College of Southern Maryland Facilities Master Plan

C o o l l l l e e g g e e o o f f S o o u u t t h e e r r n n M a a r r y y l l a a n d d

F a a c c i i l l i i t t i i e e s s M a a s s t t e e r r P l l a a n

January 2011

COLLEGE OF SOUTHERN MARYLAND

BOARD OF TRUSTEES

The governing body of the college is appointed by the Governor from citizenry of Calvert, Charles and St. Mary's Counties. The Board consists of nine members, each given a five-year term of office.

Ms. Mary Maddox Krug

Chair

Mr. Austin Joseph Slater, Jr.

Vice Chair

Dr. Brad Gottfried

Secretary/Treasurer

Ms. Lois DiNatale Mr. Mike Middleton Ms. Dorothea Holt Smith Dr. Janice T. Walthour

Mr. MacArthur Jones Mr. Theodore L. Harwood Ms. Julie Sickle

COLLEGE OF SOUTHERN MARYLAND

President’s Council

Dr. Bradley Gottfried

President of the College

Dr. Daniel Mosser

Vice President of Corporate Community and Training Institute

Craig Patenaude

Vice President and General Counsel

Michelle Goodwin

Vice President for Advancement

Tony Jernigan

Vice President for Financial and Administrative Services

Dr. Bill Comey

Vice President of Student and Instructional Support Services

Dr. FJ Talley

Vice President and Dean, Leonardtown Campus

Dr. Debra Tervala

Vice President for Academic Affairs

Dr.Richard Fleming

Vice President and Dean, Prince Frederick Campus

Planning, Institutional Effectiveness & Research

Dr. Kathleen Rottier,

Executive Director

Table of Contents

S ECTION 1 E XECUTIVE S UMMARY

S ECTION 2 – R OLE & M ISSION

M ISSION S TATEMENT

O

VERVIEW

S

TRATEGIC

P

LAN

S

ERVICE

A

REA

C REDIT E NROLLMENT

E NROLLMENT

F

ACULTY AND

S

TAFF

F

ACULTY

I

NSTRUCTIONAL

P

ROGRAM

E

MPHASES

C REDIT I NSTRUCTION

D EGREES O FFERED

F

UTURE AND

P

OTENTIAL

P

ROGRAMS

F

UTURE AND

P

OTENTIAL

C

ONTINUING

E

DUCATION

C

ERTIFICATE

O

FFERINGS

C OMMUNITY E DUCATION AND S ERVICE

S ERVICE AND C OMMUNITY U SE

U NIQUE I NSTRUCTIONAL C HARACTERISTICS

W

ALDORF

C

ENTER FOR

H

IGHER

E

DUCATION

1.1

2.2

2.3

2.4

2.6

2.7

2.11

2.22

2.24

2.26

2.29

2.33

2.35

2.52

2.54

2.55

2.57

2.65


S ECTION 3 –

C

AMPUS

L

OCATIONS

La Plata Campus

C AMPUS M AP

C

AMPUS

S

ITE AND

P

ARKING

A

SSESSMENT

A

DMINISTRATION

B

UILDING

B

OOKSTORE

B USINESS B UILDING

C ENTER FOR BUSINESS AND I NDUSTRY

C

AMPUS

C

ENTER

C

AREER

E

DUCATION

B

UILDING

C

AMPUS

S

ERVICE

B

UILDING

F INE A RTS C ENTER

J AMES C.

M ITCHELL C ENTER FOR H EALTH T ECHNOLOGY

L EARNING R ESOURCE C ENTER

P

HYSICAL

E

DUCATION

F RANCIS P.

C HIARAMONTE M.D.

C ENTER FOR S CIENCE AND T ECHNOLOGY

M AINTENANCE B UILDING

M

ARYLAND

C

ENTER FOR

E

NVIRONMENTAL

T

RAINING

S

T

.

C

HARLES

C

HILDREN

’

S

L

EARNING

C

ENTER

La Plata Off Campus Centers

C ENTER FOR T RANSPORTATION T RAINING

W

ALDORF

C

ENTER

C

ENTER FOR

T

RADES AND

E

NERGY

T

RAINING

3.19

3.21

3.24

3.27

3.29

3.31

3.34

3.37

3.40

3.2

3.5

3.6

3.13

3.16

3.43

3.46

3.48

3.51

3.53

3.56

3.59


Leonardtown Campus

L

EONARDTOWN

C

AMPUS

M

AP

C

AMPUS

O

VERVIEW

A

DMINISTRATION

B

UILDING

S CIENCE B UILDING

A CADEMIC B UILDING

W

ELLNESS AND

A

QUATICS

C

ENTER

Prince Frederick Campus

P RINCE F REDERICK C AMPUS M AP

C AMPUS O VERVIEW

F

LAGSHIP

B

UILDING

P

HASE

II B

UILDING

S ECTION 4 – P LAN TO M EET I DENTIFIED N EEDS

L AND U SE , A CQUISITION , D IVESTITURE P LANS

C APITAL P ROJECTS IN P ROGRESS

P

ROJECTS

P

ROPOSED IN THE

FY2013

–

FY 2018 P

LANNING

C

YCLE

C

OLLEGE

T

ECHNOLOGY

P

LAN

2011

–

2013

–

E

XECUTIVE

S

UMMARY

S ECTION 5 – I MPLEMENTATION S TRATEGY

C

APITAL

B

UDGET

P

RIORITIES

R

ECOMMENDED

S

EQUENCE OF

P

ROJECTS

A PPENDIX

A – CSM M

ISSION

S

TATEMENT

B

–

W ALDORF C ENTER M ISSION S TATEMENT

C

–

S TATISTICS FOR A CADEMIC P ROGRAM E NROLLMENTS

D

–

I

NDEPENDENT

B

UILDING

E

VALUATIONS

4.2

4.5

4.6

4.8

3.78

3.79

3.80

3.83

5.

5.

3.63

3.64

3.65

3.63

3.71

3.74

College of Southern Maryland

Facilities Master Plan January 2011

EXECUTIVE SUMMARY

Page 1.1

Overview

The College of Southern Maryland (CSM) (formerly Charles County Community College) serves the Southern Maryland region, comprised of

Calvert, Charles and St. Mary’s Counties. CSM is a mid-size community college offering a broad range of associate’s degree and certificate programs in transfer and career fields, as well as training, workforce development and continuing education courses. The college also makes significant contributions in areas of economic and community development, cultural enrichment and wellness/fitness activities.

CSM has campuses in Prince Frederick (Calvert County), Leonardtown (St. Mary’s County) and LaPlata (Charles County). A center in

Waldorf (the population center of Charles County) serves working adults and houses joint-bachelor’s degree programs with the college’s fouryear college partners. Several off-campus site house specialized training. The Center for Transportation Training in LaPlata houses programs leading to CDL and motorcycle licenses, the Center for Trades and Energy Training in Waldorf provides training in the trades (e.g., welding,

HVAC, carpentry, and electrical), the Center for Nuclear Energy Training houses the college’s new nuclear energy technician program in

Prince Frederick, and the Training Center outside the gates of the Patuxent River Air Station provides programs for the military and defense contractors in Lexington Park. These programs cannot be accommodated on CSM’s three campuses.

.

The college serves a credit student population of approximately 8,827 credit students during the fall, 2009 semester-- 52% on the LaPlata

Campus, 21% in Leonardtown, 20% in Prince Frederick, and 7% in Waldorf. Approximately 41% of the credit students attend full-time— that percentage is growing rapidly. The college has a high penetration rate, as well as high graduation and transfer rates compared to other community colleges in the state.

The continuing education side, under the Corporate and Community Training Institute (CCTI) has prospered with its separation from academic affairs in 2007. Approximately 12,500 continuing education students enroll each year in workforce development and personal enrichment programs.

The Southern Maryland region is a rapidly growing area of approximately 342,100 residents. This population is relatively young, tends to commute outside the region to work or (if employed locally) is employed in government or small service businesses. St. Mary’s County has the largest proportion of high-technology workers in the state of Maryland. Charles and Calvert counties have large proportions of the working residents traveling outside the counties to work in the greater Washington-Baltimore metropolitan region. Major employers in the region include two Naval bases (Patuxent River NAWC and Indian Head NSWC), other state and local governmental entities, power plants and other utilities, retail, small service businesses, and contractors associated with the Naval bases. The economic development efforts of the

Southern Maryland region have been greatly enhanced over the past five years.

Modest increases in the area’s population, economic base and the proportion of recent high school graduates indicate that the college will see slow but steady growth over the next ten years. The regionalization of the college, changing enrollment patterns, impacts of technology, aging facilities and infrastructure, and increased demands for specialized programs and services will have dramatic impacts on the college’s facilities


Facilities Master Plan January 2011 Page 1.2

development. Rapid changes in the college’s environment mean that many of these impacts are as yet unknown.

The college views itself as a major contributor to a thriving Southern Maryland. In addition to its academic and training programs and its wellness and personal enrichment classes, and its cultural arts programming, the college has launched several new institutes. Its Financial

Literacy Institute (Money Smart) provides programs for the general public to help them spend their resources wisely. The Institute for

Science, Technology, Engineering, and Mathematics (ISTEM) is working to coordinate all STEM pipeline-related programs in the region to ensure an adequate local workforce for our major employers. The college’s newest institute, the Southern Maryland Non-Profit Institute, is helping the region’s vital non-profit organizations to prosper by providing training, consultation services, and networking opportunities.

Through its Better Education Together (BET) initiatives, the college is working with the school districts in all three counties to encourage more children to graduate from high school and consider post-secondary education and be better prepared for it.

Implications of Becoming a Regional College

Legislation passed during the 1999 legislative session established the College of Southern Maryland (CSM) as a regional college serving Calvert,

Charles, and St. Mary’s counties. Prior to that time, Charles County Community College had served Calvert and St. Mary’s counties through contracts with the county governments. The college’s ability to plan strategically for the long term was hampered by the instability and limitations of the contractual agreements. As of July 1, 2000, the college’s board of trustees, now comprised of residents from all three

Southern Maryland counties, owns the college’s campuses and all three counties are sponsors of the college. As of 2009, the Board of

Trustees consisted of equal representation from the three Southern Maryland counties.

The college has assumed greater responsibility for meeting the higher education needs of the region. In addition to offering the associate degree and certificate programs needed by local citizens and businesses, the college is working to bring a greater variety of bachelor’s degree programs to the region. (The Southern Maryland region has a disproportionately low number of bachelor’s degree holders compared to the rest of the state.) To achieve this end, CSM worked closely with University of Maryland University College in establishing the Waldorf Center for Higher Education (in the population center of Charles County) where students pursue bachelor’s degrees in five programs areas through a dual enrollment program. Three master’s degrees are also available through the Waldorf Center. The college continues to explore ways of bringing additional academic programs to the citizens of Southern Maryland.

The college has also assumed greater responsibility for the region’s economic and workforce development. The Center for Business and

Industry (BI), located on the LaPlata Campus, was built in response to the workforce training and business development needs of the region.

The facility is in constant use, often by multiple organizations on a given day. The center is also the major site for the college’s Corporate and

Community Training Institute (CCTI) to hold its courses. A similar center is planned as part of the second Prince Frederick Campus building.

It will feature a large room that is subdividable into three smaller spaces that can be used for training and college/community events. In 2007, the college dedicated an Entrepreneurial Center in Building C at the Leonardtown Campus. This facility includes a large classroom, conference room, and offices for the exclusive use of the CCTI .



Industrial training has become an important focus for the college. The college’s Center for Transportation Training near La Plata offers truck driver and heavy equipment operator training. This facility was supplemented by the Center for Trades and Energy Training in 2009, to offer training in welding, HVAC, electrical, carpentry, and construction management. Plans are being made to introduce plumbing training in this facility. Participants may partake of intense short-term training leading to a “helper” designation, and continue their training to become journeymen. The most recent facility is the Center for Nuclear Energy Training located near Prince Frederick. This facility will train nuclear energy technicians in conjunction with Constellation Energy (CENG) until it transfers to the second building on the Prince Frederick

Campus.

CSM has also developed closer ties to those agencies serving unemployed and underemployed persons in the region. In an effort to meet the needs of these residents, greater emphasis has been placed on short-term instructional programs intended to prepare students for immediate employment. Many of these short-term programs require specialized equipment for skill development. The college has worked closely with the Southern Maryland Workforce Investment Board (WIB) and has become its major educational provider. In 2011, the college and the regional WIB will share the use of a mobile training facility that will allow the college to bring training classes and logistical support to all regions of Southern Maryland.

In selecting its campuses in St. Mary’s and Calvert counties, the determination was made early on (with the concurrence of the county governments) that the College of Southern Maryland would not attempt to replicate its athletic facilities, particularly those intended primarily for intercollegiate athletics. This decision was made because intercollegiate athletic programs are extremely expensive, and it made little sense for a regional college to support multiple teams in a given sport; also, the infrastructure required to coordinate activities operates most efficiently at a single campus. The intercollegiate sports program currently resides on the LaPlata Campus, but could move to a more central location if adequate property could be identified. This concept is being expanded to more expensive academic programs (see below).

Providing programs to ensure wellness and fitness throughout the lifespan is an important part of the college’s mission. The ability to provide courses and related activities at multiple sites is necessary to fulfill that part of the mission. Consequently, the campuses at Leonardtown (St.

Mary’s County) and Prince Frederick (Calvert County) have been planned to effectively meet those needs. The Leonardtown Campus’

Wellness and Aquatics Center opened in 2010, providing a swimming pool, therapeutic pool, expanded fitness center, and several fitness classrooms. The second Prince Frederick building will feature expanded fitness facilities.

The interconnectivity of campuses’ telecommunications systems is an essential element in the regional college strategy. Services are increasingly being provided online. The ability of the college to centralize its systems and distribute its services will determine its ability to serve its customers’ needs in the most efficient and effective manner. Through its Colleague system (Datatel), students can apply for admission, register for classes, and receive a multitude of other services. The college has increasingly used the capacity of Blackboard, an online course delivery system, to provide online courses and support services. Beginning in 2009-2010, all CSM courses had a Blackboard shell that permitted instructors to interact with their students and provide continued instruction/services should the campuses be shut down for long periods of time. The college also extensively utilizes its Polycom system to facilitate meetings on all three campuses, freeing



employees from having to travel to a particular campus for a meeting.

Library services are entirely dependent on the ability to share resources through telecommunications systems connecting the college’s campuses. The facilities in Leonardtown and Prince Frederick are not intended to house large library collections, but rely on the LaPlata

Campus library for most print materials and for the development and distribution of appropriate electronic databases.

A small number of programs continue to use compressed video to deliver instruction. These are primarily in the nursing and allied health areas.

Changing enrollment patterns/Technology effects on instruction

The college has evolved to mount new programs only when there are jobs or demand. The process is very much data driven and involves a new Program Outlook Committee. Whenever possible, outside grants are sought to fund start-up/enhancement costs for costly academic programs.

The College of Southern Maryland has aggressively grown its distance education programs. While the delivery of telecourses has been phased out, the college continues to augment its robust online program. Online enrollment increases have been in the double digits each year for the past several years. Currently, the college offers thirteen programs completely online. This trend is projected to continue into the foreseeable future. The college is also complementing these online courses with web-hybrid approaches, in which approximately half of a course is offered in a traditional way and the other half is delivered online. This accommodates the needs and desires of students, while allowing the college to double the number of courses offered in a given classroom. A third approach is the web-enhanced and/or technology enhanced course. While the entire course is not offered over the web, the web is used to enhance the educational experience. This type of instruction requires that the classroom be technologically advanced and web-enabled and that students have access to computers outside of class periods so they can interact with peers and receive materials from the instructor.

Keeping up with the needs of our learners, faculty, and support personnel

The college has been engaged in an ambitious program to expand and renovate its facilities in all three counties. The La Plata Campus has, or will have renovated every older building, with the exception of the Maintenance Building, Maryland Center for Environmental Training

Building (TC) and Fine Arts Center (FA). The latter building did receive funding from Charles County in 2009 to replace its roof, renovate its rest rooms, and address HVAC problems. A more extensive renovation of the FA and TC buildings is planned in the future.

Since the last Master Facilities Plan, the Leonardtown Campus added three new buildings and parking spaces. The most dramatic changes have occurred to the Prince Frederick Campus, which moved from Broome’s Island Road to Route 231 and has constructed a large flagship



building and funding has been secured to design and construct a second building. A total of five buildings are planned for this campus.

The college has had difficulty undertaking renovations because it lacked surge space. This was addressed in 2007 with the construction of the modular Campus Services Building (CS) that serves this function. When renovations are complete, this facility will be permanently used for other purposes.

The college’s infrastructure has also been of concern. The forty-year old sewage treatment plant will be removed in 2011 and replaced by a pump station as the La Plata Campus taps into the Charles County sewage system. The technology infrastructure is beginning to show signs of having reached its capacity. In addition, the La Plata Campus has been incurring periodic electrical outages due to its aging electrical infrastructure. New roofs, lighting, repaving projects, new well, and updated telephone systems will be needed in the near future.

New space needs

As a regional college, capital projects must be prioritized college-wide rather than by campus. Each project is evaluated for importance and the impact on student and community needs, as well as the resident county’s ability to support the project. Because of an increasing amount of State capital funds, there has been little difficulty funding projects in all three counties.

Two major facilities issues need to be addressed in the near future. First, given the growth of expensive academic programs, the Board of

Trustees has agreed, in principle, to a fourth or Central Campus. This campus would be sited in near the center of the region and would house two-three buildings, including the permanent Center for Trades and Energy Training, and possibly Allied Health and performing arts/broadcasting programs. Second, the Waldorf Center continually leases less than adequate space in Waldorf. A college-owned facility is needed that could be built to the specifications of the college and include a number of science labs, not currently housed at the Waldorf

Center.

The Plan

The following plan attempts to present in some detail the College of Southern Maryland’s approach to assessing and addressing its current and projected facilities needs. It must be remembered that, in order for a community college to achieve its mission and effectively respond to community needs, it must remain flexible. While it is the intent of the college to construct facilities that are as flexible as possible, it is nearly impossible to accurately predict the impacts of a rapidly changing and increasingly complex environment.





S e c t t t i i i o n 2

Role and Mission


Facilities Master Plan January 2011 Page 2. 1

Mission Statement Summary

1

The College of Southern Maryland (CSM) is an open-admissions, comprehensive regional community college that fosters academic excellence and enhances lives in Southern Maryland. CSM meets the diverse needs of students and the community by providing accessible, accredited, affordable, and quality learning opportunities for intellectual development, career enhancement, and personal growth. The college embraces lifelong learning and service, providing a variety of personal enrichment and cultural programs in a safe and welcoming environment.

1 Adopted June 22, 2010; See Appendix for complete Mission Statement.



Introduction

The College of Southern Maryland provides comprehensive community college services to the residents of Calvert, Charles, and St.

Mary‟s counties, offering high quality transfer and career courses and programs, continuing education for specialized training and for personal enrichment, and customized contract training to meet workforce development needs of regional businesses. The college is unique in the state in its relationship with its neighboring county governments. In 1978, the college opened a branch campus in St.

Mary's County and, in 1980, a branch campus in Calvert County. In 1997, a new campus at St. Mary‟s County was completed. The college had a five-year contract with each of the counties; the contract was renewed annually. In 1999, the legislature granted the college‟s request to become a regional college to be known as the College of Southern Maryland. As of July 2000, the Charles

County Community College became the College of Southern Maryland with campuses at La Plata, Leonardtown, and Prince

Frederick. The college also offers instructional programs at the Waldorf Center for Higher Education, utilizes public school facilities, and provides instruction on site at local businesses and government agencies. Because the college is viewed as a resource linking all three counties, it is called upon to coordinate and house a number of tri-county services that have an education/training component.

CSM encourages access to its programs through active outreach to its community and affordable tuition. The college has joined with state public and independent colleges and universities to ensure local opportunities for baccalaureate completion. Easing the transition from an associate‟s degree program to a baccalaureate program encourages students to obtain the higher degree at a lower cost than is typically possible by completing all course work at a 4-year institution.

The college also recognizes the challenges inherent in a population whose commuting and work schedules have grown increasingly complex. The college, by itself and jointly with other Maryland institutions, offers alternative approaches to learning that meet the needs of a community that is limited in its ability to participate in traditional daytime classroom experiences. The college has increased its online learning options and programs and will continue to explore, design, and deliver instruction and services that address the lifelong learning needs of this population, while serving a rapidly growing traditional day-time population.

The college serves as a vital link in the systems that support economic and community development in the tri-county region. The

Corporate and Community Training Institute (CCTI) at the college provides small business development and corporate training services including telecommuting services, and custom designed training opportunities to companies and organizations to help them grow, compete, and succeed in tomorrow‟s marketplace.

The college also serves as a cultural center for the area, through the Fine Arts Center and Tony Hungerford Memorial Art Gallery at the college‟s La Plata Campus, the Ward Virts Concert Series, through the

Connections literary readings and magazine, and the free summer performances on all three campuses including Chautauqua and Twilight Concert series and fine arts offerings in multiple venues throughout the region. The special attention the college provides to the unique characteristics of the local populace enables it to provide educational opportunities and workforce development specially tailored to the needs of Southern Maryland.



2010-2013 Strategic Plan

This strategic plan represents agreement among the members of the college and its community shareholders on a strategic direction for the college. The goals are intended to blend continuity and far-reaching change in ways that encourage grown and promote accountability

Goal 1: CSM effectively meets the life-long and diverse educational, workforce development, cultural, and community needs of a changing Southern Maryland.

Objective 1.1 Increase the percentage of high school students and recent high school graduates from the tri-county area enrolled at CSM or another post-secondary institution.

Objective 1.2

Objective 1.3

Objective 1.4

Objective 1.5

Develop recruitment strategies to increase the diversity of the student body.

Increase the number of adult learners – those 25 years of age and older – who choose CSM to facilitate career changing, associate degree completion, and skill enhancement.

Increase the opportunities for students to complete bachelor‟s degree programs in Southern Maryland.

Increase the number of students obtaining or maintaining licensure and certification through CSM courses.

Objective 1.6 Increase the number, frequency, variety, and attendance at cultural and community programs offered on each campus.

Goal 2: CSM promotes student success by providing outstanding education and related support services that help students achieve their goals .

Objective 2.1 Increase persistence and the graduation and/or transfer rates for all credit students.

Increase the percentage of African-American students who graduate and/or transfer. Objective 2.2

Objective 2.3

Objective 2.4

Decrease the percentage of students who place into developmental education courses.

Increase the percentage of students who successfully complete their developmental coursework within four years.

Objective 2.5

Objective 2.6

Objective 2.7

Objective 2.8

Objective 2.9

Promote cultural diversity through academic instruction.

Increase the number of credit courses and credit sections offered in nontraditional and flexible formats.

Increase graduate (credit students) satisfaction with their job preparation.

Increase workforce development (continuing education) student satisfaction with job preparation.

Increase the academic performance of CSM students at transfer institutions.



2010-2013 Strategic Plan

Goal 3: CSM is the employer of choice of a diverse workforce.

Objective 3.1

Objective 3.2

Integrate diversity and inclusion initiatives into all unit plans.

Increase the percentage of minority employees so that the college‟s workforce better reflects the

Objective 3.3

Objective 3.4

Objective 3.5 demographics of the region.

Increase retention rate of full-time faculty and staff.

Increase the retention rate of adjunct faculty.

Improve the hiring process to increase consistency, reduce time to hire, and increase the hiring of

Objective 3.6 employees from underrepresented groups.

Enhance necessary skills and facilitate employee professional growth by expanding and developing new high quality training programs for employees.

Goal 4: CSM employs effective management practices to ensure that the college provides outstanding services in an efficient and proactive manner at all campuses.

Objective 4.1

Objective 4.2

Objective 4.3

Objective 4.4

Objective 4.5

Objective 4.6

Objective 4.7

Increase employees‟ satisfaction with their contributions to the mission and the values of the college.

Improve management practices and work processes through the Quality Improvement Process (QIP).

Increase the level of student satisfaction with college services.

Increase the rate at which CSM‟s students and employees believe the institution functions as “one college” across our three campuses and various service centers.

Implement policies, procedures and processes that reduce CSM‟s “carbon-footprint.”

Research and adopt appropriate best practices in internal controls in the financial area.

Research and adopt appropriate best practices in security controls for the information technology area.

Goal 5: CSM has the resources to accomplish the college mission and goals.

Objective 5.1 Maximize existing funding streams in order to minimize future tuition increases.

Objective 5.2

Objective 5.3

Implement efficiencies that result in a more effective use of resources.

Acquire additional resources (e.g. land, equipment, technology, etc.) through grants, fundraising and new partnerships.



Service Area

The Southern Maryland region has changed from an agrarian community to a residential area for those employed in government and service industries. Within commuting distance of Washington, Baltimore and Annapolis, Southern Maryland is an area of rapid growth. In 2010, the projected population in the tri-county Southern Maryland is 342,100. The population is expected to increase over the next twenty years to over 460,800 people, an increase of approximately 35%.

POPULATION FORECAST PER COUNTY

2

250000

200000

150000

100000

50000

0

2000 2005 2010 2015 2020 2025 2030

Charles

St. Mary's

Calvert

2 Maryland Department of Planning



Credit Enrollment

The College of Southern Maryland experienced an increase in enrollment starting with fall 2000. Headcount (unduplicated) enrollment at the La Plata Campus declined 4.2% from 1996 to 1997. This decline can be explained by the 19.8% increase in enrollment at the new Leonardtown Campus. Population increases, the regionalizing of the college, enhanced marketing and recruitment efforts and increased program development are contributing factors to the recent enrollment increases. The Southern

Maryland Higher Education Center was constructed in St. Mary‟s County and the Waldorf Center for Higher Education opened in

1997. Together, they serve many of the upper division and graduate education needs of the region.

FALL HEADCOUNT ENROLLMENT

3

10000

5000

4000

3000

2000

1000

0

9000

8000

7000

6000

6358

6956

7119

7358 7411

7534 7490

7741

8240

8810

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

3 MHEC Projections




Maryland Higher Education Commission (MHEC) projected that the Headcount Enrollment for the College of Southern Maryland will increase by 20% over the next decade. Full-Time Equivalent (FTE) enrollment is anticipated to increase by 24% during this same time frame as illustrated in the chart below.

ENROLLMENT PROJECTIONS – ALL CAMPUSES

4

Full-time

Part-time

Total

Headcount

FALL 09

FY 10

Actual

3,595

5,215

8,810

FALL 10

FY 11

Projected

3,863

5,400

9,263

FALL 11

FY 12

Projected

3,961

5,526

9,487

FALL 12

FY 13

Projected

3,959

5,548

9,507

FALL 13

FY 14

Projected

4,049

5,579

9,628

FALL 14

FY 15

Projected

4,133

5,623

9,756

FALL 15

FY 16

Projected

4,238

5,699

9,937

FALL 16

FY 17

Projected

4,380

5,760

10,140

FALL 17

FY 18

Projected

4,455

5,815

10,270

FALL 18

FY 19

Projected

4,544

5,855

10,399

FALL 19

FY 20

Projected

4,665

5,913

10,578

*FTES

**FTDES

5,187 5,507 5,643 5,648 5,746 5,842 5,969 6,127 6,217 6,317

* FTE – Full-time equivalent students. Fall credit hours divided by 15.

** FTDE - Full-time day equivalent students. Fall credit and/or eligible non-credit hours taught between 8 am and 5 pm divided by 15.

6,453

3,911

% Change

09 - 19

30%

13%

20%

24%

17%

4 MHEC Projections




The (FTE) credit students are distributed among the campuses as follows:

20%

21%

52% La Plata

Waldorf

Leonardtown

Prince Frederick

7%




The following charts demonstrate the projected Full-Time Day Equivalent (FTDE) and FTE enrollment for FY 2019.

FTDE FTE

665

17

782

2447

LaPlata

Waldorf

Leonardtown

Prince Frederick

1355

1291

452

3356

LaPlata

Waldorf

Leonardtown

Prince Frederick



Enrollment

CSM has joined with the public school systems in Charles, Calvert and St. Mary‟s Counties in an effort to create a seamless transition from high school to college, to better define rolls in adult education, provide telecommunication links, increase early admission opportunities and work together on other common goals.

Public School Enrollment (K-12)

5

COUNTIES 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Southern MD. Region 59,010 59,190 59,480 59,940 60,790 61,500 62,130 63,170 64,680 66,330 68,290

Calvert County 16,653 16,550 16,480 16,410 16,360 16,210 16,180 16,310 16,480 16,770 17,110

Charles County

St. Mary‟s County

25,914

16,443

25,960

16,680

26,080

16,920

26,340 26,930

17,190 17,500

27,490 27,880 28,410 29,330

17,800 18,070 18,450 18,870

30,170

19,390

31,240

19,940

Secondary Education (7-12) Enrollment

Calvert County

Historical

2000 2003 2007

7,321 8,597 8,430

2010

8,140

2011

8,000

2012

7,910

Projected

2013

7,820

2014

7,780

2015

7,900

2017

8,350

Charles County

St. Mary‟s County

10,941

6,758

13,156

7,707

13,493

7,731

13,600

7,610

13,450

7,620

13,380

7,540

13,210

7,580

13,230

7,700

13,410

7,860

14,590

8,790

Southern MD. Region 25,020 29,462 29,654 29,350 29,070 28,830 28,610 28,710 29,170 31,730

Enrollment is projected to decrease starting with the 2010 year and continuing the trend until 2013.

5 Maryland Department of Education, “ Statistics on Enrollment and Number of Schools Public and Non-Public, 2009”



Enrollment

Composition of Student Body

All Campuses:

African American

Students %

Native American

Students %

1,926 20% 1%

* Includes Hispanic, American Indian, Asian & other

Asian

Students %

4%

Hispanic

Students %

4%

Caucasian

Students

5,590

%

64%

Foreign/Unknown

Students

1,012*

%

8%

Ninety-four percent (94.3%) of the credit-students reside in the Southern Maryland region, greater than ninety-eight percent (98.8%) in the state of Maryland. Approximately forty percent (40%) are full-time students. The average age of the credit seeking students is

26. Fifty-two percent (52%) of the students are enrolled in transfer programs, twenty-seven percent (27%) in career associate degree programs; 5% in certificate programs; and, the remainder are either undecided or non-degree seeking. Sixty-four percent of the

College of Southern Maryland students are female and thirty-six percent (36%) are male. The following chart demonstrates the variety of ages of the student population at CSM.

17 & Under 18-21 22-29 30-39 40-59 60+

562 4,068 2,064 1,007 1,021 104

All students commute to the college. In order to provide a sense of college community, the college offers its students an array of student activities, cultural events, and an intramural and intercollegiate sports program.



Enrollment

Demographic Summary: Fall 2009

Fall 2009 student headcount (8,827) increased from fall 2008 (+7.0%) and is the highest headcount on record. All campuses recorded increases from the prior year and from four years ago. One-year and four-year headcount increases by campus are:

One-Year Four-Year

La Plata Campus +9.3% +17.2%

Leonardtown Campus

Prince Frederick Campus

+7.3%

+8.9%

+22.6%

+20.4%

Waldorf Center +24.3% +59.6%

Nearly three-fourths (72.7%) of CSM students attend one campus exclusively. Students attending two campuses or more comprise 27.3% of the population.

Fall-to-Fall retention was 50.4% from fall 2008 to fall 2009 (excluding graduates). The retention rate has increased from fall

2007 to fall 2008 (49.7%). o Of the 8,253 students enrolled in fall 2008:



689 graduated prior to the fall 2009 term .



3,811 (50.4%) non-graduates returned in fall 2009. o Of the 8,827 fall 2009 students:



3,908 (47.4%) attended fall 2008 (includes 97 FY2009 graduates).



2,807 (31.8%) students are new in fall 2009.



2,112 (23.9%) students did not attend fall 2008 but had attended in terms prior to fall 2008.



Enrollment


Fall 2009 full-time headcount is up by 8.9% compared to fall 2008 and 30.2% from four years ago. One-year and four-year changes in full-time headcount by campus are:

La Plata Campus

One-Year Four-Year

+2.8% +16.8%

Leonardtown Campus


Waldorf Center

+3.2%

+1.2%

+40.3%

+21.8%

-16.1%* +333.3%*

*The number of full-time students at the Waldorf Center is small; a minor change in headcount causes a large percentage change.

Fall 2009 part-time headcount continues to increase. Part-time headcount is up by 5.7% compared to fall 2008 and up by

10.3% from four years ago. One-year and four-year changes in headcount by campus are:

La Plata Campus

One-Year Four-Year

+11.4% +17.3%

Leonardtown Campus +8.3%

Prince Frederick Campus +12.2%

Waldorf Center +25.6%

+18.9%

+19.8%

+57.5%

Nationally, 60% of community college students enroll as part-time students. CSM‟s part-time fall enrollment, 59.3%, is slightly below that average. (Source: American Association of Community Colleges 2009).



Enrollment


In-county FTEs . From fall 2008 to fall 2009, FTE enrollments from all three Southern Maryland counties increased. Overall,

CSM fall 2009 students reside mainly in the service area (94.3%). The one-year and four-year changes are:

Charles County

Calvert County

St. Mary‟s County

One-Year

+8.2%

+5.3%

+12.6%

Four-Year

+21.5%

+15.7%

+27.0%

Out-of-county FTEs. FTE enrollments by out-of-county students (students not residents of Calvert, Charles or St. Mary‟s) increased from 113.33 in fall 2008 to 114.83 in fall 2009.

Out-of-county enrollments account for 4.4% of the total FTE. The one-year and four-year changes are:

Out-of-County FTE

One-Year Four-Year

+1.3% +26.4%

Out-of-County Headcount +9.0% +17.9%

Out-of-state FTEs.

FTE enrollments by out-of-state students increased from 25.07 FTE in fall 2008 to 31.83 FTE in fall 2009 and increased as a percentage total FTE from fall 2008 (1.1%) to fall 2009 (1.2%).

Full-time and part-time headcount by gender. Full-time headcount of males increased 14.0% while part-time headcount of males increased 9.7% compared to last fall. One-year and four-year changes in full-time and part-time headcount by gender are:

Men (full-time)

Women (full-time)

Men (part-time)

Women (part-time)

One-Year

+14.0%

+5.2%

+9.7%

+3.8%

Four-Year

+34.9%

+26.8%

+15.2%

+8.1%



Enrollment


In fall 2009, 40.0% of CSM credit students are female students attending part-time. Overall, female students comprise 62.9% of CSM credit student population, which is higher than the national average of 58.0%. (Source: American Association of

Community Colleges).

New freshmen headcount.

CSM has seen an increase in new freshmen headcount of 2.9% from fall 2008 to fall 2009. Oneyear and four-year changes in headcount of new freshmen by campus are:

La Plata Campus

Leonardtown Campus

One-Year Four-Year

+9.0%

-4.1%

+24.9%

+17.4%


Waldorf Center

+3.8%

+21.5%

+11.1%

+69.3%

Credits by time of day.

Credits taken in all segments (daytime, evening and non-traditional courses) increased this fall as compared to last fall. Credits before 5 p.m. (42,368) make up 54.6% of the total fall 2008 credits (77,561). One-year and fouryear changes in credits by time of day are:

One-Year Four-Year

Credits Before 5 p.m.

Credits After 5 p.m.

+6.9%

+9.6%

+21.8%

+12.6%

Non-traditional Credits * +12.5% +51.4%

*Non-traditional credits are those other than lecture or lab (e.g. web-based, telecourse and self-paced instructional methods).



Enrollment


Minority headcount.

According to the U.S. Census Bureau, minorities aged 18 and older (non-Caucasian) comprise 30.8% of the Southern Maryland population .

In fall 2009, minorities comprise 33.3% of the CSM student population 1 , which has decreased from 33.6% in the service area in 2008; this is an increase from 29.6% in 2006. Two ethnic categories African-

American and Asian have shown a growth over other groups at CSM from fall 2008 to fall 2009. (Source: U.S. Census

Bureau: 2008 Population Estimates).

1

Unknown and missing race/ethnics are not included.

Minority growth by gender . Among females, from fall 2006 to fall 2009, the known ethnic categories of Other, African-

American and Asian are the fastest growing. Among males, Hispanic, Asian and African-American are the fastest growing ethnicities. Growth rates for all groups from 2006 to 2009 are:

Four-Year Change*

Female Male Total

Caucasian

African American

Hispanic

Asian

+11.6%

+19.1%

+16.0%

+23.0%

+16.2%

+68.3%

+47.9%

+47.5%

+13.3%

+33.4%

+26.5%

+32.9%

American Indian

Other

Unknown

+4.9% -50.0% -14.3%

+59.7% +15.8% +42.0%

-14.4% -26.6% -18.9%

Developmental headcount accounts for 6.8% of all course headcounts this fall compared to 7.6% of all course headcount in fall 2008. The one-year and four-year developmental headcount changes are:

Developmental English

One-Year Four-Year

-5.7% +1.3%

Developmental Math

Developmental Reading

+6.9%

-17.1%

+25.8%

+21.4%



Enrollment


Age group comparison.

CSM has realized growth in the four-year changes in headcount of students in all age groups, except the 17-under age group. One-year and four-year changes in headcount by age group are:

17 and under

18-21 years

22-29 years

30-39 years

40-59 years

60 and over

One-Year Four-Year

-9.9% -2.4%

+7.3% +24.7%

+15.9%

+10.2%

-3.5%

+26.8%

+23.5%

+4.9%

+4.2%

+92.6%

Headcount by type of program.

From fall 2006 to fall 2009, CSM experienced a large increase in the percentage of students who are transfer „degree seekers‟ (36.2%). There was also a large growth in the percentage of students who are „certificate‟ seeking students (+25.9%). During this same timeframe, the percentage of students who were „undecided‟ decreased by

82.1%.

