the next several years.
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Table 3.20
ETHNIC DISTRIBUTION
ETHNICITY
1996
1997 1998 1999 2000 2001 2002
AVE
63.5%
67.0% 64.6% 64.1% 63.7% 63.1% 61.7% 60.8%
White
Hispanic
18.4% 19.5% 20.6% 21.2% 22.6% 23.3% 23.6%
21.3%
Black
8.5% 9.8% 9.2% 9.0% 8.3% 9.1% 9.1%
9.0%
Asian/Pacific Islander
3.7% 3.7% 3.4% 3.8% 3.7% 3.1% 3.5%
3.5%
Native American
1.4% 1.3% 1.3% 1.1% 1.2% 1.0% 1.0%
1.2%
Other non-white
0.6% 0.6% 0.7% 0.6% 0.5% 0.5% 0.5%
0.6%
Unknown
0.2% 0.2% 0.3% 0.3% 0.3% 1.0% 1.1%
0.5%
Mid Eastern
0.3% 0.3% 0.4% 0.4% 0.4% 0.4% 0.4%
0.4%
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies. Data is for first
census, unduplicated credit enrollment, fall semesters
Overview
The race and ethnic data of the district indicates a changing but predominantly White/Caucasian
student body. Over the past seven years, this student segment has averaged 63.5% of all credit
enrollments, dropping steadily from 67.0% in 1996 to 60.8% in 2002. Simultaneously, the
Hispanic/Latino segment averaged 21.3% of credit enrollments, rising from 18.4% in 1996 to
23.6% in 2002. These trends are similar to those observed in the overall service area population.
The Black and Asian/Pacific Islander segments have fluctuated somewhat but, over time,
remained essentially unchanged.
Chart 3.9
Absolute Values - Most Dominant Ethnic Groups
8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0
White
Hispanic
Black
Asian/PI
All Other
1996
1997
1998
1999
2000
2001
2002
Source: Victor Valley Community College District, Office of Institutional Research, Analysis Maas Companies
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Overview (Absolute Values – Most Dominant Ethnic Groups)
While percentages (relative values) for White/Caucasian students declined over the past six years,
absolute values, i.e. the actual number of students, increased 1,547 (from 5,156 to 6,703).
Enrollments of Hispanic students, which grew significantly from 18.4% to 23.6% over the view
period, recorded raw growth (absolute values) of 1,178. Growth in the absolute values for Black
and Asian/Pacific Islander students grew by 350 and 101 respectively.
Chart 3.10
Full Time/Part Time Student Enrollment
100.0%
80.0%
60.0%
Part Time
40.0%
Full Time
20.0%
0.0%
1996
1997
1998
1999
2000
2001
2002
Ave.
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies.
unduplicated credit enrollment, fall semesters
Data is for first census,
Overview
The predominant student within the district is part time, i.e. a student taking fewer than twelve
credits per semester. The part time to full time ratio for the past seven years has averaged 4.4:1.
The data indicates relatively flat trends in the this regard – part time students have been hovering
around the 80% mark, as a proportion of total enrollments, and show a very slightly declining
trend while full time students, at about 20% of total enrollments on average, show a slightly
increasing trend.
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Chart 3.11
Student Distribution for Number of Units Earned
30.0%
25.0%
0
20.0%
0.5-3.0
15.0%
3.5-5.5
10.0%
6.0-8.5
9.0-11.5
5.0%
12+
0.0%
1996
1997
1998
1999
2000
2001
2002
Ave.
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies.
census, unduplicated credit enrollment, fall semesters
Data is for first
Overview
For Fall Semesters 1996 to 2002, the greatest percentage of students attending classes at the
campuses and educational centers of the district earned between 3.5 and 5.5 credits per semester,
an annual average of 27.0%. Students earning 12.0 credits or more, “full time students” comprise
the next largest group, averaging 18.3%. The next groups are 6.0 to 8.5 credits (17.2%), zero
credits (16.2%), 9.0 to 11.5 credits (13.0%) and finally, 0.5 to 3.0 credits (8.3%).
Full time students have exhibited the greatest growth over the past seven years, rising from 16%
to 21% of total credit enrollments. Zero credit students have dropped from 18% to 12% during
the same period. The other groups have remained fairly stable.
As noted in earlier analysis, the data suggests that most students are working in addition to
pursuing their education and, therefore attending the college on a part time basis.
The
encouraging trend noted is that more students are taking greater course loads and that the
number of students taking 12 credits or more is increasing. Alternately, there appears to be a
decline in part time students taking less credit course offerings than in the past. This is contrary
to the trend currently seen at most California community colleges. It may be attributed to the
difficult economic times of the past 2-3 years or to the data disclosed earlier that shows there is
an increasingly younger student attending the college.
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Chart 3.12
Seven Year Profile of Degrees and Certificates
1,000
800
600
400
200
-
1996
1997
1998
1999
2000
2001
2002
Ave.
AA
230
230
272
318
297
382
412
306
AS
434
457
404
466
501
472
476
459
Certificate
496
665
604
526
621
744
799
636
Source: Victor Valley Community College District, Office of Institutional Research; Analysis by Maas Companies. Data is for full
academic year
Overview
Over the view period 1996 to 2002, Associate degree awards have increased significantly. Annual
awards of Associate of Arts degrees have increased by 182 and Associate of Science degrees by 25.
Certificate awards have the greatest increase, 403, over the view period. The largest certificate
awards programs include Law Enforcement, Nursing, Corrections, EMT, Spreadsheet Processing
and Word Processing.
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Vision &
Projections
for the Future
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CHAPTER 4 – A VISION FOR THE FUTURE
CHAPTER 4 - A VISION FOR THE FUTURE
PROJECTIONS
Overview
The vision for the future is predicated on the following trends and assumptions:
Population growth in the twenty-mile service area of Victor Valley College will
grow at an annual average rate of 2.2% through 2020.
The cities of Victorville, Apple Valley, Hesperia, Adelanto, Phelan and Lucerne
Valley will continue to be the key communities from which the majority of student
enrollment is derived.
The majority of the future population growth within the district will occur in
Victorville, Apple Valley and Hesperia, the most urbanized areas in the college’s
service area.
The population base within the twenty-mile service area will reach 433,402 by
2020.
The annual enrollment growth rate at the college will average 3.85% annually Enrollment growth will continue to outpace population growth in the district’s
service area.
The number of students per 1,000 population (student participation rate) will
continue to exceed the statewide averages, progressing from the current 38.15 to
52.78.
Additionally, the vision for the future is reflected in the following key elements that have been
deemed significant to the district as it moves towards the year 2020.
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A. The Vision for Functional Organization
It is anticipated that the district will continue to be a “single college district”, i.e. Victor Valley
College will be the only college within the district, even though there may be multiple campuses
and/or educational centers that are part of the delivery system for the program of instruction.
Over the next ten years, the district will have significant changes in its upper-level management
structure as a result of reorganization, turnover and retirements. With the projected increase in
enrollment, the expansion of off-campus programs, and the assimilation of additional statemandated programs, the span of control burdens will need to be reviewed and the current
organizational structure redefined and modified.
The current organizational structure at the academic and support services levels appears to be
equally distributed relative to workloads and responsibilities. It adequately supports an assortment
of programs and services. As a vision for the future, greater emphasis should be placed on the
grouping of like disciplines and the development of on-campus academic clusters that provide the
greatest opportunity for interrelationships. This concept should also be applied to student services,
i.e. divisional components should include those programs and services that are most relevant to each
other. Additionally, it is anticipated that new learning and teaching paradigms, as well as delivery
strategies that are developed to meet the needs of a changing student population, will further impact
the district’s organization and create a need for redefinition at all levels. In all cases, the present
organizational model should serve as a base from which required additions and/or modifications
can occur.
In concert with the budgetary realities of the district, the hiring and retaining of full time faculty will
be set as a goal for the future, realizing that this will be the best means to strengthen the overall
organizational structure as well as achieve the educational goals that have been identified. The hiring
of new faculty will be based on established guidelines that are driven by program needs.
B. The Vision for Growth of the Service Area & Student Participation
Based on the population growth analysis conducted, the 20-mile service area population will
approach 348,643 by 2010 and 433,402 by 2020. The trend for the district has been very good
relative to its ability to capture its share of the service area population. This is evidenced by the
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current student participation rate, which is 38 students per 1,000 residents, a mark that is at the
statewide average (37 students per 1,000 residents). A vision for the future will include improving
upon the current level of student participation, i.e. having the college move closer towards the
Chancellor’s Office goal of 78 students per 1,000 residents. The forecasted plan for growth will
require that a participation rate of 44.8 students per 1,000 residents is attained by 2010 and a mark of
52.8 by 2020.
The following chart compares the current and projected student participation rates with statewide
averages.
Chart 4.1
Student Participation Rates Required to Meet
Future Enrollment Projections
Participation Rate
100
Victor Valley
College Overall
Current State
Average
Chancellor's
Office Goal
80
60
40
20
0
2002
2010
2020
Source: Victor Valley Community College District, Office of Institutional Research; analysis by Maas Companies
A vision for the future should include stepping-up recruiting efforts for high school eligible
students, many of which, may not be attending college at all. There appears to be an opportunity to
attract a greater percentage of the Hispanic population segment, which represents 29.5% of the
service area population but only 21.3% of the college’s student body. The district will also have to
become more creative in addressing the needs of those less traditional, college age group segments
that are showing increases over the next ten years. Specifically, this will include the baby boomer
age group segment, which will grow by nearly three percentage points by 2008. The college will be
challenged in reorienting its curricular offerings and class scheduling to attract this age group to the
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college. A more traditional college-bound age group, the 20 to 34 year old segment will also grow at
a faster rate than the overall population, presenting another opportunity for enrollment growth.
C. The Vision for Instructional Delivery
The future instructional delivery system of the district will need to keep pace with the constant
challenge of change. Pressures from learners, demographic changes, the needs of business and
industry and the economic reality of accelerated competition for every tax dollar will be the drivers
of change.
Instructional delivery in the next decade will need to change significantly to accommodate various
learning styles and needs. A vision for 2003 and beyond should include computer technology that
can be integrated more widely across the curriculum.
The vision should also place learning
outcomes ahead of teaching, as instructional delivery will focus on the adaptation of the teaching
methodology to match the new requirements for learning.
The district will need to incorporate strategies that reengineer its instructional delivery system, its
vision and its commitment to education at the community college level. These strategies should
include:
Instructional Relevancy and Performance: Performance standards will be developed to assess course
content, operational efficiency, relevancy and applicability. Programs not performing to set standards
will be deleted and replaced with new programs.
Innovative Instruction: The development of inter-disciplinary courses and programs that promote
connections between the disciplines will be a part of the district’s future. Innovative instruction will
be encouraged and rewarded through programs of recognition.
Alternative Instructional Delivery Strategies: Learning strategies such as service learning, linked
courses, learning communities, work experience, tutorials, distance delivery methods, and specialized
laboratories will enhance student access and success.
Diversity: The instructional curriculum will need to reflect the diverse needs of the area served by the
district. This will include a designed balance between programs of transfer and general education,
occupational and technical programs, and developmental education.
Accessibility: A continued emphasis will be placed on working students, non-traditional students
and life-long learners. Intersession classes, accelerated courses and modular courses, some offered as
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open-entry/open-exit classes, should be expanded. Short-term, high-intensity learning experiences
will be more in demand and, consequently, increased at the college. Greater emphasis will be placed
on students succeeding at their academic experience through the expansion of tutoring, counselling
and mentoring programs.
Technology: The district will need to become a leader and regional resource for distance learning
telecourses, video conferencing, interactive television and computer technology if it is to stay current
with the competition. The district will become less important as a sole source-learning environment.
Distance learning, as an instructional delivery system, will be particularly valuable to individuals
who cannot come to a central campus for a variety of reasons. Electronic access, literacy and
competency, for students, faculty and staff, will be an important component of the technology
program. “Smart classrooms”, interactive computer hardware and software and computer assisted
instruction should be part of the college’s basic infrastructure plan.
Workforce Development: The district will need to continue to develop a strong technical and
occupational education component for the future. This program will not necessarily be a two-year
linear process, but flexible so as to accommodate the demand of short term, high intensity programs
that provide entry-level skills for workers in weeks or months in partnership with business and
industry.
D. The Vision for Support Services
Support services at the college will need to be upgraded and made more flexible to meet the
changing needs of a diverse student body as part of an overall vision for the district. This will
include such changes as making it easier for students to register, obtain assistance, access records
and receive financial assistance. The vision should also include the ability of students to access the
campus from both the home and/or the workplace. Additionally, current technology will be
brought on-line to assist students with the admissions process.
The vision for student services will see counseling, assessment and registration that is part of one
interactive process and facilities that are integrated for and dedicated to this purpose. The district
will also address a growing number of students with special needs and/or learning disabilities that
will access the college and centers for their education.
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In supporting the academic process, it is anticipated that counseling will assume a greater diagnostic
and prescriptive function in student success. Tutorial support will also be increased and improved
to assist students who are under-prepared for college level academics.
Overall, the primary purpose of support services will remain to support the academic mission of the
college and centers.
E. The Vision for Facilities
As technology is incorporated into instructional delivery, the definitive line that has traditionally
separated lecture and laboratory space will become more difficult to discern. New construction
should, therefore, permit the maximum amount of structural and infrastructure flexibility.
Instructional facilities must be developed with the idea that within five years they will need to be
adapted.
Significant changes in instructional delivery of the future may, at some point, translate to a decrease
in the significance of the large community college campuses that have been developed in the past.
Building large numbers of classrooms and traditional laboratories may be less important than
developing technology-based learning resource centers and outreach (satellite) centers. Traditional
campus structures (e.g. library/learning resource center) will change in both space allocation and
function.
Infrastructure to support the college will be a high priority. This will include improvements ranging
from telecommunications infrastructure to current laboratory equipment that is sufficient to conduct
experiments that are relevant in today’s world.
A comprehensive, long-range building and facilities plan will be developed that addresses the needs
of all academic and support services. Particular attention will be given to the upgrading of campus
infrastructure at the college, pedestrian and vehicular circulation, parking, consolidation of student
services, facility use and reuse as well as needed overall campus renovations and new building
construction. Additionally, attention will be given to the development of off-campus centers.
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F. The Vision for Human Resources
In concert with the budgetary realities of the district, the hiring and retaining of full time faculty will
be set as a priority and goal for the future. Additionally, a commitment to educational excellence
will require that new faculty be hired as curricular offerings of the college expand and/or are newly
created. The hiring of new faculty will be based on established guidelines that are driven by program
need. Attention will be given to meeting the full requirements of AB 1725.
The district will make a strong commitment to on going staff development. This will be true with
regard to new technology, particularly as it becomes part of the pedagogical process. It will be
imperative that all new and existing faculty members be technologically literate and technologically
current. Over the next ten years, the college will have faculty and staff that are both more
knowledgeable and more flexible on the job. Cross training of faculty and staff will be a high
priority for the effective delivery and support of the instructional program.
G. The Vision for Institutional Operations
To ensure that it is receiving the maximum financial support and benefit from the state, the district
will make a commitment to operating the college and/or off-campus centers at maximum
operational efficiency; a plan for this purpose will be adopted. Overall, the plan will focus on
moving the college and/or off-campus centers closer to the statewide averages for such managed
elements as weekly student contact hours (WSCH) per class section offered and WSCH per full time
equivalent faculty (FTEF). In this vision for the future, the district will improve its current level of
enrollments per class section offered, a mark, which is below the statewide average.
The district will effectively manage change to remain viable and competitive in the educational
marketplace. Because the district will face increased competition for students from other post
secondary educational institutions, it will need to embark upon a proactive program of placing the
college competitively in the marketplace.
Additionally, as operational costs rise and the uncertainty of public funding becomes a reality, the
district will locate and secure new sources of revenue to accomplish its academic mission.
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H. The Vision for Curricular Offerings of the District
The district, through the college, will offer a balanced curriculum that is rooted in substantive, core
general education courses but that also offers current and relevant vocational and technical
programs as well as programs in developmental education. Non-credit enrollment will expand and
become a more significant component of the overall curriculum of the district.
New curricular offerings will be introduced at the college and/or the educational centers of the
district. The college will prepare for expansions particularly in the Taxonomy of Program (TOP)
code areas of Biological Sciences, Health, Mathematics, Social Sciences, Humanities (English), Fine
and Applied Arts, Public Affairs/Services and Basic Skills/Developmental Education. All core
general education courses will expand consistent with increases in student enrollment.
The curriculum, for both existing and new curricular offerings, will be steeped in operational
efficiency and productivity.
Each curricular offering will meet pre-determined standards for
excellence and performance. Curricular evaluations will be conducted to determine applicability,
relevancy and quality. Under-performing curricular offerings will be terminated and replaced or
reengineered and conditionally reintroduced.
Given the visions for the future, Victor Valley College’s prospects for growth are captured in the
following projection analysis.
The Projected Growth Rates for Enrollment
Background
While student enrollment has traditionally been used as the standard for measuring academic growth
or decline, it has become less relevant in today’s standards for measurement. Community colleges
have seen a change in the type of student who attends a program of instruction; the purpose for
which they attend has also changed. The statewide trend has been for a decline in the number of
full time students and a rise in number of students who attend on a part time basis. The trend is
also for most students to be employed in addition to pursuing an education.
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To accommodate today’s student, variances have been made in the delivery system of the
instructional program. No longer are all curricular offerings set in neat 17.5-week segments, nor are
the majority of students taking nine credit hours or more per semester. Shorter than semester and
weekend classes, course offerings that are more concentrated in time but with fewer credit hours,
distance education and a decline in the number of credits per enrollment are characteristic of today’s
program of instruction. Therein lies the challenge to the community college. Whether a student is
enrolled for one, half-credit course or carries an 18-unit load for a given semester, the college must
give equal weight to that student as a single enrollment. The amount of time that it takes to
accommodate each single enrollment (one student), however, will be vastly different.
Most colleges will place the greatest degree of emphasis and importance on “headcount” – i.e.
student enrollment. However, it is the number of weekly student hours (WSCH) that provides the
clearest picture relative to growth or decline of the institution. The WSCH measurement clearly
identifies how many hours are required to accommodate the total student demand, regardless of
whether students are full time or part time. It is the number of “student hours” generated that
dictates facility space needs required to support the total academic and support services missions.
WSCH is also the barometer for determining whether or not existing space is used to its intended
and/or full potential. For purposes of this master plan, credit generated WSCH will be used as the
primary standard for measuring space requirements - student enrollment will be used as a relative
frame of reference. This method is consistent with the standards set forth by the California State
Chancellor’s Office, the guidelines of which are more fully disclosed in the Title 5 Educational Code
The Forecasting/Planning Model
Three planning models were created and evaluated to determine the annual growth rates for WSCH
and, ultimately, for student enrollment. These three models were as follows:
1. Annual Growth Based On Current (Historic) Trends
2. The State Chancellor’s Forecast Planning Model
3. Consultant’s (Demographic-based) Model
The chart that follows provides a comparison of the three planning models relative to the rates of
growth for student enrollment.