Fall 2009 certificate and degree program headcounts across all campuses experiencing the greatest change compared to fall 2008 are (descending order based on magnitude of increase or decrease of headcount):

Increases: o General Studies [AA.GENSTU], +213 students (+24.1%) o General Studies: Criminal Justice [AA.GENSTU.CR.PA], +75 students (+42.1%) o Engineering [AS.EGR] +43 students (+27.2%) o Pre-Clinical Nursing [PRE.CLIN] +42 students (+7.7%)



Enrollment


Decreases: o Accounting [AAS.ACCT], -30 students (-12.6%) o Computer Programming [AAS.COMP.PROG], -25 students (-39.7%) o Teacher Education: Elementary [AA.TCHED.ELEM], -23 students (-42.6%) o Management Development [AAS.MGMT.DEV], -20 students (-10.3%)

The number of students enrolled in transfer degree programs has reached its highest level in four years (4,558) and now makes up more than half of all types of programs in which students are enrolled (51.6%).

For fall 2008 and 2009, General Studies increased by 24.1%, while Non-Degree Transfer decreased by -2.5%. Here are the enrollments for the fall semesters:

Non-Degree Transfer (NON.DEGREE.TRANS)

General Studies (AA.GENSTU)

2006 2007 2008 2009

911 949 983 958

717 841 884 1097

In reports to federal and state agencies, Non-Degree Transfer students are categorized as non-degree students, as opposed to transfer-degree students, according to the HEGIS code assignment.

The La Plata Campus program headcount changes are (descending order based on magnitude of increase or decrease of headcount):

Increases: o General Studies [AA.GENSTU], +136 students (+24.5%) o Associate of Arts in Teaching: Early Childhood Ed [AAT.EARLY.CHILD.EDU], +38 students (+60.3%) o Pre-Clinical Nursing [PRE.CLIN], +37 students (+10.2%)



Enrollment


Decreases: o Teacher Education: Early Childhood [AA.TCHED.EC], -18 students (-41.9%) o Sport Management [AS.SPORT.MGT], -17 students (-56.7%) o Arts & Sciences: Art [AA.AS.ART.PA], -16 students (-18.2%)

The Leonardtown Campus program headcount changes are (descending order based on magnitude of increase or decrease of headcount):

Increases: o Pre-Clinical Nursing [PRE.CLIN], +38 students (+29.7%) o Business Administration [AS.BUS.ADMIN], +22 students (11.0%) o Engineering [AS.EGR] +19 students (28.8%)

Decreases: o Information Services Technology [AAS.IST], -17 students (-23.6%) o Management Development [AAS.MGMT.DEV], -16 students (-20.3%) o Arts & Sciences: Social Sciences [AA.AS.SOCSCI], -14 students (-35.0%)

The Prince Frederick Campus program headcount changes are (descending order based on magnitude of increase or decrease of headcount):

Increases: o General Studies [AA.GENSTU], +80 students (+34.9%) o General Studies: Criminal Justice [AA.GENSTU.CR.PA], +26 students (+44.1%) o Associate of Arts in Teaching: Elementary [AAT.ELEM], +13 students (+30.2%)

Decreases: o Arts & Sciences: Social Sciences [AA.AS.SOCSCI], -17 students (-32.7%) o Computer Science [AS.COMPUTER.SCI], -14 students (-56.0%) o Pre-Clinical Nursing [PRE.CLIN], -11 students (-8.2%)



Enrollment


The Waldorf Center program headcount changes are (descending order based on magnitude of increase or decrease of headcount):

Increases: o General Studies [AA.GENSTU], +75 students (+77.3%) o Pre-Clinical Nursing [PRE.CLIN], +29 students (+50.0%) o General Studies: Criminal Justice [AA.GENSTU.CR.PA], +20 students (+69.0%)

Decreases: o Accounting [AAS.ACCT], -9 students (-24.3%) o Arts & Sciences: Art [AA.AS.ART.PA], -5 students (-29.4%) o Teacher Education: Elementary [AA.TCHED.ELEM], -4 students (-66.7%)



Faculty and Staff

The college employs 123 full-time faculty and 374 part-time faculty. Ninety-three percent of the faculty have a masters degree or higher. See charts below for further detail.

Total

Faculty -- Full-time

Faculty -- Part-time

123

374

Male

60

153

Female Caucasian Minority

63

221

106

295

17

79

Tenure

79%

Masters or Higher

93%

HISTORY OF FACULTY AND STAFF EMPLOYMENT

ADMINISTRATIVE CREDIT/FACULTY OTHER

PROFESSIONAL

SUPPORT ALL FUNCTIONS TOTAL

Minority White Minority White Minority White Minority White Minority White Total All

FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT

2005 5 1 37 0 17 56 105 255 9 1 60 4 38 6 123 25 69 64 325 284 394 348 742

2006 7 1 37 0 18 54 109 248 13 2 70 1 54 6 132 24 92 63 348 273 440 336 776

2007 7 1 32 0 18 74 109 239 18 1 66 4 49 6 127 24 92 82 334 267 426 349 775

2008 9 1 29 0 17 75 102 252 20 3 74 2 55 5 130 28 101 84 335 282 436 366 802

2009 9 1 31 0 17 81 106 303 25 2 79 2 58 6 135 29 109 90 351 334 460 424 884



Faculty and Staff

D ISTRIBUTION OF E MPLOYEES

9%

7%

8%

1%

4%

45%

22%

4%

Service/Maintenance

Temporary/Student

Administration

Faculty/Instructional

Other Professional

Clerical/Secretarial

Technical & Paraprofessional

Skilled Crafts



Faculty

HISTORY OF STUDENT TO FACULTY RATIO

Fall

Fall

Fall

Fall

Fall

Fall

Fall

Semester Year Course Type

2000 Regular

Developmental

All Classes

2001 Regular

Developmental

All Classes

2002 Regular

Developmental

All Classes

2003 Regular

Developmental

All Lecture Classes

All Web Classes

2004 Regular

Developmental

All Lecture Classes

All Web Classes

2005 Regular

Developmental

All Lecture Classes

All Web Classes

2006 Regular

Developmental

All Lecture Classes

All Web Classes

La Plata

20:1

19:1

19:1

19:1

20:1

21:1

19:1

21:1

20:1

19:1

20:1

19:1

20:1

19:1

20:1

20:1

20:1

19:1

20:1

19:1

20:1

19:1

21:1

20:1

22:1

Leonardtown

19:1

18:1

20:1

18:1

18:1

18:1

16:1

18:1

19:1

19:1

20:1

31:1

19:1

17:1

19:1

32:1

19:1

18:1

18:1

28:1

20:1

16:1

19:1

19:1

35:1

Prince Frederick Waldorf

21:1

17:1

14:1

17:1

19:1

21:1

19:1

21:1

21:1

21:1

18:1

19:1

18:1

19:1

18:1

19:1

19:1

34:1

18:1

19:1

15:1

18:1

20:1

19:1

17:1

19:1

19:1

19:1

14:1

18:1

20:1

19:1

22:1

19:1

21:1

18:1

21:1

18:1

21:1

18:1

19:1

14:1

22:1

18:1

19:1

20:1

21:1

All Campuses

20:1

19:1

19:1

19:1

19:1

20:1

18:1

20:1

20:1

19:1

20:1

19:1

20:1

19:1

20:1

21:1

20:1

19:1

19:1

19:1

20:1

18:1

19:1

20:1

22:1



Faculty

HISTORY OF STUDENT TO FACULTY RATIO

Fall

Semester Year

Fall

Course Type

2007 Regular

Fall

Developmental

All Lecture Classes

All Web Classes

2008 Regular

Developmental

All Lecture Classes

All Web Classes

2009 Regular

Developmental

All Lecture Classes

All Web Classes

La Plata

19:1

21:1

19:1

25:1

19:1

20:1

19:1

25:1

20:1

21:1

20:1

20:1

Leonardtown Prince Frederick Waldorf All Campuses

20:1 20:1 20:1 19:1

17:1

20:1

25:1

20:1

19:1

20:1

20:1

20:1

14:1

20:1

19:1

20:1

21:1

20:1

20:1

21:1

19:1

20:1

19:1

24:1

20:1

26:1

20:1

19:1

20:1

21:1

16:1

20:1

20:1

20:1

15:1

21:1

21:1

21:1

19:1

20:1

20:1

25:1

20:1

20:1

21:1

20:1



Page 2. 26

Instructional Program Emphases

As a comprehensive community college, CSM‟s instructional program emphases and its priorities for academic program development are responsive to the needs of Calvert, Charles, and St. Mary‟s counties and the Maryland State Plan for Postsecondary Education

2009.

1.

T RANSFER P ROGRAMS .

CSM currently awards four associate degrees: the Associate of Arts (A.A.), the Associate of Arts in

Teaching (A.A.T.), the Associate of Science (A.S.), and the Associate in Applied science (A.A.S). A fifth degree, the Associate of

Science in Engineering, is awaiting final approval by MHEC in the areas of Computer Engineering and Electrical Engineering.

Because the college serves a tri-county area that has limited access to four-year institutions, it has fostered alliances with the

University of Maryland University College, Towson University, Bowie State University, the University of Baltimore, Villa Julie

College, Capitol College, St. Mary‟s College, Stevenson University, and University of Maryland College Park to ensure that programs are aligned and that upper division courses and programs are available locally. The Waldorf Center provides a home for several of these programs. Additional opportunities for transfer occur through the Maryland Transfer Advantage Program (MTAP), a partnership between University of Maryland College Park and CSM that guarantees admission to UMCP and enables CSM students to take

UMCP courses at reduced tuition while still at CSM. Other degree partnerships are under exploration or development with private institutions such as Johns Hopkins University. Increasing the availability of transfer programs offered in the college‟s service region furthers the state‟s dual goals of achieving a statewide array of postsecondary educational institutions while providing affordable and equitable access for all Maryland citizens.

2.

STEM (S CIENCE , T ECHNOLOGY , E NGINEERING , AND M ATH ).

The local military installations and the contractors serving them generate much of the need for technicians in areas of information technology, engineering, energetics, cybersecurity and electronics.

The college has been awarded grants for several years by the Time Center, among others, and has recently developed a new statewide

Nuclear Energy Technology: Instrumentation and Control program in concert with the Nuclear Energy Institute and energy provider

Constellation. Two other nuclear energy technician programs are under development to include a focus on electrical and mechanical technology areas. A variety of continuing education courses allow local residents to upgrade their job skills and to learn new computer applications. Employers also contract with the college for workforce development in areas of technology. The college is working closely with Indian Head Naval Surface Warfare Center (NSWC), Patuxent Naval Air Warfare Center (NAWC), and government contractors to assess their training needs and develop appropriate instruction. A grant was received three years ago to launch an energetics technology scholarship program for a yearly cohort of 20 students. Opportunities for new degrees and programs are also being explored in other STEM fields. These efforts contribute to the further development of Maryland‟s economic health and vitality and, by contributing to the supply of qualified workers at Indian Head NSWC and NAS Patuxent River, support applied research.




3.

H EALTH C ARE .

A major area of local employment is the health care industry. The college‟s service area includes four hospitals, nursing homes, hospice facilities, ambulatory care facilities, physicians‟ offices, emergency medical services, and other facilities providing health care services. The college offers credit programs in nursing (a program that has been expanded substantially over the past three years and now admits students twice a year), pre-dental hygiene, emergency medical technician, medical laboratory technician, pharmacy technician, medical coding specialist, practical nursing, and massage therapy. Respiratory therapy, radiation technology, and physical therapy assisting are offered jointly with other community colleges. A new nursing simulation lab provides

CSM students with cutting edge technology from which to learn and also contributes to the ongoing professional development of the area‟s nurses. Continuing education offerings include nurse refresher courses and training for individuals to become a geriatric aide, certified nursing assistant, and medical assistant. New offerings and collaborations are being considered in surgical technology and health informatics. In light of the critical shortage of nurses and other health care workers, these programs provide a vital role in the development of the area‟s health care work force.

4.

E NVIRONMENT .

The quality of life in the college‟s service area is largely determined by the condition of its rivers, streams, and bays. Efforts to maintain and improve the state of these waterways can be made only if business and industry have a sufficient pool of qualified personnel with knowledge of the latest technologies and environmental management programs. The college has a long history of providing environmental training through the Maryland Center for Environmental Training (MCET). MCET provides classroom training in waste water treatment operations and management throughout Maryland and the nation. In addition, specialized and general courses can be contracted through MCET to train employees either at the college or at an employer‟s facilities. MCET provides consulting services nationwide on asset management of water and wastewater facilities and consults regularly on security matters with state and local officials. Additionally, the college is now a member of the Chesapeake Area Consortium on Higher

Education (CACHE): Institute for Environmental Careers, along with other area community colleges. An associate‟s degree and certificate in Environmental Technology and Environmental Planning, as well as a letter of recognition in Environmental

Management, are offered to meet local business needs.

5.

B USINESS .

Programs that meet the needs of business and government include business administration, management development, accounting, and paralegal studies. Leadership and supervisory training and other skill development courses are also offered as continuing education open enrollment courses and through contract training to business. The Small Business Development Center, housed at the college, also provides a range of services.




6.

T RADES AND E NERGY T RAINING .

The construction and related industries continue to employ a large segment of the Southern

Maryland population. The college provides continuing education offerings that address the need for truck drivers, heating/ventilation and air conditioning mechanics, bricklayers, welders, and other professions necessary to construction and a growing populace. To meet the enrollment capacity for these programs the college recently opened its Center for Trades and Energy Training. CSM also offers an associate of applied science degree in construction management.

7.

T EACHER E DUCATION .

CSM offers transfer A.A. degrees at the early childhood, elementary, and secondary levels and the A.A.T. degree in elementary education and early childhood education (The A.A.T. in selected fields in secondary education is under development.) In an effort to improve access to bachelor‟s degrees in education, the college has served as the catalyst in bringing the bachelor‟s in elementary education from Towson University and Bowie State University to Southern Maryland. Additional partnerships are being cultivated.

8.

C OMMUNITY S ERVICE .

Within the context of instructional programs the college also offers a variety of continuing education courses of interest to the larger community including personal enrichment, programs for children, such as Kid‟s College, programs for senior citizens, driver‟s education, motorcycle safety and many more.

CSM created new learning experiences and support services to meet the needs of distinct groups three years ago. “The Big Read” program engages the community in simultaneously reading and discussing a single book with the goal of spreading the joy of reading and initiating thoughtful dialogues such as book discussions, classroom assignments, public readings, poetry slam competitions and performances that reached a diverse audience of lapsed and non-readers as community members participate in this dialogue. For the fourth consecutive year, CSM offered free community forums, and Money Smart seminars for retirees and new home buyers. The college also hosted a Friday Night Lecture Series and a summer Twilight Concert Series, both free and open to the public. In support of the Maryland Humanities Council, CSM hosts Chautauqua each July, featuring visits with historic figures during the summer at various sites across the state. Each of these programs is expected to continue. For individuals seeking to become involved in the community, Volunteer Southern Maryland (VSMD), housed on the CSM La Plata campus, remains a one-stop shop for people looking for volunteer opportunities in Southern Maryland. VSMD‟s online database links volunteer opportunities with individuals.



Credit Instruction

For transfer and career students, the college's programs allow students to select from among over 74 disciplines, varying widely in aim, design, and delivery. The college offers five associate's degrees: the associate in applied science (A.A.S.), the associate in arts

(A. A.), the associate in science (A.S.), the associate of arts in teaching (A.A.T.), and the associate of science in engineering (A.S.E).

Certificates and letters of recognition are also awarded.

I. Degree Programs

A.

T HE ASSOCIATE IN APPLIED SCIENCE DEGREE (A.A.S.) recognizes a curricular focus in a specific occupational area. A minimum of 20 credits is required in the area of general education and at least 50% of the credits earned must relate directly to the occupational specialty. While the A.A.S. programs listed below are intended primarily to ensure immediate employment or career mobility, they also provide opportunities for transfer to some baccalaureate programs.

Accounting Engineering Technology: Electronics Information Services Technology: Web Developer

Computer Information Systems

Construction Management

Engineering Technology: Manufacturing

Environmental Technology

Information Systems Security

Management Development Technology

Criminal Justice

Electric Power Technician

Electric Wiring Technician

Emergency Medical Services

Fire Science Technology

Homeland Security

Hospitality Management

Human Services

Massage Therapy

Medical Laboratory Technology

Nuclear Engineering Technology: Instrumentation and Control

Paralegal Studies

Engineering Technology

Engineering

Drafting

Information Services Technology

Information Service Technology:

Microsoft Certified Windows Network Adm.

Physical Therapist Assistant

Technology: Radiography




B.

T HE ASSOCIATE IN ARTS (A.A.) DEGREE recognizes a curricular focus on the liberal arts (humanities, social sciences, fine arts). Approximately 50% of the credits (or at least 30) are required in general education. The A.A. program transfers to appropriate baccalaureate programs, but also provides opportunities for career exploration and skills upgrading.

Arts and Sciences Degree options:

Applied Science and Technology

Art

Arts and Humanities

Biological Sciences

Biotechnology

Cultural Studies

Pre-Dental Hygiene

Exercise and Sports Science

History

Mathematics/Physical Science

Music

Pre-Nursing

Philosophy

Social Sciences

Spanish

Theater and Dance

Women‟s Studies

General Studies Degree Options:

Communications

Criminal Justice

English

Environmental Management

Forensic Studies

Media Studies

Speech Communication

Teacher Education:

Early Childhood

Secondary




C.

T HE ASSOCIATE ARTS IN TEACHING (A.A.T.) DEGREE is designed for students preparing to transfer to a four year institution to obtain a bachelors degree and teacher certification, especially from Maryland Colleges of Education. Students earning an

A.A.T. must achieve a 2.75 or higher grade point average at graduation; complete at least 45 hours of supervised field experience and take and pass the Praxis I licensure exam or achieve comparable scores on the SAT or ACT. Approximately

50% of the credits (36) are required in general education. The A.A.T. program transfers to appropriate baccalaureate programs, but also provides opportunities for career exploration.

Associate of Arts in Teaching:

Elementary /Generic Special Education, Grades 1 – 6

Early Childhood Education; Generic Special Education, Birth – Grade 3

D.

T

HE ASSOCIATE IN SCIENCE DEGREE

(A.S.) recognizes a curricular focus in science, mathematics, engineering, and technology. Approximately 50% of the credits (or at least 30) are required in general education. The A.S. program transfers to appropriate baccalaureate programs, but also provides opportunities for career exploration and skills upgrading.

Business Administration

Business Administration: Technical Management

Computer Science

Engineering

Engineering Consortium

Nursing

Sport Management




E.

T HE A SSOCIATE OF S CIENCE IN E NGINEERING (ASE) DEGREE facilitates the transfer process of students from two-year to four-year engineering programs in Maryland and offers an accessible and low cost path for the first 2 years of study for a CSM student ultimately interested in obtaining a BS in Electrical or Computer Engineering from a Maryland institution. After acquiring an ASE degree from CSM, the earned academic credential transfers as a block of courses rather than on a course-bycourse basis into four-year engineering programs in Maryland and prepares those ASE graduates for junior-level course work as an Electrical Engineering or Computer Engineering major.

Computer Engineering

Electrical Engineering



II. Certificate Programs

Accounting: Basic

Accounting: Advanced

Basic Computer-Aided Drafting

Commercial Vehicle Operator

Criminal Justice

Early Childhood Development

Electronics Technology: Basic

Electronics Technology: Communications

Electronics Technology: Microprocessor

Emergency Medical Services – Intermediate

Emergency Medical Services – Paramedic


Environmental Technology: Environmental Planning


Fitness Manager, Advanced

Fitness Manager, Basic

General Studies: Transfer

Geographic Information Systems Technology

Graphic Design

Human Services: Alcohol and Drug Counseling

Degrees Offered

Human Services: Mental Health Technician

Information Processing


Management Development

Management Development: Marketing

Manufacturing Technology

Medical Assisting

Medical Coding Specialist

Office Technology

Pharmacy Technician

Practical Nursing

Professional Communication

Security Management

Technical Support

Therapeutic Massage*

Therapeutic Massage: Advanced*

Web Developer

Patient Care Assistant

*Pending MHEC approval



Degrees Offered

III. Letters of Recognition

A+ Skills Training

Aquatic Facility Manager

Child Care Provider

Clerical Assistant

Criminal Justice

Drafting

Driving Skills II

Environmental Planning

First-Level Manager

American Studies

Art history

Choral Conducting Assistant

Computer Office Skills

Digital Imaging Assistant

Driving Skills I


Financial Office Assistant

Group Fitness Instructor

Leadership Skills

Manufacturing Automation

Medical Transcription

Legal Transcription

Medical Administration Assistant

Personal Trainer

Phlebotomy Technician

School-Age Child Care

Physical Therapy Aide

Security Management

Small Business Management

Women‟s Cultural Studies

Studio Arts Assistant

Word Processing Operator

College preparatory courses are offered in English, reading and mathematics for students who need skill development. The college offers the student the opportunity to earn credit through telecourses, credit-by-examination, cooperative education and practica.



Future/Potential Programs

Degree and/or certificate programs planned for the next seven years and their anticipated locations are:

Proposed Programs

Environmental Studies

Nuclear Engineering Tech: Electrical

Nuclear Engineering Tech: Mechanical

Digital Media Productions – Broadcasting

Certificate in Spanish

Certificate in ESL

Health Information Management

Kinesiology and Exercise Science

AAT – Middle School Education

Global and International Studies

Acquisitions Management and Contracting

Computer Game Design

Dental Hygiene

Economics

Public Administration

Occupational Therapy Assistant

Physical Therapy Assistant

Robotics

Culinary Arts

Veterinary Technology

Pre-Med

Respiratory Therapy

Speech-Language Pathology Therapy Assistant

Graphic Design



Anticipated Start Date

2011 – Fall

FY 2011

FY 2011

FY2011 – Fall

FY2011 – Fall

FY2011 – Fall

FY 2013

FY 2013

FY 2013

FY2013 – Fall

FY2014

FY2014

FY2014

FY2014

FY2014

FY2015

FY2015

FY2015

FY2015

FY2016

FY2016

FY2016

FY2016

FY2016 – Fall

Anticipated Locations

LaPlata

Prince Frederick

Prince Frederick

LaPlata

All Campuses

All Campuses

HEA Center, 4 th Campus


All Campuses

La Plata – (other campuses possible)

La Plata & Leonardtown

Prince Frederick


All Campuses

La Plata



La Plata & Leonardtown

4 th Central Campus

La Plata




La Plata

Page 2. 35

Future/Potential Programs

AAT – Secondary Education: Math, Chemistry, Biology,

Diagnostic Medical Sonography/Radiology

Fine Arts

Radiology Technology

Surgical Technology

FY2017

FY2017

FY2017

FY2017

FY2017

All Campuses


4 th Central Campus





Future/Potential Program Details

AAT: Middle School Education

The ongoing effort to provide for smooth transition for Middle School Education majors to Bachelor‟s degree granting programs may be enhanced by the development of an AAT degree modeled on the successful Elementary and Early childhood Education degree.

Implementation: This program could be implemented by 2013, given the time needed to survey Bachelor degree granting

Teacher Education programs and their transfer preferences and the development of a statewide model like the current

Elementary AAT.

Facility Impact: Middle School Teacher Education is a small program and should have only a modest impact upon facilities.

Office space for one full-time faculty will be required.

AAT Secondary Education: Math, Chemistry, Biology and Spanish

The ongoing effort to provide for smooth transition for Secondary Education majors to Bachelor‟s degree granting programs may be enhanced by the development of an AAT degree modeled on the successful Elementary and Early childhood Education degree. The current question(s) to be answered will such a degree enhance the student‟s experience because the secondary education Major must have a major in a traditional area and then take appropriate “Education” courses. As Bachelor degree programs clarify their program requirements the need for this degree will become clearer

.

Implementation : This program could be implemented by 2013, given the time needed to survey Bachelor degree granting

Teacher Education programs and their transfer preferences and the development of a statewide model like the current

Elementary AAT.

Facility Impact : Secondary Teacher Education is a small program and should have only a modest impact upon facilities.

Office space for at least one, new, full-time faculty member will be required.




Acquisitions Management and Contracting

The two naval installations in Southern Maryland have an unmet demand for Acquisition Manager and Contract Specialists. These are individuals who are managing the various defense contractor contracts with both NAVAIR and NAVSEA. Courses for the programs include Project Management, Accounting, Finance, and Business Law.

Implementation: A few new courses would need to be developed. We could have the program starting fall 2013. We would also pursue agreement or partnership with Defense Acquisition University

Facility Impact: Program Coordinator and adjunct faculty familiar with DOD contracting requirements

Certificate in ESL

Demographics inform us that the CSMD could contribute both to meeting student needs and to workforce development by offering the certificate. ESL certification is increasingly in demand in the secondary education setting. The Division will conduct surveys in fall

2010 and spring 2011 to determine student/educator interest in pursuing a certificate in ESL and CSMD Teacher Education program has expressed interest in assisting with setting up this certificate.

Implementation: The certificate could be offered by fall 2011, as the LAN Division has recently hired a Full-time English

Faculty member with certification in ESL.

Facility Impact: Classrooms would need to be available, preferably with computers.




Certificate in Spanish

Currently, we offer only the Arts and Sciences AA: Spanish option, while demographics inform us that the CSMD could contribute to workforce development by offering the certificate. Proficiency in Spanish at the certificate level is increasingly in demand in the secondary education setting. The Division will conduct surveys in fall 2010 and spring 2011 to determine student/educator interest in pursuing a certificate in Spanish.

Implementation : The certificate could be offered by fall 2011, as no new courses would need to be developed.

Facility Impact : Classrooms equipped with computers would facilitate language acquisition, and enhance the pedagogy options available to instructors.

Computer Game Design

CSM currently offers 2 Game Design courses in credit free and several in Kids‟ College. The Technology Advisory Council expressed an interest in our exploration of offering Computer Game Design instruction. Locally, employment opportunities are available in simulation (PAX, Lexington Park) as well as video game companies in the Baltimore, MD and Bethesda, MD areas. The Technical

Studies department of BAT propose to start out with an option in our Computer Information Studies Program and if that is successful we can then consider ramping it up into a full program (as MC and CCBC offer.

Implementation: Program track approval will be sought during the spring of 2012. The computer video game courses could be offered starting fall 2013.

Facility Impact: Computer labs will be required for the courses. It is possible they will be developed as web courses as well to broaden enrollment access.




Culinary Arts/ Kitchen Management Program

In anticipation of the National Restaurant Association Educational Foundation's Pro Start, two-year career-building program, being adopted by the Departments of Education in all three counties in Southern Maryland,

http://prostart.restaurant.org/

the Hospitality

Management program is interested in expanding the curricular options currently offered at CSM to include a new two year degree in

Culinary Arts / Kitchen Management. As a result of the programmatic implementation of the NRAEF program to the secondary school systems in Southern Maryland, beyond North Point High School (Charles County) and Forrest Career & Technology Center (St.

Mary‟s County) this new degree option, has the potential to capture an increase in qualified graduates seeking accessible, local, post secondary training in the culinary arts discipline in Southern Maryland. In addition, the new degree option would be designed to meet the varied needs of incumbent workers from food service establishments in the tri-county area as well.

Implementation

: The Culinary Arts program would be a sequence of courses that emphasizes a combination of culinary theory and the practical application necessary for successful employment. Learning opportunities would be designed to develop academic, occupational, and the hands on professional skills for job acquisition, retention, and advancement. As such the feasibility of commencing course offerings‟ would coincide with the identification of the required culinary facilities.

Facility Impact

: Culinary courses would require students to train in a state-of-the-art professional operating kitchens, facing the same demands found in the industry today. Providing students with “real world” situations that will build confidence while developing skills and abilities mandates the construction of laboratory classes encompassing not just kitchens, but a culinary facility equipped with a simulated restaurant dining room, bar and bakery.




Dental Hygiene

The Health Sciences Division is considering offering a Dental Hygiene Associate of Applied Science Degree. The intent of this program is to prepare students for employment as dental hygienists who can provide preventative dental care and teach correct oral hygiene practices. Increased research linking poor oral health to other disease states has contributed to the projection that job growth is expected to increase 36% over the next 10 years. Once the program is accredited, students who complete the degree will be eligible to sit for regional, national and state examinations.

Implementation: The earliest this program will be implemented is fall 2014.

Facility Impact: Office space for 3 full time faculty, Office space for 1 full time clinical coordinator, a designated Dental

Hygiene suite, and storage space for supplies and equipment will be required.

Diagnostic Medical Sonography

The Health Sciences Division is considering offering an Associate of Applied Science Degree in Diagnostic Medical Sonography. The focus of this program will be to prepare students to use sound waves to generate an image for the assessment and diagnosis of various medical conditions. In addition to working directly with patients, diagnostic medical sonographers keep patient records, adjust and maintain equipment, evaluate equipment purchases, and may manage a sonography or diagnostic imaging department. Once the program is accredited, students who complete the degree will be eligible to sit for national certification. Employment in this field is expected to increase 18% over the next 10 years.


Facility Impact: See facility requirements for Radiology Technician. Some facilities may be shared between the two programs: Office space for 4 full time faculty, office space for 1 full time clinical coordinator, a designated Radiology suite, and storage space for radiographic supplies and equipment. In addition, specialized sonography equipment will be required.



Digital Media Production/Broadcasting


For the past few years interest has been building in offering a Broadcasting program. This interest led to hiring a faculty member to develop the program. He quickly recommended changing the program to emphasize digital media production. Additionally, resources have been allocated to build a studio. Thus with the commitment of resources and hiring a new faculty member to teach courses in the program, the CAH Division will move forward to develop the program.

Implementation: It is possible that if the studio destined for construction in the ST Building is completed and the package of equipment to support the program is purchased, the program could begin in fall 2011.

Facility Impact : A studio for broadcasting is required and a package of equipment that includes cameras, Mac workstations, software, and other supportive equipment. Definitely, new facilities and equipment will be required for the program.

Economics

The Business, Economics & Legal Studies Area is considering the development of an Economics Pathway for the Arts and Sciences

Degree. Currently the Area has degree programs in Business, Accounting and Paralegal, but no program in Economics. Currently a student may take an elective economics course at CSM that may only transfer as a social science elective. This transfer option would be designed in conjunction with our four-year partners to insure that a CSM student could transfer all of his or her CSM economics credits into the economic major.

Implementation: Discussion between CSM program and area coordinators and our four-year partners needs to take place.

Articulation agreements would likely not be in place until 2012-2013. The degree could be offered starting in fall 2013.

Facility Impact: A full-time economics instructor may be needed in Prince Frederick and/or Leonardtown depending on enrollment.




Environmental Studies

Program to prepare students to transfer to and pursue a variety of environmental options at 4 year institution.

Implementation: Anticipated fall 2011 assuming college and MHEC approval.

Facility Impact: No new faculty needed; no new courses needed; no new facilities needed.

Fine Arts

With the prospect of a fourth central campus that would include among other buildings a large theatre to attract a truly Southern

Maryland wide audience, the CAH Division is considering developing a Fine Arts program. The new theatre would provide an opportunity to begin an ambitious program in the Fine Arts, particularly dance, music and theatre. Additionally, it would be a wonderful venue to offer an ambitious program of in house productions connected to the Arts courses and outside performances.

Implementation: The earliest the program could begin is in 2017 and that is if the new theatre facility becomes a reality.

Facility Impact: The new theatre facility is considered important to the launching of this program. If not, then a major renovation of the current FA Theatre might be suitable to support the program.




Global and International Studies

For the past several decades, US citizen have had to think less in national terms and more in terms of what is happening around the world and in international cultural, diplomatic, economic, and political affairs. The CAH Division is considering developing a program to respond to that need and provide a base for students who will embark on careers in which the international and global outlook will be vital.

Implementation: We believe that such a program could be ready by fall 2013.

Facility Impact: New facilities would not be required to support this program.

Graphic Design

Currently, the CAH Division offers a Graphic Design certificate. Given the popularity of this field, the CAH Division is considering expanding the certificate program to a degree program.

Implementation: Research needs to be completed to determine the core courses necessary to offer a full degree program in this field. Once these core courses are identified and developed, the program could begin in fall 2016.

Facility Impact: The current Mac Lab in the FA Building will need to be refreshed with upgraded Mac computers and software to support the increased technical demands of such a program




Health Information Management

The Health Sciences Division is considering offering a Health Information Management Associate of Science Degree. The focus of this degree program will be to prepare students to manage medical record systems and use computer applications to assemble and analyze patient data to improve patient care or control costs. Once the program is accredited, students who complete the associate degree will be eligible to test for the Registered Health Information Technician (RHIT) certification. Students will also have the opportunity to transfer to a 4-year institution, complete a bachelor‟s degree in Health Information Management, and test for the

Registered Health Information Administrator (RHIA) certification. With the implementation of the HITECH Act and the introduction of ICD-10, employment in this field is expected to increase 20% over the next 10 years.


Facility Impact: Office space for at least 3 full time faculty, a designated Medical Coding Lab facility with electronic health records and coding software, and storage space for simulated medical records will be required.

Kinesiology

This program would involve several courses that cover the study of muscles and their movement for physical conditioning.

Implementation: This program could be implemented by spring 2013. Development of the courses would involve input and coordination from the Nursing Department and Massage Therapy.

Facility Impact: Office space for a full-time faculty, as well as a kinesiology laboratory will be required.




Nuclear Engineering Technology (Electrical)

In partnership with Constellation Energy Nuclear Group, CSM is developing an Associate of Applied Science in Nuclear Engineering

Technology: Electrical degree. Only one course is needed to be developed for this pathway of the Nuclear Engineering Technology degree. CSM will work to articulate our degree to a Bachelor of Science in Nuclear Engineering Technology through Excelsior

College. This program will be using the Uniform Curriculum Guide (ACAD 08-006) for associate degree programs created by the

Nuclear Energy Institute for developing the required courses for electrical maintenance technicians.

Implementation: Courses for this program could be offered the spring 2011 semester. A curriculum development grant and a scholarship grant will be submitted to the Nuclear Regulatory Commission (NRC) which includes funds for necessary equipment. Equipment required include the following: Phase converter Model 8896-0 and Motor Control Center.

Facility Impact: Facilities currently exist for the program at the Center for Nuclear Energy Training (CNET) in Prince

Frederick.

Nuclear Engineering Technology (Mechanical)

In partnership with Constellation Energy Nuclear Group, CSM is developing an Associate of Applied Science in Nuclear Engineering

Technology: Mechanical degree. Only four courses are needed to be developed for this pathway of the Nuclear Engineering

Technology degree. CSM will work to articulate our degree to a Bachelor of Science in Nuclear Engineering Technology through

Excelsior College.

This program will be using the Uniform Curriculum Guide (ACAD 08-006) for associate degree programs created by the Nuclear

Energy Institute for developing the required courses for mechanical maintenance technicians.

Implementation: Courses for this program could be offered the spring 2011 semester. A curriculum development grant and a scholarship grant will be submitted to the Nuclear Regulatory Commission (NRC) which includes funds for necessary equipment. Equipment required include the following: Hydraulics training system Model 6080 and Rigging system Model

46109.

Facility Impact: Facilities currently exist for the program at the Center for Nuclear Energy Training (CNET) in Prince

Frederick.




Occupational Therapist Assistant

The Health Sciences Division is considering offering an Occupational Therapist Assistant Associate of Applied Science Degree. This program will educate students to work under the supervision of an occupational therapist to provide rehabilitative services to improve clients' quality of life and ability to perform daily activities. Once the program is accredited, students who complete the degree will be eligible to sit for state licensure and national certification. Employment in this field is expected to grow much faster than average as demand for occupational therapist services rises and assistants are used increasingly to provide care. Projections indicate that job growth is expected to increase 30% over the next 10 years.


Facility Impact: Office space for 3 full time faculty, Office space for 1 full time clinical coordinator, a designated

Occupational Therapy suite, and storage space for supplies and equipment will be required

Physical Therapist Assistant

The Health Sciences Division is considering offering a Physical Therapist Assistant Associate of Applied Science Degree. This program will educate students to work under the supervision of a physical therapist to provide treatment that improves patient mobility, relieves pain, and prevents or lessens physical disabilities of patients. Once the program is accredited, students who complete the degree will be eligible to sit for state licensure and national certification. Employment in this field is expected to grow much faster than average with projections indicating that job growth will increase 35% over the next 10 years.


Facility Impact: Office space for 3 full time faculty, Office space for 1 full time clinical coordinator, a designated Physical

Therapy suite, and storage space for supplies and equipment will be required.




Pre-Medicine

The Health Sciences Division is considering offering a Pre-Medicine Associate of Science Degree. In addition to taking core courses in the sciences, students will be introduced to key concepts and trends in healthcare. Service learning will be emphasized as students participate in a variety of interdisciplinary experiences. It is expected that following completion of this program, students will transfer to a 4-year institution, complete a bachelor‟s degree, and matriculate to a medical school to pursue advanced education.


Facility Impact: Office space for full time faculty, classrooms, a computer lab, and a high fidelity clinical simulation lab will be required

Public Administration

The Business, Economics & Legal Studies Area is considering the development of a Public Administration Pathway for the Arts and

Sciences Degree. Given that many in the Southern Maryland area are employment either by the Federal Government or by contractors working for the Federal Government, there may be a high demand for such a program.

Implementation: Research into existing Associate Degree Program in Public Administration and transfer school opportunities needs to be done. It is likely this research would not be complete until sometime during the 2012-2013 school year. Program can be offered starting in fall 2013.

Facility Impact: A full-time program coordinator/instructor would need to be hired.




Radiology Technology

The Health Sciences Division is considering offering an Associate of Applied Science Degree in Radiology. This program will educate students for employment as Radiology Technicians who can prepare patients for radiographic examination, administer X-rays and other radiological medical procedures to patients, and adjust and maintain radiographic equipment. Once the program is accredited, students who complete the degree will be eligible to sit for state licensure and national certification. The occupational outlook for Radiology Technicians is positive with an expected need for 15% more technicians over the next 10 years.


Facility Impact: Office space for 4 full time faculty, office space for 1 full time clinical coordinator, a designated Radiology suite, and storage space for radiographic supplies and equipment will be required.