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Chart 4.1
Victor Valley Community College District
Annual Enrollment Growth Rate Forecast
Growth Rate
8.00%
6.00%
4.00%
2.00%
0.00%
Current Trend
Chancellor's Forecast
Consultant's Forecast
Source: Victor Valley Community College District, Office of Institutional Research, 2000 Long Range Enrollment and WSCH Forecast,
State Chancellor’s Office, Maas Companies projections
The “current trend” model has an outstanding track record, logging an annual average over the past
five years of 5.93%. While this is most encouraging, it represents a rate of growth that is not
sustainable on a long-term basis, given the service area’s population growth rate is forecasted to
increase 2.2% on an annual basis.
The Chancellor’s Office model combines population statistics and rates of graduation from high
schools within the district’s service area to arrive at an annual rate of growth. The 3% annual rate
that has been forecasted represents a realistic level at which the district will grow.
The “demographic-based” model combined the findings of the environmental scan, estimated the
district’s ability to maintain and/or capitalize on growth within its “effective service area”, identified
the demographic impact for the key cities, and assessed the capacity for the district to react to a
changing landscape to arrive at a 3.85% average annual rate of growth. It represents a target that
will challenge the district yet is achievable, given the conditions and potential of the service area.
Taking all of the forecasting factors into consideration, the “demographic-based” model was found
to best represent the future growth rates for Victor Valley College through the year 2020. As a
result, the master plan forecast will be based on this more comprehensive model.
Using the demographic-based model and credit-WSCH as the primary navigation tools, and with all
factors taken into consideration, credit-WSCH generation at the college is projected to increase from
its current level of 105,471 to 145,473 by 2010 and to 217,390 by 2020. At these benchmarks,
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unduplicated credit-enrollment is projected to be 15,203 and 22,182 respectively. The growth rate
for unduplicated credit-enrolled students is projected to average 3.85% on an annual basis. Credit
generated WSCH is projected to average 4.1% on an annual basis. The chart that follows depicts
the projections for absolute growth in WSCH through the year 2020.
Chart 4.2
Victor Valley Credit WSCH Projections
250,000
200,000
WSCH
150,000
100,000
50,000
0
2002
2005
2010
2015
2020
Source: Maas Companies projections
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Snapshot of Current Program of Instruction
Overview
The tables that follow provide a snapshot of key elements that indicate the current health and status
of the instructional program at Victor Valley College. So that the data can be benchmarked against
statewide averages and/or standards, instructional divisions of the college have been translated to
the Taxonomy of Program (TOPS) Code format.
A “transfer reference” for TOP Codes is
provided in the table below.
Table 4.1
SUMMARY OF INSTRUCTIONAL DISCIPLINES BY TOPS CODE
Administration of Justice
2100
Fire Technology
Agriculture
0100
French
Allied Health
1200
Geography
Anatomy
0400
Geology
Anthropology
2200
German
Art & Design
1000
Guidance & Counseling
Astronomy
1900
History
Athletics
0800
Journalism
Automotive
0900
Mathematics
Basic Skills
4900
Media Arts
Biological Sciences
0400
Microbiology
Business Administration
0500
Music
Business Education Technologies
0500
Nursing
Business Real Estate
0500
Ornamental Horticulture
Chemistry
1900
Philosophy
Child Development
1300
Photography
Child Development 27A
2100
Physical Education
Computer Information Systems
0700
Physical Science
Computer Integrated Designs
Physics
& Graphics
Physiology
0700
Political Science
Construction & Manufacturing
Psychology
Tech
0900
Religious Studies
Construction Tech Public Works
0900
Respiratory Therapy
Construction Technology
0900
Construction Technology
Restaurant Management
Maintenance
0900
Sociology
Economics
2200
Spanish
Education
2100
Speech Communication
Educational Technology
2100
Theatre Arts
Electronics & Computer Tech
0900
Welding
English
1500
ESL
1500
2100
1100
2200
1900
1100
4900
2200
0600
1700
0600
0400
1000
1200
0100
1500
1000
0800
1900
1900
0400
2200
2000
1500
0400
1300
2200
1100
1500
1000
0900
Source: State Chancellor’s Office, Title 5 and the Maas Companies Database
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A. Program of Instruction – Current Profile
Productivity for WSCH and FTES
The following table depicts the current WSCH and full-time equivalent students (FTES)
productivity broken down by TOP Code instructional divisions. For purposes of defining the term
“current”, the 2002 Fall Semester was used as the benchmark. During that semester, the college
offered a total of 1,107 net class sections that generated a total of 105,471 WSCH and 3,516 FTES.
Table 4.2
WSCH AND FTES PRODUCTIVITY
Tops Division
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Information Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Consumer & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
CODE
SECTIONS
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
12
30
115
4
62
85
85
79
26
47
28
187
90
27
37
60
109
24
1,107
WSCH
927.0
5,934.6
6,877.6
291.7
6,291.4
7,432.7
7,761.3
6,545.1
3,770.5
7,714.1
2,025.0
14,089.9
10,437.5
4,020.0
3,930.4
5,287.6
10,732.7
1,401.9
105,470.9
FTES FALL 2002
30.9
197.8
229.3
9.7
209.7
247.8
258.7
218.2
125.7
257.1
67.5
469.7
347.9
134.0
131.0
176.3
357.8
46.7
3,515.7
Source: Victor Valley Community College District, Office of Institutional Research; analysis by Maas Companies
Discounted have been curricular offerings off campus, canceled class sections, combined class sections and class sections with zero attendance.
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Percentage of Lecture and Laboratory WSCH: Statewide Average versus
College Averages
The following table compares benchmark ratios for lecture and laboratory WSCH using averages for
community colleges across the state and the actual percentage ratios of Victor Valley College. The
data used for comparative purposes is derived from the 2002 Fall Semester and is reflective of
course content, facility usage and the current trends of the college. The data is presented using TOP
Code format. The analysis provides a benchmark for the college’s current program of instruction
vis-à-vis similar programs of instruction throughout the state.
Table 4.3
COMPARISON OF CURRENT
LECTURE AND LABORATORY WSCH RATIOS
WITH STATE AVERAGES
COLLEGE AVE
TOPS DIVISION
CODE
% LEC
% LAB
STATE AVE
% LEC
% LAB
69
31
0100
Agriculture
85
15
68
32
0400
Biological Science
45
55
27
73
0500
Business / Mgt.
75
25
62
38
0600
Communications
75
25
53
47
0700
Computer Info. Systems
25
75
80
20
0800
Education /PE
5
95
60
40
0900
Engineering & Indus Tech
25
75
53
47
1000
Fine/Applied Arts
40
60
12
88
1100
Foreign Language
75
25
47
53
1200
Health Science
30
70
45
55
1300
Consumer Ed/Child Dev
60
40
6
94
1500
Humanities
85
15
1
99
1700
Mathematics
90
10
49
51
1900
Physical Science
40
60
0
100
2000
Psychology
95
5
23
77
2100
Public Affairs/ Services
80
20
5
95
2200
Social Science
95
5
64
36
4900
Interdisciplinary
50
50
Source: Victor Valley Community College District, Office of Institutional Research, 2002 Fall Semester; Maas Companies data base
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Current WSCH Lecture and Laboratory Breakdown
The following table provides a breakdown, by TOP Code division, of actual lecture and laboratory
generated WSCH for the 2002 Fall Semester.
Table 4.4
LECTURE AND LABORATORY WSCH 2002
Tops Division
TOPS
SECTIONS
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Info Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Consumer & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
12
30
115
4
62
85
85
79
26
47
28
187
90
27
37
60
109
24
1,107
LEC WSCH
LAB WSCH
288.1
1,909.4
5,009.6
109.4
2,969.3
1,469.9
3,111.8
3,077.2
3,332.0
4,082.2
1,115.8
13,235.0
10,342.0
2,047.9
3,930.4
4,045.0
10,240.0
504.7
70,819.7
638.9
4,025.0
1,868.0
182.3
3,322.0
5,963.0
4,650.0
3,468.0
438.4
3,632.0
909.2
854.6
95.5
1,972.0
0.0
1,243.0
492.3
897.2
34,651.4
TOT WSCH
927.0
5,934.4
6,877.6
291.7
6,291.3
7,432.9
7,761.8
6,545.2
3,770.4
7,714.2
2,025.0
14,089.6
10,437.5
4,019.9
3,930.4
5,288.0
10,732.3
1,401.9
105,471.0
Source: Victor Valley Community College District, Office of Institutional Research, 2002 Fall Semester; Analysis by Maas Companies
Note: WSCH per class section was projected on the basis of “net” number of sections. Off-campus work experience, combined courses, and
sections with zero attendance were discounted to arrive at the calculations.
B. Analysis of Key Factors – Current Program of Instruction
Seat Count Analysis
Using the TOP Code instructional divisions, the following table compares enrollment per class
section at Victor Valley College with the statewide enrollment per class section target of 35 students.
Combined with the percentage ratios of seats enrolled at the college, the table provides a more
graphic illustration of key TOP divisions of the college, as they presently exist. The data indicates
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that the college is currently operating at a 24.7% deficiency for “seats per section” when compared
to the statewide target.
Table 4.5
SEAT COUNT ANALYSIS/COMPARISON
TOPS DIVISION
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Info Sci
Education
Engin & Indus Tech
Fine and Applied Art
Foreign Language
Health
Cons & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
SECTIONS
12
30
115
4
62
85
85
79
26
47
28
187
90
27
37
60
109
24
1,107
TOTAL
SEATS
216
837
2,586
59
1,317
2,923
1,562
1,924
749
1,376
613
4,385
2,928
710
1,329
1,645
3,632
813
29,604
AVE CLASS +/- STATE % ENROLLED
SIZE
STANDARD
SEATS
18.00
27.90
22.49
14.75
21.24
34.39
18.38
24.35
28.81
29.28
21.89
23.45
32.53
26.30
35.92
27.42
33.32
33.88
26.74*
(48.6%)
(20.3%)
(35.8%)
(57.9%)
(39.3%)
(1.7%)
(47.5%)
(30.4%)
(17.7%)
(16.4%)
(37.4%)
(33.0%)
(7.0%)
(24.9%)
2.6%
(21.7%)
(4.8%)
(3.2%)
(24.7%)
0.7%
2.8%
8.7%
0.2%
4.4%
9.9%
5.3%
6.5%
2.5%
4.6%
2.1%
14.8%
9.9%
2.4%
4.5%
5.6%
12.3%
2.7%
100.0%
Source: Victor Valley Community College District, Office of Institutional Research; analysis by Maas Companies
* The 26.74 average has been adjusted. Discounted have been curricular offerings off campus, canceled class sections, combined class sections
and class sections with zero attendance.
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WSCH per Class Section Analysis
Weekly student contact hours (WSCH) generated per class sections offered are compared in the
following table.
The middle (shaded) column represents the statewide averages for WSCH
generated per class section. The column to the immediate right depicts WSCH generated per class
section at the college. Divisions are by TOP Code listing. The college presently has six Top Code
instructional divisions (Biological Sciences, Education, Engineering and Industrial Technology,
Foreign Language, Health and Physical Science) that are performing at or above the statewide
averages for WSCH per section.
Table 4.6
WSCH PER CLASS SECTION
Analysis/Comparison
TOPS DIVISION
CODE
WSCH/SEC
STATE AVE
WSCH/SEC
VICTOR VAL
COL
+/- STATE
STANDARD
Agriculture
100
105
77.3
(-26.4%)
Biological Sciences
400
130
197.8
+52.2%
Business & Management
500
98
59.8
(-39.0%)
Communication
600
92
72.9
(-20.7%)
Computer & Information Science
700
114
101.5
(-11.0%)
Education
800
85
87.4
+2.9%
Engineering & Indus Tech
900
89
91.3
+2.6%
Fine and Applied Art
1000
107
82.8
(-22.6%)
Foreign Language
1100
126
145.0
+15.1%
Health
1200
145
164.1
+13.2%
Consumer & Family Studies
1300
108
72.3
(-33.0%)
Humanities
1500
120
75.3
(-37.2%)
Mathematics
1700
138
116.0
(-16.0%)
Physical Sciences
1900
121
148.9
+23.0%
Psychology
2000
142
106.2
(-25.2%)
Public Affairs/Services
2100
101
88.1
(-12.7%)
Social Sciences
2200
136
98.5
(-27.6%)
Interdisciplinary Studies
4900
102
58.4
(-42.7%)
Total
114.4
102.4
(-11.4%)
Source: Victor Valley Community College District, Office of Institutional Research, 2002 fall semester; analysis by Maas Companies
Discounted have been curricular offerings off campus, canceled class sections, combined class sections and class sections with zero attendance.
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WSCH per FTEF Analysis
The state standard used for determining optimal productivity is based on credit-WSCH generated
per each full time equivalent faculty (FTEF). The state standard is a ratio of 525 WSCH per each
FTEF. The following table provides a summary of the credit-WSCH generated per each FTEF by
TOP Code instructional division for the 2002 Fall Semester. Overall, the college is currently
operating at a –22.1% deficiency level relative to WSCH per FTEF. Psychology is the only TOP
Code instructional division that is at or above the statewide standard.
Table 4.7
WSCH PER FULL TIME EQUIVALENT FACULTY
ANALYSIS/COMPARISON
TOPS DIVISION
FTEF
WSCH
WSCH/
FTEF
+/- STATE
% OF TOTAL
WSCH
TARGET 525
Agriculture
3.3
927.0
280.1
(-46.7%)
0.9%
Biological Sciences
13.5
5,934.6
438.6
(-16.5%)
5.6%
Business & Management
17.8
6,877.6
386.6
(-26.4%)
6.5%
Communication
0.9
291.7
327.8
(-37.6%)
0.3%
Computer & Information Science
12.3
6,291.4
509.8
(-2.9%)
6.0%
Education
15.4
7,432.7
483.6
(-7.9%)
7.0%
Engineering & Indus Tech
19.6
7,761.3
396.2
(-24.5%)
7.4%
Fine and Applied Art
15.8
6,545.1
413.7
(-21.2%)
6.2%
Foreign Language
7.6
3,770.5
496.8
(-5.4%)
3.6%
Health
25.9
7,714.1
297.8
(-43.3%)
7.3%
Consumer & Family Studies
6.7
2,025.0
301.8
(-42.5%)
1.9%
Humanities
39.5
14,089.9
357.1
(-32.0%)
13.4%
Mathematics
22.6
10,437.5
462.0
(-12.0%)
9.9%
Physical Sciences
9.1
4,020.0
441.3
(-15.9%)
3.8%
Psychology
7.3
3,930.4
536.2
+2.1%
3.7%
Public Affairs/Services
14.1
5,287.6
374.2
(-28.7%)
5.0%
Social Sciences
21.7
10,732.7
495.5
(-5.6%)
10.2%
Interdisciplinary Studies
4.7
1,401.9
298.9
(-43.1%)
1.3%
Total
257.8
105,470.9
409.1
(-22.1%)
100.0%
State Target: WSCH/FTEF:
525.0
Source: Victor Valley Community College District, Office of Institutional Research, 2002 Fall Semester & Maas Companies database;
analysis by Maas Companies
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C. Current Enrollment Characteristics and Trends
An assessment of the current instructional program revisits the enrollment history and trends over
the past seven years. Using the fall semesters for comparison, credit-enrollment has seen a healthy
increase over this period of time. Year-to-year increases have ranged from a low of 1.93% (2000) to
a high of 11.71 % (1999). The “current” trend for credit-enrollment growth reflects averages that
are substantially above those of the state. The chart below provides a more graphic illustration of
credit-enrollment growth over the view period. The data used was provided via the Victor Valley
Community College District, Office of Institutional Research.
Chart 4.4
Victor Valley College - Credit Enrollment Trends
12,000
Students
10,000
8,000
6,000
Students
4,000
2,000
0
1996
1997
1998
1999
2000
2001
2002
Source: Victor Valley Community College District, Office of Institutional Research, Credit Enrollments; 2002 Fall Semester; analysis by
Maas Companies
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EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Forecast for Future Program of Instruction
Overview
The projections that follow provide a guideline for the instructional program of the future. These
projections take into account the current and past trends of the college relative to curricular
offerings, anticipated changes in the instructional delivery methods and balance in the curriculum.
Data for the instructional program has also been keyed to other colleges throughout the state vis-àvis the Maas Companies database that includes information from more than 74 of the 107
community colleges in California.
The projections presented herein use credit-WSCH as the primary criterion for designing the
instructional program model. Applying this to the program of instruction of the future, program
models are provided at points in time when credit-WSCH generation reaches 145,473 and student
enrollment is 15,203 (estimated to be the year 2010) and when credit-WSCH generation is 217,390
and student enrollment reaches 22,182 (estimated to be 2020).
The projections generated for
forecasting used the 2002 fall semester as a baseline, when credit-WSCH generation was 105,471 and
student enrollment 11,238.
It should be noted that the application of growth in the various instructional disciplines has been
forecasted at varying rates, i.e. not being linear or relational in its application. External and internal
factors, demographics, past performance, projected need, and curriculum balance caused each
instructional discipline to respond differently to the forecasting process.
The following references and resources were used in the forecasting process:
1.
2002 Victor Valley Community College District, Report 17 ASF/OGSF Summary and the Capacities
Summary (as amended April 2003), an inventory of facilities that is recorded with the State Chancellor’s
Office.
2.
The 2002 Weekly Student Contact Hours (WSCH) Comparison Report for all state community colleges
(published by the State Chancellor’s Office).
3.
A myriad of enrollment and performance data provided via the Victor Valley Community College
District, Office of Institutional Research.
4.
The Maas Companies database that is comprised of information from 74 community colleges within the
state for which Maas Companies has completed educational and facility master plans.
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WSCH and FTES Profile for 145,473 Credit-WSCH (Projected Year 2010)
At a time when credit-WSCH reaches 145,473, active class sections for a given semester at Victor
Valley College are projected to be 1,378. FTES (for a given semester) are projected to be 4,849
(9,698 for a traditional academic year), enrollment 15,203 and credit-WSCH per enrollment at 9.60.
Emphasis has been placed on moving credit-WSCH per class section closer to the statewide
averages.
Table 4.8
INSTRUCTIONAL PROGRAM 2010: 145,473 CREDIT-WSCH
TOPS DIVISION
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Information Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Consumer & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
Source: Maas Companies Projections
CODE
SECTIONS
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
13
41
132
4
72
102
94
99
33
61
33
232
121
33
50
77
147
34
1,378
4-21
WSCH
1,277.9
8,110.5
9,722.2
396.4
8,712.6
10,106.2
10,628.7
8,993.7
5,007.2
10,551.3
2,806.1
19,236.7
14,576.9
5,381.4
5,453.3
7,312.2
15,062.4
2,137.6
145,473.2
FTES/
SEMESTER
42.6
270.4
324.1
13.2
290.4
336.9
354.3
299.8
166.9
351.7
93.5
641.2
485.9
179.4
181.8
243.7
502.1
71.3
4,849.1
Victor Valley Community College District
2003 Master Plan
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CHAPTER 4 – A VISION FOR THE FUTURE
WSCH and FTES Profile for 217,390 Credit-WSCH (Projected Year 2020)
When credit-WSCH of 217,390 is attained (following table) at Victor Valley College, the number of
class sections for a given semester is projected to be 1,881. Enrollment, at this time, is forecasted to
reach 22,182 and credit-WSCH per enrollment 9.8.
Operating at a higher productivity level and
moving closer to the statewide averages, the forecast calls for the college to reach semester FTES of
7,246 (14,492 for a traditional academic year).
Table 4.9
INSTRUCTIONAL PROGRAM 2020: 217,390 WSCH
TOPS DIVISION
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Information Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Consumer & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
Source: Maas Companies Projections
CODE
SECTIONS
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
18
56
173
6
101
134
117
132
45
84
44
311
172
48
69
102
208
61
1,881
4-22
WSCH
1,907.3
12,105.1
14,628.9
630.0
13,442.9
14,827.5
15,599.3
13,394.7
7,021.7
15,987.6
4,496.9
28,742.3
21,695.0
8,190.9
7,944.0
10,943.0
21,894.1
3,938.9
217,390.0
FTES/
SEMESTER
63.6
403.5
487.6
21.0
448.1
494.3
520.0
446.5
234.1
532.9
149.9
958.1
723.2
273.0
264.8
364.8
729.8
131.3
7,246.3
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Profile for Lecture and Laboratory WSCH: 145,473 Credit-WSCH - Year 2010
The following table provides a perspective for lecture and laboratory WSCH ratios at a point when
the total credit-WSCH at Victor Valley College reaches 145,473 and student enrollment reaches
15,203. Broken down, credit-WSCH generated from lecture hours are projected to be 87,387 while
credit-WSCH generated from laboratory hours are forecasted to reach 58,086.
Table 4.10
PROJECTIONS FOR
LECTURE VERSUS LABORATORY WSCH 2010:
145,473 WSCH
TOPS DIVISION
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Info. Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Cons. & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
Source: Maas Companies Projections
CODE
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
SECTIONS LEC WSCH
13
41
132
4
72
102
94
99
33
61
33
232
121
33
50
77
147
34
1,378
4-23
1,086.2
3,649.7
7,291.6
317.1
2,178.2
505.3
2,125.7
3,597.5
3,755.4
3,165.3
1,683.7
16,350.8
13,119.2
2,152.5
5,180.6
5,849.7
14,309.3
1,068.8
87,386.9
LAB WSCH
191.7
4,460.8
2,430.5
79.3
6,534.5
9,600.9
8,502.9
5,396.2
1,251.8
7,385.8
1,122.4
2,885.4
1,457.7
3,228.8
272.7
1,462.4
753.1
1,068.8
58,085.8
TOT
WSCH
1,277.9
8,110.5
9,722.2
396.4
8,712.6
10,106.2
10,628.7
8,993.7
5,007.2
10,551.3
2,806.1
19,236.7
14,576.9
5,381.4
5,453.3
7,312.2
15,062.4
2,137.6
145,473.2
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Profile for Lecture and Laboratory WSCH: 217,390 Credit-WSCH - Year 2020
Lecture and laboratory WSCH ratios are projected to a point in time when Victor Valley College
reaches a semester credit-WSCH generation of 217,390 and a student enrollment of 22,182. The
lecture to laboratory ratio is forecasted to be approximately 3 to 2, as noted in the table below.
Table 4.11
PROJECTIONS FOR
LECTURE VERSUS LABORATORY WSCH 2020:
217,390 WSCH
TOPS DIVISION
Agriculture
Biological Sciences
Business & Management
Communication
Computer & Info. Science
Education
Engineering & Indus Tech
Fine and Applied Art
Foreign Language
Health
Cons. & Family Studies
Humanities
Mathematics
Physical Sciences
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
Total
Source: Maas Companies Projections
CODE
0100
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
SECTIONS LEC WSCH LAB WSCH
18
56
173
6
101
134
117
132
45
84
44
311
172
48
69
102
208
61
1,881
4-24
1,621.2
5,447.3
10,971.7
504.0
3,360.7
741.4
3,119.9
5,357.9
5,266.2
4,796.3
2,698.1
24,430.9
19,525.5
3,276.3
7,546.8
8,754.4
20,799.4
1,969.4
130,187.5
286.1
6,657.8
3,657.2
126.0
10,082.2
14,086.1
12,479.4
8,036.8
1,755.4
11,191.3
1,798.8
4,311.3
2,169.5
4,914.5
397.2
2,188.6
1,094.7
1,969.4
87,202.5
TOT
WSCH
1907.3
12105.1
14628.9
630.0
13442.9
14827.5
15599.3
13394.7
7021.7
15987.6
4496.9
28742.3
21695.0
8190.9
7944.0
10943.0
21894.1
3938.9
217,390.0
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
The Determination of Space Capacity
Overview
When space needs are projected, a total square footage requirement is compared against current
space holdings. This comparison results in a net space capacity. The following sections provide a
definition of capacity, a listing and explanation of the utilization and planning standards used to
determine capacity and net space capacity in all categories of educational space for the college and
the college centers.
Facilities Inventory
The inventory of facilities is an important tool in planning and managing college campuses. The
California Community Colleges Facilities Inventory Manual includes descriptive data on buildings
and rooms for each college district. This information is essential for developing the annual Fiveyear Capital Construction Plan and for scheduling and controlling campus space. In addition,
planning for new capital outlay construction projects, projecting future facilities, developing capital
outlay and deferred maintenance budgets and analyzing space utilization are tasks that rely heavily
on the facilities inventory documents and procedures.
The Education Code mandates an annual inventory of all facilities in the district. This document,
i.e., the 2002 Victor Valley Community College District Report 17 ASF/OGSF Summary and
Capacities Summary (as amended, April 2003), was used as the basis for the facility assessment.
The facilities inventory, as stated, has been integrated into the current database and used for the
projection of future building requirements for the college.
Existing and Future Space Capacity
By combining existing and future enrollment estimates with appropriate space use standards, space
capacity for the current year, or for future years, can be developed. Space capacity is the direct
relationship between the amount of space available, by type, which may be used to serve students,
and the number of students participating in campus programs. Space capacity analysis typically
includes the following types of spaces:
4-25
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Table 4.12
STANDARD SPACE CATEGORIES
USED FOR CAMPUS ASSESSMENT
Classrooms
Non-class laboratories
Teaching laboratories
Library/learning resources
Offices
Audio visual, radio and television
(Instructional media) facilities
Teaching gym
Food service
Lounge
Bookstore
Health services
Theatre
Meeting room
Data processing
Physical plant
Assembly/Exhibition
The space categories presented in the preceding table represent the majority of the total educational
and general facility space on a typical community college campus. Space capacity analysis enables an
institution to identify the types of space it needs and/or the types of space it holds in excess. The
analysis of space capacity forms the core of the facilities plan.
Space Utilization and Planning Standards
To determine space capacity requirements for a college's enrollment, the enrollment itself, or an
appropriate form thereof, is applied to a set of standards for each type of space.
Title 5 of the California Administrative Code (Sections 57000-57140) prescribes standards for the
utilization and planning of most educational facilities in public community colleges.
These
standards, when applied to the total number of students served (or some variant thereof, e.g., weekly
student contact hours), produce total capacity requirements that are expressed in assignable square
feet (space available for assignment to occupants). The Title 5 space planning standards used to
determine both existing and future capacity requirements are presented in the tables that follow.
Listed are the Prescribed Space Standards and the state standard used to determine ASF for
laboratory space. Each component of the standards is mathematically equated to produce a total
assignable square foot (ASF) capacity requirement for each category of space.
4-26
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Table 4.13
PRESCRIBED SPACE STANDARDS
CATEGORY
Classrooms
Teaching Labs
Offices/Conference Rooms
Library/Learning Resource Center
Instructional Media AV/TV/Radio
FORMULA
RATES/ ALLOWANCES
ASF/Student Station
Station utilization rate
Ave hrs room/week
ASF/student station *
Station utilization rate
Ave hrs room/week
ASF per FTEF
Base ASF Allowance
ASF 1st 3,000 DGE
ASF/3001-9,000 DGE
ASF<9,000
Base ASF Allowance
ASF 1st 3,000 DGE
ASF/3001-9,000 DGE
ASF<9,000
15
66%
53
*
85%
27.5
140
3,795
3.83
3.39
2.94
3,500
1.50
0.75
0.25
* See following Table
Table 4.14
STATE STANDARDS
ASSIGNABLE SQUARE FEET FOR LABORATORY SPACE
TOPS DIVISION
CODE
ASF/STATION
ASF/100 WSCH
Agriculture
0100
115
Architecture
0200
60
Biological Science
0400
55
Business / Mgt.
0500
30
Communications
0600
50
Computer Info. Systems
0700
40
Education/PE
0800
75
Engineering Tech/Industrial Tech
0900
200
Fine/Applied Arts
1000
60
Foreign Language
1100
35
Health Science
1200
50
Consumer Ed/Child Development
1300
60
Law
1400
35
Humanities
1500
50
Mathematics
1700
35
Physical Science
1900
60
Psychology
2000
35
Public Affairs/Services
2100
50
Social Science
2200
35
Commercial
3000
50
Interdisciplinary
4900
60
Source: Maas Companies - Calculations based on California Code of Regulations Title 5, Chapter 8 Section 57028
4-27
492
257
233
128
214
171
321
856
257
150
214
257
150
214
150
257
150
214
150
214
257
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Computation of FTE Instructional Staff
The sample worksheet in the following table is required to be completed by the district with the
submission of the Five-Year Capital Construction Plan. This worksheet must be updated and
submitted each subsequent year by the district. For long-term planning purposes, this worksheet is
used to project future staffing for the instructional program at the college.
Table 4.15
WORKSHEET FOR COMPUTING FTE INSTRUCTION STAFF*
CATEGORY
NON
INSTRUCTIONAL
PORTION FTE
PROFESSIONIONAL
INSTRUCTIONAL &
STATUTORY STAFF FTE
NET TOTAL
STATUTORY
STAFF FTE
Instructors
Counselors
Department Admin
Librarians
Instructional Admin
Totals
Source: Maas and Companies and State Chancellors Office
*Please note that this chart must be completed prior to completing Five-Year Capital Construction Plan
The five categories of Full Time Equivalent (FTE) staff are specified and defined as follows:
Instructors: Included are the professional instructional staffs for day, extended-day, and adult
education, except those whose offices are located off campus.
Counsellors: Includes the professional counselling staff, special programs coordinators, extended
opportunity program coordinators, statutory and Title 5 required staff.
Department Administrators: Includes professional staff responsible for coordinating or
supervising departmental activities. This category is dependent upon the organizational structure of
the college, but is generally defined as the department chair for an instructional or support service
area.
Librarians: Professional librarians and directors of media services.
Institutional Administrators: Professional administrators with responsibilities covering the
entire institution such as a President, Vice President, Deans, Business managers, etc. This category
generally covers all administrators above the department level.
4-28
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Non-State Space Standards
The state provides standards for utilization and planning for more than 60% of all types of spaces
on campus. Capacity estimates for those remaining spaces, representing approximately 40%, are
based on a combination of factors including the size and/or nature of the institution. Standards for
the remaining types of spaces are presented in the following table. These standards were determined
based on a national study of space standards and discussions with colleagues in the California
Community Colleges and the Chancellor's Office.
Table 4.16
NON-STATE STANDARD CAMPUS BUILDINGS
CATEGORY OF SPACE
BASIS
ASF/FACTOR
Non-class Laboratory
0.095ASF per headcount student
Teaching Gym
Greater of 2.5 ASF per FTES or 35,000 ASF
Assembly/Exhibition
ASF Equal to Student Headcount
Food Service
0.60 ASF per Student Headcount
Lounge
0.67 ASF per FTES
Bookstore
1,500 ASF plus 0.67 ASF per Student Headcount
Health Service
ASF Allowance
Meeting Room
0.333 ASF per Student Headcount
Childcare
Greater of 0.4 ASF per Headcount or 6,000 ASF
Data Processing
ASF Allowance
Physical Plant
ASF Allowance
All Other Space
ASF Allowance
Source: Maas Companies & State Chancellor’s Office
0.095
2.5-35,000
100%
0.60
0.67
0.75
1,200
0.333
0.40 – 6,000
5,000
5% of Total
2.5% of Total
Methodology and Projections for Future Capacity
The determination of future capacity requirements for the college and/or centers is included in the
following methodology:
Enrollment estimates, or the appropriate form thereof, were applied in
combination with appropriate space planning standards (space planning standards
were presented in the preceding pages) to result in a total space requirement in
ASF by type of space.
The current space inventory for the college was subtracted from the total space
requirements described above in step one to result in the net ASF need by type of
space for the building/facilities plan for 2020.
The result, net assignable square footage by type of space for the 2020, was
translated into the facility codes used by the state to evaluate and authenticate the
space needs projections.
4-29
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
The quantifiable calculations for assignable square footage begin with Table 2 the current
instructional program and credit-WSCH for the college (2002 Fall Semester). Table 8 through Table
11 project class sections and credit-WSCH that will be generated by each instructional discipline and
TOPS code division as the college achieves credit-WSCH of 145,473 and enrollment of 15,203
(projected for 2010) and 217,390 credit-WSCH and 22,182 enrollment (projected for 2020). The
WSCH information generated becomes the basis for the projection of future facility requirements
for the college and/or centers of the district.
Current Campus Inventory
Included in the following table is a current facilities inventory for the college as taken from the 2002
Victor Valley Community College District Report 17 ASF/OGSF Summary and Capacities
Summary (as amended June 2003) as part of the State Chancellor’s Office Report. The breakdown
is provided by the numeric system used by the state to categorize campus facilities.
Table 4.17
FACILITIES INVENTORY – YEAR 2002
ROOM USE
CATEGORY
000
100
210-230
235-255
300
400
520-525
530-535
540-555
580
610-625
630-635
650-655
660-665
670-690
710-715
720-740
800
DESCRIPTION
ASF
Inactive Area
Classroom
Laboratory
Non Class Laboratory
Office/Conference
Library
Physical Education (Indoor)
Instructional Media (AV/TV)
Clinic/Demonstration
Greenhouse
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Merchandise Facility/Bookstore
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Service
5,026
41,172
72,052
45,279
47,086
30,778
4,654
18,558
4,515
19,410
10,442
3,082
7,132
6,706
4,709
20,254
1,001
TOTAL ASF
341,856
Source: Victor Valley Community College District, Space Inventory and Building Facilities Report 17, as amended June 2003
4-30
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Assignable Square Footage Required for the 2010 Instructional Program
The following table provides an assignable square footage allocation by TOPS Code division for
lecture and laboratory space to meet the instructional program when 145,473 credit-WSCH and
15,203 enrollments are achieved by Victor Valley College. The data presented is based on the State
Chancellor’s Office requirements for lecture/laboratory space as calculated per Title 5 standards.
Table 4.8
ASSIGNABLE SQUARE FEET- YEAR 2010
TOPS DIVISION
CODE
SECTIONS
LEC ASF
LAB ASF
TOT ASF
Agriculture
0100
13
191.9
4,086.7
4,278.6
Biological Sciences
0400
41
1,391.8
11,338.5
12,730.3
Business & Management
0500
132
3,128.1
3,111.1
6,239.2
Communication
0600
4
59.5
551.4
610.9
Computer & Information Sci
0700
72
1,868.9
7,405.7
9,274.6
Education
0800
102
216.8
*
216.8
Engineering & Indus Tech
0900
94
1,595.9
26,598.0
28,193.9
Fine and Applied Art
1000
99
1,543.3
13,868.3
15,411.6
Foreign Language
1100
33
1,718.5
1,502.2
3,220.7
Health
1200
61
1,810.6
13,547.7
15,358.3
Consumer & Family Studies
1300
33
722.3
2,884.7
3,607.0
Humanities
1500
232
7,427.1
2,885.4
10,312.5
Mathematics
1700
121
5,628.2
2,186.5
7,814.7
Physical Sciences
1900
33
923.4
8,298.1
9,221.5
Psychology
2000
50
2,222.5
409.0
2,631.5
Public Affairs/Services
2100
77
2,352.7
3,912.0
6,264.7
Social Sciences
2200
147
6,138.7
1,129.7
7,268.4
Interdisciplinary Studies
4900
34
366.8
3,296.2
3,663.0
Total
1,378
39,307
107,011
146,318
Source: Maas Companies Projections
* P.E. laboratory space is calculated as a separate item, as different Title 5 criteria applies. ASF for this category is found in the Building
Requirements Section
4-31
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Assignable Square Footage Required for the 2020 Instructional Program
A projection for the assignable square footage required to meet the lecture/laboratory space needs at
Victor Valley College for the Year 2020 is provided in the following table. The data is predicated on
a credit-WSCH base of 217,390 and a student enrollment of 22,182.
Table 4.19
ASSIGNABLE SQUARE FEET- YEAR 2020
TOPS DIVISION
CODE
SECTIONS
LEC ASF
LAB ASF
TOT ASF
Agriculture
0100
18
286.4
6,099.7
6,386.1
Biological Sciences
0400
56
2,077.2
16,922.9
19,000.1
Business & Management
0500
173
4,706.9
4,681.3
9,388.2
Communication
0600
6
94.6
876.3
970.9
Computer & Information Sci
0700
101
2,883.5
11,426.5
14,310.0
Education
0800
134
318.1
*
318.1
Engineering & Indus Tech
0900
117
2,342.2
39,037.0
41,379.2
Fine and Applied Art
1000
132
2,298.5
20,654.7
22,953.2
Foreign Language
1100
45
2,409.8
2,106.5
4,516.3
Health
1200
84
2,743.5
20,528.0
23,271.5
Consumer & Family Studies
1300
44
1,157.5
4,622.8
5,780.3
Humanities
1500
311
11,097.4
4,311.3
15,408.7
Mathematics
1700
172
8,376.4
3,254.2
11,630.6
Physical Sciences
1900
48
1,405.6
12,630.3
14,035.9
Psychology
2000
69
3,237.6
595.8
3,833.4
Public Affairs/Services
2100
102
3,520.9
5,854.5
9,375.4
Social Sciences
2200
208
8,922.9
1,642.1
10,565.0
Interdisciplinary Studies
4900
61
675.9
6,073.8
6,749.7
Total
1,881
58,555
161,318
219,873
Source: Maas Companies Projections
* P.E. laboratory space is calculated as a separate item, as different Title 5 criteria applies. ASF for this category is found in the Building
Requirements Section
4-32
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Total Net Assignable Square Footage for Victor Valley College Facilities:
Year 2010
Using data from the previous tables and calculating the formulas for both Prescribed and Nonprescribed State Space Standards, Table 14 provides a net analysis of assignable square footage for
all campus facilities at Victor Valley College. The table below is based on at a point in time when
credit-WSCH reaches 145,473 and student enrollment 15,203. The data provided is formatted to be
consistent with the state Chancellor’s office facilities space coding system. The forecast is based on
a target year of 2010 or whenever 145,473 credit-WSCH is achieved for a given semester.