Respiratory Therapy

The Health Sciences Division is considering offering an Associate of Applied Science Degree in Respiratory Therapy. The intent of this program will be to educate students for employment as Respiratory Therapy Technicians. Respiratory Therapy Technicians follow specific respiratory care procedures under the direction of respiratory therapists and physicians. They help to evaluate, treat, and care for patients with breathing or other cardiopulmonary disorders. Once the program is accredited, students who complete the degree will be eligible to sit for national certification. Growth in this field is expected to remain stable.


Facility Impact: Office space for three full time faculty, office space for one full time clinical coordinator, a designated

Respiratory Therapy suite, and storage space for supplies and equipment will be required.




Robotics

CSM could develop an Associate in Science or an Associate in Applied Science in Robotics Technology. Depending on the path chosen, there are several colleges that have existing programs that we could model our program after. These colleges include Morgan

State University, Baltimore City Community College and Indian River State College. It appears that the curriculum across the colleges is very similar. The areas of training include electronics, computer controls, data acquisition, mechanical controls, pneumatics, hydraulics, electrical power and motors relative to industrial robots.

Implementation: Courses for the program could be offered by spring 2014. The Robotics Technology degree would become a separate degree. Even though a majority of the classes already exist, they exist under a couple of different engineering technology programs. We would have to develop around three to four classes. The Robotics Technology degree would require equipment for specific use within the program.

Facility Impact: Equipment currently available for the Robotics competitions and CSM Kid‟s College could be used for this new program. This program should be offered either at La Plata or Leonardtown campus due to their proximity to naval facilities that have robotics applications.

Speech-Language Pathology Therapist Assistant

The Health Sciences Division is considering offering an Associate of Applied Science Degree for Speech Language Pathology

Therapist Assistant. The focus of this program will be to educate students to work under the supervision of a speech language pathology (SLP) therapist to treat, and prevent disorders related to speech, language, cognitive-communication, voice, swallowing, and fluency. Students who complete the degree will be eligible for state licensure. Employment in this field is expected to grow as the aging population and an increase in neurological conditions increases the need for SLP services.


Facility Impact: Office space for three full time faculty, Office space for one full time clinical coordinator, a designated

Speech Language Pathology Therapy suite, and storage space for supplies and equipment will be required.




Surgical Technology

The Health Sciences Division is considering offering a Surgical Technology Associate of Applied Science Degree. The intent of this program will be to educate students to assist in surgical operations under the supervision of surgeons and registered nurses. Surgical

Technologists prepare the operating room, prepare and position patients, pass instruments and other sterile supplies to surgeons and surgical assistants, and help transfer the patient to the recovery room. Once the program is accredited, students who complete the degree will be eligible to sit for national certification. Projections indicate that job growth is expected to increase 25% over the next 10 years.


Facility Impact: Office space for three full time faculty, a designated Surgical Technology operative suite and storage space for supplies and equipment will be required.

Veterinary Technology

Associate of Applied Science or an Associate of Science degree program designed to train veterinary technicians.

Implementation : Courses for the program could be offered by fall 2016, following research regarding possible articulations with 4-year institutions and possible internship sites at regional veterinary offices.

Facility Impact: Implementation would involve substantial impact on facilities in terms of space and equipment. Some training would have to be done on large, expensive equipment at veterinary offices. Implementation would necessitate hiring of additional full and part time faculty.



Future/Potential Continuing Education Certificate Offerings

Continuing Education Certificate offerings planned for the next five years.

Proposed Programs

Carpenter

Electrical Apprentice

Electrical Helper

HVAC Apprentice

HVAC Helper

Meeting/Event Planner

Real Estate Appraiser

Real Estate Salesperson

Restaurant Manager

Truck Driver Training - Class B

Welder - Certified Structural

Welder Apprentice

Welder Helper

Apple Final Cut Pro

Asst. Adm.

Basic Office Skills

Bookkeeping Assistant

Building Maintenance Technician

Home Improvement Contractor

Home Inspector

Multi-Media Specialist

Multimedia Web Artist/Animator

Pharmacy Technician

Anticipated Start Date

2011

2011

2011

2011

2011

2011

2012

2012

2012

2011

2011

2011

2011

2011

2011

2011

2012

2012

2012

2012

2012

2012

2012

Anticipated Locations

Waldorf, Center for Trades and Energy Training





TBD

TBD

TBD

TBD

LaPlata, Driving Range




TBD

TBD

TBD

TBD


TBD

TBD

La Plata, CE Building




Proposed Programs


Child Care Center Operator

Child Care Center Teacher

Family Child Care Provider

Computer Repair Technician

Creating a Web-Based Business

Dental Assistant

Drafter

Electrocardiogram Technician

Medical Assistant

Medical Billing Specialist

Medical Records Technician

Physical Therapy Aide

Web Based Business

Web Page Designer

ABE/GED/ESL

Small Engine Repair Technician

Future/Potential Continuing Education Certificate Offerings

Anticipated Start Date

2012

2014

2014

2014

2014

2014

2014

2013

2013

2013

2014

2014

2014

2014

2014

2015

2015

Anticipated Locations


TBD

TBD

TBD





TBD




La Plata and Leonardtown Wellness Centers

LaPlata, CE Building

LaPlata, CE Building

TBD – Public Schools

TBD



Community Education and Service

The college services the learning needs of our community through the provision of flexible and responsive non-credit education courses offered through our Corporate and Community Training Institute. These courses are offered at convenient times and locations throughout the Tri-County region including both on and off-campus sites. A wide range of student interests are addressed such as workforce development; small business and leadership development; personal enrichment for youth, adults and seniors; wellness, fitness and recreation; environmental training and occupational safety; and transportation. As new and emerging learning needs are identified, the college works collaboratively with community agencies and other stakeholders to craft creative and innovative solutions. The following are a few examples of the college‟s many community partners:

Tri-County Council for Southern Maryland

Southern Maryland Workforce Services

Chambers of Commerce and Other Local Businesses

Public and Private Schools

Economic Development Agencies

Department of Aging

Labor Unions and Industry Trade Associations

Community Centers

Senior Centers and 55+ Communities

Technology Councils

Military Installations

Hospitals

State and County Social Services Agencies

Not-for-Profit Organizations

Community Development Corporations

Parks and Recreation

American Red Cross



Service and Community Use

Noncredit courses and programs have been an area of growth in the college, requiring unlimited flexibility and responsiveness.

Continuing education courses are offered at sites and times convenient to the students in the tri-county area. Information technology, business and professional development, career and apprenticeship training, adult plus courses, academic adventures for youth and teens, and environmental training are fully developed areas of study. As new training and development needs are identified, the college will attempt to meet those needs in creative and innovative ways. The college is expanding its trades, energy, healthcare, and career training short-term courses to meet the demands on the region.

The college serves as an educational, cultural and recreational center for the community and offers its facilities and services to functions that enhance community life. Because the college is viewed as a resource linking all three counties, it is called upon to coordinate a number of tri-county services that have an education/training component. The campus facilities are heavily used by government and community organizations. Community activities, which regularly use college facilities, include:

Historical Society of Charles County

Charles County Heritage Commission

Local County Government Agencies

Charles County Commission for Women

Calvert County Traffic Safety Council

Leadership Southern Maryland

Hospice of Calvert County and Charles County

Leonardtown Business Association

St. Mary‟s Advocacy Center

UMUC Exam Testing

L A P LATA C AMPUS :

Chemical People of Southern Maryland: Project Graduation

Special Olympics

Civista Hospital

U.S. Census Bureau

ARC of Southern Maryland

Chambers of Commerce

Art Guilds

Public School Meetings and Conferences

American Red Cross

Economic Development Commission Meetings and Conferences

Fifth Grade Swim Programs

NSWC – Indian Head



Service and Community Use

L EONARDTOWN C AMPUS :

St. Mary‟s County Public Schools

St. Mary‟s Originals Theater Group

Girl Scouts

Social Security

St. Mary‟s County Government

St. Mary‟s County Economic Development Commission

South Point Church


Leonardtown Business Association

Freedom Health Walk

Community Bank of Tri-County

Cedar Lane Assisted Living

U.S. Census Bureau

American Red Cross Blood Drive

P RINCE F REDERICK C AMPUS :

Calvert County Public Schools


Calvert County Sheriff‟s Department

Calvert County Minority Business Alliance

U.S. Census Bureau

United Way of Calvert County

Calvert County Economic Development Department

Boys and Girls Club

Ward Virts Concert Series

Southern Maryland Regional Piano Competition

Calvert Hospice

American Cancer Society

Arts Council of Southern Maryland

ARC of Southern Maryland



Unique Institutional Characteristics

NEW INITIATIVES:

I NSTITUTIONAL E FFECTIVENESS

The College of Southern Maryland (CSM) seeks to attain greater academic excellence and institutional effectiveness through a Quality

Improvement Process (QIP) which was established in 2008 to strengthen the integration of planning, assessment, and resource allocation. The Quality Improvement Council (QIC) coordinates and reviews all quality improvement initiatives including the review of both strategic and assessment plans and plan accomplishments. Part of the quality initiative is the identification of Key Performance

Indicators (KPIs). Several of the Maryland Performance Accountability Report indicators were adopted by CSM as KPIs and as such are routinely monitored and discussed as part of the institutional assessment component of QIP.

The new QIP also oversees three subcommittees: a College Innovation Team (CIT), a Strategic Planning Team (SPT) and a College

Assessment Team (CAT), with broad representation from all parts of the college.

Q UALITY P ROGRAMS , S ERVICES AND D ELIVERY F ORMATS

The College is seeking national recognition as a Center of Academic Excellence (CAE) in Information Assurance Education. The centers are jointly sponsored by the National Security Agency and the Department of Homeland Security. CSM received its second certification this year by the Committee on National Security Systems, thereby establishing its eligibility to apply for CAE status. The new statewide program in Nuclear Engineering Technology: Instrumentation and Control will undergo accreditation review by the

Accreditation Board for Engineering and Technology (ABET) as part of its affiliation with the Nuclear Energy Institute. The ASE degrees, once approved, will also reflect approval by ABET.

Individual courses at CSM similarly reflect the college‟s commitment to high standards of academic excellence. Many of the college‟s online courses have been approved through the Quality Matters process, a nationally-recognized, faculty-centered peer review process designed to certify the quality of online courses and online components.




The college has significantly expanded its online and Web-hybrid alternative delivery options. Thirteen degrees, seven certificates, and eight letters of recognition may now be completed online at CSM. The majority of courses are at least Web-enhanced, 64 courses are Web-hybrid, blending face-to-face instruction with on-line instruction, and 140 courses are completely online. The Division of

Distance Learning and Faculty Development assists faculty in integrating state-of-the-art technologies into their courses, such as

Elluminate, video-streaming, and avatars. These efforts contribute to Maryland‟s status as one of the most advanced states in the use of instructional technology to improve learning and access and a cost effective and accountable system of delivering high-quality postsecondary education to residents. The Waldorf Center, operated in conjunction with the University of Maryland University

College, also serves to provide flexible learning options in that students have the opportunity to participate in educational programs leading to a bachelor‟s degree at a location more convenient to local commuting patterns.

The college also recognizes that quality child care often poses a challenge for students seeking to further their education and opened the Children‟s Learning Center in 2006. The Center is available for use by children of students at a reduced cost and also serves as a source of employment for other students, particularly those interested in pursuing careers in early childhood development and/or education.

The college continues to expand its facilities on all three campuses and five sites to provide access and opportunities for Southern

Maryland residents. New facilities that promote access for short-term career training are the Center for Trades and Energy Training and the Center for Transportation Training. Short-term career training programs were increased and launched in Fall 2009 to include childcare, business, construction, electrical, carpentry, welding, heating, ventilation, and air conditioning, and truck driver training.

A FFORDABILITY

Making college affordable is a national challenge, as well as a regional challenge for CSM. The college makes every effort to keep tuition and fees low for its students. To help students meet costs, CSM introduced a Tuition Payment Plan which extends a four-month period to pay CSM tuition. Since the plan is not a loan program, there is no debt, no credit search, and no interest or finance charge assessed on the unpaid balance, only a $50 per semester non-refundable enrollment fee. The college also offers an online Scholarship

Finder, which is a quick, easy, and free service that helps Southern Maryland students match their backgrounds and financial needs to dozens of local scholarships in a wide variety of academic programs.




P ARTNERSHIPS

To increase the opportunities for students to pursue bachelor‟s degrees locally, the college offers “local” four-year degree options through articulated programs in a teaching facility shared with the University of Maryland-University College (UMUC), the Waldorf

Center for Higher Education. CSM is now involved in seven partnership programs. In addition to the UMUC partnership, CSM students are actively pursuing locally-based bachelor‟s degree programs with Towson University, Bowie State University, Capitol

College, University of Baltimore, Villa Julie College, Stevenson University and the University of Maryland College Park. (Several of these programs are available at the Waldorf Center.) In a region that is not home to a comprehensive bachelor‟s degree granting institution, these partnership programs serve as a vital link between CSM‟s associate degree programs and the bachelor‟s and graduate degree programs offered by UMUC and other colleges and universities.

C ULTURAL C OMPETENCY AND D IVERSITY

The President‟s Committee on Diversity and Inclusion (PCDI) was formed at CSM in 2008 and is responsible for a comprehensive and integrated college-wide approach aligned with the college‟s diversity and inclusion efforts. The committee evaluates and recommends improvements to the college‟s policies and practices, including recruiting, retention, outreach, and marketing.

CSM addresses its performance in the CSM Cultural Diversity Plan which aligns to the college‟s 2010-2013 Institutional Strategic

Plan and speaks to minority student recruitment and retention throughout the goals, objectives and action items. CSM has identified facilitators to lead focus groups and host dialogues with African-American students to determine current roadblocks to graduation and/or transfer. The college has also planned for the comprehensive review of demographic data, enrollment patterns, financial aid, academic achievement, perception of campus climate, etc. between African American students and all students.

Faculty members also participate actively in diversity initiatives. The Faculty Committee on Diversity in Education sponsors annual, soon to be semiannual, conferences on issues related to diversity and the curriculum.




Activities for its diverse student body are held often at the college. For example, the Educational Talent Search program co-sponsored a Young Women of Color Conference where over 200 students and parents attended seminars and workshops led by women in key leadership roles including local news reporters, political leaders and business persons; a Green Industries Career Day with participation from technology firms, seven labor unions, medical groups, military units and local businesses; and an internship with

Concerned Black Men of Virginia. The college also sponsored Unity in Our Community, a diversity forum, for the third consecutive year. This outreach forum brings community leaders and citizens together for productive dialogue and discussion to build a healthier, more tolerant community that celebrates diversity.

K-12 P ARTNERSHIPS

CSM believes that early and frequent exposure to a college environment nourishes the spark of intellectual curiosity. To that end, the college continues to seek opportunities for K-12 students to participate in the college experience:

1.

CSM has collaborated with middle schools in all three counties to host fifth grade students for a day. The students participate in special, hands-on courses taught by selected CSM faculty in areas ranging from nursing to computer science to engineering.

Each student receives a certificate at the end of the day that announces their acceptance into the College of Southern Maryland upon their graduation from high school.

2.

Outreach pipeline projects to advance

CSM’s Science Technology, Engineering, and Math (STEM)

programs and initiatives involved middle school, high school and college students through CSM‟s Robotic competition. The competition is sponsored by the National Science Foundation, and several community partners. During the CSM Robotics Competition, each team gives a technical presentation on how they approached the engineering challenge, how they designed and programmed their robot and how they approached design and functionality problems. Robots were programmed to complete tasks both with driver-controlled play and a 20-second autonomous period.

3.

During the annual “ Women in Math” workshops, high school students from Calvert, Charles and St. Mary‟s counties received hands-on insight into math and science fields by females who have excelled in their areas of expertise. This year‟s mentors included women who shared their formulas for success in pharmacy, cryptography, architecture, chemical engineering, mechanical engineering and computer science. The college piloted a Youth in Technology forum for high school students and their parents in the tri-county area. The forum included speakers, booths, demonstrations and the opportunity to discuss career fields with engineers, mathematicians, scientists, and others from private industry and from the two major naval bases in the region.




4.

The college shares its facilities with the local public schools for enrichment activities. A sample of events that the college hosts includes:

It’s Academic for Charles County; the tri-county Honors Chorus; a broad range of music, theatre, and dance to local students; a Science Fair; and athletic activities in the gymnasium and pool. Conference and meeting facilities at the college are frequently used by the school districts for teachers meetings and training. As the college‟s facilities in Calvert and

St. Mary‟s counties have expanded, so too have the opportunities for those counties to use the college‟s physical plant

For the past several years senior administrators from the college and the local public school districts as well as the respective Boards of Education and the college‟s Board of Trustees have met regularly for discussion of areas of mutual interest. From these meetings, entitled Better Education Together or BET, a variety of initiatives that address the college and career readiness of high school students have emerged, including:

Clarification of course overlap and course responsibility, particularly in areas of pre-college developmental work

Replication of the CSM transitional courses in developmental mathematics and English during the senior year in high school, taught by the high school instructors

Summer training for high school teachers who teach the developmental courses in the senior year

Articulated programs in career fields

In-school financial aid workshops

Revised in-school college orientations

Improved services for disabled students

Joint facility and academic program planning

Joint marketing of services and programs

E ARLY A CCESS TO C OLLEGE

In addition to the traditional method of earning college credit through Advanced Placement test scores, dual and concurrent enrollment offers avenues for secondary students to enroll in college courses while they are still in high school. Dual enrollment permits qualified high school students to attend classes at CSM on a part time basis as a way to accelerate their education. The CSM courses that high school students take earn them college credit and also earn them credit toward diploma completion. For example, students who successfully complete ENG 1010 and ENG 1020 at CSM typically earn credit for Senior English at the same time. Each county school system in Southern Maryland has developed academic standards, and processes for approval and enrollment for their students.

Students in dual enrollment pay 50% of the course tuition and fees, thus making a college education more affordable. Concurrent enrollment allows high school students to take college courses outside the traditional school day. The concurrent and dual enrollment of high school students at CSM continues to grow.




One of the first colleges in the state to develop a Tech Prep program, CSM continues to work with the three county public school systems to develop articulated career programs. Tech Prep agreements enable students to articulate credits directly into an identified associate of applied science program. In 2010, for example, students could articulate credits toward specified degree programs from among a total of 52 courses. A total of 1,110 credits were articulated for 162 students.

T RANSITION TO C OLLEGE

The Start Smart program assists first-time college students in getting started on the path to a successful college experience. Start Smart is an initiative to foster the retention and successful persistence of students. It helps students learn about college and develop skills needed for academic and personal success. Start Smart consists of a variety of programs, resources, and activities including: the first advising session, orientation, online orientation, and Kick Off to College, an orientation program which takes place prior to the start of the semester. Freshman seminars, customized orientations for certain student populations and a re-design of the online orientation will be added. Each of these new activities will be offered at all campuses.

CSM's 2+2 partnerships with four-year institutions facilitate transfer and provide opportunities for students to earn their bachelor's degrees. These programs allow students to easily transfer between institutions with minimal risk of wasted credits, and while saving thousands of dollars on tuition, fees, housing, and transportation costs. Each month, admissions representatives from private and state schools visit each campus to recruit and advise students of their transfer options. Some schools offer instant, on-site admissions for students who have a completed application and transcript.

CSM joined forces with the University of Maryland College Park to guarantee the transfer of students to the university through membership in the Maryland Transfer Advantage Program (MTAP). MTAP eases the transfer process and makes it possible for students to begin taking classes at UMCP at a tuition discount while still attending CSM.

The college continues to seek opportunities to bring bachelor degree programs to the region so that students can complete their educational goals in the region. In addition to the UMUC alliance, the college has arranged for Towson University and Bowie State

University to provide in Southern Maryland a Bachelor of Science Degree in Elementary Education, Villa Julie College to deliver a bachelor‟s degree in nursing and University of Baltimore to provide a business administration program at the Leonardtown campus. A number of additional articulation agreements exist with Maryland institutions including an agreement with St. Mary‟s College of

Maryland that encourages CSM computer science graduates to continue for their bachelor‟s degree. In addition, the college has long had a consortia agreement with Capitol College and St. Mary‟s College to offer an engineering program in Southern Maryland. The agreement with Capitol now embraces three engineering fields: Astronautical, Computer and Electrical Engineering.




Through the collaborative efforts of CSM, the Naval Air Warfare Center – Aircraft Division (NAWDAD), the Southern Maryland

Higher Education Center (SMHEC), and the University of Maryland Clarke School of Engineering, a cooperative agreement was forged allowing CSM graduates in mechanical and aerospace engineering to transfer to the University of Maryland as juniors, with most of their courses taken at SMHEC rather than at College Park. Up to 20 students per year will receive full tuition scholarships to the University of Maryland and will participate in paid cooperative educational experiences during the summer. Following graduation, the new engineers are guaranteed employment at NAS PAX with NAWCAD. The Navy also paid for the construction of a

$750,000 dedicated lab at the Southern Maryland Higher Education Center for this baccalaureate completion program. The cooperative agreement will permit many more students to complete their baccalaureate degrees in Southern Maryland and fill an important workforce need for NAS PAX, the largest employer in St. Mary‟s County.

P ARTNERSHIPS WITH G OVERNMENT , B USINESS , AND I NDUSTRY

The college recognizes that to grow a highly qualified work force in Southern Maryland, the college seeks to be linchpin among higher education and area employers.

Developing and administering workforce preparation programs and courses that meet the employment needs of the Southern

Maryland/Washington Metropolitan area is a continual process at the College of Southern Maryland. Weekend courses were launched two years ago to address the demands of working adults. In addition, the number of online courses and programs has steadily increased over the past three years to offer convenient opportunities for learning. Recruiting efforts also include special open houses for non-traditional aged students in the evenings and on weekends. Through articulation agreements with four-year institutions, as well as through the forty-one (41) Science, Technology, Engineering, and Mathematics (STEM) identified programs, degree or certification in STEM fields, and its Career Starters in noncredit education, CSM is addressing critical workforce shortages in southern

Maryland.

Initiatives such as the Education Partnership Agreement between CSM and Naval Air Warfare Center Aircraft Division (NAWCAD) address the issue. The agreement develops a pipeline for students to advance from academic studies to employment within national security industries in Southern Maryland. The partnership develops the framework for interaction between CSM students and faculty, area elementary, middle and high school students and teachers, and NAWCAD scientists and mentors. It identifies students with an interest in science while they are in elementary school, and will provide learning and internship opportunities for them through college. Naval Air Systems Command (NAVAIR) Fellows will be working with CSM faculty on projects and experiences for the students.




Recognizing the emerging crisis for the energy industry, CSM with its industry, education and economic development partners created a comprehensive solution to address demands for workers with operations, maintenance, and/or construction skills in three sectors: energy generation (oil, gas, coal, nuclear, solar, wind); energy transmission/distribution; and energy facility/utility construction. The college applied for and was awarded a $1-million grant. In addition, CSM received a $130,000 federal grant to provide scholarships for a new nuclear science training program that launches in 2010-2011 and will be housed at the Prince Frederick campus. It is part of a larger grant awarded by the Nuclear Regulatory Commission to prepare the next generation of nuclear energy technicians, a field that faces a wave of retirements within the next decade.

Federal Reserve Bank representatives and CSM representatives are working together to provide financial literacy training locally for public school teachers so that teachers do not have to travel to Baltimore. The college sponsored free financial seminars through two all-day Money Smart conferences at the La Plata and Leonardtown campuses. These workshops are offered by financial experts addressing a wide variety of topics regarding real estate and mortgage, personal banking and finance, identity theft, financial planning and insurance. The seminars are free and open to all residents in the tri-county community

To address the need for short-term training, Career Starter programs offer non-credit certificates targeted to those who are out of work due to the recession or targeted to those individuals who are looking at changing careers. This includes a variety of careers in areas such as business, construction, early childhood, healthcare, hospitality, information technology, real estate, transportation and veterinary courses. In addition, CSM opened a new Center for Trades and Energy Training at the beginning of FY2010 to offer new and expanded course offerings to the Construction Trades.

The Corporate Center at the College of Southern Maryland offers comprehensive leadership training, supervisory and management development courses, workforce training, and consultations for organizations seeking to increase employee productivity and organizational efficiency.



Waldorf Center for Higher Education

S UMMARY M ISSION S TATEMENT

The Waldorf Center for Higher Education (Waldorf Center) combines the educational talents and resources of the College of Southern

Maryland (CSM), University of Maryland University College (UMUC), and other higher education partners to provide comprehensive, high-quality associate, bachelor, graduate and professional programs and specialized workforce training to the residents of Southern Maryland. The Waldorf Center actively seeks to attract new students and assist them in developing and achieving individual and educational goals, expand local bachelor‟s and graduate degree options, and promote transfer education and workforce development opportunities.

NOTE: See appendix for

CSM’s (MHEC approved) complete mission statement and the Waldorf Center’s complete mission statement.



Leonardtown Campus



Leonardtown Campus

22950 Hollywood Road

California, MD



Leonardtown Campus Map



Campus Overview

Instruction in St. Mary’s County from Charles County Community College began in 1978. Classes were originally held in Great Mills

High School, moving later to a separate location on Great Mills Road. As the campus grew, a new location was sought. The campus was finally located at 22950 Hollywood Road in Leonardtown, the 62 acre site of the former St. Mary’s Academy. Building A had been an instructional and office facility for St. Mary’s Academy. This building was renovated in 1997 for the College of Southern

Maryland. Building B, primarily for science programs, was constructed in 1997. Building C, a general purpose classroom and office building, was constructed in 2002, and was finally opened to the public in 2003. Building D, also known as the Wellness and Aquatic

Center, was opened in September 2010, after an extensive planning and construction process. The Wellness and Aquatic Center serves an important community service role, as it provides a venue for fitness and health instruction, aquatics education and recreational swimming in central St. Mary’s County.

Parking has been a continuing challenge for the Leonardtown Campus. In 2010, the first 60 of a planned 120-space parking lot was opened. Given the small acreage for the campus, it is unlikely that more parking may be constructed on the campus, with the exception of a small parcel to the north of the new parking lot, over what was once a basketball court and tennis court for St. Mary’s

Academy. The 60 new spaces raise the total number of parking spaces on the Leonardtown Campus to 478 spaces.

Future growth at the Leonardtown Campus will require an additional instructional building, to be constructed along Route 245 set at a

90 degree angle to Building C. This will permit the Leonardtown Campus to relocate more general education courses in Language and Literature and Social Sciences out of Building B, offer a larger array of such courses in the new building, and enable the campus to offer new courses in engineering, various technologies and health science in Building B.

Enrollment at Leonardtown has increased from 818 FTE and 2,713 in headcount in fiscal year 2005, to 1,101 FTE and 3,156 headcount in fiscal year 2010.



Administration Building (A)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

Alt/Conv.

SQUARE FOOTAGE:

Net: 14,382 Gross: 25,111

928

5,024

3,534

0

0

2,065

0

2,831

FLOORS: 3

CONSTRUCTED: 1997

Functions:

This building was originally the academic building of the St. Mary’s Academy (a Catholic school for girls). The campus was totally renovated, after purchase in 1996, for use as the Leonardtown Campus of the College of

Southern Maryland. The building houses the testing center, a multi-purpose area, faculty development center/adjunct faculty office, and the administrative offices.

Construction: The exterior walls are brick over clay tile and are non-bearing. Vertical structure is by steel columns on foundation footers. Horizontal systems are slab and truss joist systems. The windows are metal framed, double-glazed, in a fixed and double hung configuration. There is one hydraulic elevator serving the building.




Mechanical: The building receives hot water from its central heating plant located in the mechanical room on the lower level.

Chilled water is received from a Trane packaged chilled water generator located outside the building. Classrooms and offices are heated and cooled by floor mounted fan coil units.

Deficiencies: The roof will require replacement within five years. A summer boiler or heat recovery device is recommended to reduce energy consumption to provide the necessary dehumidification and reheat capacity.

ADA Compliant: The building is compliant with current standards.

Improvements: No major improvements have occurred since the original construction.

10-Year CIP: There are no further changes anticipated within the 10-year planning cycle.

* See Appendix D for the independent detailed evaluation of the building and associated systems. The report includes specific recommendations for corrective actions.



1 st

Level


2 nd

Level

3 rd

Level



Science Building (B)

HEGIS:

Classroom:

Laboratory:

Office:

7,347

8,985

2,036

Study: 0

Special Use: 3,132

General Use:

Support:

2,789

306

SQUARE FOOTAGE:

Net: 24,595 Gross: 39,993

FLOORS: 2

CONSTRUCTED: 1997

Functions: The building houses classrooms, laboratories, dining facilities, a bookstore, and faculty offices.

Construction: The exterior is brick. Vertical structure is by steel columns on foundation footers. Horizontal systems are slab and truss joist systems. The windows are metal framed, double-glazed, in a fixed and double hung configuration.

There is one hydraulic elevator serving the building.

Mechanical: The building receives hot water from its central heating plant located in the mechanical room on the lower level.

Chilled water is received from a Trane packaged chilled water generator located outside the building. Classrooms and offices are heated and cooled by floor mounted fan coil units.

Deficiencies: A summer boiler or heat recovery device is recommended to reduce energy consumption to provide the necessary dehumidification and reheat capacity.











1 st

Level



1 st

Level

3 rd

Level

2 nd

Level

2 nd

Level

Page 3. 70

Academic Building (C)

HEGIS:

Classroom

Laboratory:

Office:

Study:

11,823

3,874

5,796

2,600

Special Use: 0

General Use: 1,388

Support: 0

SQUARE FOOTAGE:

Net: 25,481 Gross: 39,993

FLOORS:

CONSTRUCTED:

3

2003

Functions: The building houses classrooms, the library, lounges, laboratories, and offices.

Construction: The building structure consists of concrete footings, steel columns and beams, concrete floor slabs and steel roof trusses. The building envelope is comprised of brick faced exterior walls

Mechanical: The building cooling is achieved by water source heat pumps. The loop is kept cool by a cooling tower. The loop is heated by a Smith boiler.

Deficiencies: Normal maintenance only.



Academic Building (C)






Academic Building C

1 st

Level

1 st

Level 2 nd

Level



3 rd

Level

Page 3. 73

Wellness & Aquatics Center

HEGIS:

Classroom

Laboratory:

Office:

0

0

1,378

Study:

SQUARE FOOTAGE:

0

Special Use: 14,931

General Use: 2,780

Support: 260

Net: 19,349 Gross: 32,499

FLOORS: 1

CONSTRUCTED: 2010

Functions: The center houses a fitness center, two wellness rooms, a therapy pool, a competition pool with an associated viewing area, and offices.

Construction: The building is a two story brick structure with steel framing.

Mechanical: The building has several different systems. The pool area temperature is controlled by Pool-Paks. The other areas have Aaon units for air conditioning. The heating is accomplished by two four section Hydrotherm boilers.

Deficiencies: NA







Wellness Center

1 st

Level

Page 3. 75




Page 3. 76

Prince Frederick Campus

115 J.W. Williams Road

Prince Frederick, MD 20678



Prince Frederick Campus Map



Campus Overview

The Prince Frederick Campus primarily serves the residents of Calvert County. To better serve the community a 76 acre site was purchased and the first building was designed and constructed. The campus has grown significantly since the new flagship building opened in 2005. Increasing from slightly under 600 FTE to just over 900 FTE—an increase of over 50 percent. This increase has created problems, most particularly with adequate parking spaces available during prime class time hours. The situation was mostly corrected by adding two additional temporary gravel covered lots which added nearly 200 more spaces. The growth has also created times when every classroom is booked and the campus cannot provide space for additional sections that are needed to provide a fullrange of classes for students.

In addition to the continued growth in credit students the campus has experienced an increase demand for facilities usage by outside groups. With only one existing large room (approximately 1100 square feet) it is often difficult to accommodate all the requests for facilities. This demand has been exacerbated by an increasing demand for college usage for concerts, meetings, and small theatrical performances.

However, the campus is currently in the planning stages for a new building of approximately 29,000 square feet. This building will provide five additional computer labs, two classrooms, a health/fitness laboratory, and two program specific labs in addition to new offices. The showcase of the new building will be a multi-purpose/lecture hall of nearly 2,700 square feet which will be able to sit over 300 in auditorium style seating. This new space will allow for increased usage both within the college and campus and provide more flexibility in allowing outside groups to use campus facilities. The new building will house the college’s new Nuclear Energy

Training Center which, in partnership with Calvert Cliffs Nuclear Power Plant, will provide a new degree in Nuclear Engineering

Technology to train workers for existing and planned new nuclear power plants.

The future of the campus seems to indicate that a third building will be needed even after the second building is completed. This new facility could provide space for an enlarged student center, larger bookstore, a small auditorium, new science labs and enlarged nursing labs. Potential new programs are currently being evaluated by the college but some potential programs could include computer graphics, video technology, computer aided drafting, and an expanded visual arts program.



Flagship Building (FB)

HEGIS:

Classroom: 10,027

Laboratory: 13,163

Office:

Special Use:

General Use:

Support:

5,665

Study: 3,048

1,210

3,279

818

SQUARE FOOTAGE:

Net: 37,210 Gross: 57,438

FLOORS: 2

CONSTRUCTED: 2005

Functions: The Flagship Building is the main structure at the Prince Frederick Campus. Therefore, it houses classrooms, laboratories, a library, dining facilities, a bookstore, and faculty offices. The campus Master Plan proposes a total of five buildings on this site. Phase II is anticipated in early 2012.

Construction: The building is a two story brick structure with steel framing.

Mechanical: The building is heated by means of a hot water circulating system.

Deficiencies: The breezeways need to be enclosed as they are currently open to the elements and as such are a risk during the winter for slipping/falling on the ice that accumulates.





Improvements: The breezeways need to be redesigned to prevent the intrusion of ice during the winter months. Using special antislip coating has not corrected the problem. Consideration is to be given to enclosing the passageways.







1 st

Level

2 nd

Level

Page 3. 82

Phase II Building

(In design)

HEGIS:

Classroom: 1,250

Laboratory: 8,007

Office: 2,605

Study: 0

Special Use: 0

General Use: 4,861

Support: 545

SQUARE FOOTAGE:

Net: 17,268 Gross: 29,587

FLOORS: 2

CONSTRUCTED: 2012

Functions:

Construction: The building will be designed with a Silver Rating on the US Green Building Council Leadership in Energy and

Environmental Design (LEED) Green Building Rating System. The new building is a two story brick building with a metal roof similar to the Flagship Building.

Mechanical:

The Phase II building will be the second structure at the Prince Frederick Campus. It will house classrooms, computer laboratories, faculty and staff offices, a large multi-purpose meeting space and laboratory and classroom space for the Nuclear Engineering Training program.

There are four systems currently being analyzed in accordance with the DGS Life Cycle Cost Analysis. The mechanical systems include two separate systems for the pools and the remaining spaces. For the Natatorium space

(pools): Single Fan Dehumidification Energy Saver (SFDES) system, which includes heat recovery and pool water heating. The remaining portions of the building including the wellness studios, offices and corridors use a Split

System HVAC units with hydronic heating. The whole building is served by oil fired boilers .



1 st

Level

Phase II Building

(In design)

2 nd

Level






Assessment & Analysis of

Land & Facilities

Page 3. 1

Campus Locations

CSM operates four campuses in the tri-county area. The La Plata Campus, nestled on 173 wooded acres off of Mitchell Road and the

Waldorf Center for Higher Education on Old Washington Road are both located in Charles County. The Prince Frederick Campus is located in Calvert County, and the Leonardtown Campus is situated in St. Mary's County.

CSM Campuses

La Plata Campus

Leonardtown Campus


Waldorf Center for Higher Education

CSM Centers

Lexington Park Training Center

Center for Transportation Training

Center for Trades and Energy Training

Industrial Training





La Plata Campus

Page 3. 3

La Plata Campus

8730 Mitchell Road

La Plata, MD 20646-0910



Campus Map



Campus Site and Parking Assessment

The La Plata Campus

is located in Charles County on a 173 acre site on Mitchell Road. It serves as the central campus housing the college’s main administrative functions. Much of the acreage is not buildable because of ravines and wetlands. A recent assessment of the site yielded the following:

Campus Roads

The existing network of campus roads provides a loop configuration, which appears to be adequate to serve the campus needs for the foreseeable future.

There are some areas of potential pedestrian / vehicular conflict at Lot 2 and Lot 7. A stop sign has been added at the main pedestrian crossing to Lot 2, however additional measures are recommended to alert pedestrians and slow down traffic at both Lot 2 and 7. Such measures could include raised crosswalks and landscaping that directs pedestrians to the crosswalks.

Traffic pattern at intersection of Cross Campus Drive and South Campus Drive could be eased / improved to streamline traffic on campus loop. In addition, there are pedestrian/vehicular conflicts evident between the parking lot that serves the temporary

Classrooms and Lot 4.

Portions of North Campus Drive and South Campus Drive have been repaved recently and are in good condition. The remaining sections of these roads and Cross Campus Drive will require repaving in the next 5 years. The lower section of North Campus Drive and the TC building has been a recurring maintenance problem, and does not appear to have been constructed to support heavy truck loads.

Campus Parking Lots

The capacity of the existing campus parking lots is adequate to serve the existing campus needs. Additional parking will be warranted for future construction beyond the CE and BU construction projects.

Parking Lots 1, 3 and 9 have been recently paved, and are in good condition. Lots 2 and 6 require repaving within the next 1 to 2 years. Lots 4, 5, 7, and 8 will need to be repaved in the next 5 years.




Campus Pedestrian Pathways

We recommend improvements be made to the existing network of campus pedestrian paths to repair damaged walks, and to provide handicap accessible pathways where possible. In addition, we recommend that pedestrian circulation paths be developed on a campuswide level to provide landscaped pedestrian boulevards for primary circulation and secondary paths that help pedestrians navigate the entire campus. An improved network of pathways will help to locate hubs and nodes to further organize the campus and provide outdoor student gathering and study areas.

Campus Amphitheater / Pavilion

A pavilion structure with 2500 seat outdoor seating area is recommended to be located to the east of the AD Building to house commencement ceremonies and other campus functions.

Campus Water Supply

The campus water tower is currently served by two wells located near the ST Building and the BU building. The well at the ST building provides a flow of 40 gallons per minute, while the well at the BU building provides a flow of 10 gallons per minute. Both of these wells are reaching the end of their useful life, and are recommended to be replaced with new wells to serve the existing campus.

A third well is recommended to accommodate future construction.

Campus Storm Water Management

The campus is currently served by three storm water management ponds. These appear to be functioning properly and receive regular maintenance. In addition to the ponds, there is a “baysaver” facility located near the PE building and an underground detention system adjacent to the ST building. According to College Facility Staff, there is some evidence that storm runoff from Lot 3 flows directly into the nearby stream from an outlet located near the TC building.

The new CE and BU buildings and all future buildings will be served by bio-retention areas as well as underground detention facilities to comply with the new MDE regulations.




Campus Site Lighting

The campus site lighting generally consists of pole-mounted shoebox type roadway and parking lot fixtures and decorative lantern type walkway fixtures. The standard lamping is high pressure sodium, either 480V single phase or 277V. Concrete bases for the site lighting pole bases are typically flush in grade.

The lighting varies in age and condition across the campus. Many of the parking and roadway fixtures have pole bases and bolts that are deteriorating. This could be due to the bases being installed directly on the concrete foundations, allowing prolonged contact with water. There has not been any noticeable deterioration on the walkway fixture pole bases, although the actual condition has not been verified.

The lighting systems across the campus vary in appearance as well as age. Finishes are typically black or dark bronze. The majority of the parking lot poles are square, steel. Despite the lighting systems not being perfectly matched, the differences are not objectionable as the styles are generally similar.

CSM facilities personnel have noted that foot-candle levels throughout the campus are acceptable. There have not been complaints by students or staff that safety is a concern due to inadequate lighting. The site lighting is contactor controlled via time clock and/or photocell so that roughly every other fixture turns off at 11pm, and the remaining fixtures stay on for security until dusk.

Lot 1

Roadway lighting from the north entrance and along Cross Campus Drive appears to be original to the campus, consisting of approximately 15 foot tall poles with shoebox type cutoff fixtures. The pole bases have been recently repaired, with bases reinforced and new bolts drilled and epoxied into the concrete base. This is a temporary fix deemed necessary as the condition was considered an imminent safety hazard.

A new curved parking lot has been installed in front of the BU, AD and CE buildings, with sleek profile shoebox type fixtures on poles of a comparable height to the roadway. There are several styles of lantern type walkway fixtures surrounding these buildings.

The new and existing fixtures are served from the BU building.

It is recommended to replace the original roadway lighting along Cross Campus Drive to the north entrance. Concrete bases should be installed new, raised above grade to prevent water contact. Otherwise, the pole bases should be installed raised off the concrete with a sufficient gap to allow water drainage.




Lot 2

The parking lot fixtures are mounted on approximately 30 foot tall poles, in either a single or twin head configuration. The poles have the same deterioration problem noted above and have been similarly repaired. New branch circuit wiring was in the process of being installed as the existing had failed. The circuits, which had originated in the BU building, are being refed from the CL building in order to avoid being disrupted during the scheduled construction of the new BU building.

It is recommended to replace the lighting. Concrete bases should be installed new, raised above grade to prevent water contact.

Otherwise, the pole bases should be installed raised off the concrete with a sufficient gap to allow water drainage. CSM facility personnel have indicated that the paving in LOT#2 is in need of replacement.

Lot 3

The original lighting system in this lot has been replaced. Fixtures are mounted to 25 foot tall, round, tapered poles. The fixtures are served from the ST building. Both the lighting and branch circuit wiring are in good condition.

Lot 4

Several of the pole bases in this lot, as well as all those located on South Campus Drive, have also been repaired due to an advanced deteriorated condition. While the remaining fixtures do not appear to require immediate attention, the actual condition is in question.

Junction boxes adjacent to some of the pole bases attest to the fact that branch circuit wiring has had to be replaced.

The majority of the fixtures are served from the FA building. The fixtures at the northern most end of the lot are fed from the adjacent

LR building. The portion of the parking area located adjacent to the CS building has fixtures that are newer than the rest in LOT#4.

It is recommended to replace all the lighting, with the exception of those at the CS building. Concrete bases should be installed new, raised above grade to prevent water contact. Otherwise, the pole bases should be installed raised off the concrete with a sufficient gap to allow water drainage.

Lot 5

The lighting in LOT 5 consists of a thinner profile fixture than the majority of the campus. The fixtures are served from the LR building, and are reported to be in good condition. The parking lot itself is in need of repaving according to CSM facilities personnel.

The pole mounted fixtures adjacent to the PE building are reported to be in good condition, with bases mounted raised off the concrete foundations. The finish of the walkway fixtures has faded from black to a light gray color.




Lot 6

Circular fixtures mounted to aluminum poles comprise the lighting in this lot. The lighting system was installed concurrently with the

BI building, and is served from this location. The fixtures and associated branch circuit wiring are in good condition.

Lot 7

The fixtures and poles are relatively new, and are in good condition. Poles are square, aluminum, with bases mounted raised off concrete foundations installed slightly recessed below grade. The lighting is served from the BI building.

A few remnant fixtures are located between LOT#6 and LOT#7, mounted on round, tapered poles. Junction boxes adjacent to these pole bases attest to the fact that branch circuit wiring has had to be replaced. These are fed from the ST building.

Lot 8

The majority of the lighting in LOT#8 is reported to be in good condition. Poles are square, aluminum, with bases mounted raised off concrete foundations installed flush in grade. A small section of the lot, located furthest from the FA building, was used as a prototype for solar powered LED lighting. Five self-contained pole mounted fixtures are located along the perimeter. The batteries are located at the pole base in a thin, sheet metal housing. CSM facility personnel are dissatisfied with the quality of the product as well as the installation. Sections of LED lights have burned out.

One of the existing pole mounted fixtures was replaced with an LED fixture head, furnished by the manufacturer. However, the electronics failed after approximately six months, at the end of the summer.




Walkway Lighting

There have not been any reported problems with these fixtures, or the associated branch circuit wiring to date. Walkway lighting at the front of the BU, AD and CE buildings is served from the BU building. The main pedestrian walkway between CC and LR is fed from the BI building. Otherwise, walkway lighting is fed from adjacent buildings.

Walkway lighting is contactor-controlled via time clock and/or photocell, identical to the parking and roadway fixtures. Half the fixtures are left on from dusk to dawn for security lighting.

Athletic Field Lighting

Athletic field site lighting is reported to be in good condition, and does not require modifications.

Controls

Intermatic type time clocks are used for control of exterior lighting. There are estimated to be 15 of these located throughout the campus. These are manually programmed, which creates a maintenance issue when events on campus, such as Project Grad, require the lighting scheduling to be modified.

It is recommended that exterior lighting controls be interfaced with the automatic control system to allow remote programming.

Individual labeling of exterior lighting is also recommended for a campus environment in order to facilitate identifying fixtures for repair or re-lamping. Labeling fixtures will also enable individuals to accurately pin-point their location on campus, which could be useful in security situations.

Additional Comments:

Replacement of lighting with more energy efficient systems is currently an incentive for a SMECO rebate program. However, installation of LED lighting to replace existing high pressure sodium fixtures is not recommended based on both first cost as well as the failure of LED lighting currently installed on site.




The total acreage now utilized is as follows:

Buildings

Parking

Roads

Playing Fields

Storm water Management

Forest Conservation, Wetlands & RPZ

Water Treatment Plant

Open Space (on slopes)

Open Space (courtyards, buffers, etc.)

Sub-Total

Buildable Acreage

TOTAL

Conclusion

6 acres

15 acres

5 acres

9 acres

3 acres

65 acres

1 acres

38 acres

26 acres

168 acres

5 acres

173 Acres

It is apparent from the current distribution of acreage and the future need for storm water pond expansion that the college has a significant shortage of useable land. To compensate for future needs, consideration must be given to the relocation of the athletic facilities to a location central to all three campuses. This will help the shortage of buildable acreage, but more importantly it will offer all students equal access to sports. Currently students from the Leonardtown and Prince Frederick Campuses must travel approximately fifty miles to the LaPlata Campus. This approach will provide the most economical solution since it would be too costly to build facilities at all campuses. Further this is virtually impossible since neither campus has available acreage for this purpose.



Administration Building (AD)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

Net: 9,829 Gross: 18,302

FLOORS: 2 + attic

CONSTRUCTED: 1968

RENOVATED: 2001

0

0

9,689

0

0

0

140

Status: The building, originally constructed in 1968, was redesigned and renovated to provide a centralized student registration and support services in December 2001. These offices include Admissions, Advisement and Career

Services, Financial Assistance, the Registrar’s Office and the Vice President for Student and Instructional Support

Services. The building also houses the Vice President for Financial and Administrative Services (DFS) and a portion of the activities related to this division. Most of these DFS offices will be relocated to the BU Building when it is renovated in FY12.

Construction: Building is a brick faced wall-bearing structure with stud framing on the interior.

Mechanical: The building is heated and cooled by two (2) multi-zone air-handling units located in unfinished attic spaces.

Cooling is by direct expansion coils served by packaged compressor condensing units located on the roof inside a well area. Heating is by hot water from the basement boiler plant in the Business Building. The control systems are pneumatically operated.

Deficiencies: None.




ADA Compliant: An elevator was installed to the second floor making the building ADA compliant. The building is accessible with electronically operated doors on the side entrances.

Improvements: The building was completely reprogrammed, redesigned and renovated in 2001.

10-Year CIP: No further projects are anticipated during the 10-year planning cycle.




1st Level



2 nd

Level

Page 3. 15

Bookstore (BK)

HEGIS:

Classroom:

Laboratory:

Office:

0

0

874

Study:

Special Use:

0

0

General Use: 8,402

Support: 0

SQUARE FOOTAGE:

Net: 9,276 Gross: 11,598

FLOORS: 3

CONSTRUCTED: 1991

This facility houses the College Bookstore. Function:

Construction: The building is a brick faced, steel frame structure. All three levels are connected by both an open stairway and an elevator.

Mechanical: The building is heated and cooled by a variable volume air handling system, with electric heating and direct expansion cooling. Supply air is ducted throughout the building. The return air is by ceiling plenums.

Deficiencies: The building is 20 years old and requires the following improvements: Replacement of the roof, HVAC, temperature controls, and upgrade of the lighting system with energy efficient lighting controls.

ADA Compliant: The building is handicapped accessible.



Bookstore


10-Year CIP: Replace roof, HVAC system, and lighting controls.




Bookstore (BK)

Lower Level

Lower Level

Lower Level

2 nd

Level

1st Level

First Floor

1 st

Level



Business Building (BU)

(Under Construction)

HEGIS:

Classroom:

Laboratory:

0

0

Office: 0

Study:

Special Use:

General Use:

Support:

0

0

0

0

Alt/Conv 13,852

SQUARE FOOTAGE:

Net: 13,852 Gross: 23,472

FLOORS: 2

CONSTRUCTED: 1968

RENOVATED: 2011

Functions: The BU is the first phase of a two phase project. The BU & CE Buildings have been completely redesigned from small inefficient one story structures to modern multi-story academic buildings. The BU design is complete and the building is in the construction phase. The BU is scheduled for opening in spring 2012. Once completed the BU

Building will provide seven classrooms, four computer laboratories, and a centralized facility for the Division of

Financial & Administrative Services.

Construction: Contract awarded November 23, 2010



Business Building (BU)

(Under Construction)



1 st

Level

2 nd

Level

Page 3. 20

Center for Business and Industry (BI)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

1,983

2,689

11,244

0

0

12,040

3,169

Net: 31,125 Gross: 48,048

FLOORS: 2

CONSTRUCTED: 1996

Functions: The Center for Business and Industry has three levels. Level 1 provides conference and meeting spaces, and computer and interactive distance learning labs that support local economic development. In addition, a full service kitchen/dining area exist on the first level. The 2 nd

level provides offices for the president, support staff, and several meeting rooms including the Board Room. The lower level provides support space for procurement, printing, and the telecommunication hub.

Construction: The exterior walls of this building are bearing and are comprised of brick and block construction. The pitched roof is pre-engineered wood truss system with imitation slate over plywood. The windows are metal framed, doubleglazed fixed and double hung configurations. The three levels are connected by enclosed stairways and two elevators. The building has a commercial grade kitchen.

Mechanical: The building receives hot water from the central heating plant located in the BU Building. Chilled water is from a packaged water generator utilizing semi-hermetic compressors and self-contained air-cooling condenser. Support service and special areas are heated and cooled by six single zone air handling units. The building has a number of special exhaust systems including those associated with the kitchen.




Deficiencies: An engineering study has determined that the HVAC system needs a major redesign due to the inability to control humidity levels. The current system does not provide sufficient control of temperature and humidity. Several fan coil units are inaccessible for maintenance and filter removal. The kitchen range and grill hood exhaust fans are located close to the outside air intakes causing food odors in the large conference room & other areas. The roof has deteriorated and requires replacement.



10-Year CIP: Funding will be requested during this time period to correct the deficiencies.





Lower Level

Lower Level

2 nd

Level

1 st

Level

1 st

Floor

Center for Business and Industry



Campus Center (CC)

HEGIS:

Classroom: 0

Laboratory: 960

Office:

Study:

Special Use:

General Use:

Support:

Outside Use

6,776

0

0

2,014

384

0

SQUARE FOOTAGE:

Net: 10,134 Gross: 18,160

FLOORS: 2

CONSTRUCTED: 1994

Functions: The building houses the Student Life and Athletics Department, Student Government Association, a game room,

TV lounge, conference rooms and general lounge/vending areas. In addition to these student-focused areas, the building also houses the following offices: Advancement; Corporate and Community Training Institute; Human

Resources; Diversity and Equal Opportunity; and Planning, Institutional Effectiveness and Research. The ground floor of the Campus Center serves as a place for students to congregate between classes and as event and programming space for activities sponsored by campus clubs and organizations.

Construction: The building is a brick and block wall bearing structure with wood roof trusses. There are two enclosed stairways and a hydraulic elevator.

Mechanical: The building is heated and cooled by a variable volume air handling system, with hot water heating and chilled water-cooling. The building receives hot water from the central heating plant located in the basement mechanical area of the BU building. Supply air is ducted throughout the building and return air is by ceiling plenums.



Campus Center

Deficiencies: It is recommended that the VAV box heat coils be correctly piped and heat coils be provided for VAV boxes not currently equipped with heat coils. In addition the automatic temperature controls should be replaced with direct digital controls and tied into the Campus EMS.



10 Year CIP: Building mechanical system is currently being reviewed to determine if items listed under Deficiencies can be corrected as normal maintenance or if a capital project is required.




1 st

Level

1 st

Level

Campus Center



2 nd

Level

Page 3. 26

Career Education Building (CE)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

6,095

0

1,386

0

0

0

0

SQUARE FOOTAGE:

Net: 7,481 Gross: 10,716

FLOORS: 1

CONSTRUCTED: 1968

Functions: The building, originally constructed in 1968, is a single story structure primarily used for continuing education and credit classes. The Occupational Training Department has their administrative offices in the building and offers drivers education classes in the facility.

Construction: The CE is the second phase of a two phase project. The BU & CE Buildings have been completely redesigned from small inefficient one story structures to modern multi-story academic buildings. The CE design is in the Design

Development phase. The design is scheduled for completion in the spring 2011. The CE will remain in service until the BU construction phase is complete. Once completed, the CE Building will provide classrooms, computer laboratories, offices and conference rooms.



Career Education Building (CE)

First Floor



Campus Services Building (CS)

HEGIS:

Classroom:

Laboratory:

2,415

0

Office:

Study:

1,064

0

Special Use: 0

General Use: 0

69 Support:

SQUARE FOOTAGE:

Net: 3,548 Gross: 4,995

FLOOR: 1

CONSTRUCTED: 2007

Functions: The building was constructed to provide surge space that is needed during the renovation/addition of various campus buildings. There are four general classrooms and ten office spaces in the building.

Construction: The building is a brick faced modular single story structure. There are four classrooms, nine faculty offices and support space within the building.

Mechanical: The temperature in the building is maintained by four Carrier roof mounted air-conditioning units that have electric heat cools for heating.

Deficiencies: None

ADA Compliant: The building is ADA compliant.

10 Year CIP: No projects are anticipated during the 10-year planning cycle.



Campus Services Building



1 st

Level

Page 3. 30

Fine Arts Center (FA)

Functions:

HEGIS:

Classroom:

Laboratory:

Office:

Study:

2,289

5,319

2,871

0

Special Use: 0

General Use: 11,386

Support: 1,370

SQUARE FOOTAGE:

Net: 23,235 Gross: 38,687

FLOOR: 2

CONSTRUCTED: 1983

The building houses a 404-seat theatre and associated work areas; a box office; painting/digital studios; pottery studio; print making/photography laboratory; a chorus room; music rehearsal room; music practice labs; art galleries; three general purpose classrooms; the offices of the Communications, Arts, and Humanities Division; and offices of the Languages and Literature Division. The majority of the college’s fine and performing arts courses are taught in this building: art, music, drama and dance. In addition, the three general classrooms and chorus room house instruction in humanities, English, speech, social sciences and general education courses. Summer youth camps and other courses for youth are taught here as well. Dramatic and music performances are offered to the community. The building has a loading dock that serves the theatre.

Construction: The building is a brick and block combination steel frame and wall bearing structure. The first floor is on a concrete slab with a sloping floor and fixed seating in the theater. The roof has three levels. Each of the three roof levels is framed by bar joist with metal deck, rigid insulation, and built-up roofing. The windows are hopper type, aluminum with insulating glass.




Mechanical: The building is heated and cooled by small water source heat pump systems. The heat pump condenser loop is served by a water-cooling tower, through a heat exchanger, as well as by an electric water boiler.

Deficiencies: The building is 27 years old. It has water leaks in the kitchen and lobby areas. HVAC needs improvement in support areas. It is not possible to expand the current faculty office space. The rear stage area needs improved egress to meet current safety standards. Building needs an addition to accommodate a 150-seat black-box theater, sculpture area, and additional offices.

ADA Compliant: The building is ADA compliant.

Improvements: Rest rooms were recently renovated to comply with ADA requirements.

10 Year CIP: The building is currently being reviewed to determine if a major renovation and expansion should be considered.

This project is a carryover from the 2000 Master Plan. The alternative would be to construct a new facility central to all campuses.



1 st

Level


2 nd

Level



James C Mitchell Center for Health Technology (HT)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

Net: 11,405 Gross: 18,300

FLOORS: 1

CONSTRUCTED: 1990

2,146

5,129

3,853

277

0

0

0

Functions: The building houses state-of-the-art nursing skills, clinical simulation, and paramedic laboratories. The academic departments of Nursing & Health Technology have offices and faculty workrooms in this building. Three general purpose classrooms and a conference room are also located in this facility. The clinical simulation and nursing labs support the nursing programs. The paramedic lab is used to teach pre-hospital care including first aid, CPR, emergency medical technology and cardiac rescue technology. General-purpose classrooms are used for credit and noncredit instruction in all disciplines. Faculty offices for nursing and health are housed in this building. The faculty also uses workrooms and storage areas in this building. College and community groups use a conference room for meetings. A 556-sq. ft. basement provides storage for instructional supplies and materials.

Construction: This building is a brick and block combination steel bar-joists roof structure at the flat roof and pre-engineered wood trusses at the pitched roof. The windows have aluminum frames with insulated glass.




Mechanical: The building is heated and cooled by a combination variable volume air distribution system and perimeter hot water convectors. There are two rooftop cooling air-handling units.

Deficiencies: The HVAC system needs replacement. The control system is antiquated and does not function properly. It is recommended that the control system be replaced in its entirety and be tied into the campus EMS.

ADA Compliant: The restrooms are partially accessible. The water fountains, emergency equipment, and phones are accessible by those in wheelchairs.


10 Year CIP: The building is currently being reviewed to determine if a major renovation and expansion should be considered.

The alternative would be to construct a new facility central to all campuses.





1 st

Level



Learning Resource Center (LR)



HEGIS:

Classroom:

Laboratory:

3,476

1,526

Office 8,809

Study: 12,853

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

Net: 28,770 Gross: 42,973

FLOORS:

CONSTRUCTED:

RENOVATED:

1,764

142

200

2

1975

1998

Functions: The building houses the Library; the Southern Maryland Studies Center; the Student Success Center; the

Community Relations Department; Public Safety and Preparedness Department; the Center for Civic Engagement and Service Learning; the Distance Learning and Faculty Development Division; and the Social Sciences,

Humanities, and Teacher Education Division. A faculty resource room, a photography lab, audio/visual support services, three general purpose classrooms, an open student computer lab, and a multi-media classroom with a sound booth and auditorium-style seating are also housed in this building.

Construction: The building is on grade slab with vertical supporting concrete encased steel beams and columns and horizontal support by steel beams and truss joists. The exterior walls are brick and concrete masonry units. The flat roof is built-up on rigid insulation with a parapet wall and stone coping. The pitched roof is composite slate on plywood on metal deck.

Page 3. 37

Learning Resource Center (LR)

Mechanical: The building receives heating hot water from a central heating plant located in a mechanical room on the lower level. The chiller unit is located outdoors.

ADA Compliant: The LRC is ADA compliant.

Deficiencies: It is recommended to retrofit or replace the building T12 fluorescent lighting with energy efficient T8 lamps and electronic ballasts per the current college standards.

10-Year CIP: No projects are anticipated during the 10-year planning cycle.






1st Level

1 st

Level

Learning Resource Center

2 nd

Level

2 nd

Level

Page 3. 39

Physical Education (PE)

Functions:

HEGIS:

Classroom:

Laboratory:

991

0

Office 2,511

Study: 0

Special Use 27,974

General Use: 228

Support: 0

Health Care

SQUARE FOOTAGE:

100

Net: 31,804 Gross: 40,842

FLOORS: 2

CONSTRUCTED:

RENOVATED:

1974

2004

The building houses the Wellness, Fitness and Sports Department offices, the Safe Communities program offices, a fitness center, a general purpose classroom, a gymnasium, a pool, and locker/shower rooms. Playing fields include baseball, softball, and soccer fields, tennis courts and track. The PE building and playing fields support physical education credit and non-credit instruction as well as intercollegiate athletics. The facilities are also used for a fitness program, intramural sports, community pool membership, USS Swim program, community indoor soccer leagues, senior swimming program, and summer youth and sports camps. Ten intercollegiate athletic teams participate in NJCAA-sponsored competition. Many credit and noncredit disciplines use the general-purpose classroom. The building houses an Olympic sized swimming pool.

Construction: The PE is a composition structure made up of double tees at the roof over the natatorium, bar joists at the roof over the gymnasium and the roof over the two story portion and double tees at the second floor level. The roof is a membrane system fully ballasted. Exterior walls are brick and block construction. The windows are aluminum framed with non-insulation glazing.




Mechanical: The building is heated and cooled by a number of air handling units located in the mechanical rooms. A new direct expansion cooling system, upgraded ductwork and other systems were recently installed. There is a penthouse boiler for hot water. Hot water from the boiler serves the heating coils in the air handling units as well as a domestic hot water converter and pool water heating systems.

Deficiencies: Water drainage in the shower and dressing area is a problem.

ADA Compliant: The building is compliant.

10-Year CIP: No projects are anticipated during the 10-year planning cycle.



1 st

Level


2 nd

Level



Francis P. Chiaramonte M.D. Center for Science & Technology (ST)

HEGIS:

Classroom 6,601

Laboratory: 18,139

Office 14,080

Study:

Special Use

0

0

General Use: 1,559

Support: 512

Health Care 0

SQUARE FOOTAGE:

Net: 40,891 Gross: 68,004

FLOORS: 2

1970 CONSTRUCTED:

RENOVATED: 2008

Functions: The Science and Technology (ST) Building houses the Academic Affairs Division administrative offices; the Math,

Physics and Engineering Division; the Business and Technology Division; and the Information Technology

Services Department. The building also houses physics, microbiology, and chemistry labs as well as microcomputer labs, technology labs, a drafting room, and general purpose classrooms. The majority of lab courses in chemistry, microbiology, physics, astronomy, geology and engineering are taught in this building. Specialized engineering technology courses are scheduled in the 20-station technology lab. The building contains an open student computer lab, a TV studio, a technology training room, and the college’s Technology Help Desk. The building has a small loading dock to support these functions.

Construction: This building is a brick and block combination steel bar-joists roof structure at the flat roof and pre-engineered wood trusses at the pitched roof.

Mechanical: The building is heated and cooled by oiled fired boilers and chillers.




Deficiencies: The lower roofs need replacement.


Improvements: The building was expanded and renovated in 2008.

10 Year CIP: Replacement of lower roofs.

* See Appendix D for the independent detailed evaluation of the lower roof. The report includes specific recommendations for corrective actions.




1 st

Level

2 nd

Level



Maintenance Building (MT)

HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

0

0

400

0

0

0

4,237

Net: 4,637 Gross: 5,000

FLOORS 1

CONSTRUCTED: 1970

Functions: The building houses the offices of Building Operations and Grounds staff and areas for vehicle and equipment maintenance.

Construction: This is a brick faced building.

Mechanical: Heating is by ceiling-mounted, direct-fired propane heaters, plus one electric unit heater. Air conditioning is provided by window units.

Deficiencies: The building is twenty-eight years old. The size of the maintenance building is inadequate to serve the needs of the

College. Building requires general renovation and modernization.

ADA Compliant: Partially – the restrooms, water fountains, emergency equipment, and phones are not accessible by those in wheelchairs.

10-Year CIP: The building is not a priority in the current CIP.



Maintenance Building (MT)



Maryland Center for Environmental Training (TC)

HEGIS:

Classroom:

Laboratory:

1,585

0

Office: 2,108

Study: 0

Special Use:

General Use:

Support:

0

0

314

SQUARE FOOTAGE:

Net: 4,007 Gross: 6,053

FLOORS: 1

CONSTRUCTED: 1983

Functions:

Construction: The roof has a steel bar-joist structure with single ply membrane over rigid insulation and a steel deck. Exterior walls are brick with block back up. The windows are wood casements with insulated glazing.

Mechanical:

The building houses the Maryland Center for Environmental Training Center staff offices, classrooms, a storage room and a laboratory. The building currently houses the manufacturing program on a temporary basis. Training courses in wastewater treatment, asbestos control, etc. are offered in this building. Other non-credit instruction is offered on a space-available basis. A theater style classroom with fixed seating for thirty students is available in the training center.

The building is heated and cooled by a number of electric air furnaces, with direct expansion cooling systems.

There are also two Power Roof Ventilators and three inline exhaust fans. Domestic hot water is generated by an electric hot water heater.




Deficiencies: The building is 27 years old. Classroom space is limited. There is no growth potential to accommodate additional training programs. Ceilings need replacement. Concrete floor is cracked in the vicinity of the electric room.

Mechanical system and associated duct work needs updating and replacement.

ADA Compliant: Partially – It is not ADA compliant because it lacks panic hardware and the proper dimensions. Toilet facility entrances do not meet ADA recommendations in width. The parking lot for this building is not handicapped accessible.

10-Year CIP: Building should be renovated or replaced. Given the limited amount of assignable space renovation is not advisable. Consideration should be given to relocating the TC activities and converting the building to a maintenance facility.




1 st

Level



St. Charles Children’s Learning Center



La Plata

Off Campus Centers



Center for Transportation Training

5825 Radio Station Road

La Plata, MD 20646




HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

0

0

0

SQUARE FOOTAGE:

Net: 1,169 Gross: 1,586

FLOORS:

CONSTRUCTED:

902

0

267

0

1

2006

Functions: The facility is located in LaPlata on a parcel of land, approximately 25 acres, provided by the county on a long-term lease (15-20 years). The property provides sufficient acreage for present and future programs. The project includes a driving range, 30 parking spaces and a small building containing a classroom, offices and restrooms.

Construction: The building is a modular structure. The training facility has a custom track designed specifically for commercial vehicles.

Deficiencies: None.


Improvements: No projects are anticipated during the 10-year planning cycle.






1 st

Level

Page 3. 55

Waldorf Center

3261 Old Washington Road, Suite 1020

Waldorf, MD 20602-3223




HEGIS:

Classroom:

Laboratory:

Office:

Study:

Special Use:

General Use:

Support:

SQUARE FOOTAGE:

Net: 10,953 Gross: 25,900

9,500

0

1,453

0

0

0

0

Functions: The Waldorf Center for Higher Education (Waldorf Center) was created to bring together the educational talents and resources of the College of Southern Maryland (CSM) with those of the University of Maryland University College

(UMUC) and other higher education partners throughout the state to provide comprehensive, high-quality associate, bachelor, graduate, and professional programs and specialized workforce development training to the residents of central Southern Maryland.

Construction: NA

Deficiencies: NA

ADA Compliant: The building is in compliance.

10 - Year CIP: The College believes the most economical approach is to replace the rental facility with a permanent structure. A new college owned building would allow for expansion of advanced programs.




1 st

Level

1 st

Level

2 nd

Level

2 nd

Level

3 rd

Level



Center for Trades & Energy Training

HEGIS:

Classroom 3,200

Laboratory: 13,788

Office: 350

Study:

Special Use:

0

0

General Use: 560

Support: 0

SQUARE FOOTAGE:

Net: 17,898 Gross: 25,000

Functions: The facility is located in Waldorf and provides training in welding, carpentry, HVAC, and electric trades.

Construction: NA

Deficiencies: NA


Improvements: The building is a leased facility.







Plan To Meet Identified Needs


Facilities Master Plan January 2011 Page 4- 1

Land Use, Acquisition, Divestiture Plans

The College’s number 9 priority in the 2001 Master Plan was to acquire land to satisfy the growth at the LaPlata Campus. The

LaPlata campus has less than five buildable acres. The solution envisioned in 2001 of acquiring additional land near the campus no longer satisfies the needs of a regional college. In large part this is due to the forty- four percent increase in enrollment and the corresponding need for advanced programs to satisfy current and future technological needs. Not only is LaPlata lacking in acreage, but a similar condition will exist at the Prince Frederick (75 acres) and Leonardtown (62 acres) campuses unless each academic offering is evaluated for facility impact both at the campus level and college-wide.

A good example is the demand for offerings in the health care field. Programs in this field are costly due to the sophistication of equipment and the amount of space required. This would lead to the obvious conclusion that it would be unaffordable to duplicate health training facilities on all three campuses. The alternative is to locate them on one campus, but this would create an unfair burden on students at the other campuses since the distance between each is forty miles or more. The best solution is not to seek land adjacent to the LaPlata Campus, but to acquire a parcel central to all three campuses.

A centralized facility would allow the college to expand health care offerings. This is extremely important since employment opportunities in this field are growing at a rapid pace. Health care needs and health education over the next decade will change dramatically. The increased demand for services due to the aging population coupled with the concurrent aging of both the health care workforce and health educators will result in a significant mismatch between the supply and demand of skilled workers. The Maryland

Hospital Association and the Governor’s Workforce Investment Board both site the looming shortage of qualified professionals in the health care industry as a critical problem. The nursing and allied health vacancy rate is anticipated to reach 40% by 2020, resulting in a need for over 16,000 allied health and nursing professionals.

While the shortage of nurses in Maryland is well documented, other healthcare professions are also experiencing deficits.

Rehabilitation professionals, particularly, are noted to be in short supply in community based healthcare settings. As a result, several professions are expected to experience substantial growth at the assistant and technician levels. The employment of speech language pathology assistants, occupational therapist assistants, and physical therapist assistants is expected to increase as the collaborative relationship between the assistant and the therapist allows for greater individual access to health care.




With the allocation of adequate resources, the Health Sciences Division at CSM is positioned to become the primary supplier of the health care workforce in southern Maryland. Areas of Calvert, Charles, and St Mary’s counties currently hold federal medically underserved designations; therefore access to adequate health care resources will have a substantial impact on these populations.

The Health Sciences division programs cannot expand beyond their current capacity and the division cannot add any new programs without significant additional resources. Each health area will need significant storage space for unique supplies and equipment and specialized space for laboratory practice. Much of the specialized equipment needed for these programs will need to be installed on a permanent basis. This equipment is expensive, bulky, and in many instances specially calibrated, making dismantling of equipment and sharing of space extremely difficult.

A modern centralized health training facility would allow the college to expand and/or add the following programs:

Massage Therapy

Health Information Technology

Surgical Technology

Diagnostic Medical Sonography/Radiology

Dental Hygiene


Respiratory Therapy

Occupational Therapist Assistant

Speech Language Pathology Therapist Assistant

Nursing Program

Allocation of physical resources for the health sciences programs will contribute to improved health care career preparedness and opportunities for career change and mobility. In addition, the division will be in a position to promote use of innovative technology and best practices in health care education. The result will be the development of a sustainable supply of qualified people entering health care fields in southern Maryland.




As with Health Technology, other programs would benefit from this centralized approach. For example:

The Center for Trades & Energy that is temporarily located in a leased facility in Waldorf Maryland. This program will supply hundreds of trained technicians to the area. All three counties have similar needs and would benefit from this training program.

.

Field based athletic facilities currently located at the LaPlata Campus should be in a central location to benefit all students without costly duplication of facilities.

The college’s 2005 Master Plan Update listed the LaPlata Campus Fine Arts Center as the number 6 priority. Due to its age and condition the facility requires a major renovation or replacement. In addition, the Phase II Project for the Prince Frederick

Campus included a Fine Arts Center. Unfortunately this was put on hold due to other academic needs. Prior to planning and designing either of these projects the college should study the benefits of constructing a centralized facility to serve all three campuses.



Capital Projects In Progress

LaPlata Campus –

Renovation/Expansion BU & CE Buildings –

The BU Building started construction in December 2010 and is scheduled to be completed by March 2012. This is the first phase of a two phase project. The BU & CE Buildings have been completely redesigned from small inefficient one story structures to modern multi-story academic buildings. The BU design is complete and the building is in the construction phase. Once completed the BU

Building will provide seven classrooms, four computer laboratories, and a centralized facility for the Division of Financial &

Administrative Services.

The CE design is in the Design Development phase. The design is scheduled for completion in the spring 2011. The CE will remain in service until the BU construction phase is complete. Once completed, the CE Building will provide classrooms, computer laboratories, offices and conference rooms.

Leonardtown Campus –

Wellness & Aquatics Center -

This project is complete and opened September 2010. The center houses a fitness center, two wellness rooms, a therapy pool, a competition pool with an associated viewing area, and offices.

Prince Frederick Campus –

Phase II of Campus Development - is in the final design phase with construction planned for the 1 st

half of 2011.

The Phase II building will be the second structure at the Prince Frederick Campus. It will house classrooms, computer laboratories, faculty and staff offices, a large multi-purpose meeting space and laboratory and classroom space for the Nuclear Engineering

Training program. The project includes 150 additional parking spaces. The building will be designed with a Silver Rating on the US

Green Building Council Leadership in Energy and Environmental Design (LEED) Green Building Rating System.



Projects Proposed in the FY2013 – FY2018 Planning Cycle

Central Location

Due to the many reasons outlined previously in this section, the college’s major effort during this planning cycle will be the purchase and development of a central site. The primary goal is to extend specialized educational opportunities to students at all campuses at an affordable cost. This is extremely important for students interested in employment in the health and construction fields.

Off Campus Property Development

– To satisfy a long standing need to expand the acreage at the LaPlata campus the college’s 1 st priority is to acquire and develop a new site. The major change in planning is to centralize the location between the three campuses.

This effort is paramount to the expansion and development of key programs without expensive duplication at all campuses.


– This program is currently housed in a leased facility in Waldorf Maryland. Due to its location student accessibility is very limited. The new facility will be a design/build structure and/or a prefabricated building located at the central site. Once completed, the college will be able to expand its offerings.

Health Care Training Facility – Planning is in progress for the expansion of existing programs and the development of other health programs. The new facility will be designed to provide both classroom and clinical training.

Physical Education Facilities

– The field based activities currently located at the LaPlata Campus will be transferred to the new site.

This will provide the LaPlata Campus additional buildable acreage.

Fine Arts Center – Construction of a facility at this location will eliminate the need for a major renovation at the LaPlata Campus and the development of similar facilities at the other campuses.



Projects Proposed in the FY2013 – FY2018 Planning Cycle

Prince Frederick Campus

Based on enrollment projections the campus will require a third building to satisfy student growth. It is anticipated that the campus will ultimately require seven buildings.

College-wide

During the ten year planning cycle the college will need to upgrade the college telecomm, PBX, and security systems. The justification and requirements for this project are detailed in the College Technology Plan on the following pages.

LaPlata Campus

Two major projects will be required to address the deficiencies in the CBI and Bookstore Buildings.

Leonardtown Campus

The final project within the 10-year planning cycle will be the construction of an additional building to address future growth.



College Technology Plan 2011-2013 - Executive Summary

I. The Vision: Technology That Enables Learning and Institutional Success

The purpose of the College Technology Plan is to identify college technology requirements in the context of our mission, strategic initiatives, and strategic objectives. The College Technology Council develops the plan.

The College Technology Plan is based on the premise that cost effective use of information technology is best achieved when all units of the college share a common vision of how the college should use technology, teach with technology, support technology, and learn with technology.

II. Requirements

A. Defining Requirements

The College Technology Council (CTC) coordinates and reviews long term technology plans and yearly budget priorities including cost estimates established by the Information Technology Services, and the Distance Learning and Faculty Development

Division to ensure that the college long-term and short-term technology needs are met. In late summer and fall 2010, the CTC gathered requests from stakeholders at all campuses for their ideas—their vision, plans for innovation, and direction—for the

College Technology Plan.

B. Across the Institution

The current baseline technology environment is largely a reflection of the institution-wide infrastructure requirements. Many of these requirements were documented in an Information Technology strategic planning effort that culminated in 2009 that included network and telecommunications infrastructure for the next three to five years for voice, data, and video communication services.

• One of the most striking features of the stakeholder interviews was the number and scope of new initiatives, programs, and projects across the institution.

• These and other new initiatives, programs, and projects drive several top-level requirements for the college-wide technology environment.

Agile: Review of the stakeholder interviews and an analysis of the numerous initiatives, programs, and projects provide strong evidence that our technology environment must be agile. The college must be able to quickly and easily build or add new features and functionality into the technology environment without having to expend large amounts of human or financial capital.