Table 4.20
TOTAL BUILDING REQUIREMENTS – YEAR 2010
SPACE
CATEGORY
000
100
210-230
235-255
300
400
520-525
530-535
540-555
580
610-625
630-635
650-655
660-665
670-690
710-715
720-770
800
DESCRIPTION
Inactive Area
Classroom
Laboratory
Non Class Lab
Office/Conference
Library
Phys Education (Indoor)
Instruct Media (AV/TV)
Clinic/Demonstration
Greenhouse
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Bookstore
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Service
TOTAL ASF
CURRENT
ASF
5,026
41,172
72,052
45,279
47,086
30,778
4,654
18,558
4,515
19,410
10,442
3,082
7,132
6,706
4,709
20,254
1,001
341,856
ASF FOR
2010
0
39,307
107,011
1,444
56,760
53,862
35,000
14,051
6,081
0
15,203
9,122
3,249
11,686
5,063
5,000
18,202
1,200
382,240
+/ANALYSIS
(5,026)
(1,865)
34,959
1,444
11,481
6,776
4,222
9,397
(12,477)
(4,515)
(4,207)
(1,320)
167
4,554
(1,643)
291
(2,052)
199
40,385
NEED
34,959
1,444
11,481
6,776
4,222
9,397
167
4,554
291
199
73,490
Source: Maas Companies Projections
4-33
Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Total Net Assignable Square Footage for Victor Valley College Facilities:
Year 2020
Table 15 provides a net analysis of assignable square footage for all campus facilities at Victor Valley
College for the year 2020 or at a point when credit-WSCH reaches 217,390 and student enrollment
22,182 for a given semester. The overall space needs at this time will exceed a half-million square
feet. A total of more than 200,000 assignable square feet in new building space will be required to
meet the projected demand.
Table 4.21
SPACE
CATEGORY
000
100
210-230
235-255
300
400
520-525
530-535
540-555
580
610-625
630-635
650-655
660-665
670-690
710-715
720-770
800
TOTAL BUILDING REQUIREMENTS – YEAR 2020
DESCRIPTION
CURRENT ASF FOR
+/ASF
ANALYSIS
2020
Inactive Area
Classroom
Laboratory
Non Class Lab
Office/Conference
Library
Phys Education (Indoor)
Instruct Media (AV/TV)
Clinic/Demonstration
Greenhouse
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Bookstore
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Service
TOTAL ASF
5,026
41,172
72,052
45,279
47,086
30,778
4,654
18,558
4,515
19,410
10,442
3,082
7,132
6,706
4,709
20,254
1,001
341,856
58,555
161,318
2,107
71,593
74,380
35,000
15,796
8,873
22,182
13,309
4,855
16,362
7,387
5,000
24,896
1,200
522,813
(5,026)
17,383
89,266
2,107
26,314
27,294
4,222
11,142
(9,685)
(4,515)
2,772
2,867
1,773
9,230
681
291
4,642
199
180,957
NEED
17,383
89,266
2,107
26,314
27,294
4,222
11,142
2,772
2,867
1,773
9,230
681
291
4,642
199
200,183
Source: Maas Companies Projections
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EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
Off-Campus Educational Centers
Based on the demographic data viewed and the projected growth of the service area, the district will
need to address the addition of a least one educational center over the next fifteen years. This center
will need to meet the criteria of being highly accessible, be located in an area that is currently
underserved by the district, have a population base is that is sufficient to support student
enrollment. Using these measures, it would appear that the district’s Westside would be a strong
candidate for the first educational center. The district should develop an action plan that results in
securing a site for this purpose, either by means of purchase, donation or as a joint-venture project
with a public or private agency. A prime target area for the center would be in the triangle that is
presently framed by US Route 395, Interstate 15 and State Route 18. As projected, the need for this
educational center will become more acute after year 2010 and become a reality sometime after
2015. Given the parameters described, the center would have an opening day profile of 12,825
credit-WSCH, an enrollment of 2,850, and an assignable space requirement of approximately 33,500
square feet. The table that follows captures the total facility needs at opening.
Table 4.22
SPACE
CATEGORY
000
100
210-230
235-255
300
400
520-525
530-535
540-555
580
610-625
630-635
650-655
660-665
670-690
710-715
720-770
800
TOTAL BUILDING REQUIREMENTS – YEAR 2010
DESCRIPTION
CURRENT ASF FOR
+/ASF
ANALYSIS
2015
Inactive Area
Classroom
Laboratory
Non Class Lab
Office/Conference
Library
Phys Education (Indoor)
Instruct Media (AV/TV)
Clinic/Demonstration
Greenhouse
Assembly/Exhibition
Food Service
Lounge/Lounge Service
Bookstore
Meeting /Recreation
Data Processing/Comp
Physical Plant
Health Service
TOTAL ASF
-
3,851
9,888
271
4,909
1,400
1,200
3,500
2,850
650
425
850
1,050
550
1,592
450
33,436
3,851
9,888
271
4,909
1,400
1,200
3,500
2,850
650
425
850
1,050
550
1,592
450
33,436
NEED
3,851
9,888
271
4,909
1,400
1,200
3,500
2,850
650
425
850
1,050
550
1,592
450
33,436
Source: Maas Companies Projections
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Victor Valley Community College District
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EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 4 – A VISION FOR THE FUTURE
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Victor Valley Community College District
2003 Master Plan
MAAS COMPANIES
Facilities/Building
Plan
EDUCATIONAL SPACE QUANTIFICATION AND FACILITIES MASTER PLAN
CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
OVERVIEW
A number of factors were taken into consideration in determining the facilities/building plan for the
Victor Valley Community College District. Chief among these were the space needs identified in the
space quantification component of the master plan, as the facilities plan is a reflection of the
district’s program of instruction and the student services required to support that program of
instruction. Consideration was also given to the existing physical condition and capacity of the
Victor Valley College, matching this with the need determined for the future.
In order to determine facility needs of the future, planning assumptions were created. These
assumptions provided the foundation and rationale for decision-making as well as the shape and
form for the recommended facilities/building plan that follows.
I. FACILITY PLANNING ASSUMPTIONS
A. Facility planning begins with an assessment of the students who are served by the district, i.e.
those who use the facilities created. In this regard, the following trends were noted and used as
a basis for projecting for the future:
1. Although non-credit offerings are projected to grow in relative values, the future
trends indicate that Victor Valley students will predominantly be attending
courses that are credit-oriented in nature.
2. The female student will dominate 3:2, there will be a greater diversity among the
ethnic groups that comprise the student body.
3. Enrollments will continue to be dominated by the 18-24 year population segment
(25%) but that the college will increasingly attract an older, life-long-learning type
of student.
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
4. Students taking full time loads will show a slow, declining trend while students
taking six credits or less will increase.
5. Many of the incoming students will be under-prepared for college level
academics.
6. Most students will be working in addition to pursuing an education.
B. The district will have a balanced curriculum of general education/transfer, vocational/technical
education and developmental education. Distance education will take a higher profile relative to
delivering the future program of instruction.
C. The availability and use of technology in the classroom will be consistent with competing
colleges in the area.
D. While instructional delivery will change and the program of instruction adapted to meet
changing needs, the core curriculum at Victor Valley College and/or the educational centers of
the district, will generally remain devoted to its current purpose and mission.
E. Lecture and laboratory hours taught will sometimes be difficult to discern. With computers and
in-classroom technology used to deliver the program of instruction, there will be a blended
facility that supports both methodologies of program delivery.
F. Instructional productivity will be improved to meet operational efficiency relative to the
generation of weekly student contact hours (WSCH), full time equivalent students (FTES) and
full time equivalent faculty (FTEF). The district will maximize its operational efficiency relative
to its funding from the state.
G. The scheduling of courses will be improved to guarantee maximum utilization of existing facility
space.
H. The role of student support services will be expanded to assist in helping students become
successful. Tutorial support and learning resources will be utilized to improve the student
success rate within the District.
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
I. Combined in-district and out-of-district student participation rates will improve from the current
38.51 students per 1,000 population to 52.78 students per 1,000 population by the year 2020.
The District will meet its projected growth targets for 2020 of 217,390 credit-WSCH and 22,182
enrollment.
J. Greater emphasis will be placed on student attraction and recruitment, particularly as it applies
to the district’s service area demographics for Caucasian and Hispanic students. Improvements
will also be made in retaining students at the college and/or educational centers.
K. The population of the district’s effective service area will reach 420,299 by 2020.
L. The district’s organization structure will remain the same through the year 2020, i.e. a single
college district with satellite campuses or educational centers that support the academic mission.
Off-campus satellite programs will grow at rates proportional to the enrollment that supports
their existence.
M. The district will purchase property somewhere in the junctions of US 395 and Interstate 15 to
better serve the population base in the western portion of the service area.
N. The district will pursue new sources of revenue to actualize a facilities program that will include
new construction, reconstruction, renovation and infrastructure upgrades.
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
II. EXISTING FACILITIES CONDITIONS AND CURRENT PLANS
The following components were assessed and reviewed to determine the existing facilities inventory,
the current use of buildings, the condition and age of facilities, and any current plans of the District
that were oriented to new construction, reconstruction, remodel, or refurbishing:
A. Existing Buildings and Building Use
B. The College’s Current Scheduled Maintenance Plan
C. The College’s Five-Year Capital Construction Plan
D. Capacity Load Ratios for the Five Key Facility Areas
A. Existing Buildings and Building Use:
A large percentage of the buildings on the campus were found to be in excess of thirty years
of age; several data back to the time period that marks the beginning of Victor Valley
College. More recent construction was also in evidence, characterized by buildings such as
the Child Development Center, Science Building, Learning Resource Center and Main
Gymnasium, all of which have been built over the last ten years. Overall, the current
building analysis indicates a need for replacement/reconstruction and remodel as well as a
future need for new construction.
The table on the following page provides a composite view of the existing building inventory
on the Victor Valley campus.
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
Table 5.1
CURRENT BUILDING ANALYSIS
BLDG
#
AGE
Academic Commons
Administration
Child Develop Ctr
Music Bldg
Digital Anim Lab
Art Bldg
Liberal Arts
Science Lab Bldg
Allied Health/Nurs
Central Plant
Learning Res Ctr
Elevator
Student Act Ctr
Student Services #2
Humanities portabls
Student Serv #1
Ticket Booth
Performing Arts Ctr
Counseling/Admin
Ag-Plant Lab
Welding Lab
Electronics Lab
CIDG
Automotive Shop
Construction Tech
Lower Portables
Main Gym
Gym Classroom
Costume Shop
PE Offices
Humanities Center
Auto Print Shop
Warehouse
Maintenance/Trans
Maintenance Office
Fire Technology
Admin Annex
Child Devel B
Child Devel C
Allied Health Port.
Ag-Class Lab
Ag- Natural Res.
Grounds/Athletics
TOTAL
3
10
12
20
21
22
30
31
32
39
41
43
44
50
51
52
53
54
55
60
61
62
63
64
65
66
71
72
73
75
80
90
91
92
93
94
101
121
122
321
601
602
711
38 Yrs
28 Yrs
1 Yr
39 Yrs
8 Yrs
32 Yrs
38 Yrs
7 Yrs
20 Yrs
7 Yrs
7 Yrs
8 Yrs
6 Yrs
38 Yrs
13 Yrs
38 Yrs
2 Yrs
22 Yrs
14 Yrs
31 Yrs
23 Yrs
33 Yrs
23 Yrs
33 Yrs
8 Yrs.
5 Yrs
9 Yrs
29 Yrs
33 Yrs
8 Yrs
3 Yrs
1 Yr
24 Yrs
25 Yrs
15 Yrs
28 Yrs
9 Yrs
4 Yrs
4 Yrs
12 Yrs
33 Yrs
8 Yrs
33 Yrs
RMS
32
33
22
13
2
13
50
59
19
3
27
2
59
33
106
72
1
12
35
5
1
8
3
24
9
18
22
2
1
6
51
6
8
4
6
6
19
5
4
14
1
7
2
825
ASF
OGFT
% EFF.
USE
12,376
11,003
6,893
8,308
1,796
8,640
17,052
24,372
7,805
2,612
33,135
219
26,114
5,657
2,619
7,277
270
15,206
7,867
4,910
2,862
6,442
3,196
13,770
10,040
9,403
31,499
2,296
1,320
567
19,202
7,849
6,954
1,957
1,672
2,230
5,327
1,928
2,400
2,141
1,274
1,682
1,432
341,574
14,752
14,442
7,760
10,002
1,920
10,306
22,022
36,400
10,064
2,720
40,417
1,156
36,200
9,272
2,880
9,272
336
21,073
13,124
5,432
3,050
7,080
3,336
17,970
13,039
10,560
40,385
2,400
1,488
960
23,040
9,000
7,651
2,294
2,440
3,344
7,258
2,880
2,682
2,880
1,280
1,920
1,464
437,951
83.9%
76.2%
88.8%
83.1%
93.5%
83.8%
77.4%
67.0%
77.6%
96.0%
82.0%
18.9%
72.1%
61.0%
90.9%
78.5%
80.4%
72.2%
59.9%
90.4%
93.8%
91.0%
95.8%
76.6%
77.0%
89.0%
78.0%
95.7%
88.7%
59.1%
83.3%
87.2%
90.9%
85.3%
68.5%
66.7%
73.4%
66.9%
89.5%
74.3%
99.5%
87.6%
97.8%
78.0%
Learning Res Support
Offices/Mtg. Rms
Child Care/Demon
Class Lab
Class Lab
Class Lab/Exhibition
Lec, Lab, Off, Mtg Rms
Class Lab/Lab Serv, Plan.
Class Labs/Demon
Utility/M&O
Library/Learning Res
Utility Service
Student Activities
Offices/Conf/Mtg Rms
Class Lecture Portables
Offices, Conf Areas
Service
Assembly, Class Lab
Offices, Conf, Mtg Areas
Class Lab
Class Lab
Class Lab
Class Lab/Demon
Class Lab/Demon
Class Lab/Demon
Class Lecture Portables
Phys Ed Activities
Class Lab
Service/Support/Storage
Offices
Class Lecture Portables
Support/Service
Support/Storage
Support/Storage
Offices
Class Lecture/Offices
Offices
Class Lab/Demonstration
Class Lab/Demonstration
Class Lab/Demonstration
Special Lab/Storage
Class Lecture/Lab
Storage
Source: Victor Valley College District Facility Building Report Summary; Analysis Maas Companies
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
B. Scheduled Maintenance
The current Scheduled Maintenance program provides insight as to the issues and challenges
of maintaining a campus that that has a significant number of older buildings. The projects
listed below are those that require the immediate attention of the district, i.e. within the next
five years. They are not indicative of the total repairs, upgrades and replacements that are
presently exists on the campus. The current Scheduled Maintenance Program discloses that
an amount of $2,340,550 has been earmarked for those concerns deemed most critical.
Table 5.2
CURRENT SCHEDULED MAINTENANCE PROGRAM - 2003 - 2008
YEAR
2003 - 2004
sub total
2004 – 2005
sub total
2005 – 2006
sub total
2006 – 2007
sub total
2007 – 2008
AREA
PROJECT
EST. COST
P.A.C., Aux. Gym Locker Rms.
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Roof Replace
Replace Electrical Switch Gear
Replace Phone System
Upgrade Fire and Alarm Systems
Repair Roads – Fish Hatchery, Phase I
Gymnasium
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Repair Roof
Sewer Line Upgrade
Replace Doors, Locks, Existing Devices
Refinish Exterior of Stucco Buildings
Repair Roads – Jacaranda Phase II
Science
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Repair Roof
Replace Backflow Preventers
Replace Fire Alarm System
Repair Campus Sidewalks/Pathways
Repair AG Parking Lot
Administration/Counseling
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Repair Roof
Replace Underground High Volt Wiring
Repair Boiler/Chiller
Paint Exterior Bldgs On Campus
Repair Walkways-Concrete & A/C Fin.
Student Activities Center
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Campus-wide
Repair Roof
Replace Underground Parking Lot Wiring
Repair Pumps and Drives
Replace Doors On Campus
Repair Old Lighting
Resurface Campus – Sealcoat Parking Lots
sub total
TOTAL
$$90,000
$68,000
$385,000
$28,000
$185,000
$666,000
$65,000
$42,800
$240,000
$35,000
$185,000
$567,800
$63,500
$37,000
$28,250
$60,000
$12,000
$200,750
$86,000
$181,000
$130,000
$42,000
$123,000
$562,000
$48,000
$75,000
$85,000
$40,000
$28,000
$68,000
$344,000
$2,340,550
Source: Victor Valley Community College District, 2003– 2008 Five–Year Scheduled Maintenance Plan
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
C. The Five-Year Capital Construction Plan
The Five-Year Capital Plan is primary planning document that qualifies the district for state
funding of facilities. This plan is updated on an annual basis to reflect the changing
dynamics and needs of the district. The table below depicts the current planning efforts
relative to capital projects scheduled for the district. The district currently has eleven project
proposals in the capital construction cue totaling $70,980,000.
Table 5.3
FIVE-YEAR CAPITAL CONSTRUCTION PLAN
PROJECT
ASF
START DATE
COMPLETION
Westside Center Phase I
Space Efficiency Project
Advanced Tech Bldg
Auxiliary Gym-Seismic Retrofit
Speech/Drama Studio
Practice Fields/Track Project
Safety/Security Road – Phase II
Vocational Technical Bldg.
Westside Center – Phase II
Central Plant – Phase II
Advanced Tech Bldg – Phase II
2,315
24,288
34,117
4,087
20,563
NA
NA
11,518
17,800
NA
NA
114,688
2001
2002
2002
2003
2003
2004
2005
2005
2005
2005
2005
2002
2003
2004
2004
2006
2006
2006
2007
2007
2007
2007
EST. COST
$235,000
$1,180,000
$18,660,000
$1,087,000
$9,339,000
$$6,186,000
$1,509,000
$16,995,000
$5,892,000
$2,990,000
$13,093,000
$70,980,000
Source: Victor Valley Community College District, 2002 Five-Year Capital Construction, dated 5/14/02
D. Capacity Load Ratios for the Five Key Facility Areas
Based on data from the district’s 2002 Five-Year Capital Construction Program, an
assessment of the five key areas tracked by the state relative to facility funding qualifications
(i.e. space for lecture, laboratory, office, library and instructional media) indicates that Victor
Valley College is under the capacity load ratios (the state’s standard for the amount of weekly
student contact hours that must be generated per useable square foot of space) for
laboratory (64%), library (59%), and instructional media (30%) and over in lecture space
(116%) and office (109%). Areas that exhibit percentage ratios under 100% are considered as
having a need for state supported funding; areas over the 100% ratio would not currently
qualify for state supported funding.
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
III. ASSESSMENT OF KEY FACILITY PLANNING ELEMENTS
Six key planning elements were identified in assessing the facility needs of the District. These
elements included:
A. Sense of Place
B. Access
C. Campus Architecture
D. Land Utilization/Availability
E. Supporting Infrastructure
F. Existing Facilities Utilization
A. Sense of Place
The physical setting for the district’s existing campus, i.e. Victor Valley College, is largely
reflective of the high desert communities that it serves, i.e. having a backdrop of low rising
mountains to the north, flat plains to the east, gently flat to rolling topography to the south
and the flat lands of commercial establishment that lead out to Interstate 15 to the west.
The primary identity of the college is that of a moderately modern, post secondary
institution that is part of a new and growing suburban area.
The college’s campus identity is somewhat obscured, as it does not present particularly well
from the main roadway, Bear Valley Road, the major east-west artery that serves the college.
Visually accessing an entry point is difficult, physically navigating the three primary entry
points to the college is equally challenging.
The identity of the college does not become apparent until one is physically present on the
upper campus site. The upper campus has been attractively built around a small man-made
pond. Several new buildings serve as foreground to an expansive landscape of rolling to hilly
topography that is prominent to the north, creating an attractive view corridor. The lower
campus, with athletic facilities and fields, portable classrooms and vocational education
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CHAPTER 5 – PROPOSED FACILITIES/BUILDING PLAN
programs is somewhat more utilitarian in appearance. It can be viewed from the significant
elevation difference of the upper campus.
Victor Valley College is identified by the majority of its students as a local resource for
meeting general education requirements and transfer to a four-year college or university, i.e.
students view it as a portal to higher education. Secondarily, it is viewed as a resource for
continuing education.
Observations
1. The main (upper) portion of the campus is built around a common area that
features a water amenity (small pond). Buildings are fairly accessible once on the
campus giving students a sense of rapid familiarity.
2. Trees and landscape enhance the character of the campus.
3. A first-time visitor does not encounter unusual directional problems.
The
exception is Student Services, which is somewhat difficult to pinpoint and access
for the campus newcomer.
4. Not all exterior lighting on the buildings, grounds and parking areas has been
upgraded to illuminate walkways, stairways, etc. to the current standards.
5. The community’s perception relative to security on campus is generally good.
Students generally feel secure in the environment of the college.
Students
attending evening classes have mixed perceptions about the degree of personal
safety/security on campus. Lighting on the main portion of the campus is good.
Lighting could be improved in some of the parking areas.
B. Access
The college lacks an official ingress and egress point. Bear Valley Road, a public right of way
and major arterial, leads to three points of entry at Fish Hatchery Road (easterly boundary),
at Jacaranda (the central internal loop of the college – an internal roadway of the college) and
at Spring Valley Parkway (a public right-of-way and the westerly boundary of the college).
Fish Hatchery Road serves the lower campus as well as a northwest-southeast point of
access. Entering the college from this perspective provides for a relatively non-descript
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point of arrival, particularly since the main part of the campus rises above to approximately a
40- foot or greater grade elevation change. A curvilinear drive - East Campus Road provides access to the main part of the campus. There is, however, no distinctive visual
entry point, as Jacaranda Drive is a perimeter roadway that leads to parking.
Observations
1. Access to the campus via the parking lots is haphazard and not particularly userfriendly. The parking areas west of Jacaranda Road require pedestrian traffic to
navigate across this roadway to gain access to the main portion of the campus
(upper campus).
2. Parking on campus needs to be reevaluated and redefined. At present there is
not a consistent pattern for parking to support traffic flows.
3. Interior pedestrian walkways provide ease of movement through the campus.
4. The college will need to address the remaining architectural barriers for disabled
students.
5. On-campus signage could be improved. First time students/users would find
this particularly helpful. Overall, signage and internal navigation of the campus is
rated as average.
C. Campus Architecture - Opportunities and Challenges
The campus is presently a combination of the old mixed with the new. Buildings on the
campus do not have a common architectural theme. Rather, they are eclectic in nature,
reflecting the, utilitarian architectural style of the 60’s as well as the contemporary
architectural design of the late 1990’s and early 2000’s.
From a visual perspective, the campus architecture and grounds present a positive image –
particularly on the upper campus, where recent construction of the Library/Learning
Resource Center, the remodel of the Academic Commons and the newer Student Activities
Center frame the northeast boundary. The compactness of buildings on the southern
portion of the campus gives a feeling of density that border on being overbuilt. Otherwise,
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there is a relative sense of order, consistency and a feeling that students are on a campus of
higher education.
The lower campus features an older institutional look. It is mixed with the bulk of portable
classrooms that support lecture space, house the (in-residence) on-campus four-year
institutions, support physical education, vocational education and maintenance and
operations.
Overall, the physical layout of buildings on-campus could be improved. Architecturally, it is
a challenging site with significant grade changes and very little level land that is available for
new construction.
Clustering of like academic and support services is sporadic, not
indicative of a plan to create groupings of similar purpose and function. Student services
functions are presently housed in different buildings. These buildings are not discernable
from a marked point of ingress, but must be accessed on-foot by entering the campus.
Observations – External Conditions
1. The interior grounds and exterior building facades generally make a positive
architectural statement on the upper campus.
2. The lower campus needs to be tied into the upper campus visually as well as
functionally (the elevator that presently exists is a start relative to this transition)
3. Because of the diversity in architectural design, the College will be challenged in
blending the existing architectural designs and new building construction – this
could be both a plus and minus.
4. Renovation and remodel will be as much of a need as new construction at Victor
Valley College in the future.
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Observations – Internal Conditions
1.
The current building ratios of gross square footage to assignable square footage
appear to be within the guidelines established by the state. Future architectural
designs and plans should maintain this conformity.
2. The existing learning environments consist of traditional lecture/laboratory type
classrooms that offer faculty limited flexibility for alternative instructional
delivery. Future new and remodel building projects will need to address how
traditional space can be modified to reflect open learning environments.
3. While current assignable square footage space (as listed in the College’s Space
Inventory Report 17) shows lecture classrooms as adequate to meet the current
enrollment, it is not well apportioned and tends to be lacking in consistency.
Redesign for functional efficiency should be given top consideration in plans for
the future.
4. The portable buildings that currently house Humanities should be removed and
disciplines in this division integrated into the upper campus in a new building
that is efficient. Almost all of the lecture spaces in the portable classrooms are
too large for the classes using the space, resulting in poor room utilization ratios.
Most are 900 square feet and house classes with 30 students or less.
5. Not all of the interior academic and meeting spaces are equipped to support a
technologically advanced learning environment.
6. Office space is haphazard in its location on-campus. It is not well designed and,
therefore, full utilization of space is poor.
7. The existing Liberal Arts Building is a key facility for the College, as it is the hub
of lecture oriented instructional delivery that supports a majority of the oncampus disciplines
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D. Land Utilization/Land Availability
Victor Valley College is limited in its existing physical land capacity. Although the College
presently owns approximately 230 acres of land, the available building area is severely
compromised due to the topography. On the upper campus future expansion will be limited
to the existing parking areas that are presently located between the Jacaranda Road and the
west end of the campus and property to the easterly side of Spring Valley Parkway. A good
portion of the lower campus is located in the flood plain making it better for ball fields and
open recreation space.
It would appear that the existing land utilization pattern will accommodate the projected
growth through 2010. Growth by 2020 is projected to require over 200,000 assignable
square feet to meet 217,390 credit-weekly student contact hours and an enrollment of 22,182
students. New building construction will need to displace existing parking areas as space
becomes an issue. Prior to this time the college will need to expand its land holdings to
include property that is adjacent to the campus or address the creation of a multilevel
parking structure.
Observations
1. In addition to the physical land space that will be required to meet new building
construction, physical space will also be needed to accommodate the parking demand. As
enrollment grows to 15,203 students (projected for 2010), the College will have a need for
approximately 3,380 parking spaces. Based on the projections, this number would increase
to 4,930 by 2020 or whenever total student enrollment reaches 22,182. A parking plan
should receive major consideration in addressing any land utilization and/or land acquisition
issues by the college.
2. Future land utilization should take into consideration creating better physical access to the
college. Such things as vehicular circulation, pedestrian flows and ingress/egress points need
to be systematically and simultaneously addressed with the consideration of any new
construction.
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3. Attention should be given to preserving and expanding the landscaping component of the
college. Landscaping should be given major consideration as a means of blending the
different architectural styles on campus. Unlike parking, landscaping cannot be moved offcampus. It should receive the same degree of importance as the college’s building program.
4. Additional human and physical resources should be considered for the landscaping effort.
Typically, community college districts in California allocate between 10% and 12% of their
budget to maintenance and operation (including personnel and materials).
E. Support Infrastructure
Victor Valley College has both current and future infrastructure needs. An assessment of the
existing infrastructure condition suggests that the college can anticipate spending between
15% and 25% of the cost of its building program on upgrading utility infrastructure and
distribution systems to support future demand. Infrastructure should be considered as the
backbone that supports the district’s building program.
Observations
1. The college has addressed some of its immediate infrastructure needs through its recent
construction projects. However, much of the supporting infrastructure is not adequate to
meet the existing or planned student enrollment of the next 17 years, i.e. through 2020. Key
infrastructure upgrades will need to be considered for the following:
a. Telephone Service Upgrade
b. Electrical Service Upgrade
c. Water and Wastewater Services Upgrade
d. Water Distribution System Upgrades/Retrofits (pressure values, hydrants,
backflow devices)
e. HVAC Source and Distribution Upgrades
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2. Technological infrastructure that is sufficient to meet the needs and demands of a post
secondary institution of higher learning is a priority. The college needs to be able to
communicate and interact both internally and with the external world. Upgrading of the
college’s technological infrastructure also needs to include technology in the classroom.
Many of the classrooms are lagging behind with respect to technologically advanced
instructional support equipment.
3. The current program of replacement/repair will need to be further augmented to address the
replacement of roofs and other on-campus support infrastructure such as lighting, campus
walkways, elevators, etc.
F. Current Facility Utilization
The utilization ratios, i.e. available space (assignable square footage) as compared to demand
(weekly student contact hours produced or WSCH) indicate that the college will need to
become more productive in its use of facilities. Using the values for WSCH and space, the
demand is currently less than the available space.
Observations
1.
Scheduling of classes reflects a four-day use pattern, i.e. Monday through Thursday.
2. The state standard for room utilization is 35 hours per lecture room per week and 24 hours
per laboratory room per week. Class size data in relationship to room capacities indicates
that the college is presently operating at a deficiency relative to academic space utilization,
particularly for lecture classrooms.
3. There is a gap between the end of afternoon classes and the beginning of evening classes
where facilities receive very little use.
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4. An analysis of lecture and laboratory space vis-à-vis weekly student contact hours generated
indicates a total academic need for 112,669 assignable square footage for the current amount
of weekly student contact hours generated. The college currently has 113,224 assignable
square feet of academic space on its facilities inventory (reference table that follows)
Table 5.4
ACADEMIC ASSIGNABLE SQUARE FEET ALLOTED VIA TITLE 5 STANDARD
RE: CURRENT PROGRAM OF INSTRUCTION:
105,471 WSCH-11,238 STUDENTS
TOPS DIVISION
Architecture
Biology
Business & Management
Communications
Computer & Info Science
Education
Engineering Tech/Indus Tech
Fine & Applied Arts
Foreign Language
Health Science
Consumer Ed/Home Econ
Humanities
Mathematics
Physical Science
Psychology
Public Affairs/Services
Social Sciences
Interdisciplinary Studies
TOPS
CODE
LEC ASF
0200
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1500
1700
1900
2000
2100
2200
4900
TOTAL
LAB ASF
TOTAL ASF
123.6
819.1
2,149.0
46.9
1,273.8
630.6
715.2
1,320.1
1,429.4
1,751.3
478.7
5,677.9
4,436.7
878.6
1,686.2
1,735.3
4,393.1
216.5
3,143.3
9,378.7
2,391.0
390.2
5,647.3
*
30,081.0
8,912.6
657.6
7,772.3
2,336.6
1,282.0
143.2
5,068.2
0.0
2,659.1
738.5
2,305.8
3,266.9
10,197.8
4,540.0
437.1
6,921.1
630.6
30,796.2
10,232.7
2,087.0
9,523.6
2,815.3
6,959.9
4,579.9
5,946.8
1,686.2
4,394.4
5,131.6
2,522.3
29,762
82,907
112,669
Source: By TOP Code Division, Title 5 Standards; Data taken from 2002 Fall Semester vis-à-vis Office Institutional Research; Analysis
by Maas Companies. Data is for 2002 Fall Semester.
* Physical Education ASF is determined by a different calculation. Per Title 5 Standards, an additional allowance of 35,000ASF is
offered for Physical Education to meet enrollment demands of 11,238.
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5. The status of total facility utilization at Victor Valley College is noted in the table that
follows. The data suggests that the district has some “head-room” in three of the five key
categories - laboratory, library, instructional media (AV/TV) - but exceeds the facility
utilization ratios (i.e. has more space than the Title 5 allotment) established for both lecture
and office space. Specifically, for academic space, an analysis of space utilization indicates a
surplus of lecture space of 11,380 assignable square feet and a deficit of laboratory space of
10,855.
TABLE 5.5
CURRENT FACILITY INVENTORY AS COMPARED TO NEED
CURRENT
INVENTORY
TITLE 5
ALLOTMENT DIFFERENTIAL
CODE
DESCRIPTION
NEED
0
100
210-230
235-255
300
400
520-525
530-535
540-555
580
610-625
630-635
650-655
660-665
670-690
710-715
720-770
800
900
Inactive
Classroom
Laboratory
Laboratory Service
Office/Conference
Library
Phys Ed (Indoor)
(AV/TV)
Child Care, Clinic
Greenhouse
Assembly/Exhibition
Food Service
Lounge/Lounge Serv
Bookstore
Meeting /Recreation
Data Proc/Comp
Physical Plant
Health Services
Dormitories
5,026
41,172
72,052
45,279
47,086
30,778
4,654
18,558
4,515
19,410
10,442
3,082
7,132
6,706
4,709
20,254
1,001
-
0
29,792
82,907
1,068
44,268
42,205
35,000
13,060
4,495
0
11,238
6,743
2,356
9,029
3,742
5,000
14,605
1,200
0
(5,026)
(11,380)
10,855
1,068
(1,011)
(4,881)
4,222
8,406
(14,063)
(4,515)
(8,172)
(3,699)
(726)
1,897
(2,964)
291
(5,649)
199
-
10,855
1,068
4,222
8,406
1,897
291
199
-
TOTALS
341,856
306,707
(35,149)
26,938
Source: Victor Valley Community College District, Report 17, as adapted June 2003; Maas Companies analysis based on Title 5, Chapter
8, Section 57028 of the California Code of Regulations.
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IV. FACILITIES MASTER PLAN ISSUES
Several planning issues were considered in determining a facilities/building plan for the future.
Listed below are those issues that were labeled as most likely to affect the planning process and the
prioritization of facilities in the final plan that is adopted:
A. The Changing Academic Environment
Major trends that will influence the development and direction of the instructional and
support service programs of the future will also affect the future facilities plan of the district.
These trends will include:
1. A Less “Campus Centered” College: Significant changes in the methods of delivery of
instructional programs at community colleges may mean a decrease in the significance of
the large community college campuses that have been developed in the past. Large
numbers of classrooms and traditional laboratories may be less important than
developing technology-based learning resource centers and outreach centers.
2. Learning Resource Centers: The community college of the future will require a more
significant investment, both in terms of people and finances and in the development of
ways to support alternative instructional delivery. The Learning Resource Center (LRC)
will augment some of the Library functions in the new approach to learning
advancement. The LRC will be a central learning location on every campus as well as
the site for transmission of distance learning and tutoring.
3. Facility Flexibility: There will be difficulty in determining the line that has traditionally
separated lecture versus laboratory space. Accordingly, buildings should be constructed
to accommodate multiple use and to anticipate changes in that use. Facilities that are
planned must be developed with the idea that within five years they will most likely be
remodeled. Thus, construction must permit the maximum amount of structural and
infrastructure flexibility.
4. Maximum flexibility should be a primary principle of construction and can be achieved
through the use of utility raceways, non-bearing interior walls, and demountable
partitions. These buildings should be constructed essentially as shells with interior
spaces. The utility infrastructure should also be as flexible as possible. It should be
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available to any area of the building and capable of being added to or deleted from as
needs change. Interior rooms, offices, classrooms, and laboratories should be totally
changeable. While the development of this construction concept may increase costs at
the time of original construction, it can be demonstrated that over the life of the building
(and numerous remodels) it will be extremely cost effective and labor efficient.
5. Modular Construction: Modular construction should be considered through the design of
permanent buildings that are constructed to accommodate square footage additions and
modifications. Much has been learned from the modular building industry in terms of
designing buildings that can be expanded, reconfigured, and even reduced in size.
Permanent buildings can similarly be constructed using some of these same techniques,
i.e. designs that facilitate major building reconfigurations. As needs change, so can the
physical dimensions of buildings. This plan must be carefully developed with due
consideration of all code requirements.
6. Public/Public and Public/Private Partnerships: There are times when districts should consider
not constructing a building, but rather entering into partnerships with local business and
industry or public agencies to co-produce (joint venture) a facility. Buildings constructed
in partnership with area business, industry, and/or other educational or public
institutions can offer the district an alternative means of acquiring facilities at a minimal
cost.
7. Off-Campus Satellite Centers:
Off-campus satellite centers will become an important
component of instructional delivery. As distance learning, the World Wide Web, and
other modes of alternative instructional delivery gain in popularity, the need for large
central campuses will be less significant. Smaller complex learning centers capable of
networking with a variety of educational providers will become more prevalent. The
future will also see these education centers shared between high schools, colleges, and
universities. In essence, taking education to the community in place of requiring the
community to come to the campus. This concept will mean a total redefinition of what
constitutes a “college campus” and will greatly increase the efficiency of educational
delivery. Off-campus centers will also become hubs for satellite uplinks and downlinks.
They will be communication intensive spaces, designed to move information from one
point to another. These centers may also become conference centers, small business
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incubators, electronic decision centers, used for teleconferencing, purposely designed to
bring area businesses and community members together for non-traditional educational
services.
8. Extended Use of Facilities: In this new era, educational sites should be designed to operate
24 hours per day, seven days per week and fifty-two weeks per year as the information
age reaches its maximum level of intensity. This will present facilities planning and
maintenance issues that must be addressed in today’s planning environment.
B. Defining the Direction of Facilities/Building Plan
With proposed new construction of the Advanced Technology Building and the expansion
of the Performing Arts Center, the district will find itself at the state limits for its capacity
load ratios for instructional space through 2010. At the same time, the district will have, in
its building inventory, a significant amount of aging and inefficient buildings that do not
serve the needs of its academic mission. As a result, a considerable amount of focus will
need to be place on reconstruction and/or remodel, with building efficiency being the prime
objective.
Design implications for all planned reconstruction and/or remodel projects
should be held to the same standards of new construction:
1. Ascribing to the concept that all instructional spaces need to be flexible to
accommodate either lecture or laboratory use.
2. Consistent with the assignable square footage (ASF) needs defined by the State
Chancellor’s Office.
3. Accomplished with an eye towards facilitating the conversion of existing spaces
to other uses, as the district’s needs change.
4. Utilizing space to its highest and best purpose.
Additionally, renovation projects will need to be considered to meet the “secondary effects”
that will result from all planned new construction, reconstruction or remodeling efforts.
Also, technological upgrades/improvements, i.e. providing instructional delivery systems
that are current and competitive in the educational marketplace, should be a high priority for
the district in its facility development program.