Robust and Stable: Our technology environment must also be robust (i.e., sturdy) and stable. Our application systems (e.g..

Colleague, Blackboard, ImageNow, and others) require an environment that is stable and consistent if they are to be reliable. The environment must also be robust to meet user requirements for availability and reliability of network based applications and services

Supportable and Cost Effective: Our technology environment must be supportable and cost effective.

Connectivity and Bandwidth: The requirement to provide reliable connectivity between and within our campuses and to the larger world is driven by the need to insure that the new College of Southern Maryland is seen and functions as a unified, seamless organization. When coupled with the bandwidth intensive applications of many of the college's new initiatives, programs, and projects, the net result is an urgent requirement to increase bandwidth at both the LAN, WAN, and Internet levels.

C. Major Initiatives

A number of new initiatives, programs, and projects are underway. Several of these affect most, if not all, of the college and its customers and are also very technology intensive.

Capital Projects (10 year Master Plan) – It has been determined by the College Technology Council (CTC) and the Information

Technology Services Department that the existing infrastructure is aging for the College’s long-term and short-term technology needs. In particular, there are significant variations in the infrastructure resulting in dissimilar performance and reliability levels at our various locations. Bandwidth performance is not consistent throughout the college.

Network Security and Intrusion detection – Separation of networks between the academic, administrative and financial computing groups have been recommended through an external security audit security firm in the fall of 2010. To enhance the network security the college needs an intrusion detection system. An IDS is a device and/or software application that monitors network and/or system activities for malicious activities or policy violations and produces reports to a management station.

Intrusion detection and prevention systems are primarily focused on identifying possible incidents, logging information about them, attempting to stop them, and reporting them to security administrators.




Phone System (PBX) - The current phone systems are at or near end of life and could cause down time and limit growth and expansion for the College. Upgrading phone systems is difficult in small increments. When they reach their end of life then need to be replaced at one time and system-wide location by location.

Network Server Room –

La Plata’s server rooms were never designed to support the volume of equipment that is presently located in the two rooms in separate buildings. The conduit system is nearly at capacity and the physical space has been exhausted. A new computer room needs to be designed and built with security and disaster avoidance in mind. In order to accomplish this, a single raised floor environment should be selected for consolidating and upgrading the main server room.

Teleconferencing Facilities – The College has extensively used video teleconferencing on all campuses to offer academic programs. In addition, the college has tried to limit cross campus travel by the use of teleconferencing technologies. All campuses need a dedicated teleconference room which has been designed for this purpose which is capable of seating a minimum of 12 people.

Generators – In Southern Maryland we experience extended periods of power loss. We have had to close the campus because of the lack of power to elevators and emergency lighting. We have 7 buildings that are without a generator.

Availability of services – CSM needs to be planning for the rapid growth of bandwidth requirements. With the profusion of network access for voice, video, teleconference, and course requirements bandwidth will increasingly be a bottleneck for both academic and administrative uses. Additionally the college needs to ensure that there is redundancy built into all new or expanding facilities. The core systems are centrally located at La Plata and the connectivity is needed to ensure proper services of key systems.

Card Access System – Four years ago the college began using a photo ID card for students and staff. The card is imprinted with a bar code of the holders college ID number and a magnetic strip which can be used for other information (sometimes called a

OneCard solution). Presently the card is used just to identify a person in areas such as the testing center and in the library when checking out books. Newer cards can be encoded with additional information which could be used for many other purposes if the

IT infrastructure is built.




Among the areas where the card could be used to provide more efficiency in operations are:

I. Campus Life: A OneCard ID could be used in areas, vending machines to make purchase easier without the need for cash. At activities and events the OneCard can be used to monitor attendance, used for tracking use in fitness centers and at events for cash free ticket sales.

II. Academic Support In the bookstore purchases could be mad eliminating fees associated with traditional charge cards. In the library and computer labs the OneCard can be used check out books, monitor lab usage and grant different access privileges based on type of customer. The card can also be used to charge back printing costs. The card can also be used to track student use of services such as tutoring and advisement. This data could be used to improve services that lead to student success.

III. Payments Vendors offer services to manage payments, award financial aid, and credit card processing using the One card accounts.

IV. Access and Security The OneCard can be used with electronic locks to limit access to facilities. Locks can also be set to lock and unlock at specific times.

D. Division and Department Programs

Technology planning is an ongoing process within the major divisions of the college. The Information Management Team will schedule early April meetings with each division of the college to learn about plans, programs, and initiatives for the next year.

III. Infrastructure

A. Current Technology Infrastructure and Environment (What We Can Do Now)

Telecommunications and Network Infrastructure:

The College’s telecommunications and network architecture provides relatively high bandwidth connectivity at each site (10/100 Mbps to 1Gbps) via a local area network (LAN). The sites are then connected in a wide area network (WAN). The WAN is also used to provide access to outside resources such as the Internet and other videoconferencing sites. The Maryland Interactive Distance Learning Network (MIDLN) system operates on its own network provided throughout the state by UMATS.

Desktop Computing Environment: Desktop Computing Environment: The college's minimum standard for desktop computing is an IBM compatible PC with at least a Duo Core processor (2 GHz or greater), 2GB of RAM, 80 GB hard drive, and a 100 Mbps

Ethernet LAN connection.




Approximately 95% of faculty and staff computers meet this standard as of January 2010. All computers in instructional spaces meet this standard. The college has standardized with Microsoft Windows XP for the operating system, Microsoft Office

Enterprise 2007 for desktop productivity, Novell GroupWise for e-mail, and Internet Explorer for web browsing. Approximately

1,560 computers are in use college wide, including laptops and a small number of Macintosh computers (used primarily in the computer graphics art lab). Printing services are provided by a variety of desktop printers, primarily Dell and HP LaserJets, distributed throughout the network. A distributed printing plan driven in large part by the Integrated Data System (IDS) requirements, has been implemented and multi-function copier, printer, fax machines have been deployed. A total of 27 Xerox

Work Center Pro systems have been leased (18 at La Plata, 6 at Leonardtown and 3 at

Prince Frederick). These systems provide relatively high speed copying and network printing with full-featured document finishing capabilities.

Academic/Instructional Technology: Over 100 labs, classrooms, and other locations are areas where technology can be used to teach computers and related software or as a teaching and learning tool. Currently, there are 35 technology intensive labs and classrooms split among the three campuses and the Waldorf Center, all of which are fully networked. These include 3 distance learning classrooms (one each at the LaPlata, Leonardtown, and Prince Frederick Campuses) that are connected to the Maryland

Interactive Distance Learning Network (MIDLN). Twenty-one additional labs and classrooms are equipped with Smart Podiums that provide an instructor's computer, a large screen display, DVD/VCR, and switching equipment, or with instructor's stations, which provide computers connected to ceiling-mounted LCD projectors. Of the 1,560 college workstations and laptops, approximately 700 are used in instructional settings and another 140 are located on faculty desktops. Virtually all of the computers used in instructional settings have Intel Duo Core processors with the exception of those used in PC troubleshooting or electronics labs and those in the Macintosh art lab. Almost all faculty now have at least an Intel Duo Core 2GHz computer with 2GB RAM, and a DVD-ROM drive.

Videoconferencing services are provided using the V-Tel compressed video system at each campus and the Waldorf Center (V-Tel videoconferencing is available in three different rooms at LaPlata). The primary means of providing video based distance learning is via MIDLN system with one room at each of the three campuses; Waldorf Center does not have a MIDLN room. The MIDLN system uses equipment donated by Verizon.




Information Systems: The primary informational system component is built around Datatel's integrated data system product

Colleague. In addition, a bookstore Point of Sale and a textbook management system have been installed and integrated to the

Colleague system. A Web Portal and Datatel’s WebAdvisor system support Colleague web access for the college’s students, faculty and staff. Ad Astra which is used for scheduling of classes and ImageNow as our document imaging solution are also integrated with the Colleague system and form part of the suite of applications in place to support the college.

B. Infrastructure Shortfalls and Future Needs (What We Can't Do Now, Where We Need to Go, and How Do We Get

There)

The College Technology Council will evaluate and address shortfalls in the technology environment at multiple levels ranging from the baseline environment to the individual user environment.

Network and Telecommunications Infrastructure: The primary areas of institution-wide concern are in bandwidth, capacity, security, reliability, and supportability of the network and telecommunications infrastructure and associated servers and systems.

Most of the new initiatives, programs, and projects require graphics and/or data intensive applications and services. Although the current infrastructure has proven to be very capable and robust, it is beginning to reach capacity and bandwidth limits. In addition, the age of much of the network electronics equipment (hubs, switches, routers) is now approaching seven or more years.

Information Technology Services has begun the process of designing and implementing a new baseline infrastructure to address these concerns.

Desktop Computing: Desktop computing concerns center around continued refresh of desktop systems in both instructional and administrative settings. A four-year computer refresh plan for each campus has been developed and must continue to be maintained. Almost all computers located in instructional settings (classrooms and labs) are being maintained on a four-year refresh cycle and are a relatively homogeneous mix of Dell machines. Faculty and administrative desktops are a mix of Dell desktop and older laptop computers. If current refresh plans continue to be supported, all desktop computers with a few exceptions. By providing a relatively homogeneous desktop hardware environment, this plan can dramatically lower the support requirements, minimize total cost of ownership for these systems, and offer improved reliability to the user. The implementation of a planned refresh cycle for hardware has allowed us to more accurately predict and budget desktop computer hardware costs.

The college has entered into a statewide Microsoft Enterprise Agreement and a Novell site agreement that will provide similar benefits for desktop and network computer operating system and common user productivity applications (Office Suite and e-mail).




The Microsoft Enterprise agreement provides operating system (Windows), office productivity suite (Microsoft Office), and

Microsoft's Visual Development Studio for a fixed price of less than $25 per desktop per year. Plans are also in place to migrate the desktop operating system to Windows 7 in late summer.

The Novell site license provides unlimited licenses for network operating system, client, and GroupWise e-mail. Migration to

GroupWise 8 will occur during the fall 2010 semester providing improved reliability and additional functionality.

Academic/Instructional Technology: The interviews with academic divisions and departments provided tremendous insight into their future plans and needs. Plans for improving the network infrastructure and desktop refreshes will provide the baseline environment needed to support many of those requirements such as distance education. With the growth of the use of social networking tools including video feeds, all classrooms should have video conferencing capabilities.

Learning Centers and Library: Expansion of online and electronic resources provided by the Library, as well as other student services areas, will be critical as the college continues to increase the number of courses delivered via distance learning over the next several years. Plans for improving the network infrastructure will provide the baseline environment for this expansion.

Information Systems: The primary informational system component is built around Datatel's integrated data system product

Colleague. In addition, a bookstore Point of Sale and a textbook management system have been installed and integrated to the

Colleague system. A Web Portal and Datatel’s WebAdvisor system support Colleague web access for the college’s students, faculty and staff. Ad Astra which is used for scheduling of classes and ImageNow as our document imaging solution are also integrated with the Colleague system and form part of the suite of applications in place to support the college.

The production Colleague system and the various other applications run on an HP RX-6600 UNIX platform purchased and installed in the fall of 2009. Technical responsibility for the information systems resides with the Information Technology Services

Department (ITS) which is responsible for the system servers, network connectivity, and software support.




The ITS group will continue to strive and improve systems availability by reducing system down time, improving access and data security and increasing the capabilities for the services we support. Future projects include installing a web driven user interface for the Colleague system, implementing a sound disaster/recovery methodology and acquiring an integrated Business Reporting solution among others.

IV. Support

A. Technology Support

The Information Technology Services Department (ITS) and Distance Learning and Faculty support (DLF), provides technology hardware, software, staffing, infrastructure, and related services at the college. Specialized or dedicated technology centers or services are at least partially supported by other college units (e.g., nursing labs, the learning lab). The CTC provides oversight.

The ITS serves the college's need for shared data and common information management systems and serves the college's need, for interactive telecommunications (voice, data, and video) systems and end-user support. End user refers to students, faculty, staff, and where appropriate the larger community.

DLF serves the college's need for continuous instructional development and faculty support in the use of technologies.

B. Professional Development and Training

Section IV. Support, B. Professional Development and Training

Professional development and training of users is a key component to the successful and productive use of technology resources.

The Technical Training program was initially developed in 2001 to exclusively provide Colleague related training to employees.

Since 2005, the program continues expansion to support staff and faculty by development and coordination of training opportunities relating to a variety of technology and software applications used to perform college business function. The program encompasses both vendor delivered training as well as internal opportunities provided by college employees’ willingness to share subject matter expertise through teaching fellow employees.




Technical training will continue to develop as technology evolves.

All future software implementation plans should include a requirement for training delivery, materials and documentation to assure all end users receive proper levels of training.

Emerging technologies will be used to deliver training in a variety of formats to allow easy accessibility.

Expansion can be realized by encouraging employees to participate as training initiators and leaders in line with expertise in areas of college business and/or processes.

Two other areas of the college offer additional development opportunities. The Distance Learning and Faculty Development department carries much of the responsibility for faculty specific training and the Human Resources department coordinates training and development activities related to such topics as customer services, leadership, sexual harassment and the like. While some strides have been made to provide employees a one-stop option for training information (i.e. staff/faculty training web page, consolidated calendar and advertisements), ideally providing a united area for all training and development would be a strong alternative.




Implementation Strategy



PROJECT TITLES

(Priority Order)

75% State Participation

1 Off Campus Property Development

Capital Budget Priorities & Anticipated Funding

Total

Estimated

Cost

4,500,000

Local

Funds

25%

1,125,000

FY 2013

3,375,000

State Funds

Requested for Fiscal Years

FY2014 FY2015 FY2016

2

Upgrade Telecomm, PBX, Safety, &

Security Systems

3 Center for Trades & Energy Training

4 Health Care Training Facility

5 Physical Education Facilities

6 Fine Arts Center

Sub-Total

3,800,000

2,500,000

9,800,000

6,000,000

11,000,000

37,600,000

950,000

625,000

2,450,000

1,500,000

2,750,000

9,400,000 3,375,000

2,850,000

1,375,000

735,000

4,960,000

500,000

6,015,000

600,000

7,115,000

FY2017

600,000

3,300,000 600,000

750,000 7,500,000

4,650,000 8,100,000



Capital Budget Priorities & Anticipated Funding

PROJECT TITLE

(Priority Order)

75% State Participation

7 Prince Frederick Phase III

8 Replace Book Store & CBI Roofs

9 Replace Book Store & CBI Mech. Sys.

10 Leonardtown Building E

11

Improve Pedestrian/Vehicular

Circulation & Parking

Sub-Total-pg.2

Sub-Total-pg.1

TOTAL

Total

Estimated

Cost

12,000,000

975,000

2,100,000

12,000,000

4,000,000

31,075,000

37,600,000

68,675,000

Local

Funds

25%

3,000,000

243,750

525,000

3,000,000

1,000,000

7,768,750

9,400,000

17,168,750

FY 2018

900,000

900,000

3,375,000

4,275,000

State Funds

Requested for Fiscal Years

FY2019 FY2020 FY2021

7,600,000 500,000

731,250

FY2022

225,000 1,350,000

900,000 7,600,000

750,000

500,000

2,250,000

7,825,000

4,960,000

12,785,000

3,481,250

7,115,000

10,596,250

8,350,000

4,650,000

2,750,000

8,100,000

13,000,000 10,850,000



Proposed Project Details



Priority 1

Off-Campus Property Development

Description: The college needs to acquire and develop a parcel of land central to all three campuses for future development of programs too cost intensive to replicate at all campuses.

Projected Cost:

Impact:

$ 4,500,000

The cost of building and operating additional facilities at all three campuses is not the only factor influencing the colleges planning efforts. The lack of buildable acreage is a major problem at the LaPlata

Campus and a similar condition will exist at the Prince Frederick (75 acres) and Leonardtown (62 acres) campuses unless each academic offering is evaluated for facility impact both at the campus level and college-wide.

Impact on Enrollment: Students will be able to receive training in high-tech and other specialized programs not currently available at all campuses. This is an extremely important issue because of the demand for highly trained students in specialized fields. A centralized location will provide students the opportunity to participate in sports and activities currently restricted to the LaPlata Campus.

Operating Cost Impact: This project will minimize the cost of developing and operating programs required by all three campuses.

In a similar fashion, the college will save maintenance cost.

*See Section IV for details.



Priority 2

Upgrade to College-Wide Telecomm, PBX, Safety & Security Systems

Description: The project will be programmed to address the following college-wide issues:

The existing infrastructure is aging for the College’s long-term and short-term technology needs. In particular, there are significant variations in the infrastructure resulting in dissimilar performance and reliability levels at the various locations. Bandwidth performance is not consistent throughout the college.

Network Security and Intrusion detection – Separation of networks between the academic, administrative and financial computing groups have been recommended through an external security audit security firm in the fall of 2010. To enhance the network security the college needs an intrusion detection system.

The current phone systems are at or near end of life and could cause down time and limit growth and expansion for the College. Upgrading phone systems in small increments is difficult and costly. As a consequence the entire system should be replaced.

La Plata’s server rooms were never designed to support the volume of equipment that is presently located in the two rooms in separate buildings. The conduit system is nearly at capacity and the physical space has been exhausted. A new computer room needs to be designed and built with security and disaster avoidance in mind.

Generators –Southern Maryland experiences extended periods of power loss necessitating the closing of the campus because of the lack of power to elevators and emergency lighting. Seven buildings will require a backup generator.

Projected Cost: $ 3,800,000

Impact on Enrollment: Student, faculty, & staff require a reliable and rapid network to benefit from today’s technology. Use of the internet requires the telecomm systems to be upgraded to satisfy an increasing demand for on-line courses.

Centralization of the various safety & security systems will improve reliability at a lower cost.

Operating Cost Impact: This project will not impact the operating budget.



Priority 3


Description: This program is currently housed in a leased facility in Waldorf Maryland. Due to its location student accessibility is very limited. The new facility will be a design/build structure and/or a prefabricated building located at the central site.


Impact: Once completed, the college will be able to expand its technical offerings.

Impact on Enrollment: Students from all three counties will have access to training for careers in many high demand technical fields.

Operating Cost Impact: Owning the facility rather than leasing will lower operating expenses.

Constructing a modular building will facilitate future expansion at a reduced cost.



Priority 4

Health Care Training Facility

Description: Based on an independent engineering study the facility requires major renovation or replacement. The building is 41 years old. Given the importance of the health programs and the need for expansion consideration will be given to relocating the project at a central campus.


Impact:

$ 9,800,000

Students from all three counties will have access to training for careers in the expanding health field.

Impact on Enrollment: Due to the expanded offering, enrollment is expected to increase.



Priority 5

Physical Education Facilities

Description: For several years the college’s Athletics Plan and long-range Facility Master Plan have included recommendations for the development of a new off-campus sports complex. The college currently has athletic facilities located on only one of its three campuses – the La Plata campus. While the PE Center recently underwent a renovation, its basic size and capacity did not change. The competing demands of credit and continuing education classes, athletic and intramural sports and community use exceed the capacity of this over utilized facility and continue to cause scheduling conflicts.


Impact:

$ 6,000,000

The new sports complex will address the following needs:

Provide appropriate space for athletic and intramural activities while freeing space for expanded credit and continuing education Wellness, Fitness and Sports (WFS) offerings.

Provide a central location for athletic facilities that is in close proximity to students in all three of the counties in the college’s service region.

Provide facilities for college intramural and community sports leagues.

Provide community users with access to additional athletic, recreational and meeting facilities.

Operating Cost Impact: Operating field based activities at one location will provide considerable cost savings.



Priority 6

Fine Arts Center

Description: The College currently has one multi-purpose Fine Arts Center at the LaPlata Campus. The current facility is inadequate to serve the needs of a regional college serving three campuses. To compound the problem the building is in need of major renovation and expansion. A cost & benefit analysis will be conducted to determine if a new structure in a central location would be more responsive to collegiate needs.


Impact: Construction of a facility at this location will eliminate the need for a major renovation at the LaPlata

Campus and the development of similar facilities at the other campuses.

Impact on Enrollment: Students from all campuses would have greater access due to its proximity.

Operating Cost Impact: A facility at a central location significantly reduces operating and construction cost.



Priority 7

Prince Frederick Phase III

Description: To correct projected facility shortages, the College will be requesting funding for Phase III of the Campus

Master Plan. This provides for a new structure to house computer labs, classrooms and conference rooms.

The project also addresses the shortage in faculty and staff offices. The college will defer the request for a theater pending the outcome of a centralized Fine Arts Center. The new facility will be designed to connect to the existing structures. This will not add to the cost. To conserve limited acreage the Phase III Building will be programmed as a two-story structure thereby insuring the aesthetic compatibility with the existing buildings. In addition, a 100 space parking lot will be required to correct the parking problem previously defined.


Impact:

$12,000,000

As a regional college, capital projects are prioritized college-wide rather than by campus. Each project must be evaluated for importance and impact on student and community needs, as well as the resident county’s ability to support the project. The college projects space deficits in laboratory, classroom, and office space at the Prince Frederick Campus. Additional parking will be required to satisfy current and future enrollment needs.

Impact on Enrollment: Additional facilities are required to address the projected increase in student enrollment.



Priority 8

Description:

Replace Bookstore & CBI Roofs

Based on an independent engineering evaluation the roofs require replacement during the planning cycle.

The Bookstore is 20 years old and the Center for Business & Industry is 16 years old.

Projected Cost: $ 975,000

Impact: See Appendix D for further details.

Impact on Enrollment: NA

Operating Cost Impact: NA



Priority 9

Description:

Replace Bookstore & CBI Mechanical Systems

Based on an independent engineering evaluation the HVAC systems require major upgrade and/or replacement during the planning cycle. The Bookstore is 20 years old and the Center for Business &

Industry is 16 years old.


Impact:

$ 2,100,000

See Appendix D for further details.


Operating Cost Impact: NA



Priority 10

Leonardtown Building E

Description: To correct projected facility shortages, the College will be requesting funding for Building E of the Campus

Master Plan. This provides for a new structure to house computer labs, classrooms and conference rooms.

The project also addresses the shortage in faculty and staff offices. To conserve limited acreage Building E will be programmed as a two-story structure thereby insuring the aesthetic compatibility with the existing buildings. In addition, a 100 space parking lot will be required to correct the parking problems that exist on the campus.


Impact:

$12,000,000

As a regional college, capital projects are prioritized college-wide rather than by campus. Each project must be evaluated for importance and impact on student and community needs, as well as the resident county’s ability to support the project. The college projects space deficits in laboratory, classroom, and office space at the Leonardtown Campus. Additional parking will be required to satisfy current and future enrollment needs.

Impact on Enrollment: Additional facilities are required to address the projected increase in student enrollment.



Priority 11

Improve Pedestrian/Vehicular Circulation & Parking

Description: Based on several studies the college proposes needs improve student & vehicle circulation throughout the campus, including the entrances. Relocation of the athletic fields will provide for relocation of parking and improved circulation. In addition, the design will seek to minimize pedestrian and vehicular conflicts.


Impact:

$ 4,000,000

Redesign of walkways & roadways will provide expanded and improved pedestrian access, usable open space, and enhanced environmental qualities.


Operating Cost Impact: NA





A p p e n d i i i x A

CSM Mission Statement

Page A. 1

Page A. 2

Mission Statement

I.

S UMMARY M ISSION S TATEMENT

The College of Southern Maryland (CSM) is an open-admissions, comprehensive regional community college that fosters academic excellence and enhances lives in Southern Maryland. CSM meets the diverse needs of students and the community by providing accessible, accredited, affordable, and quality learning opportunities for intellectual development, career enhancement, and personal growth. The college embraces lifelong learning and service, providing a variety of personal enrichment and cultural programs in a safe and welcoming environment.

II.

I NSTITUTIONAL I DENTITY

A.

S UMMARY OF I DENTITY AND P URPOSE

The College of Southern Maryland provides comprehensive community college services to the residents of Calvert, Charles, and St.

Mary’s counties, offering high quality transfer and career courses and programs, continuing education for specialized training and for personal enrichment, and customized contract training to meet workforce development needs of regional businesses. CSM’s current

Carnegie classification is Associate’s College, and there are no developments currently anticipated that would change the classification.

The college occupies a unique position, bringing a variety of educational programs to Southern Maryland—a region long under-served by higher education. CSM encourages access to its programs through active outreach to its community and affordable tuition The college has joined with state public and independent colleges and universities to ensure local opportunities for baccalaureate completion. Easing the transition from an associate’s degree program to a baccalaureate program encourages students to obtain the higher degree at a lower cost than is typically possible by completing all course work at a 4-year institution.

The college also recognizes the challenges inherent in a population whose commuting and work schedules have grown increasingly complex. The college, by itself and jointly with other Maryland institutions, offers alternative approaches to learning that meet the needs of a community that is limited in its ability to participate in traditional daytime classroom experiences. The college has increased its online learning options and programs and will continue to explore, design, and deliver instruction and services that address the lifelong learning needs of this population, while serving a rapidly growing traditional day-time population.

The college serves as a vital link in the systems that support economic and community development in the tri-county region. The

Corporate and Community Training Institute (CCTI) at the college provides small business development and corporate training



services including telecommuting services, and custom designed training opportunities to companies and organizations to help them grow, compete, and succeed in tomorrow’s marketplace.

The college also serves as a cultural center for the area, through the Fine Arts Center and Tony Hungerford Memorial Art Gallery at the college’s La Plata Campus, the Ward Virts Concert Series, through the

Connections literary readings and magazine, and the free summer performance on all three campuses including Chautauqua and Twilight Concert series and fine arts offerings in multiple venues throughout the region.

The special attention the college provides to the unique characteristics of the local populace enables it to provide educational opportunities and workforce development specially tailored to the needs of Southern Maryland.

B.

I NSTRUCTIONAL P ROGRAM E MPHASES

As a comprehensive community college, CSM’s instructional program emphases and its priorities for academic program development are responsive to the needs of Calvert, Charles, and St. Mary’s counties and the Maryland State Plan for Postsecondary Education

2009.

1.

T RANSFER P ROGRAMS .

CSM currently awards four associate degrees: the Associate of Arts (A.A.), the Associate of Arts in

Teaching (A.A.T.), the Associate of Science (A.S.), and the Associate in Applied science (A.A.S). A fifth degree, the Associate of

Science in Engineering, is awaiting final approval by MHEC in the areas of Computer Engineering and Electrical Engineering.

Because the college serves a tri-county area that has limited access to four-year institutions, it has fostered alliances with the

University of Maryland University College, Towson University, Bowie State University, the University of Baltimore, Villa Julie

College, Capitol College, St. Mary’s College, Stevenson University, and University of Maryland College Park to ensure that programs are aligned and that upper division courses and programs are available locally. The Waldorf Center (described in Part III) provides a home for several of these programs. Additional opportunities for transfer occur through the Maryland Transfer Advantage Program

(MTAP), a partnership between University of Maryland College Park and CSM that guarantees admission to UMCP and enables CSM students to take UMCP courses at reduced tuition while still at CSM. Other degree partnerships are under exploration or development with private institutions such as Johns Hopkins University. Increasing the availability of transfer programs offered in the college’s service region furthers the state’s dual goals of achieving a statewide array of postsecondary educational institutions while providing affordable and equitable access for all Maryland citizens.

2.

STEM (S CIENCE , T ECHNOLOGY , E NGINEERING , AND M ATH ).

The local military installations and the contractors serving them generate much of the need for technicians in areas of information technology, engineering, energetics, cybersecurity and electronics.

The college has been awarded grants for several years by the Time Center, among others, and has recently developed a new statewide

Nuclear Energy Technology: Instrumentation and Control program in concert with the Nuclear Energy Institute and energy provider

Constellation. Two other nuclear energy technician programs are under development to include a focus on electrical and mechanical technology areas. A variety of continuing education courses allow local residents to upgrade their job skills and to learn new


Facilities Master Plan January 2011 Page A. 3

computer applications. Employers also contract with the college for workforce development in areas of technology. The college is working closely with Indian Head Naval Surface Warfare Center (NSWC), Patuxent Naval Air Warfare Center (NAWC), and government contractors to assess their training needs and develop appropriate instruction. A grant was received three years ago to launch an energetics technology scholarship program for a yearly cohort of 20 students. Opportunities for new degrees and programs are also being explored in other STEM fields. These efforts contribute to the further development of Maryland’s economic health and vitality and, by contributing to the supply of qualified workers at Indian Head NSWC and NAS Patuxent River, support applied research.

3.

H EALTH C ARE .

A major area of local employment is the health care industry. The college’s service area includes four hospitals, nursing homes, hospice facilities, ambulatory care facilities, physicians’ offices, emergency medical services, and other facilities providing health care services. The college offers credit programs in nursing (a program that has been expanded substantially over the past three years and now admits students twice a year), pre-dental hygiene, emergency medical technician, medical laboratory technician, pharmacy technician, medical coding specialist, practical nursing, and massage therapy. Respiratory therapy, radiation technology, and physical therapy assisting are offered jointly with other community colleges. A new nursing simulation lab provides

CSM students with cutting edge technology from which to learn and also contributes to the ongoing professional development of the area’s nurses. Continuing education offerings include nurse refresher courses and training for individuals to become a geriatric aide, certified nursing assistant, and medical assistant. New offerings and collaborations are being considered in surgical technology and health informatics. In light of the critical shortage of nurses and other health care workers, these programs provide a vital role in the development of the area’s health care work force.

4.

E

NVIRONMENT

.

The quality of life in the college’s service area is largely determined by the condition of its rivers, streams, and bays. Efforts to maintain and improve the state of these waterways can be made only if business and industry have a sufficient pool of qualified personnel with knowledge of the latest technologies and environmental management programs. The college has a long history of providing environmental training through the Maryland Center for Environmental Training (MCET). MCET provides classroom training in waste water treatment operations and management throughout Maryland and the nation. In addition, specialized and general courses can be contracted through MCET to train employees either at the college or at an employer’s facilities. MCET provides consulting services nationwide on asset management of water and wastewater facilities and consults regularly on security matters with state and local officials. Additionally, the college is now a member of the Chesapeake Area Consortium on Higher

Education (CACHE): Institute for Environmental Careers, along with other area community colleges. An associate’s degree and certificate in Environmental Technology and Environmental Planning, as well as a letter of recognition in Environmental

Management, are offered to meet local business needs.



5.

B

USINESS

.

Programs that meet the needs of business and government include business administration, management development, accounting, and paralegal studies. Leadership and supervisory training and other skill development courses are also offered as continuing education open enrollment courses and through contract training to business. The Small Business Development Center, housed at the college, also provides a range of services.

6.

T

RADES AND

E

NERGY

T

RAINING

.

The construction and related industries continue to employ a large segment of the Southern

Maryland population. The college provides continuing education offerings that address the need for truck drivers, heating/ventilation and air conditioning mechanics, bricklayers, welders, and other professions necessary to construction and a growing populace. To meet the enrollment capacity for these programs the college recently opened its Center for Trades and Energy Training. CSM also offers an associate of applied science degree in construction management.

7.

T EACHER E DUCATION .

CSM offers transfer A.A. degrees at the early childhood, elementary, and secondary levels and the A.A.T. degree in elementary education and early childhood education (The A.A.T. in selected fields in secondary education is under development.) In an effort to improve access to bachelor’s degrees in education, the college has served as the catalyst in bringing the bachelor’s in elementary education from Towson University and Bowie State University to Southern Maryland. Additional partnerships are being cultivated.

8.

C OMMUNITY S ERVICE .

Within the context of instructional programs the college also offers a variety of continuing education courses of interest to the larger community including personal enrichment, programs for children, such as Kid’s College, programs for senior citizens, driver’s education, motorcycle safety and many more.

CSM created new learning experiences and support services to meet the needs of distinct groups three years ago. ―The Big Read‖ program engages the community in simultaneously reading and discussing a single book with the goal of spreading the joy of reading and initiating thoughtful dialogues such as book discussions, classroom assignments, public readings, poetry slam competitions and performances that reached a diverse audience of lapsed and non-readers as community members participate in this dialogue. For the fourth consecutive year, CSM offered free community forums, and Money Smart seminars for retirees and new home buyers. The college also hosted a Friday Night Lecture Series and a summer Twilight Concert Series, both free and open to the public. In support of the Maryland Humanities Council, CSM hosts Chautauqua each July, featuring visits with historic figures during the summer at various sites across the state. Each of these programs is expected to continue.

For individuals seeking to become involved in the community, Volunteer Southern Maryland (VSMD), housed on the CSM La Plata campus, remains a one-stop shop for people looking for volunteer opportunities in Southern Maryland. VSMD’s online database links volunteer opportunities with individuals.



III.

I NSTITUTIONAL C APABILITIES

A.

F

UNCTIONAL

E

MPHASIS

The primary emphasis of the college is effective instruction to provide for the educational and workforce development needs of the region. Faculty are hired and retained for their ability to engage students in the learning process. Initial placement criteria and annual performance standards recognize successful, flexible, and innovative teaching, and ongoing support of the instructional dimension of faculty life is apparent in strong institutional support for the New Faculty Academy and the Division of Distance Learning and Faculty

Development. While the college encourages and funds classroom, instructional, and scholarly research, and addresses these in annual faculty evaluations, these activities remain secondary to teaching effectiveness as an indicator of faculty quality. Services and research activities are developed to the degree that they enhance and complement the instructional program or meet a specific community need.

B.

A PPLICABILITY OF C APABILITIES TO S TATE P LAN G OALS AND O BJECTIVES

Goal 1: Maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs of the state and the nation.

Q UALITY AND E FFECTIVENESS .

The College of Southern Maryland is committed to maintaining and strengthening the quality of its programs and the effectiveness of its institutional operation. The most recent re-accreditation process, the Periodic Review Report (completed November 2009) confirms the institution’s high standing with no finding or recommendation and was used as an example by the Middle States Commission on

Higher Education of a model periodic review report. The results of the PRR continue the college’s standards of excellence established in its spring 2004 decennial self-study, as a result of which the college received two commendations (for progress to date and for the quality of the institutional self-study) and no recommendations for improvement made by the visiting team. Furthermore, for the fifth year in a row CSM has been honored by the Maryland Work-Life Alliance with the Workplace Excellence Award, and for the first time the Trailblazers award. The Workplace Excellence Seal of Approval recognizes visionary employers that view work/life as a strategic business imperative.

The College of Southern Maryland seeks to attain greater academic excellence and institutional effectiveness through a Quality

Improvement Process (QIP). CSM established QIP in academic year 2008-09 to strengthen the integration of planning, assessment, and resource allocation. The Quality Improvement Council (QIC) coordinates and reviews all quality improvement initiatives including the review of both strategic and assessment plans and plan accomplishments. QIC recommends new directions for CSM and budget priorities to the president’s council (PC) at the start of the fiscal year. The council is made up of representatives from the major areas and levels of organization within the college and leads QIP. Part of the quality initiative is the identification of Key



Performance Indicators (KPIs). Several of the Maryland Performance Accountability Report indicators were adopted by CSM as KPIs and as such are routinely monitored and discussed as part of the institutional assessment component of QIP.

The QIP also oversees three subcommittees: a College Innovation Team (CIT), a Strategic Planning Team (SPT) and a College

Assessment Team (CAT), with broad representation from all parts of the college. In 2007 and 2008 the college prepared an application to the Maryland Performance Excellence Awards Program ( aka Baldrige Quality Program), and was awarded the Silver

Award on both occasions.

Student persistence, transfer and graduation rates are monitored through a well represented Strategic Enrollment Management Council that meets monthly to discuss methods and techniques for improving student success. Skills assessment test are given to incoming freshmen to determine their ability to perform in college level courses. Similar diagnostic tests are given to high school juniors to determine any deficiencies that they can work on in their senior year of high school. This and many other intervention techniques are employed at CSM to enhance student success.

The quality of the CSM’s academic programs is evidenced through recognition by professional associations. This recognition provides assurance to employers and to transfer institutions of the knowledge, skills, and abilities of the CSM graduates of these programs. The Practical Nursing and Associate degree nursing programs are accredited by the National League for Nurses

Accrediting Commission, the physical therapy assistant program is accredited by the Commission on Accreditation in Physical

Therapy Education of the American Physical Therapy Association, the business degree programs in Accounting, Business

Administration, and Management Development are accredited by the Association of Collegiate Business Schools and Programs, the

Commercial Vehicle Operators Certificate is approved by the Professional Truck Driving Institute, the Paralegal Studies program is approved by the American Bar Association, and the Emergency Medical Services program is accredited by the Maryland Institute for

Emergency Medical Services Systems. Accreditation is also being sought for the Medical Laboratory Technician program through the

National Accrediting Agency for Clinical Laboratory Sciences.

The College is seeking national recognition as a Center of Academic Excellence (CAE) in Information Assurance Education. The centers are jointly sponsored by the National Security Agency and the Department of Homeland Security. CSM received its second certification this year by the Committee on National Security Systems, thereby establishing its eligibility to apply for CAE status. The new statewide program in Nuclear Engineering Technology: Instrumentation and Control will undergo accreditation review by the

Accreditation Board for Engineering and Technology (ABET) as part of its affiliation with the Nuclear Energy Institute. The ASE degrees, once approved, will also reflect approval by ABET.

Individual courses at CSM similarly reflect the college’s commitment to high standards of academic excellence. Many of the college’s online courses have been approved through the Quality Matters process, a nationally-recognized, faculty-centered peer review process designed to certify the quality of online courses and online components. Several faculty members have been trained to



serve our institution and others as peer reviewers. The Maryland State Department of Education also approved several of the college’s online courses for use with Calvert County Public Schools as options for concurrent enrollment high school students.

Goal 2: Achieve a system of postsecondary education that promotes accessibility and affordability for all Marylanders.

CSM strives to afford access to many different segments of the community, including: part-time working adults; transfer students; international students; high school students; home school students; gifted and talented students; military and veterans; dual admission; non-graduates of high school; challenged students; and others.

A

CCESS AND AFFORDABILITY

.