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C. Infrastructure
While the district has done an exemplary job in upgrading its physical plant as well as its
utility infrastructure, via recent new construction projects on campus (Library/Learning
Resource Center, Science Building, Student Activities Center), the importance of backbone
infrastructure as a top priority and outcome of the facilities master plan cannot be stressed
enough. Backbone infrastructure such as water and sewer, electrical, telecommunications
and HVAC are critical to meet the health and safety issues on the campus. New building
construction and reconstruction/remodel will need to take into account that a substantial
percentage of the building cost will be devoted to this key component.
Particular attention will also need to be given to support infrastructure such as parking and
vehicular circulation patterns, points of ingress and egress, pedestrian circulation, lighting
and landscaping.
D. Building to the Planning Criteria of the State Chancellor’s Office
Even though the district may have funds available via has passed a local bond, the monies
appropriated will not be sufficient to meet the facility needs and demands through the year
2020. It is imperative for the district to leverage the local bond monies with appropriations
available through the state.
Facilities therefore will be subject to Title 5 Standards.
Construction and reconstruction/remodel projects selected by the district should take into
account that the best possibility for state funding rests with those projects that meet the
following priorities:
1. Health and Safety Issues
2. Remodel for Efficiency
3. Remodel/Construction for Technological Advancement
E. Coordination with the Educational Component
Assignable square footage requirements that have been generated for the facilities/building
plan of the future assume an instructional program that is similar to that which currently
exists
at
Victor
Valley
College,
i.e.
a
blend
of
general
education/transfer,
occupational/vocational education and basic skills/developmental education. Based on a
view of the future, greater growth is projected to occur in the TOP Code Divisions of
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Health Services, Biology, Fine and Applied Arts, Humanities (English), Public
Affairs/Services, Business and Management (Business Education Technology), Mathematics
a well as expanded curricular offerings in basic skills education. The impact of technologybased instructional delivery, however, may drastically change the way in which these and
other on-campus facilities are both deployed and structured. Since decisions related to the
planning and delivery of instructional and support services drive the facilities planning
process, it is an essential that instructional planning and facilities planning be closely
coordinated at all stages of the building/rebuilding process.
F. Technological Considerations
The following facilities-related issues should be taken into consideration concerning the impact of technology:
1.
There is a need to have classrooms, laboratories and conference rooms that are
supported with modern technology such as computer and media equipment and
connections to the World Wide Web. As faculty becomes more deeply involved in
the use of technology in the classroom, there will be a widening need to continue
and expand the available technical resources.
2. Consideration should also be given to the impact of distance learning on campus
learning facilities (classrooms and laboratories), the allocation of space to house
communications hardware supportive of distance learning, and the need for offcampus learning delivery.
3. If the use of technology as a device for instructional delivery accelerates as
anticipated, it may greatly redefine the concept of what a “campus” is - in the
facilities sense.
The district should be watchful of these changes and prepare
alternative strategies to keep pace with technology needs.
4. The implementation of off-site learning strategies may also develop a new definition
of an off-campus center, thus impacting the facilities plan.
5. As the district contemplates new or remodeled facilities, attention should be directed
toward the establishment of designs that are adaptive for future technology. While
not every technological device can be anticipated, it is possible to provide equipment
and other components that will support future technology needs.
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6. The challenge for the next decade and beyond will be to constantly monitor the
changes that are occurring in instructional delivery and support services delivery and
to integrate these changes into a facilities/building plan.
G. Design Integration
With every new building that is constructed, the district via the college redefines itself to the
public as an institution of higher learning. It is imperative, therefore, that architectural
guidelines and standards for new construction, reconstruction/remodel, as well as for
landscape treatment, be coordinated so as to project and convey a consistent, logical and
understandable message that reflects the character of both the district and the college.
Modern versus older structures - offices, classrooms, laboratory and support facilities - will
need to be blended together in a cohesive fashion. A campus-wide plan for upgrading all
facilities will need to be implemented as a result..
H. Operational Efficiency Levels of the District
The district will need to demonstrate that its instructional program is making the best use of
state invested dollars by operating at performance standards adopted by the state. This
translates to greater operational efficiency and existing facility utilization, that curricular
offerings cover a five-day week and that the college and/or educational centers of the district
are engaged in full utilization of its facilities between the weekday hours of 8:00 AM and 4:00
PM as well as during the early and late evening hours. The productivity of the college
and/or centers relative to statewide averages for students per class section, weekly student
contact hours (WSCH) per class section, WSCH per full time equivalent faculty (FTEF) will
also need to demonstrate a high degree of success.
The district’s current ratios for
productivity/efficiency are under those established by state. In the competition for limited
state funding, available funds will be awarded only to those community colleges
demonstrating the greatest productivity/efficiency relative to facility utilization and
operation.
The district will need to demonstrate that full utilization of the academic
day/week is occurring and that accountable, efficient operation is being achieved. This will
result in qualifying the district for a greater amount of state funding, both on an annual and
long term basis.
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I. Maintenance Issues
The area that is most often lost in the design and construction, reconstruction/remodel of
new facilities is the practical matter of maintenance.
After the beautiful architectural
renderings, the final walk-through and ribbon cutting ceremonies, new construction and
reconstruction/remodel must be sustained. Often this element is left out of the planning
equation, assuming that it will, somehow, magically occur. The maintenance issue is not
only critical to the facilities planning process - it is imperative. Key maintenance issues that
need to be addressed as part of the facilities plan include the following:
1. The adequacy of the current and projected maintenance organizational structure to
support new or remodeled facilities and/or changes in instructional delivery.
2. The need to generate (parallel with the facilities/building plan) an overall
comprehensive and long-term plan for maintenance.
3. A long-term commitment of funding for maintenance.
J. Construction “Phasing”
The success of the facilities/building plan will be dependent not only on identifying a
priority list of projects but also on how and when those projects will be implemented.
Proper “phasing” of projects will insure that the minimal disruption to the campus occurs,
that alternate space is provided to accommodate the disruptions to class schedules or
support services, that key utilities infrastructure is not disassembled rendering the campus
useless. Timing and logistics are as critical to the success of new or remodeled building
construction as is the construction itself.
K. Off-Campus Needs
The district will need to expand away from its existing main campus if it is to be successful
in meeting the needs of its constituent base in the future. The shear size of the district
boundaries coupled with the growth of the area dictates that satellite campus centers that are
part of but separate from what as is known as Victor Valley College, will be required in the
future. These centers should be self-contained and have an identity that is apart from the
main campus. The district will be challenged by meeting the needs of a diverse population
base; the centers will provide a bridge to that diversity.
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V. PROPOSED PROJECTS
Overview
Victor Valley College is projected to maintain an overall annual rate of growth of 3.85% over the
next eighteen years, i.e. through 2020. In terms of credit enrollment, the college is projected to grow
from 105,471 weekly student contact hours (WSCH) and 11,238 students to over 217,390 WSCH
and 22,128 students by the year 2020. To meet this demand, the college will need to generate more
than a half million square of feet of instructional and support service space, i.e. approximately
200,000 assignable square feet more than currently exists.
While Title 5 (California Code of Regulations) qualifying criteria can be used to determine
“supportable” need, from the state’s perspective, it does not specifically address the condition of
existing facilities on campus. In the case of Victor Valley, existing facilities vary from new to 40 year
of age. As part of the facilities plan, selected buildings that are presently on-campus will need to be
reconstructed and/or remodeled for efficiency. Overall, the college’s facility program, will fall into
one of three categories:
A. New construction to meet new demand
B. Renovation/remodel for greater efficiency
C. Reconstruction to replace existing structures
The primary objectives of the facilities/building plan for Victor Valley College will be:
A. To implement a Facilities Master Plan that leads to the creation of new and
reconstructed facilities for the district that are consistent with the state requirements for
community colleges.
B. To create, through new construction, reconstruction, renovation and building expansion,
facilities sufficient to meet the demands of 217,390 credit-WSCH and 22,128 student
enrollment.
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Identification of Facility Needs
Based on input from the college, physical assessment of the campus by the consultant team, and
space requirements identified via the forecasted program of instruction, the following building
and/or building support projects have been determined.
A. Completion of Currently Initiated Projects State Supported Projects
1.
Complete new construction that will lead to the creation of an Advanced
Technology Center
2. Complete plans that will lead to expansion of the Performing Arts Center for
Speech and Drama
B. Address Facilities to Support the Academic Program of the District
1.
Relocate Humanities (English) from existing portable/modular buildings to
permanent on-campus building, i.e. replace with permanent facilities
(portable/temporary buildings currently account for over 38,000 assignable
square feet on-campus)
2. Demolish/Reconstruct the following existing facilities:
a. Liberal Arts Building
b. Allied Health Facilities
c. Old Gymnasium Facility
3. Create 3-4 large lecture facilities that can accommodate 75-90 students
4. Create additional laboratory space and lecture space
5. Remodel or reconstruct the existing Music facility
6. Construct Vocational Technology facility/facilities on the lower campus to house
existing and new programs for vocational/occupational education
7. Construct new facilities on the lower campus to house existing Restaurant
Management and Fire Technology Programs
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8. Replace temporary/modular buildings of the Agricultural Center with permanent
buildings
9. Remodel the existing Science Building for more efficient and better space
utilization
C. Support Facilities
1. Create anew or reconstruct the existing Student Services Center area to provide
better student access and internal efficiency – create a student services zone or
one-stop facility that is both visible and easily accessible for students
2. Create additional office space for faculty and staff
3. Construct a Foundation Facility that will assist with the district’s long term
growth plans
4. Create, through new construction and/or renovation, new administrative office
facilities that are integrated within the campus
5. Demolish old transportation and warehouse facilities – construct replacement
facility for warehouse and maintenance and operations offices
D. Infrastructure and Utilities
1. Address the need for improved on-campus surface parking and improved
vehicular traffic flows that afford students better and safer access to the campus
2. Give consideration to new ingress/egress options to and from the College
3. Relocate existing roadways to a perimeter road that is on the outer boundary of
the campus (versus the present internal access roadways)
4. Create new parking considerations that are internal to the perimeter road and
allow students to access the campus without crossing roadways
5. Create new pedestrian corridors from the parking areas to the campus
6. Realign and reconfigure access routes for students with disabilities
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E. Other Facility Considerations
1. Acquire additional off-campus site for a future educational center on the
Westside of the district
2. Create through new construction and joint venture participation facilities that
will support an upper desert partnership (High Desert Educational Consortium)
with four-year colleges/universities (either at the existing campus and/or at the
site of a future Westside educational center)
3. Consider off-campus expenditures that would support facility renovation and
lead to joint-venture partnerships with private industry at the former George Air
Force Base (e.g. Airport Management Program, Aeronautics, etc)
Based on the needs expressed and the parameters of potential sources of income from local bond
proceeds and available state monies, a Proposed Facilities/Building Plan, as well as a schedule of
construction, reconstruction, remodel and renovation, is provided in the pages that follow.
The plan is consistent with the qualifying criteria of the Title 5 of the California Code of
Regulations, as determined in the space quantification section of Chapter 4. Assignable square
footage (ASF) was determined vis-à-vis weekly student contact hours (WSCH). This measure was
also used to define space needs for support services.
Project costs were developed using current day values. They are meant to provide a “frame of
reference” for what the district’s financial commitment would be relative to the implementation of
each project. More finite costs will need to be developed as each project becomes a reality.
Finally, the proposed plan outlines project priorities and timelines. This (latter) element was based
on the combined input from the college, the need determined via the forecasted program of
instruction and state criteria that identifies those projects that stand the best chance of being funded.
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Recommended
Plan of Action
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CHAPTER 6 – A RECOMMENDED PLAN OF ACTION
OVERVIEW
The recommended plan of action is presented as a series of broad-based principles that are generic
to the role and function of a community college district. These principles were then related to the
Victor Valley Community College District and made specific by goals and strategies appropriate and
relevant to the district’s mission. The goals and strategies identified are meant to serve as a
framework for a formal plan of action that will be adopted by the district through its decisionmaking process.
Because the future cannot be predicted with 100% accuracy, the goals and strategies incorporated
herein are meant to serve the district as it adapts to changes, trends and conditions that are not
identifiable at this time. The goals and strategies should be reviewed annually and modified as
necessary so that concerted effort can be directed to action that leads to the implementation.
Principles, Goals And Strategies
RESPONSIVENESS TO THE SERVICE AREA
PRINCIPLE I: California community colleges are established to be locally based educational
institutions of learning that become a resource to, and reflect the needs and demographics of the
communities they serve. The demographics of the college student population are expected to be
representative of the ethnic, age, gender and economic conditions of the residents in the district’s
service area.
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Observations and Analysis
Victor Valley College demonstrates strong support from its constituency base. Currently, the college
draws almost its entire enrollment from within the district boundaries. In addition, the college
meets the statewide average for student participation rates, producing 38.51 students per 1,000
population (the state’s average is 37 students per 1,000 population).
Six principle cities combine to produce the greatest percentage of enrollment within the district
contributing approximately 80% of all district enrollments. The district’s student body is, therefore
predominantly locally based. Overall, 92% of the total enrollments are attributed to residents living
within the district boundaries.
The composition of the student body reflects very similar characteristics to that of the district’s
service area, i.e. both are characterized as having a declining White/Caucasian population and an
increasing Hispanic population.
campus at present.
The Black population base is the most underrepresented on
The Hispanic population reflects the next greatest degree of under-
representation while the Asian/Pacific Islander population base, i.e. comparing the service area to
the on-campus student population, reflects close to proportional representation.
The median age of residents in the service area is 34.6 years, reflecting a somewhat more stable
population, similar to that of the state. The profile of the service area does not indicate any dramatic
shift in the age categories of the residents except that they are getting older. Overall, 37.3% of the
population will be 45 years of age or more by 2008. The greatest growth as a percentage of
population will be the segment 45 to 64 years of age (a gain of 1.5 percentage points). The age
segmentation 5-14 years of age is projected to actually decline by 2.2% over this same time period.
The age segmentation for 15 to 34 years of age will be generally flat for growth over the next five
years while the age segment 35 to 44 years of age will decline by 2.3 percentage points.
The district has done an excellent job of attracting the 15 through 24-year old population segment; it
currently averages 54%. However, the college has had a declining trend for attracting the older
population to its campus. The 45-64 year old age group has gone from 20% to 11% over the past
five years.
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Goals
1. To continue to be an educational resource to the population by offering a diverse, dynamic and
balanced program of instruction that is reflective of the district’s service area.
2. To sustain the current high degree of “in-district” residents at the college and/or at a district
educational center.
3. To improve enrollments in the under-represented student population segments through
proactive recruiting efforts, targeting specialized programs and services.
4. To identify curriculum and/or programs that meet the needs of the district’s fastest growing
age groups segments – residents 45 to 64 years of age.
Strategies for Achieving Goals
1. Draft a plan and outreach program that specifically targets those key areas of support paying
particular attention to serving the six principle (“key”) cities that are responsible for
approximately 80% of all enrollments.
2. Develop and implement a strategy that focuses on bringing the under-represented
population segments on-campus closer to the numbers found in the demographic
characteristics of the service area.
3. Reevaluate the current program of instruction to discern that it is offering balanced
educational opportunities consistent with the diverse population base of the district.
4. Develop a plan to introduce students from low income and less traditional backgrounds,
providing them with greater opportunities, both academically and personally.
5. Expand the high school programs and services to facilitate the seamless transfer of high
school students into the campus or to an educational center in the district.
6. Develop a plan that targets the growing population segment of the 45 to 64 year old age
group.
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7. Coordinate the expansion of non-credit offerings, using them as point of entry particularly
for older students.
8. Work with businesses in the service area, establishing connections and using these businesses
to assist the district in developing new occupational programs that are current to the
workplace environment and reflective of the district’s service area.
GROWTH OF THE STUDENT BODY
PRINCIPLE II: To meet the enrollment targets set for the future, enrollment growth must be tied
to a “managed plan” that is based on operational efficiency, creativity, capitalizing on new market
opportunities and defined by measurement standards.
Observations and Analysis
Enrollment growth in the Victor Valley Community College District will be largely dependent on
four variables.
1. An overall increase in the raw numbers of students (resident and/or non-resident)
participating in credit instructional activities;
2. An improvement in the student participation rate of residents enrolled in district
programs, both for credit as well as for non-credit;
3. An increase in the average credit-weekly student contact hours (WSCH) per student
enrollment;
4. An increase in instructional service to those segments of the population not currently
served by the district.
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As previously mentioned, the current student participation rate is slightly above the statewide
average of 37 students per 1,000 residents. It is, however, considerably under the statewide goal of
the Chancellor’s Office, which is 78 students per 1,000 residents. It is imperative for the district, to
improve upon its current mark of 38.51 students per 1,000 residents if new enrollment growth is to
be achieved.
In addition to improving upon the student participation rates, the district will need to attract new
learners to its campuses and educational centers, i.e. less traditional students, residents who may not
be academically prepared for post secondary education.
Demands for basic skills curriculum
revisions and ESL preparation will need to be enhanced and placed as a high priority. Basic Skills
and the ESL curriculum can become an important point of entry for students into degree and/or
certificate programs. This growth component will become the most important element relative to
the district reaching its targets for WSCH and enrollment over the next 20 years.
Increasing enrollment growth will mean that the district will need to continue its successful
recruiting efforts that targets graduates from local area high schools. Additionally, it will need to
further refine its recruitment activities and target those ethnic population segments and/or students
who leave the area for their education. A new satellite educational center that could serve the
western portion of the district should be given strong consideration as an important component of
the growth plan.
The district currently has a credit-weekly student contact hour (WSCH) per student enrollment ratio
of 9.39, a mark that is only slightly below the statewide average (9.6). This suggests that the average
academic load for students attending the college is slightly more than 3 credit-based courses per
semester. To meet the projections established for weekly student contact hours of 217,390 and
enrollment of 22,182 (estimated to be year 2020), the district will need to increase this ratio to 9.8.
The retention of existing students and the expansion of their course loads will become the primary
vehicle for achieving this end.
The district should continue to place an emphasis on using the Schedule of Classes publication as a
prime marketing tool targeting future enrollments as well as soliciting enrollments from the nontraditional learners and underrepresented populations within its service area. The Schedule of
Classes is well planned, easy to read and appropriate for communicating the requisite information
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for students. It contains an excellent section with information on college services to students. The
schedule also advertises additional higher education opportunities by listing a program of instruction
for Cal State San Bernardino (with services provided on the campus itself) thus expanding
continuing education opportunities for district residents.
In addition, other four-year private
universities (Baptist College and Azusa Pacific) use facilities provided by the campus. The creation
of a High Desert Consortium, blending functions from the community college with four-year
institutions has been a major vision expressed on campus.
Finally, as a growing suburban post secondary educational institution, the district must continue to
focus its attention on being “the best” in selected educational enterprises in order to attract new
enrollments. The district’s online program of instruction has the potential for expanding college
services and educational opportunities to a widely dispersed as well as diverse population base. It
must also focus greater attention on servicing those potential students in the community who do not
look to traditional education as an option.
Goals
1. To achieve credit-WSCH of 217,390 and student enrollment of 22,182 by the year 2020; to
maintain an annual enrollment growth rate of 3.85%.
2. To maintain and improve the district’s student participation rate, moving it from an average of
38.51 enrollments per 1,000 residents closer to 53.0 enrollments per 1,000 residents.