The first Guiding Principle of the State Plan is that ―all Maryland residents who can benefit from post secondary education and desire to attend a college, university, or private career school should have a place in postsecondary education and it should be affordable.‖ The College of Southern Maryland holds access and affordability to be key criteria in the design of its programs and the allocation of its resources. Adequate funding from the three primary sources of institutional support is essential to making a CSM education affordable: state and local funding and tuition from students. To an increasing degree the college is raising additional funds through its foundation in an effort to minimize the effect of tuition increases on access and affordability.

The college continues to develop programs in ways that offer students maximum flexibility and career mobility. In some programs career ladders allow students to progress from a letter of recognition to a certificate and then to a degree. Cooperative education and internship experiences, self-paced courses, service learning, accelerated courses, late start courses, and other methods of alternative course delivery allow students greater flexibility in choosing how to fit new educational and career development opportunities into their busy schedules.

The college has significantly expanded its online and Web-hybrid alternative delivery options. Thirteen degrees, seven certificates, and eight letters of recognition may now be completed online at CSM. The majority of courses are at least Web-enhanced, 64 courses are Web-hybrid, blending face-to-face instruction with on-line instruction, and 140 courses are completely online. The Division of

Distance Learning and Faculty Development assists faculty in integrating state-of-the-art technologies into their courses, such as

Elluminate, video-streaming, and avatars. These efforts contribute to Maryland’s status as one of the most advanced states in the use of instructional technology to improve learning and access and a cost effective and accountable system of delivering high-quality postsecondary education to residents. The Waldorf Center, operated in conjunction with the University of Maryland University

College, also serves to provide flexible learning options in that students have the opportunity to participate in educational programs leading to a bachelor’s degree at a location more convenient to local commuting patterns.



The college also recognizes that quality child care often poses a challenge for students seeking to further their education and opened the Children’s Learning Center in 2006. The center is available for use by children of students at a reduced cost and also serves as a source of employment for other students, particularly those interested in pursuing careers in early childhood development and/or education.

The college continues to expand its facilities on all three campuses and five sites to provide access and opportunities for Southern

Maryland residents. New facilities that promote access for short-term career training are the Center for Trades and Energy Training and the Center for Transportation Training. Short-term career training programs were increased and launched in Fall 2009 to include childcare, business, construction, electrical, carpentry, welding, heating, ventilation, and air conditioning, and truck driver training.

F

INANCIAL

A

SSISTANCE

.

CSM devotes considerable time and resources to ensuring that cost is not a barrier to accessing higher education in the Southern

Maryland area. Through publications, workshops, seminars, and an array of outreach activities, the college actively promotes financial assistance opportunities. The college has developed an information-rich Web-site to help students and their families research and apply for financial assistance. In addition to federal, state and private aid, the college offers both institutional and foundation scholarships and grants and a college-run tuition payment plan. The college has an active cost-containment program and actively seeks grants and fund-raising opportunities to help defer the need for tuition increases.

Making college affordable is a national challenge, as well as a regional challenge for CSM. The college makes every effort to keep tuition and fees low for its students. To help students meet costs, CSM introduced a Tuition Payment Plan which extends a four-month period to pay CSM tuition. Since the plan is not a loan program, there is no debt, no credit search, and no interest or finance charge assessed on the unpaid balance, only a $50 per semester non-refundable enrollment fee. Through the college’s financial assistance office, CSM is increasing the numbers of students receiving advising as they seek federal and state grants and loans. The college also offers an online Scholarship Finder, which is a quick, easy, and free service that helps Southern Maryland students match their backgrounds and financial needs to dozens of local scholarships in a wide variety of academic programs.

Scholarships for students pursuing specific programs, such as STEM-related careers, are available to students through the Energetics

Technology Center grant and for students seeking a career in nuclear engineering technology through grants sponsored by the Nuclear

Regulatory Commission and Constellation Energy. UMUC also makes several scholarships available to CSM students. The College’s textbook rental program, the first in the state, provides another means of making college more affordable to its students.

CSM has committed resources and a specialized advising office to help veterans navigate through the system of higher education in

Southern Maryland with their allotted benefits.



To increase the opportunities for students to pursue bachelor’s degrees locally, the college offers ―local‖ four-year degree options through articulated programs in a teaching facility shared with the University of Maryland-University College (UMUC), the Waldorf

Center for Higher Education. CSM is now involved in seven partnership programs. In addition to the UMUC partnership, CSM students are actively pursuing locally-based bachelor’s degree programs with Towson University, Bowie State University, Capitol

College, University of Baltimore, Villa Julie College, Stevenson University and the University of Maryland College Park. (Several of these programs are available at the Waldorf Center.)

In a region that is not home to a comprehensive bachelor’s degree granting institution, these partnership programs serve as a vital link between CSM’s associate degree programs and the bachelor’s and graduate degree programs offered by UMUC and other colleges and universities.

Goal 3:

Ensure equal educational opportunity for Maryland’s diverse citizenry.

The high value the college places on diversity, equal opportunity, and cultural competency is evident in all of its endeavors. However, the following examples outline specific initiatives.

D IVERSITY

The President’s Committee on Diversity and Inclusion (PCDI) was formed at CSM in 2008 and is responsible for a comprehensive and integrated college-wide approach aligned with the college’s diversity and inclusion efforts. The committee evaluates and recommends improvements to the college’s policies and practices, including recruiting, retention, outreach, and marketing.

CSM addresses its performance in the CSM Cultural Diversity Plan which aligns to the college’s 2010-2013 ISP and speaks to minority student recruitment and retention throughout the goals, objectives and action items. CSM has identified facilitators to lead focus groups and host dialogues with African-American students to determine current roadblocks to graduation and/or transfer. The college has also planned for the comprehensive review of demographic data, enrollment patterns, financial aid, academic achievement, perception of campus climate, etc. between African American students and all students. It has begun a thorough analysis of the recruitment pipeline to identify problems/barriers and develop and implement a plan to recruit a diverse workforce and explore issues regarding minority employee retention. In addition, a review of the approaches used to advertise open positions, particularly with regard to individuals of underrepresented groups on campus is planned.

Faculty members also participate actively in diversity initiatives. The Faculty Committee on Diversity in Education sponsors annual, soon to be semiannual, conferences on issues related to diversity and the curriculum.



E

QUAL

O

PPORTUNITY

.

An Affirmative Action Committee provides oversight for regulatory compliance in the general areas of hiring and retaining a diverse faculty and staff and for dealing with cases of discrimination.

Additional program-related activity that has created opportunities for minority students, while being available to majority students as well, include the Center for Civic Engagement and Service Learning and Volunteer Maryland, which has its Southern Maryland office at the CSM La Plata campus.

Activities for its diverse student body are held often at the college. For example, the Educational Talent Search program co-sponsored a Young Women of Color Conference where over 200 students and parents attended seminars and workshops led by women in key leadership roles including local news reporters, political leaders and business persons; a Green Industries Career Day with participation from technology firms, seven labor unions, medical groups, military units and local businesses; and an internship with

Concerned Black Men of Virginia. The college also sponsored Unity in Our Community, a diversity forum, for the third consecutive year. This outreach forum brings community leaders and citizens together for productive dialogue and discussion to build a healthier, more tolerant community that celebrates diversity.

C

ULTURAL

C

OMPETENCE AND

G

LOBAL

C

ITIZENSHIP

The college has identified cultural competence and global citizenship as one of its ten core learning areas and is designing opportunities for the inclusion of this competency in its programs of study. To assist in this effort, CSM has renewed its membership in Community Colleges for International Development, Inc., joined the Midwest Consortium for International and Intercultural

Education, and continues to be a member of the Maryland Community Colleges for International Education Consortium. The Global

Initiatives Committee oversees and encourages internationally-related activity and is engaged in efforts to assess and improve cultural competence of students, faculty, and staff at the college. Awareness of other cultures is provided through study abroad programs, faculty professional development, and efforts to internationalize the curriculum

C

IVILITY

C

AMPAIGN

To promote tolerance and civility toward all cultures, the college has embarked on a civility campaign that will guide the college community toward a greater demonstration of tolerance and improve the quality of relationships at the college.



Goal 4: Achieve a system of postsecondary education that promotes student-centered learning to meet the needs of all

Marylanders.

C

ORE

C

OMPETENCIES AND

G

ENERAL

E

DUCATION

One of the key mechanisms by which CSM demonstrates student-centered learning is through the identification of ten (10) core learning competencies to be achieved by all CSM graduates: effective oral and written communication, scientific literacy, quantitative reasoning, critical thinking, technological competency, arts appreciation, information literacy, cultural competency and global citizenship, specialized knowledge, and experiential learning. While many of these competencies will be assessed in general education courses, others in specialized knowledge will be assessed through the student’s major area of concentration.

The tenth competency recognizes the need to provide opportunities for students to be intentional learners in diverse learning environments. The experiential learning outcome, labeled the ―CSM difference,‖ strives to offer service learning, internships, study abroad courses, and cooperative education experiences for students in all programs. Whether the student is transferring to a 4-year institution or entering the workforce directly upon graduation from CSM, experiential learning affords a transition that allows students to put theory into practice in settings outside the classroom and in audiences more expanded than their faculty and fellow students.

E

XPOSURE TO THE

C

OLLEGE

E

NVIRONMENT

CSM believes that early and frequent exposure to a college environment nourishes the spark of intellectual curiosity. To that end, the college continues to seek opportunities for K-12 students to participate in the college experience: a) CSM has collaborated with middle schools in all three counties to host fifth grade students for a day. The students participate in special, hands-on courses taught by selected CSM faculty in areas ranging from nursing to computer science to engineering.

Each student receives a certificate at the end of the day that announces their acceptance into the College of Southern Maryland upon their graduation from high school. b) Outreach pipeline projects to advance

CSM’s Science Technology, Engineering, and Math (STEM)

programs and initiatives involved middle school, high school and college students through CSM’s Robotic competition. The competition is sponsored by the National Science Foundation, and several community partners. During the CSM Robotics Competition, each team gives a technical presentation on how they approached the engineering challenge, how they designed and programmed their robot and how they approached design and functionality problems. Robots were programmed to complete tasks both with drivercontrolled play and a 20-second autonomous period.



c)

During the annual ―Women in Math‖ workshops, high school students from Calvert, Charles and St. Mary’s counties received hands-on insight into math and science fields by females who have excelled in their areas of expertise. This year’s mentors included women who shared their formulas for success in pharmacy, cryptography, architecture, chemical engineering, mechanical engineering and computer science. The college piloted a Youth in Technology forum for high school students and their parents in the tri-county area. The forum included speakers, booths, demonstrations and the opportunity to discuss career fields with engineers, mathematicians, scientists, and others from private industry and from the two major naval bases in the region. d) The college shares its facilities with the local public schools for enrichment activities. A sample of events that the college hosts includes: It’s Academic for Charles County; the tri-county Honors Chorus; a broad range of music, theatre, and dance to local students; a Science Fair; and athletic activities in the gymnasium and pool. Conference and meeting facilities at the college are frequently used by the school districts for teachers meetings and training. As the college’s facilities in Calvert and

St. Mary’s counties have expanded, so too have the opportunities for those counties to use the college’s physical plant

A LIGNMENT WITH K-12: P ARTNERSHIPS WITH C OUNTY B OARDS OF E DUCATION

For the past several years senior administrators from the college and the local public school districts as well as the respective Boards of Education and the college’s Board of Trustees have met regularly for discussion of areas of mutual interest. From these meetings, entitled Better Education Together or BET, a variety of initiatives that address the college and career readiness of high school students have emerged, including:

Clarification of course overlap and course responsibility, particularly in areas of pre-college developmental work

Replication of the CSM transitional courses in developmental mathematics and English during the senior year in high school, taught by the high school instructors

Summer training for high school teachers who teach the developmental courses in the senior year

Articulated programs in career fields

In-school financial aid workshops

Revised in-school college orientations

Improved services for disabled students

Joint facility and academic program planning

Joint marketing of services and programs



E ARLY A CCESS TO C OLLEGE

In addition to the traditional method of earning college credit through Advanced Placement test scores, dual and concurrent enrollment offers avenues for secondary students to enroll in college courses while they are still in high school. Dual enrollment permits qualified high school students to attend classes at CSM on a part time basis as a way to accelerate their education. The CSM courses that high school students take earn them college credit and also earn them credit toward diploma completion. For example, students who successfully complete ENG 1010 and ENG 1020 at CSM typically earn credit for Senior English at the same time. Each county school system in Southern Maryland has developed academic standards, and processes for approval and enrollment for their students.

Students in dual enrollment pay 50% of the course tuition and fees, thus making a college education more affordable. Concurrent enrollment allows high school students to take college courses outside the traditional school day. The concurrent and dual enrollment of high school students at CSM continues to grow.

One of the first colleges in the state to develop a Tech Prep program, CSM continues to work with the three county public school systems to develop articulated career programs. Tech Prep agreements enable students to articulate credits directly into an identified associate of applied science program. In 2010, for example, students could articulate credits toward specified degree programs from among a total of 52 courses. A total of 1,110 credits were articulated for 162 students.

T RANSITION TO C OLLEGE

The Start Smart program assists first-time college students in getting started on the path to a successful college experience. Start Smart is an initiative to foster the retention and successful persistence of students. It helps students learn about college and develop skills needed for academic and personal success. Start Smart consists of a variety of programs, resources, and activities including: the first advising session, orientation, online orientation, and Kick Off to College, an orientation program which takes place prior to the start of the semester. Freshman seminars, customized orientations for certain student populations and a re-design of the online orientation will be added. Each of these new activities will be offered at all campuses.

A corollary of the Start Smart student services is the Fast-track Program Piloted successfully in summer of 2010, the program offers new students who place in developmental courses in reading, English, and mathematics the ability to take these courses in an intensive, 10-day environment over the summer, The Fast-track courses are characterized by one-on-one attention, faculty assistants, and self-paced learning. Students are thereby able to accelerate their progress through developmental courses and begin their collegelevel course work much earlier.



P

ARTNERSHIPS WITH

C

OLLEGES AND

U

NIVERSITIES

CSM's 2+2 partnerships with four-year institutions facilitate transfer and provide opportunities for students to earn their bachelor's degrees. These programs allow students to easily transfer between institutions with minimal risk of wasted credits, and while saving thousands of dollars on tuition, fees, housing, and transportation costs. Each month, admissions representatives from private and state schools visit each campus to recruit and advise students of their transfer options. Some schools offer instant, on-site admissions for students who have a completed application and transcript.

CSM joined forces with the University of Maryland College Park to guarantee the transfer of students to the university through membership in the Maryland Transfer Advantage Program (MTAP). MTAP eases the transfer process and makes it possible for students to begin taking classes at UMCP at a tuition discount while still attending CSM.

The college continues to seek opportunities to bring bachelor degree programs to the region so that students can complete their educational goals in the region. In addition to the UMUC alliance mentioned under State Plan Goal #2, the college has arranged for -

Towson University and Bowie State University to provide in Southern Maryland a Bachelor of Science Degree in Elementary

Education, Villa Julie College to deliver a bachelor’s degree in nursing and University of Baltimore to provide a business administration program at the Leonardtown campus. A number of additional articulation agreements exist with Maryland institutions including an agreement with St. Mary’s College of Maryland that encourages CSM computer science graduates to continue for their bachelor’s degree. In addition, the college has long had a consortia agreement with Capitol College and St. Mary’s College to offer an engineering program in Southern Maryland. The agreement with Capitol now embraces three engineering fields: Astronautical,

Computer and Electrical Engineering.

Through the collaborative efforts of CSM, the Naval Air Warfare Center – Aircraft Division (NAWDAD), the Southern Maryland

Higher Education Center (SMHEC), and the University of Maryland Clarke School of Engineering, a cooperative agreement was forged allowing CSM graduates in mechanical and aerospace engineering to transfer to the University of Maryland as juniors, with most of their courses taken at SMHEC rather than at College Park. Up to 20 students per year will receive full tuition scholarships to the University of Maryland and will participate in paid cooperative educational experiences during the summer. Following graduation, the new engineers are guaranteed employment at NAS PAX with NAWCAD. The Navy also paid for the construction of a

$750,000 dedicated lab at the Southern Maryland Higher Education Center for this baccalaureate completion program. The cooperative agreement will permit many more students to complete their baccalaureate degrees in Southern Maryland and fill an important workforce need for NAS PAX, the largest employer in St. Mary’s County.



Goal 5: Promote economic growth and vitality through the advancement of research and the development of a highly qualified workforce.

P

ARTNERSHIPS WITH

G

OVERNMENT

, B

USINESS

,

AND

I

NDUSTRY

.

The college recognizes that to grow a highly qualified work force in Southern Maryland, the college seeks to be linchpin among higher education, K-12 education and area employers.

Developing and administering workforce preparation programs and courses that meet the employment needs of the Southern

Maryland/Washington Metropolitan area is a continual process at the College of Southern Maryland. Weekend courses were launched two years ago to address the demands of working adults. In addition, the number of online courses and programs has steadily increased over the past three years to offer convenient opportunities for learning. Recruiting efforts also include special open houses for non-traditional aged students in the evenings and on weekends. Through articulation agreements with four-year institutions, as well as through the forty-one (41) Science, Technology, Engineering, and Mathematics (STEM) identified programs, degree or certification in STEM fields, and its Career Starters in noncredit education, CSM is addressing critical workforce shortages in southern

Maryland.

Initiatives such as the Education Partnership Agreement between CSM and Naval Air Warfare Center Aircraft Division (NAWCAD) address the issue. The agreement develops a pipeline for students to advance from academic studies to employment within national security industries in Southern Maryland. The partnership develops the framework for interaction between CSM students and faculty, area elementary, middle and high school students and teachers, and NAWCAD scientists and mentors. It identifies students with an interest in science while they are in elementary school, and will provide learning and internship opportunities for them through college. Naval Air Systems Command (NAVAIR) Fellows will be working with CSM faculty on projects and experiences for the students.

Recognizing the emerging crisis for the energy industry, CSM with its industry, education and economic development partners created a comprehensive solution to address demands for workers with operations, maintenance, and/or construction skills in three sectors: energy generation (oil, gas, coal, nuclear, solar, wind); energy transmission/distribution; and energy facility/utility construction. The college applied for and was awarded a $1-million grant. In addition, CSM received a $130,000 federal grant to provide scholarships for a new nuclear science training program that launches in 2010-2011 and will be housed at the Prince Frederick campus. It is part of a larger grant awarded by the Nuclear Regulatory Commission to prepare the next generation of nuclear energy technicians, a field that faces a wave of retirements within the next decade.



Federal Reserve Bank representatives and CSM representatives are working together to provide financial literacy training locally for public school teachers so that teachers do not have to travel to Baltimore. The CSM president, Dr. Bradley Gottfried, has contacted the superintendents’ offices in the three counties to begin discussions about the best way to conduct the training. Additionally, the college sponsored free financial seminars through two all-day Money Smart conferences at the La Plata and Leonardtown campuses. These workshops are offered by financial experts addressing a wide variety of topics regarding real estate and mortgage, personal banking and finance, identity theft, financial planning and insurance. The seminars are free and open to all residents in the tri-county community

To address the need for short-term training, Career Starter programs offer non-credit certificates targeted to those who are out of work due to the recession or targeted to those individuals who are looking at changing careers. This includes a variety of careers in areas such as business, construction, early childhood, healthcare, hospitality, information technology, real estate, transportation and veterinary courses. In addition, CSM opened a new Center for Trades and Energy Training at the beginning of FY2010 to offer new and expanded course offerings to the Construction Trades.

The Corporate Center at the College of Southern Maryland offers comprehensive leadership training, supervisory and management development courses, workforce training, and consultations for organizations seeking to increase employee productivity and organizational efficiency.

Partnerships such as the following are vital to the success of the college’s workforce development efforts: a) The College of Southern Maryland is an active participant in the activities of the Tri-County Council, a forum of regional leaders dedicated to advancing the interests of all the people of Southern Maryland through promoting the social and economic development of the region, environmental protection; including research, information management, and the preparation of a regional plan. b) The college works closely with the Patuxent River Naval Air Warfare Center and the Indian Head Naval Surface Warfare

Center (NSWC). In the fall of 2007 a formal memorandum of understanding was signed with NAWC/AD as an

Educational Agreement for expanded cooperative efforts between the college and the Navy. c) The college is a member of the Patuxent Partnership, an education / government / private enterprise consortium that supports initiatives important to the Naval Air Warfare Center at Patuxent River as well as the Navy Alliance, which is protects the defense industries economic engine in Southern Maryland. d) The college is an active member in all three Chambers of Commerce and three Economic Development Commissions

(EDCs)



e) The college has various partnership agreements with the local public school systems, the health departments, and the departments of social services aimed at enhancing service to local citizens. f) The college works closely with the four local hospitals and healthcare employers to develop strategies to address the workforce shortages in that industry and has worked to develop health care roundtables in each county to address workforce shortages. Business Development Activities. The college has developed a technologically advanced Center for

Business and Industry on the La Plata campus which houses many of the services required by local businesses, including:

B USINESS D EVELOPMENT A CTIVITIES .

The college has developed a technologically advanced Center for Business and Industry on the La Plata campus which houses many of the services required by local businesses, including: a) The Corporate and Community Training Institute (CCTI) provides customized workforce training at the college as well as off-site. The college also offers a variety of open enrollment courses to enhance the job skills of individuals. b) The Southern Region Small Business Development Center (SBDC) provides start up and expansion assistance to local businesses through one-on-one counseling and guidance. SBDC also provides training programs specifically engineered for the needs of small businesses. c) Conference and Exhibitions Services assists in hosting meetings conferences and exhibitions sponsored by local businesses and agencies. d) The Maryland Center for Environmental Training (MCET) provides training and consulting services and produces publications on water, wastewater, and other topics related to the environment. In addition MCET is the state training provider for the Maryland Occupational Safety and Health Administration. e) As a registered Project Management Institute provider, the college produces a full range of project management courses as well as preparation for the certification exam.



IV.

I NSTITUTIONAL O BJECTIVES & O UTCOMES

A.

V

ISION AND

S

TRATEGIC

P

LAN

---

CSM recently completed a revised Strategic Plan covering 2010-2013. The process included a review of the mission, vision and values as well, all approved by the Board of Trustees in April 2010.

The vision of the college which confirms its original spirit of dedication to learning, growing and changing, conveys a continuation of this dedication and a commitment to broadening the learning experiences in the classroom, the college and the community:

V

ISION

Transforming lives through lifelong learning and service.

V ALUES / G UIDING P RINCIPLES

Diversity

Excellence

Innovation

Integrity

Knowledge

Respect

Teamwork



The college’s new mission, vision, and value are woven into the new institutional strategic plan for 2010-2013:

Goal 1: CSM effectively meets the life-long and diverse educational, workforce development, cultural, and community needs of a changing Southern Maryland.

Objective 1.1 Increase the percentage of high school students and recent high school graduates from the tri-county area enrolled at CSM or another post-secondary institution.

1.1a Host dialogues with area high school and middle school personnel, students, and parents to determine current roadblocks to enrollment at CSM following graduation

1.1b Fully implement new recruitment plan which addresses how to attract and enroll high school students and recent high school graduates.

1.1c Develop and implement new marketing plan which addresses high school students and recent high school graduates and identify specific programs to market to this group.

1.1d Work with public school systems in each county to clarify and expand CSM course offerings that current high school students can take during the traditional school day.

1.1e Explore and, if appropriate, develop a plan to pilot a Middle College program for high school students who are interested in simultaneously completing their high school diploma and taking college-level classes on one of our campuses.

Objective 1.2 Develop recruitment strategies to increase the diversity of the student body.

1.2a Identify specific minority student populations in order to set recruitment goals.

1.2b Develop minority student recruitment strategies tailored to each county.

1.2c Develop a minority student recruitment monitoring process.

1.2d Host student focus groups for students of color and students of varying cultural backgrounds to gather campus climate data and share data with appropriate departments and committees.



Objective 1.3 Increase the number of adult learners – those 25 years of age and older – who choose CSM to facilitate career changing, associate degree completion, and skill enhancement.

1.3a Examine and retool credit workforce and career development programs and courses to meet the needs of adult learners and employers.

1.3b Examine and retool continuing education workforce and career development programs and courses to meet the needs of adult students and employers.

1.3c Expand marketing and promotion approaches that will attract adult learners (such as women over thirty years old; people of color; discharged, returning and retiring military; retirees in search of a second career; and others in this category) to

CSM’s credit and continuing education programs and identify specific programs to market to this group.

1.3d Examine and develop new approaches to delivering student services to a diverse adult population.

Objective 1.4 Increase the opportunities for students to complete bachelor’s degree programs in Southern Maryland.

1.4a Review and assess current 2+2 partnership programs to determine student success in attaining degrees through these programs and to identify and address any roadblocks to success.

1.4b Conduct a systematic review of 2+2 partnership programs to determine if there are gaps in our current array of offerings that may provide opportunities to expand these partnerships to additional programs of study.

1.4c Expand collaborative partnerships with four-year institutions that result in more bachelor-degree completion opportunities for CSM graduates at CSM campuses, the Southern Maryland Higher Education Center, Bowie State University,

Capital College, St. Mary’s College, the Waldorf Center for Higher Education, and other Southern Maryland venues.

1.4d

Develop marketing and promotion approaches that will highlight locally offered 2+2 Bachelor’s degree programs.

1.4e Explore opportunities to expand and market 2+2 online degree completion programs.



Objective 1.5 Increase the number of students obtaining or maintaining licensure and certification through CSM courses.

1.5a Conduct research to identify those careers that require certification and licensure and provide students with appropriate courses and programs.

1.5b Expand workforce development programs that lead to certification and licensure.

1.5c Explore partnerships and national certification opportunities and any required continuing education requirements.

Objective 1.6 Increase the number, frequency, variety, and attendance at cultural and community programs offered on each campus.

1.6a Working with each community, identify the types of programs that are most valued in each county to determine CSM’s niche.

1.6b Identify ways to augment the cultural affairs programming budget.

1.6c Increase the number and variety of cultural affairs programs in each county.

1.6d Increase the number and variety of multicultural awareness programs, events and learning opportunities that increase exposure to diverse people, cultures, ideas and viewpoints.

Goal 2: CSM promotes student success by providing outstanding education and related support services that help students achieve their goals.

Objective 2.1 Increase persistence and the graduation and/or transfer rates for all credit students.

2.1a Examine issues - both academic and social integration issues - around the First Year of College and develop programs and services that provide students with a stronger foundation for college success.

2.1b Identify and implement programs that help students make progress toward their goals and assist them in modifying their goals as appropriate.

2.1c Evaluate and revise existing programs that help students succeed academically.



2.1d Identify those students eligible to receive LORs and certificates and assist them in obtaining these awards.

2.1e Expand experiential learning opportunities, including internships, cooperative education, and service-learning experiences.

2.1f Identify the core competencies that define CSM graduates and create the ―CSM Difference‖; imbed these competencies into program expectations.

2.1g Develop a comprehensive retention plan that fosters collaboration throughout the college community.

Objective 2.2 Increase the percentage of African-American students who graduate and/or transfer.

2.2a Examine issues - both academic and social integration issues - around the First Year of College and develop programs and services that provide African-American students with a stronger foundation for college success.

2.1b Identify and implement programs that help African-American students make progress toward their goals and assist them in modifying their goals as appropriate.

2.2c Host dialogues with African-American students to determine current roadblocks to graduation and/or transfer.

2.2d Conduct a comprehensive review of institutional data to determine if there are any unique differences in demographic data, enrollment patterns, financial aid, academic achievement, perception of campus climate, etc. between African-American students and all students that may result in varying student success rates. Provide findings and recommendations to appropriate departments and committees

2.2e Identify those students eligible to receive LORs and certificates and assist them in obtaining the award.

2.2f Explore the feasibility and desirability of launching a mentoring program for African-American male students. Provide findings and recommendations to appropriate departments and committees.

Objective 2.3 Decrease the percentage of students who place into developmental education courses.

2.3a Expand the high school Junior Compass Placement testing program.

2.3b Explore the use of Compass Diagnostic and PLATO tutorials in area high schools.



2.3c Identify ways to increase the number of college-readiness CSM courses available for area high school students.

2.3d Identify barriers to high school student participation in CSM college-readiness courses and make recommendations.

2.3e Explore issues regarding adult students’ placing in developmental education courses to determine if there are any ways to decrease this number. Provide findings and recommendations to appropriate departments and committees.

Objective 2.4 Increase the percentage of students who successfully complete their developmental coursework within four years.

2.4a Examine issues around the First Year of College and develop programs and services that provide students with a stronger foundation for college success.

2.4b Implement programs that help students make progress toward their goals and assist them in modifying their goals as appropriate.

2.4c Identify new methods (e.g. accelerated program possibilities, self-paced courses, and placement testing opportunities) to help students complete their developmental requirements in ways that promote persistence and success.

2.4d Research best practices to address developmental education needs of various student populations (e.g. adult learners,

African-American students, non-native speakers). Provide findings and recommendations to appropriate departments and committees.

Objective 2.5 Promote cultural diversity through academic instruction.

2.5a Develop objectives for the cultural diversity core learning competency

2.5b Identify general education and program-specific courses in which cultural diversity themes can be incorporated.

2.5c Create a comprehensive plan for assessing cultural diversity as one of the ten core learning competencies.

2.5d Research methods to increase faculty and student participation in international conferences, study-abroad programs, exchange programs and other international opportunities.



Objective 2.6 Increase the number of credit courses and credit sections offered in nontraditional and flexible formats.

2.6a Identify the student population(s) and the appropriate course(s) and program(s) to offer in non-traditional formats.

2.6b Develop a marketing plan to promote and encourage enrollment in courses offered through non-traditional and flexible formats.

2.6c Develop an enrollment report for the various nontraditional formats (e.g. web hybrid, weekend college, accelerated)

2.6d Develop a comprehensive distance education plan.

Objective 2.7 Increase graduate (credit students) satisfaction with their job preparation.

2.7a

Explore issues regarding credit student’s satisfaction with their job preparation. Provide findings and recommendations to appropriate departments and committees

2.7b Identify and implement new initiatives that may contribute to increasing student satisfaction with job preparation (e.g. experiential learning, faculty advisement, curriculum modification, etc)

2.7c Investigate how to improve student/graduate satisfaction information collecting systems.

2.7d

Identify the core competencies that define CSM graduates and create the ―CSM Difference‖; imbed these competencies into program expectations.

Objective 2.8 Increase workforce development (continuing education) student satisfaction with job preparation.

2.8a Complete work on workforce development student feedback/data gathering systems and begin tracking data.

2.8b

Explore issues regarding continuing education student’s satisfaction with their job preparation. Provide findings and recommendations to appropriate departments and committees.

2.8c Identify and implement new initiatives that may contribute to increasing student satisfaction with job preparation.



Objective 2.9 Increase the academic performance of CSM students at transfer institutions.

2.9a Explore issues regarding the academic performance of former CSM students at their new transfer institutions. Provide findings and recommendations to appropriate departments and committees

2.9b Examine issues around the First Year of College and develop programs and services that provide students with a stronger foundation for college success

2.9c Develop a comprehensive student learning outcome assessment plan

CSM Goal 3: is the employer of choice of a diverse workforce

Objective 3.1 Integrate diversity and inclusion initiatives into all unit plans.

3.1a Review Unit Strategic Plans to insure that appropriate diversity and inclusion initiatives have been included.

3.1b Conduct diversity climate review for each unit. Provide findings and recommendations to appropriate departments and committees.

Objective 3.2 Increase the percentage of minority employees so that the college’s workforce better reflects the demographics of the region.

3.2a Analyze the recruitment pipeline to identify problems/barriers and develop and implement a plan to recruit a diverse workforce.

3.2b Explore issues regarding minority employee retention. Provide findings and recommendations to appropriate departments and committees.

3.2c Review the approaches used to advertise open positions, particularly with regard to individuals of underrepresented groups and make adjustments as needed.



Objective 3.3 Increase retention rate of full-time faculty and staff.

3.3a Revitalize the employee mentoring program for all employees.

3.3b Develop career ladders and a plan for implementation. Evaluate effectiveness.

3.3c Evaluate the effectiveness of the annual staff salary merit system and make recommendations for change.

3.3d

Examine how CSM’s compensations and benefits compare to peer institutions and comparable local jobs. Develop recommendations to address any competitive disadvantage.

3.3e Explore issues regarding employee morale and job satisfaction. Provide findings and recommendations to appropriate departments and committees.

Objective 3.4 Increase the retention rate of adjunct faculty.

3.4a Review the current system of adjunct faculty orientation and consider making it mandatory.

3.4b Develop an exit survey for adjunct faculty in order to determine why they are leaving.

3.4c Review the effectiveness of the array of services and training provided to adjunct faculty and consider potential changes.

3.4d Conduct a needs assessment in order to determine appropriate types of training, times, locations, and resources needed for adjunct faculty training.

3.4e Assess the effectiveness of faculty training programs for adjunct faculty.

3.4f

Examine how CSM’s compensations and benefits compare to peer institutions. Develop recommendations to address any competitive disadvantages.



Objective 3.5 Improve the hiring process to increase consistency, reduce time to hire, and increase the hiring of employees from underrepresented groups.

3.5a Review and revise hiring processes in order to reduce inefficiencies, improve consistency and increase the hiring of employees from underrepresented groups.

3.5b Develop and implement new search committee training that achieves consistency, ensures compliance with college policies/procedures, and underscores the importance of diversity in the hiring process.

Objective 3.6 Enhance necessary skills and facilitate employee professional growth by expanding and developing new high quality training programs for employees.

3.6a Finalize and implement staff training matrix.

3.6b Develop and implement faculty training matrix.

3.6c In response to defined needs, identify any gaps in current employee training offerings.

3.6d Make cultural diversity training mandatory for all employees.

3.6e Investigate the feasibility of providing a Faculty Development Center on every CSM campus.

3.6f Explore feasibility of developing a Chair and Leadership Academy.

Goal 4: CSM employs effective management practices to ensure that the college provides outstanding services in an efficient and proactive manner at all campuses.

Objective 4.1 Increase employees’ satisfaction with their contributions to the mission and the values of the college.

4.1a Examine how CSM employees believe their job helps contribute to the mission of the college. Develop recommendations to address any issues discovered through this investigation.

4.1b Develop methods to increase the number of CSM employees involved in quality improvement efforts.



4.1c

Develop methods to publicize and raise awareness of the college’s mission, vision and values among college employees.

4.1d Increase opportunities for employees to be recognized and rewarded for their contributions/activities that support diversity and inclusion at the college.

Objective 4.2 Improve management practices and work processes through the Quality Improvement Process (QIP).

4.2a Identify core business processes.

4.2b Prioritize core business processes that need to be reengineered (PARD).

4.2c Determine performance benchmarks or standards for each core business process and develop measurement tools.

4.2d Continue to explore how to best take advantage of the Baldrige National Quality Awards program or the Maryland

Performance Excellence Awards program to enhance continuous improvement and productivity.

4.2e Develop a plan to integrate quality improvement initiatives into the merit appraisal system. Process improvement will be integrated into every employee’s plan for the year.

4.2f Develop a plan to integrate quality improvement initiatives into the awards and recognition program and retool the quality improvement grant process.

Objective 4.3 Increase the level of student satisfaction with college services.

4.3a Review the CCSSE results in order to identify weaknesses and to develop strategies to improve student satisfaction with college services.

4.3b Complete development and begin implementing Customer Service Training program.

4.3c Review unit strategic plans and unit assessment plans to insure that, when appropriate, these plans address student satisfaction with college services.

4.3d Conduct student focus groups by gender, race, etc. to obtain student feedback on college services.



Objective 4.4 Increase the rate at which CSM’s students and employees believe the institution functions as “one college” across our three campuses and various service centers.

4.4a Clarify and implement the vision for integrating the three campuses and other sites into a dynamic whole college by looking at faculty/staff ratios and resource allocation to insure equity college-wide.

4.4b Evaluate the consistency of services and information provided between campuses. Provide findings and recommendations to appropriate departments and committees.

Objective 4.5 Implement policies, procedures and processes that reduce CSM’s “carbon-footprint.”

4.5a

Investigate the American College & University Presidents’ Climate Commitment initiative and consider becoming a signatory and agreeing to implement a comprehensive plan to pursue climate neutrality.

4.5b Complete a comprehensive inventory of all greenhouse gas emissions (including emissions from electricity, heating, commuting, and air travel).

4.5c Develop an institutional action plan for becoming climate neutral. The plan may include:

1. A target date for achieving climate neutrality as soon as possible.

2. Interim targets for goals and actions that will lead to climate neutrality.

3. Actions to make climate neutrality and sustainability a part of the curriculum and other educational experience for all students.

4. Actions to expand research or other efforts necessary to achieve climate neutrality.

5. Mechanisms for tracking progress on goals and actions

4.5d Establish and implement a policy that all new college construction will be built to at least the U.S. Green Building

Council’s LEED Silver standard or equivalent.

4.5e Adopt an energy-efficient appliance purchasing policy requiring purchase of ENERGY STAR certified products in all areas for which such ratings exist



Objective 4.6 Research and adopt appropriate best practices in internal controls in the financial area.

4.6a Develop an RFP for an initial risk assessment to identify the initial key areas for the internal audit.

4.6b Develop a plan and scope of work for ongoing financial control assurances.

4.6c Develop and disseminate an RFP for an internal financial controls audit.

4.6d Contract for Internal Control audits.

4.6e Evaluate the Internal Control audit findings and implement mitigation processes/procedures.

Objective 4.7 Research and adopt appropriate best practices in security controls for the information technology area.

4.7a Perform an external penetration assessment to determine the threat level from hackers.

4.7b Develop a plan and scope of work for ongoing IT security assurances.

4.7c Work with DFS to contract for IT security audits.

4.7d Evaluate the IT security audit findings and implement mitigation processes/procedures.

Goal 5: CSM has the resources to accomplish the college mission and goals.

Objective 5.1 Maximize existing funding streams in order to minimize future tuition increases.

5.1a Study and implement strategies to increase state and county support.

5.1b Develop guidelines for using auxiliary revenue to fund operating expenses.

5.1c Examine current revenue sources and develop strategies to enhance existing revenue streams and to identify new sources of revenue.



Objective 5.2 Implement efficiencies that result in a more effective use of resources.