3. To focus attention and attract enrollments from the resident population including those not
oriented to the traditional model of higher education. To promote more “ladder or bridge
programs” for the less traditional student within the district.
4. To raise the credit- WSCH per enrollment from its current level of 9.39 to 9.8.
5. To focus on expanding and developing additional vocational/occupational certificate programs
and working with business to improve the labor market skills of the community residents.
6. To consider the addition of an educational center in the Westside area of the district.
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Strategies
1. Develop a plan of action that is directed towards the improvement of the student
participation rates within the District
2. Create a plan designed to improve the persistence rates of those students already enrolled,
assisting them to achieve associate degrees, occupational certificates, and/or transfer to fouryear institutions.
3. Focus on the development of pre-collegiate and/or remedial programs that target the underprepared student assisting them in progressing to an associate degree, an occupational
certificate or to a four-year program of studies.
4. Address the needs of non-traditional students through the expansion of the online college,
weekend courses and flexible class scheduling.
5. Track short-term occupational students into employment and re-recruit them into vocational
certificate and degree programs.
6. Expand the options for alternative forms of instructional delivery including the expansion of
the district’s online “VVCCOnline program” format attracting additional non-traditional
students to complete their educational goals from home or at the workplace.
7. Assess the impact of non-credit programs as a source for potential credit enrollment.
8. Implement a formal “enrollment management plan” to evaluate the distribution of courses
and scheduling patterns (including an analysis of course sequencing), to determine if students
can complete their educational goals in a timely manner, and to balance the distribution of
these programs throughout the day.
9. Continue to develop corporate and community development activities directed to small
businesses and the industrial community. Programs and classes for employers in the local
workforce could be expanded and become an essential component of the district’s
enrollment growth plan.
10. Continue to develop the Schedule of Classes with the intent of using it as a marketing tool.
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DELIVERY OF THE PROGRAM OF INSTRUCTION
PRINCIPLE III: As higher education strives to become more student-centered, community
colleges must accommodate an increasing variety of student needs and expectations, from learning
styles to work schedules and reeducation. Learning outcomes must become more central to the
mission of the institution and to the evaluation of student achievement. Community colleges will
need to reengineer their instructional delivery system to incorporate strategies that meet these new
expectations.
Observations and Analysis
The ability to compete in the educational market place will be largely contingent upon how the
district addresses alternative forms of instructional delivery and the commitment it makes to this
effort. This, in part, will require a shift from the current lecture/lab/recitation format to a more
self-directed study, collaboration, portfolio assessment and other active learning.
Overall, the
program offerings in the district have been primarily traditional in their scope and scheduling
methodology.
The district has made a commitment to distance education through its online schedule of classes
(VVCCOnline), as part of its new instructional delivery format. A growing number of sections are
currently being offered online. This commitment has opened new doors for the district; its program
of instruction has been able to capture new, non-traditional learners. As technology becomes more
user-friendly and faculty gain expertise in its applications, Internet or Web-based courses should be
expanded to a wider range of disciplines, providing learning opportunities for students not currently
being served and/or existing students who would prefer to learn online from a distance. The
marketing of these programs will need to be improved to reach this new audience of learners.
The district has addressed certain needs for alternate modes of schedule delivery through shorterthan-semester classes. While the current nine-week schedule is fairly broad-based, it could be
expanded and coordinated into a degree option format. In addition, there is significant room for
growth and expansion for weekend courses. The weekend format could become the bridge for
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additional campus growth until such time new facilities are added to the campus or within the
district. It would also improve the decline in productivity of facility utilization that has resulted
from the district’s decision to move away from the standard five-day per week pattern of fullsemester scheduling to a four-day per week pattern. Currently, Fridays and weekday afternoons are
poorly utilized in most departments and disciplines.
In order to meet the new guidelines for accreditation, the district will be required to assess student
achievement and measure student learning outcomes as a demonstration of accountability and
improved institutional effectiveness. The implementation of measurable student learning outcomes
for both academic and support services components will become a necessity that involves planning
and evaluation. There must be a commitment and a willingness to adopt and utilize new and/or
revised teaching techniques that focus on student learning. The curricula should be rethought and
new learning approaches created.
Goals
1. To implement new educational approaches that individualize the learning process, focus on the
student learner, and help make students more successful.
2. To expand the current programming offered through the online courses and technology-based
instruction, short-term classes, and weekend courses.
3. To support the district’s commitment to using technology as a teaching/learning tool, both in
and out of classroom venues.
4. To improve the offering of intersession and afternoon classes, accelerated and modular courses,
and open entry/open-exit classes.
5. To match available facilities space with a program of instruction that promotes improved facility
utilization productivity.
6. To develop an instructional delivery program that focuses and directs the attention of the
educational process to “student learning outcomes” assessment and methodologies.
7. To provide educational services to a broader population of students and non-traditional learners.
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Strategies
1. Develop a learning delivery plan that actively engages students in the learning process.
2. Continue to expand discipline options in the online format, working towards associate
degree or certificate programs.
3. Provide the technical support necessary to assist in the development of media based course
enhancements and supplemental instruction modules.
4. Via the curriculum committee, develop “hybrid” distance education course offerings,
insuring that these courses meet all course and academic requirements. Develop a marketing
program to promote alternative educational opportunities such as the online college,
weekend scheduling format, and other non-traditional modes of instructional delivery.
5. Expand the “weekend schedule” offerings and develop a plan that provides for an associate
degree option.
6. Encourage interdisciplinary exchange between the transfer and occupational programs of
study.
7. Establish standards that match room utilization productivity with the delivery of the
program of instruction on a weekly basis to qualify the district for proposed new facilities in
the future.
8.
Implement a process to evaluate the public’s perception of the quality of the educational
programs in the district.
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THE INCORPORATION AND USE OF TECHNOLOGY
PRINCIPLE IV: The introduction of technology into education has forced community colleges
to develop new paradigms, re-evaluate the content and methodologies of the instructional process,
and provide a wider-range of support service opportunities for students including those not
traditionally served.
Observations and Analysis
Successful educational institutions will plan and incorporate technology into their instructional
program and support service systems. Today, students come to college campuses technologically
literate and with an understanding of the potential that computers and related technologies serve as
teaching or support services aids. These students will expect to have electronic resources present
and available to them. If not provided, they may seek out alternative educational opportunities that
address their needs and interests.
While the district has provided faculty members with office computers and many classrooms have
been wired for Internet access, the demand for all classrooms to be wired for computer access and
Internet connectivity continues to be a stated concern from both the faculty and staff. In order that
computer assisted instruction be taken to the next level, “smart classrooms”, multimedia projection
systems and laboratories, and online access to the instructional programs, as well as the student
services components of the district, should be given high priority in any future action plan.
The planned construction of an “Advanced Technology Center” will significantly address the
campus’ need for state-of-the-art classrooms, laboratories and support services focused on
technological innovations. This new center will place the district into a competitive mode, serving a
variety of disciplines and centralizing support services in close proximity to the customers.
Technology to support the academic mission often receives the greatest attention but technology to
support the growing and sophisticated internal workings of the district is no less critical. While
short of support staff, the current MIS system and research staff provides the district with excellent
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data accompanied by an appropriate analysis of that data. However, the data may, or may not find
its way into the college’s short-term objectives or long term strategic plans.
The district should
develop a technological infrastructure that is readily assessable and that offers a legitimate flow of
information.
Of present concern is that the district’s current capital and human resources may not be sufficient to
support the expected demand for technology based services and information in the future. State
monies for such advances will always be an uncertainty. The district must take steps on its own to
provide and develop a process to support the ongoing investment in the campus network and
information infrastructure required to provide these services and to meet the anticipated demand.
The district’s cost associated for technology enhancement must be balanced by continued efficiency
and alternative delivery of services to a greatest number of students.
Goals
1. To expand the “open learning” component of the current instructional program.
2. To develop the technology capacity/information systems of the district to it’s fullest potential.
3. To establish electronic and information competency as an overall goal for faculty, staff,
administration, and students.
4. To fund the necessary training and staff developmental opportunities necessary for faculty, staff
and administration to become competent in the new information technologies.
5. To provide high-speed access to the Internet and associated technological services.
Strategies
1. Identify, prioritize and implement specific and reasonable technology objectives via the
district’s technology plan.
2. Provide the capital and human resources necessary to maintain and improve the quality and
availability of technology-based services.
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3. Provide an adequate funding source for training and faculty staff development activities that
support technology and the integration of technology into the delivery of instruction.
4. Provide opportunities for the staff, as well as the faculty to become involved in the
implementation of technology on the campus.
5. Evaluate the level of technical support needed as the district continues to add computers,
computer-based instructional opportunities, and other electronic services.
6. Restructure and re-engineer the essential student services processes, permitting student’s
direct access to technology-based resources.
7. Develop a plan for tutorial services that include the expanded use of technology to provide
individualized learning opportunities.
8. Promote those technological tools that enhance “student-to-faculty” communication.
9. Continue to renovate and upgrade classrooms with state-of-the-art technology, including
access to the campus network and multimedia presentation capabilities.
10. Consider adding technological competency as a graduation requirement for the associate
degree and general education transfer.
11. Establish a standard for levels of technology support personnel needed to provide service to
instructional and non-instructional programs.
CURRICULAR OFFERINGS OF THE INSTITUTION
PRINCIPLE V: The curriculum guides instruction and holds the institution, the faculty, and the
student accountable to achieve certain standards. Core, general education courses and transfer
programs should be balanced with vocational/technical (occupational) programs supported by those
developmental programs intended to prepare students to meet educational goals as well as meet
specific needs of the communities served by the district.
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Observation and Analysis
The general education “core curriculum” provides the foundation for completion of the transfer
function. These general education (GE) courses make up greatest portion of the total curriculum
offered by the college. Additionally, the present course offerings for online education supports the
“core-curriculum” and is generally well balanced.
Basic education/developmental programs are in high demand in the district and have experienced
rapid/recent growth. For the period 1990 through 2000, data indicates that approximately 70% of
student assessment scores were below qualification for college level courses in English and in
Mathematics.
As enrollments in the district grow, there must be continued attention devoted to curricular
responsibility and accountability, particularly in the basic skills arena. Innovations in the delivery of
instruction will need to focus on different learning styles and the need to match these individual
styles with learning methods that are compatible. The core, basic educational courses and programs
will likely continue to be in high demand in the enrollment process. However, these courses and
programs must also be subject to review and possible changes in their form of delivery. The district
will need to conduct periodic assessments on the patterns and distribution of course offerings
insuring that students in the day, in the evening and on weekends can make informed decisions
concerning their preparation and complete their goals in a reasonable timeframe. Additionally,
edicts from the Chancellor’s Office and legislative demands require that community colleges
improve the graduation and transfer rates of students, as well as improve the total number of
students who successfully complete their courses and/or certificate programs. As a result, both
existing and new curricular offerings should meet pre-established state and local standards that are
both qualitative and quantitative in scope.
Responsibility for the qualitative as well as the
quantitative analysis of educational programs and services must be geared to future needs.
Curriculum and program development should include an emphasis on program diversification
primarily by expanding options within those programs that are currently successful and/or in closely
related fields of study. The district has a tradition of producing graduates with transfer ready
qualifications and occupational education training and this reputation should be built upon.
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Additionally, with the decline in levels of academic preparation of entering students, a growing
population of second language learners, and a growing percentage of students requiring remedial
coursework and financial assistance, a strong case can be made for overall curriculum reform.
Greater attention to learning styles and the coordination of academic skill development will have a
direct impact on both the students and the faculty.
The district should continue to work closely with Curriculum Committees, who will have increased
responsibility for the periodic review of courses and programs as well as the task of making certain
these courses and programs meet the goals and objectives for graduation and transfer. This will be
an important component for ensuring that curriculum standards are validated under the leadership
of the Academic Senate, that the district’s curriculum is balanced and its mission appropriate, and
that there is consistency in the quality of instruction and in student learning.
Goals
1. To develop a balanced and productive curriculum, that is responsive to the needs of students.
2. To provide a process whereby the “core curriculum” and occupational education offerings can
be assessed for relevancy in meeting student outcome objectives.
3. To expand the district’s commitment to developmental and remedial education, particularly in
the disciplines of English, ESL and Mathematics.
4. To work with the community in meeting the needs of local workforce preparation as well as
prepare students for a changing labor market.
5. To ensure articulation agreements with neighboring institutions of higher education providing
for the seamless transfer of students.
6. To demonstrate institutional effectiveness through the evaluation of graduation, transfer and
certificate completion rates as well as by implementing student outcomes assessment.
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Strategies
1. Throughout the district, plan for and provide the core general education courses consistent
with increases in student enrollment.
2. Focus on current workforce development needs and trends as expressed by the private
sector to expand curriculum.
3. Develop new professional/technical instructional programs to meet the needs of new and
emerging small businesses that are projected within the district’s service area.
4. Review the current occupational programs for relevancy and, based on the data available on
workforce expectations in the service area, consider adding, deleting or modifying the
current occupational programs to meet those needs.
5. Review the developmental education course offerings and implement a plan to expand
offerings; provide coordinated program services to students who need developmental or
remedial preparation.
6. Develop a process for the termination or reengineering of programs that fall below
acceptable standards and/or student participation rates of graduation and transfer.
7. Continue to improve the educational planning and program review process to insure that it
identifies and evaluates the strength, needs, and weaknesses of each program in meeting the
educational goals of the associate degree, transfer education requirements and/or achieving a
vocational/ technical certificate.
8. Expand educational services currently provided in the area high schools by providing direct
articulation, ensuring that students continue to transfer at the current rate of success.
9. Promote articulation models that permit high school students to complete their general
education requirements concurrently with their high school graduation requirements.
10. Encourage faculty, through incentives and rewards, to develop new innovations in
instruction and the delivery of instruction to learners.
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11. Make use of the college’s curriculum committee to determine how these innovative teaching
methods could be integrated into the programs to both broaden and enrich the student’s
learning process.
Support Services of the Institution
PRINCIPLE VI: The success of most students will depend on how well the institution provides a
comprehensive array of support services to assist the students in achieving their educational
objectives. Support services, therefore, play a critical role in the overall academic experience. As the
population of the service area changes, the college will need to adapt to meet the demands that
students place on the institution.
Observations and Analysis
Support services include all non-classroom activities that enhance and support the total learning
experience of the student; including Student Services activities, Library/Learning Resources,
Business Services/Management Information Systems and Maintenance.
All Student Services facilities are located on the campus of Victor Valley College. While these
programs deliver the services they were designed to provide, they are scattered about in three
buildings, the result of which is fragmentation with less opportunities for communication and
coordination of functions. Student Services facilities, although renovated, still reflect an older
service format and are not necessarily arranged in a way that best serves students in this
technological age. Additionally, the current facilities do not have adequate space to serve the various
programs; projected growth will only exacerbate this condition.
Via formal and informal discussion with faculty and staff, a degree of concern was expressed that
the majority of student services were not available during the evening hours. The district should
give strong consideration to reopening these services to those students who may not have access to
them during the regular daytime hours.
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As a number of student service programs have evolved as appendages to current programs, or as
stand-alone entities, they have often been housed away from the primary student services facilities.
From both the perceptual and functional perspectives, the reintegration of all student services is
critical to any action plan the District might embrace as part of its long-range vision. A “one-stopshop” concept with the centralization of all student services into a single facility or campus zone
should become a campus-wide goal. Student services should also be the most visible and easily
accessible building on the campus – the building that the student first sees when entering the
campus. It is this dual theme of centralization of services and welcoming visibility that the college
should establish as the goal for student services.
Other student support functions include the Academic Commons, Library Services, Media Services
and the online programs. The district can expect to have a growing number of faculty that develop
Web pages and online testing as well as incorporating streaming video into their syllabi.
Technological support services will be critical to this endeavor and library services will be an
important link in this process. With the implementation of technology, libraries and learning
resource activities have come to the fore as a central feature in the teaching and learning process.
Library services will be stretched financially to meet the demands for new cutting edge technical
resources, particularly wireless applications. Currently, the library will need to upgrade its Internet
applications, expand video streaming as well as convert the system to a fully Web-based
environment.
The management information systems (MIS) that support student services as well as provide
information on the status of students, is currently a strong component of and a valuable support to
the institution. The current MIS system, however, may not be able to serve the increased demands
and expanded service needs for the future. The application of technology to the student services
function, the increased use of technological resources necessary for financial reporting to the state, a
growing non-traditional student body, and changes in student learning modes will require that a
more flexible and technologically adapted series of support services be developed. To be a truly
effective institution, the district will need to consider moving to a more powerful, integrated MIS
that can coordinate various services such as financial aid, admissions and records, human resources,
and accounting.
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As part of the overall plan for student services, the district needs to be able to specifically target
messages to students regarding the online registration process, directions to services at its campus
and/or educational center(s) and provide current information/feedback on the condition and status
of each student.
The district will need to develop activities that will engage students in the
educational process to keep them motivated, committed to and focused on the persistence of their
educational goals. Students will continue to seek those institutions that evidence “care for the
student”. These institutions will be those that are perceived as best serving the student’s educational
needs.
Goals
1. To centralize Student Services on-campus, consolidating related services into one area or zone.
2. To promote a “one-stop” matriculation process for Student Services incorporating electronic
access to the application process, orientation and assessment, counseling and registration.
3. To become more “student centered” implying that information is available “on demand”, that
there is direct access to information and services.
4. To increase efforts directed to articulation and transfer with four-year institutions and local area
high schools.
5. To promote the Library/Learning Resources Center as a resource for development of
information competency and information retrieval.
6. To provide the appropriate levels of student support services at the Victor Valley Campus
and/or outlying educational centers as the district expands.
7. To provide intervention strategies for students not showing academic improvement.
Strategies
1. In the physical restructuring of the campus, plan and design a centralized student services
facility that becomes the “gateway” to the college.
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2. Design a plan that consolidates Student Services into a common facility or zone.
3. Assess the space needs of Student Services and the need to be a centralized processing and
resource area.
4. Implement a “reintegration plan” for scattered support services; implement a staffing plan
for support services offices (including the expansion of services hours into the evening).
5. Conduct a full organizational assessment for support services that meet the projected needs
of the district - included should be the areas of Student Services, Business Services, Library,
and Technical/Computer Support.
6. In the planning process, make provisions for the seamless matriculation of students through
the expanded use of technology; provide individualized matriculation opportunities.
7. Develop a core of intervention strategies targeting special services for those students not
showing academic improvements.
8. Develop a plan to expand Library services, both electronically and through hardcopy
materials and editions.
9. Address the key personnel necessary to support students with special needs and/or learning
disabilities in the Student Services division, including the areas of Financial Aid, the Disabled
Resources, Tutorial, EOP&S, Counseling and other support services.
10. Explore various software and hardware needed for a more integrated and powerful MIS.
Human Capacity of the Institution
PRINCIPLE VII: Continuity in the delivery of the educational and support services products is
best served by full-time faculty and staff who are on-campus, have designated office hours and
working space, and participate in the committees of the institution. The institution will be able to
succeed and progress to the degree that the full-time faculty and staff are committed to carrying-out
the vision for success.