5.2a Form an ad hoc committee to explore how greater efficiencies can reduce expenditures (e.g. staffing, supplies and materials, utilities, etc). The group should also examine operations to determine which may be effectively outsourced.

5.2b Determine cost per student targets for each department/program and if not reached, develop strategies to reach them.

5.2c Conduct a systematic review of all academic departments/divisions to determine if they are cost-effective and meeting the needs of the region. Grow, maintain, or delete as needed.

Objective 5.3 Acquire additional resources (e.g. land, equipment, technology, etc.) through grants, fundraising and new partnerships.

5.3a Identify other funding streams and pursue them aggressively.

5.3b Identify new approaches to raising annual gifts, such as additional events and ways of using existing events as ―friendraisers.‖

5.3c

Secure funds to maintain CSM’s STEM Institute and to launch new initiates focused on Diversity and Inclusion; Non-

Profit Enhancement; and the Southern Maryland Think Tank.

In pursuit of its goal to continuously improve institutional effectiveness, the college has worked to implement a framework of performance measures that bring together in a systematic way the most important and actionable indicators of institutional performance. These Key Performance Indicators provide retrospective data, benchmarks and statistical projections associated with one of the five institutional goals described above. Many of the KPIs are also indicators found in the Maryland Performance

Accountability Report (MPAR).

This comprehensive approach to evaluating institutional success necessarily includes the five goals for post secondary education contained in the state plan. They are within the KPI system of measurement indicators relative to the history, projections and benchmarks related to quality and effectiveness, access and affordability, diversity, student-centered learning and economic growth and vitality.



B.

C APITAL PROJECTS AND EQUIPMENT

The Facilities Master Plan, on file with MHEC, outlines expected large scale capital needs in the future. They include:

Prince Frederick Buildings II and III

Leonardtown Campus Classroom Building

La Plata’s renovation of the Business Building, the Continuing Education Building and the Fine Arts Building.

Foreseeable needs that are likely to have a significant impact on budgets for the future include the constant need to refresh and upgrade information technology and the inevitable, and probably very significant, increases in fixed expenses, especially energy. In addition to upgrading information technology, it is also foreseeable that costs associated with alternative modes of instructional delivery, which positively affect student access to education, moderate physical facilities needs and lessen the time spent to acquire a degree, will also increase substantially.

C.

M EASURABLE O BJECTIVES

As indicated elsewhere in this document CSM has a set of 60 institutional key performance indicators (KPI) associated with one of the institutional strategic goals that allow the college to monitor its effectiveness and record improvements as they are made throughout the institution. Data is collected on each of the institutional objectives and against a benchmark. The KPIs are reviewed on an biannual basis and used to improve institutional effectiveness.





A p p e n d i i i x B

Waldorf Center Mission Statement


Facilities Master Plan January 2011 Page B. 1

Summary Mission Statement

The Waldorf Center for Higher Education (Waldorf Center) combines the educational talents and resources of the College of Southern

Maryland (CSM), University of Maryland University College (UMUC), and other higher education partners to provide comprehensive, high-quality associate, bachelor, graduate and professional programs and specialized workforce training to the residents of Southern Maryland. The Waldorf Center actively seeks to attract new students and assist them in developing and achieving individual and educational goals, expand local bachelor’s and graduate degree options, and promote transfer education and workforce development opportunities.

I.

S UMMARY OF I DENTITY AND P URPOSE

In a region not home to any comprehensive bachelor degree granting institutions, the Waldorf Center serves as a vital link between the associate degree courses and programs offered by CSM and the bachelor and graduate degree programs offered by UMUC and other higher education partners. Through collaborative 2+2 and 2+2+2 programs, and other cooperative approaches to educational program delivery, the Waldorf Center contributes to the expansion of the region’s bachelor degree attainment in a cost-effective, efficient manner.

The Waldorf Center also supports economic and community development in the tri-county region. The educational partners at the

Waldorf Center provide business development and training services to companies and organizations to help them grow, compete and succeed. The Waldorf Center serves the community by hosting meetings, forums, and a variety of activities and events.

The Waldorf Center recognizes the challenges inherent in serving a population whose commuting and work schedules have grown increasingly complex. Working with partner institutions, the Waldorf Center continues to explore, design, and deliver instruction and services that address the lifelong learning needs of the central Southern Maryland population.

The Waldorf Center serves more than 3,000 credit students annually. The typical credit student enrolled at the Center resides in the

Southern Maryland area, is female, employed, and attending part-time. The average age is 26. Due to work and commuting schedules, the majority of the students are taking courses in the evening and on the weekends. The Waldorf Center’s student population is comprised of 42 percent Caucasian, 40 percent African American, 5 percent Asian, 3 percent Hispanic and 10 percent other races.



II.

P ERFORMANCE AND O UTCOMES

In response to the Southern Maryland region’s needs, most of the Waldorf Center’s instructional programs focus on the following areas :

Business and Management – Retail and service industries comprise the business context of the region served by the Waldorf Center.

These businesses tend to be small. The local, state, and federal governments also employ large numbers of local residents. Programs that meet the needs of business and government include Accounting, Business Administration, Management Development, and

Management Studies.

Criminal Justice – Since the 9/11 terrorist attacks, career opportunities in the criminal justice and homeland security fields have greatly expanded in the greater Washington, D.C. area. The Waldorf Center has responded by working with CSM and UMUC to enhance Criminal Justice program offerings at the Waldorf Center. These programs prepare students to serve the community on a local, state, or national level in the fields of law enforcement, parole and probation, juvenile justice, corrections, or criminal justice research. The associate’s degree program at CSM is part of an articulated partnership with University of Maryland University College

(UMUC). Students successfully meeting the requirements of this associate’s degree program can transfer the necessary credits to

UMUC and complete their Bachelor of Science in Criminal Justice and Homeland Security through courses offered in Southern

Maryland and online.

Teacher Education – In an effort to address the continuing need for teachers in this rapidly growing region, CSM has partnered with

Towson University to offer a 2+2 program in elementary education. CSM’s A.A.T. degree in elementary education has been paired with Towson’s bachelor’s degree in Elementary Education. Students can enroll in the majority of the courses needed for these programs at the Waldorf Center.

Technology – The two local military installations generate much of the need for technicians in the information technology area. CSM has formed an alliance with UMUC to ensure those programs leading to technology degrees are aligned. The upper division programs available at the Waldorf Center include Information Systems Management and Computer Studies.

Transfer Programs – In an area where residents have limited access to four-year institutions; the Waldorf Center provides a home for institutions providing 2+2 transfer programs in the tri-county region. In addition to the programs listed above, the Waldorf Center offers courses needed to earn an associate degree in Criminal Justice and General Studies. In all, five associate degree programs and six bachelor’s degree programs are available through the Waldorf Center. Increasing the availability of transfer programs offered in the region furthers the state’s dual goals of achieving a statewide array of postsecondary educational institutions while providing affordable and equitable access for all Maryland citizens.



The Waldorf Center not only offers these programs at a convenient location, but utilizes a variety of alternative instructional delivery methods and compressed and accelerated course options to meet the needs of the working adult student. The Waldorf Center is working with partners to expand its alternative delivery options. The Waldorf Center is well equipped and well positioned to pilot new teaching and learning formats that combine distance learning with classroom learning.

CSM and UMUC utilize a variety of environmental scanning and feedback mechanisms to continuously monitor regional education needs and determine the degree to which the Waldorf Center’s programs and services are meeting those needs. The Waldorf Center works with its higher education partners to consider offering new courses, programs and degrees to respond to unmet needs.

By offering continuing education courses and credit courses and programs that respond to the needs of the region, the Waldorf Center not only contributes to achieving the goals of the State Plan for Postsecondary Education, but fulfills its mandate to:

1) provide access to affordable higher education programs to Maryland’s diverse citizenry in unserved or underserved areas of the

State;

2) respond to the needs of businesses and industries in the areas in which they serve; and

3) encourage participation by institutions of higher education for the benefit of students and serve the workforce development needs of elementary and secondary schools, business and industry, and government agencies.

IV.

G OALS AND P RIORITIES

The State of Maryland has outlined the following goals in the 2009 State Plan for Postsecondary Education:

Goal 1: Maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs of the state and the nation.

The Waldorf Center will work with participating institutions to build on the quality and strength of each by offering high quality academic programs, instruction, and student support services. One of the goals of the

Waldorf Center is to provide students with access to similar high quality resources and services as they would find on any other college campus.



Goal 2: Achieve a system of postsecondary education that promotes accessibility and affordability for all Marylanders.

In the absence of a transfer institution in the region that serves the needs of both the traditional-age and working adult student, the Waldorf Center serves as an important link between the associate degree courses and programs offered by the College of Southern Maryland and the bachelor and graduate degree programs offered by UMUC and other higher education partners. CSM has entered into several “two plus two” articulation agreements with partner schools. The Waldorf Center actively works to expand these agreements and to provide a sequence of courses that will articulate from CSM’s lower-level undergraduate programs to upper-level undergraduate programs. Through this collaborative approach, the Waldorf Center helps to expand the region’s bachelor degree attainment level in a cost-effective, efficient manner and meets the needs of the residents of the Southern

Maryland region.

Goal 3: Ensure equal opportunity for Maryland’s diverse citizenry.

The Waldorf Center is located in one of the most rapidly changing areas of the State. The economic, racial, and ethnic diversity of citizens in the Greater Waldorf area presents unique challenges and opportunities for the

Waldorf Center. The Waldorf Center has an outstanding history of serving students traditionally underrepresented in higher education. The Waldorf Center’s student population is more diverse than the student populations on the home-campuses of the institutions offering classes at the Waldorf Center. The Waldorf Center is committed to developing services and programs that are sensitive to issues of diversity and respond to the unique needs of a diverse citizenry.

Goal 4: Achieve a system of postsecondary education that promotes student-centered learning to meet the needs of all Marylanders.

The Waldorf Center helps expand the region’s bachelor degree attainment level in a cost-effective, efficient manner. Through a collaborative approach, the Waldorf Center provides instructional programs that are fully articulated from the College of Southern Maryland’s associate degrees to UMUC and other partner institution’s bachelor’s and master’s degree programs. These programs enable students to complete their bachelor and graduate degrees without leaving the Southern Maryland region. The Waldorf Center works with partner institutions to design and deliver convenient, flexible learning options and innovative instructional delivery methods that address the lifelong learning needs of the central Southern Maryland population.



Goal 5: Promote economic growth and vitality through the advancement of research and the development of a highly qualified workforce.

The Waldorf Center for Higher Education contributes to the accomplishment of this goal by cost-effectively extending the existing resources of higher education in the State to the Southern Maryland region and ensuring that the region is provided with a well-educated workforce critical to the economic development of the area and the State as a whole.

The Waldorf Center also contributes to meeting the State’s present and future needs through the following goals and priorities.

L ONG -R ANGE G OALS

T

HE

W

ALDORF

C

ENTER WILL

:

Goal 1: Enable students to complete their bachelor and graduate degrees without leaving the Southern Maryland region by developing programs that respond to the area’s economic needs and diverse citizenry

(supports Goals 1, 2 and 3 of the State Plan for

Postsecondary Education) ;

Goal 2: Respond to the needs of working adults by providing convenient, flexible learning options and innovative instructional delivery methods (supports Goals 2, 4 and 5 of the State Plan for Postsecondary Education) ;

Goal 3: Provide instructional programs that will be fully articulated from CSM’s associate degrees to UMUC’s and Towson’s bachelor’s degree curricula, and from UMUC bachelor’s degrees to UMUC’s master’s degree programs

(supports Goals 1, 2 and 4 of the State Plan for Postsecondary Education) ;

Goal 4: Encourage other postsecondary educational institutions to offer articulated degree programs that meet the needs of the region but are not provided by CSM or UMUC (supports Goals 1, 2, 4 and 5 of the State Plan for Postsecondary Education) ;

Goal 5: Provide proactive, highly responsive outreach-oriented student support services that not only meet the convenience needs of the commuting adult student but contribute to student success and goal achievement of a diverse student body (supports Goals 1, 2, 3 and 4 of the State Plan for Postsecondary Education) ; and

Goal 6: Increase the baccalaureate-prepared workforce needed by employers in the Southern Maryland region (supports Goal 5 of the

State Plan for Postsecondary Education) .



S HORT -T ERM P RIORITIES

Priority 1: Attract new students to the Waldorf Center for Higher Education by increasing public awareness of its educational offerings.

Objective 1.1

Create more of a “collegiate-feel” at the Waldorf Center.

Measures of Success :

90% of customers identify a collegiate feel to the Waldorf Center environment

90% of customers indicate that they feel part of their “home-institution” while taking classes at the Waldorf Center.

Objective 1.2

Increase the number of CSM/UMUC alliance students over the previous year by 5%.

Measures of Success:

UMUC e-applications cross listed with Alliance Letter of Intent list.

Objective 1.3

Increase utilization of the Waldorf Center’s Web site by 10% compared to last year.


# of Waldorf Center website hits

# of Waldorf Center website click-throughs

Customer service satisfaction survey item indicating at least a 90% satisfaction rate with usefulness and ease of use of Waldorf

Center’s website.

Priority 2: Provide access to high quality student services consistent with those offered to students attending similar locations for the

College of Southern Maryland and the University of Maryland University College.

Objective 2.1

Have all staff complete customer service training.


% of front line staff completing training matrix.



Objective 2.2

Review student services offered at the Waldorf Center bi-annually and develop proposed enhancements.


Annual Report

Customer Satisfaction Survey

Priority 3: Ensure that the Waldorf Center receives a 90% or higher customer satisfaction rating with the quality of the facility.

Objective 3.1

Review classroom furniture and equipment to insure they meet the instructional needs of faculty and students.


90% of customers indicate that the Waldorf Center environment fosters learning

Instructor satisfaction rating with classroom environment and technology available.

Student satisfaction rating with classroom environment and technology available.

Objective 3.2

Redesign the Student Lounge in order to provide vending services to replace former Café.


Annual Report

Customer Satisfaction Survey

Priority 4: Increase classroom utilization at the Waldorf Center.

Objective 4.1

Increase the number of classes that run by 5% over fall of 2009.


Number of courses for each institution that remain active after the add-drop date.

Objective 4.2

Obtain 10 new room rental agreements this fiscal year.


Number of new room rentals scheduled from July 2010 - June 2011.



A p p e n d i i i x C

Statistics for Academic Program Enrollments


Facilities Master Plan January 2011 Page C. 1

Enrollment by Academic Programs

All Campuses

Program Code

AA.AS

AA.AS.ART.HUM

AA.AS.ART.PA

AA.AS.BIO

AA.AS.BIOTECH

AA.AS.CULTURAL.S

AA.AS.DEN.HYG

AA.AS.EXCERCISE

AA.AS.HST.PA

AA.AS.MTH.PS

AA.AS.MUS.PA

AA.AS.NUR

AA.AS.PHL.PA

AA.AS.PRE.DEN.HY

AA.AS.PRE.NURS

AA.AS.SCI.TECH

AA.AS.SOCSCI

AA.AS.SPA

AA.AS.THDA.PA

AA.AS.WOMSTU

ENROLLMENT HISTORY BY ACADEMIC PROGRAM – FALL 2006 to FALL 2009

Program

Arts & Sciences

Arts & Sciences: Arts & Humanities

Arts & Sciences: Art

Arts & Sciences: Biological Sciences

Arts & Sciences: Biotechnology

Arts & Sciences: Cultural Studies

Arts & Sciences: Dental Hygiene

Arts & Sciences: Exercise and Sport Science

Arts & Sciences: History

Arts & Sciences: Math/Physical Sciences

Arts & Sciences: Music

Arts & Sciences: Nursing

Arts & Sciences: Philosophy

Arts & Sciences: Pre-Dental Hygiene

1-Year 4-Year

Fall Fall Fall Fall % Change % Change

AA Ct 2006 2007 2008 2009 2008-2009 2006-2009

X 130 124 153 151 -1.3% 16.2%

X 29 33 31 33 6.5% 13.8%

X

X

108

106

X 11

X 1

X 0

X 0

X 36

X 19

X 47

X 0

119

112

14

3

0

0

37

25

42

0

110

118

8

5

4

16

31

19

35

3

97

138

12

2

1

53

30

32

33

-11.8%

16.9%

50.0%

-60.0%

-75.0%

231.3%

-3.2%

68.4%

-5.7%

0.0%

-10.2%

30.2%

9.1%

100.0%

100.0%

100.0%

-16.7%

68.4%

-29.8%

100.0%

X

X

7

50

5

64

4

66

3

8

88

100.0%

33.3%

14.3%

76.0%

Arts & Sciences: Pre-Nursing

Arts & Sciences: Applied Sciences & Technology

Arts & Sciences: Social Sciences

X

X

57

28

54

45

74

46

100 35.1%

30 -34.8%

X 110 141 168 149 -11.3%

X 4 10 9 12 33.3% Arts & Sciences: Spanish

Arts & Sciences: Theater and Dance

Arts & Sciences: Women's Studies

General Studies

General Studies: Communication

X

X

21

0

X 717 841 884 1,097 24.1%

X 68

25

0

87

16

2

89

13

5

-18.8%

150.0%

122 37.1%

AA.GENSTU

AA.GENSTU.COM.PA

AA.GENSTU.CR.PA

AA.GENSTU.ELEM.PA

AA.GENSTU.ENG.PA

AA.GENSTU.ENVIR

General Studies: Criminal Justice

General Studies: Elementary Teacher Education

General Studies: English

X 114 158 178 253 42.1%

X

X

General Studies: Environmental Management X

11

42

3

16

58

8

9

51

9

1

47

10

-88.9%

-7.8%

11.1%

AA.GENSTU.FORENS

AA.GENSTU.JOURN.

General Studies: Forensic Studies

General Studies: Journalism

AA.GENSTU.SPEECH.PA General Studies: Speech Communication

X

X

X

0

21

5

0

36

3

2

31

6

14

38

6

600.0%

22.6%

0.0%

75.4%

7.1%

35.5%

200.0%

-38.1%

100.0%

53.0%

79.4%

121.9%

-90.9%

11.9%

233.3%

100.0%

81.0%

20.0%




All Campuses

Program Code

AA.TCHED.EC

AA.TCHED.ELEM

Program

Teacher Education: Early Childhood

Teacher Education: Elementary

Fall Fall Fall Fall

AA Ct 2006 2007 2008 2009

X 54 69 59 47

X 81 66 54 31

AA.TCHED.SEC

AAS.ACCT

AAS.COMP.INFO.SY

AAS.COMP.PROG

AAS.CONST.MGT.TECH

AAS.CP.MICRO

AAS.CRIM.JU

AAS.EARLYCHD

AAS.EGR.TECH

AAS.EGT.TECH.DRA

AAS.EGT.TECH.ELE

AAS.EGT.TECH.MFT

AAS.ELECT.PWR.TE

AAS.ELECT.TECH

1

Teacher Education: Secondary

Accounting

Computer Information Systems

Computer Programming

Construction Management Technology

Computer Programming: Microcomputers

Criminal Justice



Engineering Technology: Drafting

Engineering Technology: Electronics

Engineering Technology: Manufacturing X


Electronics Technology

X 97 82 103 113

X 220 255 238 208

X

X

0

128

0

104

21

63

48

38

X

X

0

1

3

0

14

0

22

0

X 209 221 208 225

X 83 75 87 94

X

X

X

X

X

45

0

0

5

1

42

45

0

0

4

4

41

48

20

14

5

9

18

46

39

20

5

2

AAS.ELECT.WRG.TECH

AAS.EMS

Electric Wiring Technician


X

X

0

18

0

17

0

23

15

1

34

AAS.ENVIR.TECH

AAS.FIRE.S.TECH

AAS.HUM.SERV

AAS.ISS

AAS.IST

AAS.IST.MCP

AAS.IST.MCSE

AAS.IST.WEB

AAS.IST.WIRE

AAS.MASSAGE.THER

1

AAS.EGR.TECH.



Human Services



Information Services Technology: MCP

X

X

X

X

X

X

X 172 168 151 156

X 3 1 1 0

Information Services Technology: MCSE

Information Services Tech.: Web Developer

Information Services Tech. :Wireless Comm X

Massage Therapy changed to AAS.EGT.TECH.MFT in Fall 08.

X

12

28

49

0

49

38

4

75

9

27

52

5

50

26

3

54

15

30

59

26

48

44

8

51

21

36

86

49

54

37

2

39

1-Year

%Change

2008-2009

-20.3%

-42.6%

9.7%

-12.6%

128.6%

-39.7%

57.1%

0.0%

8.2%

8.0%

-4.2%

95.0%

42.9%

0.0%

-77.8%

-16.7%

100.0%

47.8%

40.0%

20.0%

45.8%

88.5%

3.3%

-100.0%

12.5%

-15.9%

-75.0%

-23.5%

100.0%

0.0%

100.0%

-64.3%

100.0%

88.9%

75.0%

28.6%

75.5%

100.0%

-9.3%

-100.0%

10.2%

-2.6%

-50.0%

-48.0%

4-Year

% Change

2006-2009

-13.0%

-61.7%

16.5%

-5.5%

100.0%

-70.3%

100.0%

-100.0%

7.7%

13.3%

2.2%

100.0%




All Campuses

Program Code

AAS.MEDLABTECH

AAS.MGMT.DEV

AAS.PARAL.ST

AAS.PRE.RAD

AAS.PRE.RESP

AAS.PTASST

AAT.EARLY.CHILD.EDU

AAT.ELEM

AS.BUS.ADMIN

AS.BUSADM.TECMGM

AS.COMPUTER.SCI

AS.EGR

AS.EGR.CON

AS.NURSING1

AS.SPORT.MGT

CE.ACCT.ADV

CE.ACCT.BASIC

CE.COMM. VEHICLE

CE.COMP.DRAFT

CE.COMPART

CE.COMPSK.MGR

CE.CRIM.JU

CE.DRAFT

CE.EARLY.CH

CE.EGR.TECH

CE.EMS

CE.EMS.PARAMED

CE.ENVIR.TECH

CE.ENVIRTEC.ENVI

Program



Paralegal Studies

Pre-Radiography

Pre-Respiratory Therapy


Associate of Arts in Teaching: Early

Childhood Ed

Associate of Arts in Teaching: Elementary

Business Administration

Business

Management

Administration:

Computer Science

Engineering

Technical

Engineering-Consortium

Nursing

Sport Management


Accounting: Basic



Computer Art/Digital Imaging

Computer Skills for Managers

Criminal Justice

Drafting




Emergency Medical Services: Paramedic


Environmental Tech.: Planning

1-Year 4-Year

Fall Fall Fall Fall %Change % Change

AA Ct 2006 2007 2008 2009 2008-2009 2006-2009

X 1 12 12 11 -8.3% 1000.0%

X 216 212 194 174 -10.3% -19.4%

X

X

X

X

87

8

45

82

8

59

98 101

128 100 123 145

12

45

8

49

3.1%

17.9%

-33.3%

8.9%

16.1%

13.3%

0.0%

8.9%

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

0

170

701

7

160

690

40

184

746

78

187

784

14 33 51 56

83 85 138 140

136 140 158 201

95.0%

1.6%

5.1%

21 21 24 39

215 252 262 257

29

16

54

12

59

20

62.5%

-1.9%

48 -18.6%

17 -15.0%

1

12

0

20

23

5

19

38

2

5

10

1

1

21

10

17

34

2

15

0

15

5

3

5

1

1

18

9

18

26

0

14

1

13

2

12

5

0

1

24

8

0

14

9.8%

1.4%

27.2%

33.3%

18 100.0%

15 -16.7%

-69.2%

0.0%

0.0%

1 0.0%

31 138.5%

7

6

250.0%

-50.0%

3 -40.0%

1 100.0%

0 -100.0%

100.0%

10.0%

11.8%

300.0%

68.7%

47.8%

85.7%

19.5%

65.5%

6.3%

4.3%

260.0%

-21.1%

-78.9%

-100.0%

16.7%

100.0%

55.0%

250.0%

20.0%

-70.0%

0.0%

-100.0%



All Campuses

CE.PROF.COM

CE.REC.TEC.ADVAN

CE.REC.TEC.BASIC

CE.SECURITY.MGT

CE.TECH.SUP

CE.WEB.DEV

LOR.A+.SKILLS

LOR.AMER.STU

LOR.ART.HISTORY


Professional Communications

Studio Recording Technology: Advanced

Studio Recording Technology: Basic

Security Management

Technical Support

Web Developer

A+ Skills Training

American Studies

Art History

X

X

X

X

X

X

X

X

X

1-Year 4-Year

Fall Fall Fall Fall %Change % Change

2006 2007 2008 2009 2008-2009 2006-2009

3 2 1 2 100.0% -33.3%

1

0

0

0

1

0

1

3

0.0%

100.0%

0.0%

100.0%

2 0

2

0

0

1

24

1

0

1

31

3

6

37

1

15

11

100.0%

19.4%

-66.7%

150.0%

100.0%

1750.0%

100.0%

100.0%

16

3

0

10

15

4

1

9

14

6

1

14

3

2

19

0

-21.4%

-50.0%

100.0%

35.7%

-31.3%

0.0%

100.0%

90.0%

18

15

35

0

10

14

37

1

1

31

32

0

23

48

1

8

-100.0%

-25.8%

50.0%

100.0%

-100.0%

53.3%

37.1%

100.0%

8

1

0

22

5

2

1

15

7

1

0

30

3

0

19

0

14.3%

200.0%

0.0%

-36.7%

0.0%

200.0%

0.0%

-13.6%

0

0

10

16

1

4

23

9

1

8

26

12

11

22

28

3

-100.0%

37.5%

-15.4%

133.3%

0.0%

0.0%

120.0%

75.0%

5

1

0

4

1

1

2

4

0

2

0

4

0

0

2

5

0.0%

-100.0%

0.0%

-50.0%

-40.0%

-100.0%

0.0%

-50.0%

4

9

2

1

2

5

10

1

0

1

5

12

3

0

0

9

3

0

0

0.0%

-25.0%

0.0%

0.0%

0.0%

25.0%

0.0%

50.0%

-100.0%

-100.0%



All Campuses

Program Code

LOR.CHILD

Program

Child Care Provider

LOR.CLERIC

LOR.COMP.OFF

LOR.CRIM.JU

Clerical Assistant


Criminal Justice

LOR.DIGITAL.IMAG Digital Imaging Assistant

LOR.DRAFT Drafting

LOR.DRIVING.I

LOR.DRIVING.II

Driving Skills I

Driving Skills II

LOR.ECG.TEL.TECH ECG/Telemetry Technician

LOR.ENERGETIC.MA Energetic Materials Production

LOR.ENVIR.MGT

LOR.FINOFF



LOR.FIRSTL.MGR

LOR.LEADERSHIP

LOR.LEGAL.ASSTI

LOR.LEGAL.TRANS

First Level Manager

Leadership Skills

Legal Office Assistant I

Legal Transcription

LOR.MED.ADMIN

LOR.MED.TRANS

LOR.PER.TRAINER

LOR.PHLEB.TECH

Medical Administrative Assistant


Personal Trainer


LOR.PHOTO.ASST

LOR.PHYS.THER

Photo Assistant

Physical Therapist

LOR.SCHOOL.CHILD School-Age Child Care

LOR.SECURITY.MGT Security Management

LOR.SMBUS.MGT

LOR.STUDIO.ARTS

PRE.CLIN

PRE.PHYS.THER.



Pre-Clinical Nursing

Pre-Physical Therapist

Current Instructional Programs


1-Year

% Change

4-Year

% Change

AA Ct 2006 2007 2008 2009 2008-2009 2006-2009

2 4 5 6 20.0% 200.0%

X

X

4

0

572

10

1

3

2

0

5

3

0

6

1

1

1

1

0

1

0

3

0

3

0

0

0

1

2

0

0

1

0

591

12

1

2

3

2

9

2

0

3

0

0

0

0

4

9

0

1

0

0

0

0

0

2

2

549

13

2

1

0

1

3

5

4

7

2

1

0

0

1

0

1

1

0

5

12

1

6

1

0

4

0

553

10

3

2

0

1

1

6

1

2

0

0

0

1

1

0

0

1

0

3

0

1

1

4

5

-33.3%

-40.0%

-50.0%

28.6%

0.0%

-100.0%

0.0%

-100.0%

-50.0%

-100.0%

7.7%

-7.7%

0.0%

-20.0%

-25.0%

-100.0%

-50.0%

-100.0%

0.0%

-100.0%

100.0%

-100.0%

-100.0%

-100.0%

-100.0%

0.0%

100.0%

-60.0%

0.0%

100.0%

50.0%

100.0%

-100.0%

-100.0%

0.0%

-75.0%

0.0%

3.3%

20.0%

0.0%

300.0%

350.0%

0.0%

0.0%

0.0%

0.0%

0.0%

0.0%

0.0%

-100.0%

-100.0%

-100.0%

-100.0%

0.0%



All Campuses

Program Code

NON.DEG.TRANS

NON.DEGREE

UNDECIDED

MISSING

TOTALS

Program

Non-Degree: Transfer

Non-Degree

Undecided

Missing

Current Instructional Programs


1-Year

% Change

4-Year

% Change

AA Ct 2006 2007 2008 2009 2008-2009 2006-2009

911 949 983 958 -2.5% 5.2%

366

218

33

389

85

20

405

93

15

423

39

11

4.4%

-58.1%

-26.7%

15.6%

-82.1%

-66.7%

7,504 7,748 8,253 8,827 7.0% 17.6%



Academic Program Enrollment by Campus

Program Code Program

AA.AS

AA.AS.ART.HUM

AA.AS.ART.PA

AA.AS.BIO

AA.AS.BIOTECH

AA.AS.CULTURAL.S

AA.AS.DEN.HYG

AA.AS.EXCERCISE

AA.AS.HST.PA

Arts & Sciences

Arts & Sciences: Arts & Humanities

Arts & Sciences: Art

Arts & Sciences: Biological Sciences

Arts & Sciences: Biotechnology

Arts & Sciences: Cultural Studies

Arts & Sciences: Dental Hygiene

Arts & Sciences: Exercise and Sport Science

Arts & Sciences: History

X

X

X

X

X

X

X

X

X

AA.AS.MTH.PS

AA.AS.MUS.PA

AA.AS.NUR

AA.AS.PHL.PA

AA.AS.PRE.DEN.HY

AA.AS.PRE.NURS

AA.AS.SCI.TECH

AA.AS.SOCSCI

AA.AS.SPA

AA.AS.THDA.PA

AA.AS.WOMSTU

AA.GENSTU

AA.GENSTU.COM.PA

AA.GENSTU.CR.PA

Arts & Sciences: Math/Physical Sciences

Arts & Sciences: Music

Arts & Sciences: Nursing

Arts & Sciences: Philosophy

Arts & Sciences: Pre-Dental Hygiene

Arts & Sciences: Pre-Nursing

Arts & Sciences: Applied Sciences & Technology

Arts & Sciences: Social Sciences

Arts & Sciences: Spanish

Arts & Sciences: Theater and Dance

Arts & Sciences: Women's Studies

General Studies

General Studies: Communication

General Studies: Criminal Justice

X

X

X

X

AA.GENSTU.ELEM.PA

AA.GENSTU.ENG.PA

AA.GENSTU.ENVIR

AA.GENSTU.FORENS

General Studies: Elementary Teacher Education

General Studies: English

X

X

General Studies: Environmental Management X

General Studies: Forensic Studies X

AA.GENSTU.JOURN. General Studies: Journalism

AA.GENSTU.SPEECH.PA General Studies: Speech Communication

X

X

X

X

X

X

X

X

X

X

X

X

Prince All

AA CT LaPlata Leonardtown Frederick Waldorf Campuses

2

0

44

19

20

87

23

72

95

11

23

1

5

54

67

21

101

10

12

0

691

98

154

0

26

8

8

28

4

55

8

18

35

4

0

0

11

9

10

6

0

3

23

22

9

26

3

1

1

223

16

47

0

14

5

6

6

1

44

5

20

40

1

0

1

17

12

9

9

3

1

24

27

4

35

1

2

2

309

28

85

1

14

2

5

9

1

2

172

19

49

0

6

2

0

7

1

2

19

21

5

25

1

0

3

4

1

2

1

0

9

4

11

5

12

18

5

1,097

122

253

1

47

10

14

38

6

32

33

3

8

88

100

30

149

12

13

151

33

97

138

12

2

1

53

30





AA.TCHED.EC

AA.TCHED.ELEM

AA.TCHED.SEC

AAS.ACCT

Teacher Education: Early Childhood

Teacher Education: Elementary

Teacher Education: Secondary

Accounting

AAS.COMP.INFO.SY Computer Information Systems

AAS.COMP.PROG Computer Programming

AAS.CONST.MGT.TECH Construction Management Technology

AAS.CP.MAIN

AAS.CP.MICRO

Computer Programming: Mainframe

Computer Programming: Microcomputers

AAS.CRIM.JU

AAS.EARLYCHD

AAS.EGR.TECH

Criminal Justice



X

X

X

AAS.EGT.TECH.DRA

AAS.EGT.TECH.ELE

AAS.EGT.TECH.MFT

1

Engineering Technology: Drafting

Engineering Technology: Electronics

X

X

AAS.ELECT.PWR.TE

AAS.ELECT.TECH

Engineering Technology: Manufacturing X


Electronics Technology

AAS.ELECT.WRG.TECH Electric Wiring Technician

AAS.EMS Emergency Medical Services

X

X

X

X

AAS.ENVIR.TECH

AAS.FIRE.S.TECH

AAS.HUM.SERV

AAS.ISS



Human Services


X

X

X

X

AAS.IST

AAS.IST.MCP


Information Services Technology: MCP

X

X

AAS.IST.MCSE

AAS.IST.WEB

Information Services Technology: MCSE

Information Services Technology: Web

Developer

Information Services Technology: Wireless

Comm

X

X

AAS.IST.WIRE X

AAS.MASSAGE.THER Massage Therapy X

1

AAS.EGR.TECH.MFT was changed to AAS.EGT.TECH.MFT in Fall 2008.

X

X

X

X

X

X

X

X

Prince All


27

61

44

103

0

31

33

77

21

20

12

4

1

7

1

16

11

25

17

71

126

33

28

19

0

0

149

13

4

34

84

11

19

2

0

0

47

19

29

23

11

2

0

10

0

13

6

9

19

10

55

0

24

16

16

40

38

9

1

5

0

0

67

18

5

8

3

2

0

1

0

20

8

5

18

9

17

0

4

47

31

113

208

48

38

22

21

36

86

49

156

0

54

0

225

94

46

39

20

5

2

15

1

34

1

32

10

2

7

5

0

8

2

5

16

8

27

0

9

47

12

7

1

3

1

2

0

0

2

6

2

24

28

12

2

3

0

0

6

0

4

37

2

39





Prince All


AAS.MEDLABTECH

AAS.MGMT.DEV

AAS.PARAL.ST

AAS.PRE.RAD

AAS.PRE.RESP

AAS.PTASST Physical Therapist Assistant

AAT.EARLY.CHILD.EDU Associate of Arts in Teaching: Early Childhood Ed

AAT.ELEM

CE.ACCT.BASIC

CE.COMM. VEHICLE

CE.COMP.DRAFT

CE.COMPART

CE.COMPSK.MGR

CE.CRIM.JU

CE.DRAFT

CE.EARLY.CH

CE.EGR.TECH

CE.EMS

CE.EMS.PARAMED

CE.ENVIR.TECH

CE.ENVIRTEC.ENVI

CE.ET.BASIC

CE.ET.COMM



Paralegal Studies

Pre-Radiography

Pre-Respiratory Therapy

Associate of Arts in Teaching: Elementary

X

X

X

X

X

X

X

X

X AS.BUS.ADMIN Business Administration

AS.BUSADM.TECMGM Business Administration: Technical Management

AS.COMPUTER.SCI Computer Science

Engineering AS.EGR

AS.EGR.CON

AS.NURSING

1

AS.SPORT.MGT

CE.ACCT.ADV

Engineering-Consortium

Nursing

Sport Management


Accounting: Basic



Computer Art/Digital Imaging

Computer Skills for Managers

Criminal Justice

Drafting




Emergency Medical Services: Paramedic


Environmental Technology: Environmental Planning

Electronics Technology: Basic

Electronics Technology: Communications

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

6

3

2

1

0

6

1

25

89

120

15

196

30

12

14

18

5

7

0

1

1

31

63

141

477

34

6

101

69

94

5

2

63

36

42

0

6

14

37

222

23

73

85

31

57

14

4

9

1

8

2

0

3

0

4

2

3

0

0

0

1

0

3

21

17

40

3

17

13

56

176

10

11

50

8

61

8

3

3

0

3

2

0

3

0

7

0

3

1

0

0

0

0

2

1

0

0

0

0

6

0

0

0

1

0

16

11

19

4

2

9

2

8

0

1

1

3

10

49

137

3

40

12

14

31

7

6

3

8

0

14

1

56

140

201

39

257

48

17

24

18

15

1

0

2

1

11

174

101

145

8

49

78

187

784





Prince All


CE.ET.MICRO Electronics Technology - Microprocessor

CE.FITNESS.MGR.ADV Advanced Fitness Manager

CE.GEN.STU.TRANS

CE.GEO.INF

General Studies Transfer Certificate

Geographic Information Systems Technology

CE.GRAPHIC.DESIGN Graphic Design

CE.HUMSERV.ADC Human Services: Alcohol & Drug Counseling

CE.HUMSVS.MENTAL Human Services: Mental Health Technician

CE.INFO.PRO

CE.IST

Information Processing


X

X

X

X

X

X

X

X

X

CE.MED.ASST

CE.MED.ASSTNG

CE.MEDICAL.CODE

CE.MFG.TECH

CE.MGMT.DEV

CE.MGMT.DEV.M

CE.MGMT.SK.SM

CE.PROF.COM

CE.REC.TEC.ADVAN

CE.REC.TEC.BASIC

CE.SECURITY.MGT

CE.TECH.SUP

CE.WEB.DEV

LOR.A+.SKILLS

LOR.AMER.STU

LOR.ART.HISTORY

Medical Assistant

Medical Assisting

Medical Coding Specialist

Manufacturing Technology


Management Development: Marketing

Management Skills - Small Computers

CE.OFF.TECH

CE.PATIENT.CARE

CE.PHARMTECH

Office Technology

Patient Care Assistant

Pharmacy Technician

CE.PRAC.NUR Pre-Clinical Practical Nursing

CE.PRACTICAL.NUR

2

Practical Nursing

Professional Communications

Studio Recording Technology: Advanced

Studio Recording Technology: Basic

Security Management

Technical Support

Web Developer

A+ Skills Training

American Studies

Art History

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

2

4

7

1

16

1

0

0

0

0

16

44

1

3

2

0

16

0

9

10

3

2

2

13

0

3

2

30

1

11

2

0

5

1

1

5

1

0

9

0

9

4

0

4

1

0

0

0

4

3

7

0

0

0

0

1

2

1

0

0

0

0

1

1

9

6

0

0

1

0

0

0

1

0

0

1

3

4

1

0

2

3

7

0

0

2

0

0

5

0

0

0

0

0

3

4

2

0

1

0

0

0

2

1

0

0

5

4

5

0

1

1

0

0

0

2

0

0

7

0

0

2

5

9

22

28

3

0

0

23

48

19

0

11

1

8

3

0

3

0

0

15

11

3

2

19

3

2

37

1



Program Code

LOR.CHILD

LOR.CLERIC

LOR.COMP.OFF

LOR.CRIM.JU

LOR.DIGITAL.IMAG

LOR.DRAFT

LOR.DRIVING.I

LOR.DRIVING.II

LOR.ECG.TEL.TECH

LOR.ENERGETIC.MA

LOR.ENVIR.MGT

LOR.FINOFF

LOR.FIRSTL.MGR

LOR.LEADERSHIP

LOR.LEGAL.ASSTI

LOR.LEGAL.TRANS

LOR.MED.ADMIN

LOR.MED.TRANS

LOR.PER.TRAINER

LOR.PHLEB.TECH

LOR.PHOTO.ASST

LOR.PHYS.THER

LOR.SCHOOL.CHILD

LOR.SECURITY.MGT

LOR.SMBUS.MGT

LOR.STUDIO.ARTS

PRE.CLIN

PRE.PHYS.THER.