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Observations and Analysis
The district needs to place continued emphasis on hiring full-time faculty to carry the message of the
college and deliver the educational product. An analysis of the current condition shows that, while
the district has met its “obligation” for full-time faculty, it is currently well below the standard goal
of seventy-five percent of instructional hours taught by full-time faculty (currently measured in full
time equivalent faculty or FTEF). Improving on the full-time/part-time faculty ratio can be difficult
for districts (e.g. Victor Valley Community College District) experiencing rapid growth. However, it
is of importance for the district to make a concerted effort towards improving the proportion of
full-time faculty and critical that there is a sufficient number of full-time faculty available to develop
and support the educational process. One of the primary charges of the district is to provide the
necessary staff resources to maintain and improve the quality of instructional, student, business and
maintenance support services. This need, of course, must be balanced with and measured by fiscal
realities of the district.
Staff development is also a key element relative to the human resources function at Victor Valley
College. Currently, programs for staff development activities have focused on three basic elements:
Providing faculty professional development; providing professional opportunities for classified and
administrative staff; and supporting learning/training opportunities that support the institutional
need. Staff development activities receive much of their funding from state provided monies and
are basically traditional in their scope and function. In order to maintain professional competency
and integrity, the district will need to give full attention to staff development activities and activities
that are more focused, coherent and connected to the program for institutional goals. An emphasis
should be placed on meeting the guidelines for student learning outcomes assessment and
technological competency. The district should also provide opportunities for faculty to develop
learning outcomes as well as certain competencies and qualitative skills.
How skillfully and
effectively the measures are implemented will depend on how comfortable faculty are in addressing
learning outcome objectives and in transforming the instructional process. This process will require
reeducation and retraining as well as a commitment of staff development resources.
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Goals
1. To commit to the improvement of the 75/25 percentage of full-time faculty at the direct
instructional (teaching) level.
2. To deliver educational excellence through a well-trained and responsive faculty and staff.
3. To provide the resources necessary for staff development and training, maintaining a
commitment to excellence.
4. To focus staff development opportunities centered on improving the best institutional practices
and promoting student learning.
5. To move the human resources function to a “paperless process”, i.e. electronically driven
application/submittal process.
Strategies
1. Create and implement a plan that moves the district toward the objective of meeting the fulltime faculty goals established in AB 1725.
2. As the district grows and expands into the community, study alternative administrative and
organizational models with the objective of providing improved student support systems,
business support services, campus maintenance operations and/or administrative functions.
3. Plan and implement a program to link those functions of student services with academic and
instructional activities.
4. Install, staff and maintain a faculty/staff training center where new technologies and/or
innovations can be tested and evaluated.
5. Provide faculty and staff opportunities for staff development, return-to-industry leaves, and
cross training across various disciplines of the district.
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6. Provide a more focused staff development opportunity based on improving the best
instructional practices – technological literacy should be a strong component of this
program.
7. Establish programs of recognition and reward for innovation in all areas, for excellence in
teaching and student learning, for commitment to student success and for participation in
moving the district goals toward the year 2020.
Support of the Physical Plant
PRINCIPLE VIII: Infrastructure is the backbone of the physical plant. It must keep pace with the
changes and impacts that occur over time and be maintained sufficiently to support and
accommodate growth and expansion of the future. The success of the institution is as dependent
on the physical plant as it is on human capacity that provides the program of instruction and the
student support services.
Observations and Analysis
The internal infrastructure (distribution systems) for utilities such as water, sewer, storm drainage,
electricity, gas and telecommunications are, in many cases, over 40 years old and in need of
replacement and/or upgrading. Storm drainage is particularly an acute problem. Flooding resulting
from this inadequacy has been costly in terms of both time lost and the physical impact on grounds
and facilities. Left unattended, the internal infrastructure deficiencies on campus will become a
limiting factor for future growth.
Telecommunications as an infrastructure element is currently only marginally adequate to meet the
demands of the future. The district will need to upgrade telecommunications infrastructure as
changes in technology evolve to transmit and receive data. High-speed data links will be necessary
to support the growing use of telecommunications both in and out of the classroom. These new
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high-speed data links will not only support curriculum development but also be critical for the
internal operation of distance education programs that will interface with the student’s home or
workplace. The district will find its level of telecommunications capabilities significant in developing
and maintaining a competitive edge in the educational marketplace.
As a supporting infrastructure requirement, attention will also need to be given to aging HVAC
systems in some of the older buildings. The lack of adequate on-campus lighting will be another
element of the supporting infrastructure that will require the attention of the district.
Of strategic importance in the long range planning process, and directly related to the need for key
support infrastructure, will be the challenge of providing and maintaining adequate access to the
Victor Valley campus. The majority of access (85%) to the college is by automobile. The issue of
access has strong implications for both parking and vehicular circulation. Thus, resolution of the
parking and circulation deficiency should be elevated to a very high priority. The urgency of this
measure will be further fueled by the lack of flat, level land on campus. What is currently designated
as parking will give way to new construction on-campus. Parking and vehicular circulation will need
to be completely rethought and redesigned for the campus of the future.
While the district will be challenged with the task of bringing the “hard” infrastructure elements up
to speed, it will simultaneously need to consider the implications of its lack of “soft” infrastructure
(human capacity) relative to support of the physical plant. As the district adds over 200,000
assignable square feet of new space over the next seventeen years, concurrent provision will need to
be made for the maintenance function. This will not only be true for custodial staff but also for
skilled craftsmen that will be needed to keep pace with preventative maintenance and in-house
repairs. This same impact will also occur with the maintenance of grounds. Landscape additions to
new buildings will add a both time and output requirements to a staff that is already stretched thin.
With the sizeable financial investment that will be coming to the Victor Valley Campus (and/or any
new educational centers), in the form of new and reconstructed facilities, it is imperative that the
district invest in the necessary “soft” infrastructure of personnel to protect and maintain the value of
its investment.
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Goals
1. To resolve the on-campus utility distribution and internally generated support infrastructure
deficiencies that are considered either currently inadequate and/or “growth limiting”.
2. To resolve on a priority basis the key access issues of parking, vehicular circulation and
pedestrian movement/circulation.
3. To provide the required resources that will lead to the improvement of quality and service
reliability for telecommunications/telecommunications infrastructure.
4. To develop a plan that matches the investment in hard infrastructure and new facility
construction/reconstruction with that of “soft” infrastructure support.
Strategies
1. Assess and determine a prioritized replacement/upgrade schedule for the “hard”
infrastructure/internal systems and generate a funding plan that will become a central part of
the construction/reconstruction process at the Victor Valley Campus.
2. Establish objectives and timelines for upgrades to current telecommunications infrastructure.
Support the upgrade of the campus network backbone so that the campuses can maintain a
competitive edge in delivering data transmission to the widest possible user base.
3. Through the budget process, evaluate the existing allocation of resources for technology
infrastructure - reallocate those resources if necessary and appropriate, and develop
strategies to obtain new resources when possible.
4. Through study and design, select alternative parking and circulation models that address the
critical issue of student safety and access. Consider the need for additional parking, either in
the form of existing on-campus land or a parking structure.
5. Create open landscaped areas, outdoor meeting plazas and pedestrian paths that make the
college both more useable and user-friendlier.
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6. Develop a planning formula that matches personnel support for buildings and grounds
maintenance with new additions to landscaping acreage and/or new construction.
Facilities of the Institution
PRINCIPLE IX: Community college districts should provide their constituency with current,
modern instructional and support service facilities that sustain the academic mission. The facilities
should be safe, accessible and promote learning for a wide range of uses and users.
Observations and Analysis
One of the primary objectives of the master plan is to determine space requirements. The master
plan builds its space needs assessment via the program of instruction. From this, facilities that meet
the educational objectives can be derived. The space requirements serve as the underpinnings for
the facilities/building plan, a plan that more specifically identifies the types of buildings to be built
or reconstructed, the physical size and location of such facilities, the integration of facilities within
the campus, the support infrastructure required, the construction/reconstruction priorities, the
construction/reconstruction phasing, and the plan for implementation.
Space requirements in this regard are based on the district’s capacity to generate credit-WSCH of
217,390 at Victor Valley College and a student credit-enrollment of 22,182 – a milestone that has
been projected for the year 2020. With a target date of seventeen years, there are a number of
factors and impacts, unidentifiable and/or non-quantifiable at this time that could affect this 2020
target date. Thus, the credit-WSCH and enrollment milestone projected may be reached sooner or it
may be reached later. What is of greater importance is that the district has a benchmark for “needed
facilities” whenever this milestone is reached.
The greatest need for facilities will be at the Victor Valley Campus. A number of facilities oncampus will need to be considered for renovation and remodel, others will require demolition and
reconstruction, yet others will be newly constructed.
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infrastructure for parking and circulation will also need to be brought under the larger umbrella of
“facility needs” at the Victor Valley Campus. Facilities to meet the projected credit-WSCH and
student enrollment of 2020 will be 532,502 of assignable square feet, a figure that will require almost
210,000 square feet of additional space.
The district should give strong consideration to a center in the Westside of the district sometime
between the years 2015 and 2020. This center would be projected to open as a facility of 38,500
assignable square feet with projected credit-WSCH of 10,125 and an enrollment of 2,250 students.
With the successful passage of a local bond issue that will leverage state monies, the district is
poised to embark on a program of substantial magnitude that will result in being able to address a
great majority of its facility needs.
Note: A specific, recommended plan for the district is presented in Chapter V, The Proposed Facilities/Building Plan
Goals
1. To adopt a facilities/building plan that leads to the creation of new and reconstructed facilities
for the district that are consistent with the state requirements for community colleges.
2. To create, through new construction, reconstruction, renovation and building expansion,
facilities sufficient to meet the demands of 217,390 credit-WSCH/22,182 student enrollment.
3. To address on-campus parking through the creation of new parking options including parking
structures and the identification of possible surface parking remedies.
4. To give consideration to new ingress/egress options to/from the college, creating new vehicular
and pedestrian circulation patterns for better/greater campus access; realign and reconfigure
access routes for students with disabilities.
5. Develop a plan to that will lead to the purchase of property and the construction of an
educational center on the Westside of the district with facilities sufficient to meet the demands
of 10,125 credit-WSCH and 2,250 student enrollment.
6. To create supplemental revenue streams (in addition to those available through the state) that
will make needed new facility construction/reconstruction a realistic possibility.
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Strategies
1. Create a facilities/building committee composed of constituent representatives (faculty, staff,
and administration) charged with the responsibility of shepherding the recommended
facilities plan through construction, reconstruction and/or renovation.
2. Within the structure of the facilities plan, create educational or academic zones that would
physically link related disciplines, thereby establishing relationships and student awareness of
extended programs and services.
3. Using the facilities plan as the guiding document, generate Five-Year Capital Construction
Plans and secure matching funding through the for the Chancellor’s Office for capital
projects; competitively place the district’s facility construction program in the state’s mix for
funded projects.
4. Create an extended financing plan, using combinations of state financing, local bond funding
and newly identified revenue streams, to facilitate and actualize construction/reconstruction
projects in the district over the next twenty years.
5. Review the current assignment and use of instructional space (lecture and laboratory space)
to determine the highest and best use for all current facilities. Implement a plan to address
the need for remodel/reconfiguration of existing space to meet safety standards and/or
efficiency measures.
6. Conduct annual committee reviews of the district’s Space Inventory, Report 17 with special
attention to the actual use of facilities, the coding, and square foot allocations so that
maximization of utilization and funding qualification can be achieved.
7. Create a plan to secure funding for equipment and furnishings that will be needed to support
new construction.
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The Business of Education
PRINCIPLE X: Operational efficiency is a central part of the institution’s obligation to meet its
responsibilities relative to the “business of education”. It is critical to develop a program of
academic accountability so that funding presently received from the state is maximized to its full
potential and that new construction is warranted and supported by need.
Observations and Analysis
Weekly student contact hours (WSCH) per full-time equivalent faculty (FTEF) is a key measure of
instructional productivity. This ratio compares the total number of hours students are “in class”
each week (weekly student contact hours) with the equivalent proportion of a full time faculty
member’s teaching load (full time equivalent faculty). The product of this ratio is then compared to
the State of California standard for community colleges, a 525 goal.
Based on data derived from the Fall 2002 census data elements, the district’s weekly student contact
hours (WSCH) to full time equivalent faculty (FTEF) productivity ratio for credit course offerings
was 409.10, well below the state’s goal of 525 WSCH/FTEF. By TOPS code instructional divisions,
Victor Valley College had only one division that either met or exceeded the statewide average of
WSCH/FTEF: Psychology (2000) at 536.2.
The findings from this effort suggest that the district would be best served by adopting some needed
changes in curriculum, enrollment management and/or instructional delivery systems for the future.
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While the district is operating at a 77.9% efficiency rating (409.10 WSCH per FTEF), it could make
changes that would bring this ratio closer to the state goal. The four-day academic week is evident
in the district. It has resulted in loss of efficiency relative to room utilization, particularly on Fridays.
Additionally, the weekend schedule is limited to certain disciplines and is not comprehensive in its
scheduling pattern. The district will need to focus on full utilization of its present facilities as a goal
for the future. An enrollment management process will need to be implemented ensuring that
efficiency standards are established and programs evaluated in all disciplines with schedule changes
directed towards providing optimum enrollments in each section.
An across the board, individual discipline-based goal of 525 is unlikely at the Victor Valley Campus,
given the constraints of lower average enrollments, lower class size maximums, available laboratory
facilities, negotiated contractual limits, basic skills courses or any discipline whose average class size
is below 35 on census. It can be achieved, however, on a district-wide basis by balancing lower
enrolled classes with higher enrolled classes.
Disciplines with traditionally lower class sizes,
however, should not abandon their obligation to provide for some kind of balance in meeting the
institutions productivity measures.
Class size data analyzed, also a measure of productivity and efficiency, indicated that the current
(Fall 2002) class size average for Victor Valley College was 26.74, a mark that is 24.7% below the
statewide standard of 35. The TOP Code instructional division for Psychology was found to be the
only division performing at or above the statewide standard, averaging 35.92 seats per section.
There are means by which the district and the staff working together could raise the efficiency
measures at the institution while retaining much of what both faculty and staff perceives as valuable
to the learning process and to the institution. With a declining funding base, the district faculty and
staff will be asked to provide quality services with flat or reduced budgets. The institution will be
asked to operate more efficiently and with even greater accountability. As the process for funding
becomes more competitive, future awards by the state for new facility construction will be based on
the assurances that productivity measures within the institution are in place and that existing
facilities and manpower are used to the highest and greatest levels of efficiency.
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Goals
1. To improve the district-wide efficiency measures and curricular accountability thereby qualifying
the college for the funding of needed educational facilities.
2. To identify those curricular offerings or programs of study that may be below acceptable
standards of performance and/or exhibit trends towards declining enrollment, poor student
success and/or poor retention and raise them to levels of greater productivity.
3. To implement an enrollment management plan that evaluates and recommends the appropriate
numbers and sequencing of sections in order to produce qualitative as well as quantitative results
relative to institutional productivity.
4. To establish an enrollment growth goal of the district and develop strategies that will produce
that annual enrollment growth over the next seventeen years.
5. To provide, on a bi-annual basis, an internal and external needs assessment for all occupational
programs as required by the California Education Code sections 78015 and 78016.
6. To expand opportunities for students to develop the necessary skills that support success in
continuing their education.
Strategies
1.
Develop a timeline to implement efficiency goals over the next five years.
2.
Establish a task force to develop performance standards for each program and to assess
operational efficiency and relevancy.
3.
Revise the program review process to include enrollment trends and scheduling patterns,
seat count analysis, staffing trends, facility utilization, cost efficiency, student retention and
success ratios, provides measurable student learning outcomes, determination of program
need and effectiveness of the curriculum, and the numbers of awards and certificates in
occupational programs. The criteria for this review process should fall into two categories:
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1) Those criteria common to all programs, and 2) those additional criteria specific to
particular programs and/or goals.
4.
Provide additional large-lecture classroom facilities, open access computer laboratories
and/or other instructional components that would permit the maximizing of the
instructor/student load ratio.
5.
Establish a team composed of faculty and administrators to review other district enrollment
practices that might result in the improvement of efficiency measures.
The Importance of Off-Campus Programs
PRINCIPLE XI: Educational centers and other off-campus programs are an important and
integral part of the institution’s success. Satellite centers offer the opportunity to reflect the nature
and diversity of the sub areas that they serve.
Observations and Analysis
That educational centers are an important component of a district’s program of instruction can be
demonstrated by the success of other community colleges throughout the state. In the case of
Victor Valley Community College District, a strategically placed center would not only augment the
existing program of instruction, accommodating residents in an area that might be underserved, but
also become an important “feeder facility” for the main campus.
Any educational center that is considered should have an individual, personal identity that reflects
the portion of the district that it serves. General education programming should be balanced with
an increased emphasis on basic skill development, including ESL at these locations.
The
development of educational centers and all off-campus programs, as well as the promotion of
programs into area high schools, should also be carefully planned and considered within the broader
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framework of the district’s goals.
The district should support purposeful leadership where an
educational center shares in the achievement of academic goals and works cooperatively to
strengthen the opportunities for the residents of the service area.
determine the proposed development for any given center.
District decision-making will
However, it is also the district’s
responsibility, to give such a center the special attention they have earned.
Goals
1. To achieve a district-wide perspective and to champion an off-campus center as communitybased local level learning opportunity.
2. To promote the development of each educational center/location with its own identity and
specialized academic focus.
3. To identify and utilize alternative locations for the delivery of educational services, particularly in
the underserved areas of the district.
4. To continue good public relations with area high schools, expand instructional programs and
services, and promote the seamless transfer of high school students.
5. To make available one or two new associate degree patterns for students enrolled at an
established off-campus location.
Strategies
1. Evaluate the potential for expanded developmental educational opportunities for any
established educational center in the district.
2. Establish a time schedule for the development of an educational center(s) and evaluate how
this time schedule might impact on other planned activities in the district.
3. Generate a ten to fifteen-year academic plan for the educational center(s) that focuses on
appropriate administrative models, curriculum content, areas of specialization and support
services needs that will be separate yet related to the primary campus of the district.
4. Put into place a decision-making process that is flexible enough to respond to change and
avoid the “turf issues” that may hamper growth.
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5. Consider moving entire disciplines to established off-campus locations.
6. Develop independent associate degree programs at locations other than the Victor Valley
Campus, thus enabling students to complete certificates or degrees off-campus.
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Epilogue
The Master Plan Document
The goal of the master plan is to continually reflect and articulate a long-term vision and to
empower all members of the educational community to contribute to the goals of the district. The
master plan should also serve the district as a guide in decision-making on matters that relate to
curriculum and facilities.
Upon adoption of this master plan, it is important for faculty, staff and students to recognize that
planning is an on-going process. This plan should be viewed as the beginning of this process. To
this end, it is important that the goals and strategies recommended be assessed, adapted and/or
modified through the collaborative process. Goals and strategies that are finally adopted should be
outlined in detail and have specific time lines for completion as well as established outcome
measures for evaluation.
In turn, an annual monitoring of these activities should occur
commensurate with the master plan review.
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