NON.DEG.TRANS

NON.DEGREE

UNDECIDED

MISSING

TOTALS



Program

Child Care Provider

Clerical Assistant


Criminal Justice

Digital Imaging Assistant

Drafting

Driving Skills I

Driving Skills II

ECG/Telemetry Technician

Energetic Materials Production



First Level Manager

Leadership Skills

Legal Office Assistant I

Legal Transcription

Medical Administrative Assistant


Personal Trainer


Photo Assistant

Physical Therapist

School-Age Child Care

Security Management



Pre-Clinical Nursing

Pre-Physical Therapist

Non-Degree: Transfer

Non-Degree

Undecided

Missing


Prince All


X

X

0

0

1

0

1

5

2

0

398

7

557

231

22

0

0

0

0

0

0

1

0

1

2

0

3

0

4

5

0

1

0

7

5,674

4

0

0

2

0

1

0

0

0

0

0

0

0

0

0

0

0

0

1

2

0

0

0

0

0

0

166

4

274

132

9

1

2,423

2

0

0

0

0

1

0

0

0

0

0

0

0

0

0

0

0

3

0

2

0

0

0

0

0

0

123

5

245

80

12

1

2,074

0

0

0

0

0

1

0

0

0

0

0

0

0

0

0

0

87

1

130

35

3

3

1,283

0

1

0

0

0

0

0

0

0

3

591

12

958

423

39

11

8,827

0

0

1

0

2

9

2

0

0

1

2

3

0

0

0

0

0

0

0

1

6

0

4

9

0

3

Page C. 12

A p p e n d i i i x D

Independent Building Evaluations


Facilities Master Plan January 2011 Page D. 1

LaPlata Campus Book Store (BK)

Construction:

The building structure consists of masonry bearing walls, steel columns and beams, concrete floor slabs and pitched wood roof trusses.

The building envelope is comprised of brick veneer with CMU backup exterior walls, cast stone accents, and aluminum windows. The roof is a combination of EPDM and simulated slate. Windows are fixed and double hung aluminum windows with insulated glazing.

There is one hydraulic passenger elevator, one open stair and one enclosed stairway in the building.

Deficiencies

The following required maintenance items were observed: The membrane roof and gutter systems require replacement, deteriorated wood at gutters and soffits needs to be replaced, roof drains are not installed properly, metal drains, vents, etc. on the roof are all completely rusted, new sealant is required at storefront system, structural failure of the masonry screen wall is evident.

ADA Compliance:

The building is handicap accessible.

Heating System:

The building is heated through variable air volume terminal control units equipped with electric resistance heating coils. The heating system is not energy-efficient and is in fair condition. It is recommended a hot water heating system be provided to replace the electric heating system.

Cooling System:

The Main Building is cooled by an air-cooled condensing unit, which serves a direct expansion cooling coil in a central station air handling unit. The condensing unit is 20 years old and is beyond its useful life. It is recommended the cooling system be replaced in its entirety.

The Snack Bar is served by a small split direct expansion unit with remote air-cooled condensing unit.

Air Distribution System:

A single indoor central station air handling unit as manufactured by Trane serves the building. The unit is 20-years old and consists of a filter section, 2 circuit direct expansion cooling coil and supply fan with inlet guide vanes. The AHU is located in a mechanical equipment room, but is not serviceable or replaceable. Fan-powered variable air volume terminal control units with electric heat coils are located throughout the building and are thermostatically controlled. The 20-year old system is not energy-efficient. It is recommended that the air handling unit and all terminal control units as a minimum be replaced in their entirety.




Automatic Temperature Controls :

The Automatic Temperature Control System is served form the AD Building and uses obsolete KMC controls. It is recommended the automatic temperature control system be replaced in its entirety with DDC Controls tied into the Campus EMS.

Plumbing:

Domestic hot water heater is manufactured by State, has a 40-gallon capacity, and has a 5500-watt electric heating element.

A sump pump is located in the mechanical equipment room.

Fire Protection:

The building is protected by a wet pipe sprinkler system.

Electrical:

The electrical service is 1200A, 208/120 3 phase, 4 wire. The Siemens main switchboard, installed in 1990, is original to the building as is the rest of the electrical distribution system. The electrical equipment appears to be in good condition.

Emergency:

A central battery inverter system, located in the main electrical room, supplies code required egress lighting. Emergency lights are provided in the corridors as a separate system from the normal lighting, and are normally off.

Lighting:

The lighting systems are original to the building. In general, lighting systems utilize 34 watt, T12 lamps and magnetic ballasts.

Downlights contain compact fluorescent lamps with magnetic ballasts.

It is recommended to retrofit or replace the building T12 fluorescent lighting with energy efficient T8 lamps and electronic ballasts per the current college standards. Replacement of relatively inefficient lighting systems and the installation of automatic lighting controls is currently an incentive for a SMECO rebate program.




Fire Alarm :

The Fire Alarm Control Panel is a Simplex System located in the main electrical room. Audio/visual notification devices are located throughout the building per ADA requirements.

Voice/ Data/Video:

The incoming voice, data and video services consist of 50pr copper, 12mm/4sm traditional and 12 strand sm air blown fiber optic cabling. The MPOP is located on the ground floor next to the main electric room. The services are adequate for the building.



LaPlata Campus Center for Business & Industry (BI)

Construction:

The building structure consists of concrete footings, steel columns and floor joists, concrete floor slabs and pitched wood roof trusses.

The building envelop is comprised of brick veneer with block backup exterior walls, cast stone accents, and aluminum windows. The roof system is a combination of simulated slate and EDPM membrane. Windows are fixed and double hung aluminum windows with insulated glazing. There is one hydraulic passenger elevator, one service elevator and three enclosed stairways in the building. The building has a commercial kitchen that serves the main dining facility on campus. The building was last renovated in 1996.

Deficiencies

The following required maintenance items were observed: The roof membrane will need to be replaced in the next 5 years, roof drains appear to be inadequate, roof slope appears to be inadequate at membrane roof, the automatic sliding entrance doors appear to be a constant maintenance issue, the lack of slope to drains in the kitchen is causing water leakage to the floor below, code compliant guard rails are not provided at egress stairs, handrail diameter is not code compliant, there is water infiltration into the underground connection between the BI and BK buildings, deteriorating wood siding at cupola needs to be replaced and is causing water infiltration into the dining room below, there are moisture problems in the dining room causing wet floors and ceiling damage, exterior brick pier is settling, which is causing significant horizontal void in mortar joint, water damage at exterior brick sills, and deteriation of wood at soffit. We recommend repairing leaks and damaged drywall, prior to commencing with the planned replacement of interior finishes in the conference center. There is no room for expansion of this building.

ADA Compliance:

The building is mostly handicap accessible. There is a kitchenette on the 2 nd

floor that is not accessible.

Heating System:

The Heating System is served by the BU Building Central Heating Plant. Two (2) constant volume base-mounted end-suction pumps as manufactured by Taco circulate hot water throughout the building.




Cooling System:

The cooling system is served by the cc building central cooling plant. The piping configuration and flow rates mix supply and return water; therefore, the supply water temperature is not as cold as it should be for the equipment it serves. It is recommended that the piping/pumping and control for the chilled water system be replaced in its entirety.

The computer room is served by an independent down flow computer room unit as manufactured by compu-air. The unit has a remote air-cooled condenser located in the areaway. The unit serves the main computer room for the campus and is unreliable. The unit should be replaced and also be provided with a back-up unit.


Offices and meeting rooms are served by 4-pipe fan coil unit system in conjunction with a dedicated outdoor air unit for ventilation.

The fan coil units and air handling units are not accessible for service and most areas suffer from high humidity levels. The outside air has a run-around heat recovery coil, which is the least efficient type of heat recovery that can be used. The unit was manufactured by racan and was installed in 1995. The unit utilizes the heat recovery coil, chilled water coil with face and bypass damper control, and hot water coil. Four mcquay rooftop units serve 1) meeting room bi 113; 2) make-up air for kitchen hood, 100% o/a; 3) lobby; and 4) serving line/dining area. A separate indoor air handling unit serves meeting room bi 113e. This unit is not accessible for service or replacement. All areas suffer from high humidity levels. It is recommended the HVAC System be replaced in its entirety.

Automatic Temperature Controls:

All automatic temperature controls are local electric type. A combination of paragon and Honeywell control devices exist throughout the building. It is recommended the automatic temperature control system be replaced in its entirety with a DDC System tied into the

Campus EMS.

Plumbing:

A combined service 4-inch incoming water line enters the building and a 3-inch cold water line provides domestic cold water to the building. A rudd/rheem 119-gallon, 35 kw electric hot water heater used in conjunction with an a.o. smith 1000-gallon hot water storage tank with hot water heat exchanger provides domestic hot water to the building. The hot water heater was installed in 2007 and is in good condition.


The building is fully protected by a 4-inch water service serving one wet pipe zone and one dry pipe zone. Both zones are 4-inch in pipe size.




Electrical:

The electrical service is 1200a, 480/277v, 3 phase, 4 wire. The square d fused main switchboard , installed in 1995, is original to the building as is the rest of the electrical distribution system. Electrical closets are located throughout the building. The electrical equipment appears to be in good condition.

Emergency:

Emergency egress lighting and other life safety loads in the bi and cc buildings are served by a 30kw diesel generator and automatic transfer switch located in the adjacent cc building.

Lighting:

The lighting is original to the building, consisting of a combination of fluorescent 2x4 fixtures, recessed compact fluorescent downlights and wall washers, and decorative type fixtures. The 2x4 fixtures utilize a combination of either t12 and/or t8 lamps.

The exterior lights and parking lot lights are contactor controlled via time clock, located in the main electric room.

It is recommended to retrofit or replace the building t12 fluorescent lighting with energy efficient t8 lamps and electronic ballasts per the current college standards, and to replace the incandescent lighting fixtures. Replacement of relatively inefficient lighting systems and the installation of automatic lighting controls is currently an incentive for a smeco rebate program.

Fire Alarm :

The fire alarm control panel is a fci system ( honeywell), located in the main electrical room. The system is compliant with current codes and ada requirements, with audio/visual notification devices located throughout the building.


The mpop for the campus copper voice service from Verizon is located within the bi building, with copper voice service to the remaining campus buildings distributed from the ground floor mdf. Traditional fiber optic cabling is also distributed from the bi to the campus. Two 18 strands of single mode airblown fiber optic cable serves the building. The services are adequate for the building.

There is currently no spare capacity in the campus communications underground duct bank system entering the building.



LaPlata Campus Campus Center (CC)

Construction:

The building structure consists of masonry bearing walls, steel floor joists, concrete floor slabs and pitched wood roof trusses. The building envelop is comprised of brick veneer with CMU backup exterior walls, cast stone accents, and aluminum windows. The roof is simulated slate. Windows are fixed and double hung aluminum windows with insulated glazing. There is one hydraulic passenger elevator and two enclosed stairways in the building.

Deficiencies

The following required maintenance items were observed: The skylight system leaks, a gutter system is recommended at the at the skylight system to prevent further water damage to exterior wall below, an air lock entrance vestibule is recommended at the Multi-

Purpose Room to avoid cold drafts penetrating the building. There is no room for expansion of this building.

ADA Compliance:

The building is mostly handicap accessible. There lavatory faucets and urinals are not accessible.

Heating System:

The heating system is tied into the BU Building Central Heating Plant. In-line circulating pumps (Taco 1900 Series) distribute hot water throughout the building. The circulating pumps are in good condition, but are constant volume and less efficient than variable flow pumps.

Cooling System:

Two (2) air-cooled McQuay chillers installed in 1993 and 1995 swerve both the CC and BI Buildings. Two (2) constant volume basemounted end suction pumps as manufactured by Taco circulate chilled water to the chillers, CC Building, and BI Building.


A single central station variable air volume interior air handling unit as manufactured by Racan serves the building. The mechanical equipment room in which it is located is used as a return air plenum. The unit has a filer section, chilled water cooling coil and supply fan served by a variable speed drive. The unit does not contain a preheat coil and the building is always too cold. The interior VAV boxes are cooling – only, and the VAV boxes with heat coils are not piped correctly (i.e., not counterflow) and several VAV boxes are installed upside down. It is recommended that the VAV box heat coils be correctly piped and heat coils be provided for VAV boxes not currently equipped with heat coils.





The building has local electric controls only. It is recommended the automatic temperature controls be replaced with direct digital controls tied into the Campus EMS.

Plumbing:

The incoming water service is a 6-inch combined domestic water and fire protection. A 40-gallon electric hot water heater as manufactured by State provides domestic hot water to the building.


The building is protected by a sprinkler system. A 6-inch water line serves two zones; one wet pipe and one dry pipe.

Electrical:

The electrical service is 2500A, 480/277V, 3 phase, 4 wire. The Siemens ITE fused main switchboard installed in 1995, is original to the building as is the rest of the electrical distribution system. The electrical equipment appears to be in good condition.

Emergency:

A 30kW diesel generator serves emergency egress lighting and other life safety loads in the building and adjacent BI building. The generator and automatic transfer switch is located within the CC building.

Lighting:

The lighting is original to the building, consisting of a combination of fluorescent 2x4 fixtures, recessed compact fluorescent downlights and wallwashers. The 2x4 fixtures utilize a combination of either T12 and/or T8 lamps. The exterior lights and parking lot lights are contactor controlled via time clock, located in the Main Electric Room.

It is recommended to retrofit or replace the building T12 fluorescent lighting with energy efficient T8 lamps and electronic ballasts per the current college standards. Replacement of relatively inefficient lighting systems and the installation of automatic lighting controls is currently an incentive for a SMECO rebate program.

Fire Alarm :

The Fire Alarm Control Panel is a FCI System (Honeywell), located in the main electrical room. The system is compliant with current codes and ADA requirements, with audio/visual notification devices located throughout the building.





The incoming voice, data and video services consist of 50pr copper, 12sm/4mm traditional fiber and 12 strand sm airblown fiber optic cabling. The MPOP is located on the ground floor, which is also serving as the building MDF. The services are adequate for the building.



LaPlata Campus James C. Mitchell Center for Health Technology (HT)

Construction:

The building is a one-story brick and block bearing wall structure with steel bar-joists at the low-slope roof and pre-engineered wood trusses at the pitched roof. The windows are aluminum frame with insulating glass. There is a new membrane roof system at the lowslope roof areas, and simulated slate roof at the pitched roofs. The building interiors in the common areas have been recently refinished.

Deficiencies

The following required maintenance items were observed: exterior slab settlement resulting in gaps at storefront sills, inoperable hose bibs, leaking gutter at south side of building, ineffective window seals, missing window mullion covers, damaged roof vent pipes.

Code violations observed include a missing guard rail at the exterior stair to the areaway / lower level mechanical room.

ADA Compliance:

The building is not handicap accessible. The following building components are not handicap accessible: door hardware, drinking fountains, transaction counters, door clearances, lavatory knee clearance, lavatory faucets, and toilet stalls.

Mechanical /Plumbing / Electrical Systems:

Heating System:

The heating system consists of a hot water circulating system. Heating water is generated by two (2) cast iron boilers as manufactured by Peerless. Each boiler has a heating capacity of 501,000 BTUH or 15 boiler horsepower at an oil-firing rate of 5.1 GPH. The boilers are original to the building constructed in 1989, are 21 years old, and in fair condition. Higher efficiency units are available.

The underground fuel oil tank is 6000 gallon capacity and was installed in 2004 along with the underground fuel oil piping and

Pneumercator leak detection and monitoring system.

Hot water is distributed by a constant volume base-mounted end suction pump and standby to perimeter finned tube radiation through a 3-inch black steel piping system. The pumps were manufactured by Bell and Gossett and are original to the building (21 years old).

The pumps are in fair condition.

Heating plant controls are antiquated, comprised of a combination of local electric/electronic and pneumatic actuation.

It is recommended to replace the heating plant with energy-efficient boilers, pumps, controls, and variable flow distribution system.




Cooling System:

The building is cooled by two (2) packaged rooftop units which utilize hermetic compressors. The units are original to the building

(21 years old) and are beyond their useful lives. The units use R-22 refrigerant. The units were provided with electric resistance heaters for warm-up purposes only. These heaters are locked out during normal occupied mode of operation. The units have selfcontained electric controls that have/are in failing condition, requiring manual adjustment.

The units are loud and inefficient. Internal drain pans and troughs to convey condensate are in failing condition. Condenser coils are also starting to fail. Compressors are failing, most have been replaced.

Occupied spaces below the rooftop units are noisy when the units are operating.

It is recommended to replace the rooftop units with energy-efficient units utilizing variable speed drives and heat recovery.

Air Distribution:

The air distribution system is variable air volume (VAV). Supply air is ducted from the roof-mounted AHU’s to VAV boxes. The

VAV boxes were not provided with heat and modulate the amount of cold air to the space by inflating/deflating an internal bladder

(i.e., not dampered control). These units are inefficient and are in a failing condition. Tempering of the supply air is needed to prevent drafts and to offset the roof heat loss. Terminal air devices consist of perimeter linear slot diffusers and interior louvered ceiling diffusers.

The return air system is via a ceiling plenum.


The control system is local-only (not tied into the Campus Energy Management System), utilizes a combination of pneumatic and electric/electronic controls. The control system is antiquated and does not function properly. It is recommended that the control system be replaced in its entirety and be tied into the campus EMS.




Plumbing:

A three-inch cold water service provides the building with domestic water. A pressure reducing valve and backflow preventer are installed on the incoming line.

The domestic hot water heater is electric storage type as manufactured by RUDD/RHEEM. The heater is 3-4 years old, has a heating capacity of 18 kW and storage capacity of 119 gallons.


The building does not currently have a Fire Protection System.

Electrical:

The electrical service is 1200A, 208/120V, 3 phase, 4 wire. The Siemens ITE fused switch main switchboard, as well as the remaining electrical distribution equipment, is original to the building. The equipment is nearing the expected useful life is 25-30 years, although it appears in good physical condition.

The main switchboard does not have sufficient code required clearance in front due to the installation of a data equipment rack in the room after the original construction.

Emergency:

A central battery inverter system, located in the main electrical room, supplies code required egress lighting. Emergency lights are provided in the corridors as a separate system from the normal lighting, and are normally off.

Lighting:

The lighting systems are original to the building. In general, lighting systems utilize 34 watt, T12 lamps and magnetic ballasts. Metal halide uplights and compact fluorescent downlights illuminate the corridor areas. Incandescent bulbs are in use in the Boiler Room, as well as on exterior building mounted fixtures and in wall sconces in instructional spaces. Wall mounted occupancy sensors have been installed in classrooms.

It is recommended to retrofit or replace the building T12 fluorescent lighting with energy efficient T8 lamps and electronic ballasts per the current college standards, and to replace the incandescent lighting fixtures. Replacement of relatively inefficient lighting systems and the installation of automatic lighting controls is currently an incentive for a SMECO rebate program.




Voice/Data/Video:

The incoming voice, data and video services consist of 50pr copper, traditional fiber and airblown fiber optic cabling. The MPOP is located in the main electrical room, which is also serving as the building MDF. The services are adequate for the building.

The location of the data equipment rack is infringing on the required clearance in front of the switchboard, and as such is recommended to be relocated.



LaPlata Campus Learning Resource Center (LR)

Construction:

The building structure consists of steel columns and beams, concrete floor slabs and pitched steel roof joists. The building envelope is comprised of brick veneer with CMU backup exterior walls, cast stone accents, and aluminum windows. The roof is a combination of

EPDM and simulated slate. Windows are aluminum storefront system with insulated glazing. There are two hydraulic passenger elevators, and two enclosed stairways in the building.

Deficiencies

The following required maintenance items were observed: The membrane roof systems will require replacement in the next 5 years, there is inadequate roof slope and evidence of ponding at portions of the membrane roof, coping system at top of mansard roof is leaking in multiple locations, water damage is evident at plaster column wraps on the upper level, ceramic tile is coming off toilet room walls, there is no hood at the range in the kitchenette, water infiltration has been an issue at lower level (foundation drainage issue), ceiling tiles throughout the building are sagging most likely due to high humidity levels, odors in toilet rooms are exacerbated by incorrect installation of exhaust system.

ADA Compliance:

The building is mostly handicap accessible. The urinal stalls and the staff kitchenette are not accessible.

Heating System:

The heating system consists of two (2) cast iron oil-fired hot water boilers. The boilers are 6-seciton, 88 Series (Model 688) as manufactured by Weil McLain. The burners are manufactured by Becket. Two (2) constant volume heating water pumps serve two zones of heating, a perimeter baseboard radiation and VAV box heat coil loop and an air handling unit loop. Three-way valves mix supply water with return water such that each loop can have independent supply water temperature setpoints and reset schedule.

Cooling System:

A 125-ton air-cooled chiller as manufactured by Trane and installed in 2009 generates chilled water for the building. Two (2) Bell and Gossett chilled water pumps circulate chilled water through the chiller to the air handling units. The chilled water pumps are low on flow.





The building is served by two (2) indoor central station variable air volume air handling units consisting of a preheat coil, cooling coil, and supply air fan. There is no reheat capability and return fans are remote in-line type. Supply and return fans are equipped with variable speed drives. The units were installed in 1997 and are in good condition. Most VAV boxes do not have reheat coils.

Corridor diffusers are connected directly to the high pressure supply main duct (i.e., no VAV box). The building houses the Security

Office and a special Collections Area which requires 24/7 conditioning. Separate units are recommended so the entire building does not need to be heated, cooled, and ventilated 24/7, since these area are both very small in comparison to the building.


The system is Automated Logic, using local pneumatic controls throughout the building.

Plumbing:

The building is served by an 8-inch combined service. A 3-inch cold water service provides the domestic cold water for the building.

A 52-gallon, 27kW hot water heater as manufactured by Lochinvar provides domestic hot water for the building.


The building is fully sprinklered and is served a 6-inch main. The building ahs two sprinkler zones.

Electrical:

The electrical service is 1600A, 480/277, 3 phase, 4 wire. The Square-D main switchboard, as well as the remaining electrical distribution equipment in the building, is original to the building (1975.) The equipment is nearing its useful life expectancy of 30-40 years, but appears to be to be in good condition. We recommend that infrared scanning of the equipment be performed to ensure the integrity of the system.

Emergency:

Emergency egress lighting and other life safety loads in the building are served by a diesel generator via an automatic transfer switch.




Lighting:

The lighting systems are original to the building. In general, lighting systems utilize a combination of either T12 and T8 lamps. The exterior lights and parking lot lights are contactor controlled via time clock, located in the Main Electric Room.

It is recommended to retrofit or replace the building T12 fluorescent lighting with energy efficient T8 lamps and electronic ballasts per the current college standards. Replacement of relatively inefficient lighting systems and the installation of automatic lighting controls is currently an incentive for a SMECO rebate program. The installation of full building automatic lighting controls is recommended for energy savings. This is currently an incentive for a SMECO rebate program.

Fire Alarm :

The Fire Alarm Control Panel is a Simplex System located in the main electrical room. The system is compliant with current codes and ADA requirements, with audio/visual notification devices located throughout the building.


The campus internet and LAN links are served from the LR building, via incoming 24 strand single mode fiber optic cabling.

Airblown fiber optic cabling (and CATV) is then distributed from the LR building to the rest of the campus via the underground communications ductbank system. The MPOP is located on the ground floor, which is also serving as the building MDF. The incoming voice/data/CATV services for the LR building consist of 100pr copper cabling, 12 strand sm/4 strand mm traditional fiber and 12 strand sm airblown fiber optic cabling. The services are adequate for the building.



Leonardtown Campus Administration Building (A)

Construction:

The building is non-load bearing brick with clay tile backup. The structural system consists of concrete footings, steel columns, steel joist floor framing and concrete slabs. The roof system is an EDPM membrane on insulation board, metal deck and steel joists.

Windows are fixed and double hung aluminum windows with insulated glazing. There is one hydraulic elevator and two enclosed stairways in the building. The building was last renovated in 1995.

Deficiencies

The following required maintenance items were observed: The roof membrane will need to be replaced in the next 5 years, the floor drain in the lower level Women’s Toilet Room appear to have a break in the sanitary pipe, storm drainage does not adequately drain away from the building and is causing water infiltration in the basement, the elevator shaft requires waterproofing and a oil/water separator, light fixtures are located over the main stairs are recommended to be relocated to allow for lamp and ballast replacement.

The previous library space is under-utilized. It is recommended that this space be re-purposed.

ADA Compliance:


Heating System:

The Heating System consists of a single oil-fired cast iron hot water boiler. The boiler was manufactured by Weil McLain, Model

1188 (88 Series, 11 Sections) with a Powerflame burner with a capacity of 2724 MBH gross output, 2115 MBH net hot water output.

A 10,000 gallon underground fuel oil storage tank has a Pneumacator fuel level gauge and an Emco/Wheaton Leak Detection System.

A duplex set of fuel oil pumps transfers fuel oil from the tank to the boiler. Two (2) base-mounted end suction constant volume heating water pumps (lead and standby) circulate hot water to fan coil units and air handling units’ heating coils and to cabinet unit heaters located throughout the building.

The heating plant operates during the cooling season to provide the necessary reheat for the dehumidification cycle. A small summer boiler and variable speed pump are recommended for this minimal load. The pumps were manufactured by Taco. The heating plant was installed in 1996 and is in fair to good condition.




Cooling System:

The Cooling System consists of a single air-cooled rotary screw chiller. The chiller has two (2) compressors and was manufactured by the Trane Company. Underground chilled water pipes extend from the chiller to the Basement Mechanical Equipment Room. Two

(2) constant volume base-mounted end suction pumps (lead and standby) circulate chilled water to fan coil and air handling unit cooling coils. The pumps were manufactured by Taco. All equipment and systems were installed in 1996 and are in fair to good condition.


The building is served by a four-pipe fan coil unit system used in conjunction with a dedicated outdoor air system. Typically, floormounted console type fan coil units serve each space. The fan coil units contain individual heating and cooling coils equipped with 3way modulating valves controlled by a space thermostat. The fan coil units are recirculating air type (i.e., no outside air/100% return air). The fan coil units were manufactured by the Trane Company. A 100% outdoor air, air handling unit is located on the Upper

Level and provides conditioned ventilation air to all spaces. The unit consists of a filter section, hot water pre-heat coil, chilled water cooling coil and supply air fan. About five (5) years ago, a duct-mounted hot water heating coil was installed for dehumidification and reheat purposes to resolve previous humidity issues within the building. A separate exhaust system with a fan on the roof provides building exhaust.

There is no heat recovery from the exhaust air stream to the outside air stream (pre-condition) or the supply air stream (i.e., free reheat). A summer boiler or heat recovery device is recommended to reduce energy consumption to provide the necessary dehumidification and reheat capacity. The system and equipment (manufactured by The Trane Company) was installed in 1996 and is in fair to good condition.


The Building Control System was manufactured by Landis and Gyr (currently Siemens) and is tied into the Leonardtown Campus

Energy Management System. The building is partially direct digitally controlled and utilizes pneumatic actuation for all valves and control dampers. The system is basic, was installed in 1996, and is in fair condition.

Plumbing:

The building is served by a 4-inch combined fire protection and domestic water system from the public water municipality. The domestic water is a 3-inch service and is protected by a backflow preventer. Domestic hot water is generated by a RUUD/Rheem, 116 gallon, 18 kW electric hot water heater. The domestic water system, hot water heater, and plumbing fixtures appear to be in fair to good condition.





The building is fully protected by a wet pipe sprinkler system. A 4-inch line with backflow preventer and alarm check valve are located in the Lower Level Mechanical Room and serve the entire building. The Fire Protection System appears to be in fair to good condition.

Electrical:

The electrical service is 800A, 480/277V, 3 phase, 4 wire. The Main Switch Board consists of a Square-D I-Line Style Switch Panel.

Electrical Closets are located throughout the building. The service was updated when the building was completely renovated in 1996 and appears in good condition.

Emergency:

There is a small propane- fired generator on- site used to power sump pumps at both ends of the building in case of power failure to prevent ground floor flooding. The associated transfer switch is located in the Main Electric Room.

A larger emergency generator is recommended for this building to serve the life safety loads and sump pumps, in order to reduce monthly battery inspections/replacements.

Lighting:

The lighting system was retrofit during the 1998 remodel. Fixtures with electronic ballasts were installed throughout the building:

2x4 fixtures with T8 lamps in classrooms and offices, recessed downlights with compact fluorescent lamps (CFL). Ceiling-mounted occupancy sensors have been installed in several classrooms. The exterior lights and parking lot lights are controlled via time clock.

The time clock and contactor are located in the Main Electric Room.

The installation of full building automatic lighting controls is recommended for energy savings. This is currently an incentive for a

SMECO rebate program.

Fire Alarm :

The Fire Alarm Control Panel is an FCI System (Honeywell), located in the main electrical room. Audio/visual speaker strobe devices are located throughout the building per ADA requirements, with voice evacuation. Pull stations are located at all means of egress.




Voice/ Data/ Video:

The incoming voice, data, and video service consists of 300 pair copper and traditional fiber. The services enter an MDF room located on the Ground floor with one additional IDF closet located on the other floors. The MDF services in Building A are supplied from Building B. Several 110 blocks had been damaged due to water damage and connections have been rerouted through Building

A.

It is recommended that the 110 blocks be replaced to achieve full capacity in Building A.



Leonardtown Campus Science Building (B)

Construction:

The building structure consists of concrete footings, steel columns and beams, concrete floor slabs and steel roof trusses. The building envelope is comprised of brick veneer exterior walls, cast stone accents, and aluminum windows. The roof system is an EDPM membrane on insulation board, metal deck and steel joists. Windows are fixed and double hung aluminum windows with insulated glazing. There is one hydraulic elevator in the building. The building has one elevator and two enclosed stairways. Deficiencies in the

Mechanical system were repaired and select finishes replaced in 2006.

Deficiencies

The following required maintenance items were observed: The roof membrane will need to be replaced in the next 5 years, roof drains do not appear to have been installed properly, exterior sealants need to be replaced, windows are near end of life and are not energy efficient, cavity wall weeps do not appear to be installed properly. The spaces previously occupied by Wellness functions should be re-purposed. The campus bookstore is one option to relocate to the vacant space on the first floor. There is no room for expansion of this building without encroaching on main campus pedestrian path and lawn.

ADA Compliance:


Heating System:

The Heating System consists of a single oil-fired cast iron hot water boiler. The boiler was manufactured by Weil McLain, Model

1288 (88 Series, 12 Sections) with a Powerflame burner with a capacity of 2724 MBH gross output, 2115 MBH net hot water output.

A 10,000 gallon underground fuel oil storage tank has a Pneumacator fuel level gauge and an Emco/Wheaton Leak Detection System.

A duplex set of fuel oil pumps transfers fuel oil from the tank to the boiler. Two (2) base-mounted end suction constant volume heating water pumps (lead and standby) circulate hot water to fan coil units and air handling units’ heating coils and to cabinet unit heaters located throughout the building.

The heating plant operates during the cooling season to provide the necessary reheat for the dehumidification cycle. A small summer boiler and variable speed pump are recommended for this minimal load. The pumps were manufactured by Taco. The heating plant was installed in 1996 and is in fair to good condition.




Cooling System:

The Cooling System consists of a single air-cooled rotary screw chiller. The chiller has two (2) compressors and was manufactured by the Trane Company.

Underground chilled water pipes extend from the chiller to the Basement Mechanical Equipment Room. Two (2) constant volume base-mounted end suction pumps (lead and standby) circulate chilled water to fan coil and air handling unit cooling coils. The pumps were manufactured by Taco. All equipment and systems were installed in 1996 and are in fair to good condition.


The building is served by a four-pipe fan coil unit system used in conjunction with a dedicated outdoor air system. A combination of horizontal above-ceiling and floor-mounted console type fan coil units serve each space. The fan coil units contain individual heating and cooling coils equipped with 3-way modulating valves controlled by a space thermostat. The fan coil units are recirculating air type (i.e., no outside air/100% return air). The fan coil units were manufactured by the Trane Company. A 100% outdoor air, air handling unit is located on the Upper Level and provides conditioned ventilation air to all spaces. The unit consists of a filter section, hot water pre-heat coil, chilled water cooling coil and supply air fan. About five (5) years ago, a duct-mounted hot water heating coil was installed for dehumidification and reheat purposes to resolve previous humidity issues within the building. A separate exhaust system with a fan on the roof provides building exhaust. There is no heat recovery from the exhaust air stream to the outside air stream (pre-condition) or the supply air stream (i.e., free reheat). A summer boiler or heat recovery device is recommended to reduce energy consumption to provide the necessary dehumidification and reheat capacity.

The system and equipment (manufactured by The Trane Company) was installed in 1996 and is in fair to good condition.

A variable air volume system serves portions of the building. An independent single zone variable flow air handling unit serves variable volume terminal control units (TCU). These TCU’s were manufactured by the Trane Company and use an internal modulating plunger style valve within a venture. These TCU’s are in a failing condition, cannot be worked on, and are recommended to be replaced with a conventional modulating damper type TCU.






Energy Management System. The building is partially direct digitally controlled and utilizes pneumatic actuation for all valves and control dampers.

The system is basic, was installed in 1996, and is in fair condition.

Some rooms on the South exterior have supplemental hot water radiant heat.

Plumbing:

The building is served by a 4-inch combined fire protection and domestic water system from the public water municipality. The domestic water is a 3-inch service and is protected by a backflow preventer. Domestic hot water is generated by a RUUD/Rheem,

119-gallon, 18 kW electric hot water heater.

The domestic water system, hot water heater, and plumbing fixtures appear to be in fair to good condition.


The building is fully protected by a wet pipe sprinkler system. A 4-inch line with backflow preventer and alarm check valve are located in the Lower Level Mechanical Room and serve the entire building.

The Fire Protection System appears to be in fair to good condition.

Electrical:


Electrical Closets are located throughout the building. The service was installed when the building was built-in 1996 and appears to be in good condition.




Emergency:

Emergency egress lighting consists of battery pack wall-mounted lights and individual battery-powered back-up fluorescent fixtures.

A UPS system serves the MDF Voice/Data/Video equipment, located adjacent to Main Electric Room.

An emergency generator is recommended for this building to serve the life safety loads in order to reduce monthly battery inspections/ replacements.

Lighting:

Fluorescent fixtures with electronic ballasts are installed throughout the building. Classrooms and offices contain 2x4 fixtures utilizing T8 lamps. Recessed downlights are lamped with compact fluorescent lamps (CFL). Ceiling-mounted occupancy sensors have been installed in several classrooms. The exterior lights and parking lot lights are contactor-controlled via time clock, located in the Main Electric Room.


SMECO Rebate Program.

Fire Alarm :



The incoming voice , data, and video service consists of 300 pair copper and traditional fiber optic cabling. The MPOP/MDF room is located on the first floor, with one additional closet located on each floor the building. The MDF is a hub location and provides services to Building A and its system has UPS system power back up. The services are adequate for the building.

Cooling System:

The Cooling System consists of a single air-cooled rotary screw chiller. The chiller has two (2) compressors and was manufactured by the Trane Company. Underground chilled water pipes extend from the chiller to the Basement Mechanical Equipment Room. Two

(2) constant volume base-mounted end suction pumps (lead and standby) circulate chilled water to fan coil and air handling unit cooling coils.

The pumps were manufactured by Taco. All equipment and systems were installed in 1996 and are in fair to good condition.





The building is served by a four-pipe fan coil unit system used in conjunction with a dedicated outdoor air system. A combination of horizontal above-ceiling and floor-mounted console type fan coil units serve each space. The fan coil units contain individual heating and cooling coils equipped with 3-way modulating valves controlled by a space thermostat. The fan coil units are recirculating air type (i.e., no outside air/100% return air). The fan coil units were manufactured by the Trane Company. A 100% outdoor air, air handling unit is located on the Upper Level and provides conditioned ventilation air to all spaces. The unit consists of a filter section, hot water pre-heat coil, chilled water cooling coil and supply air fan. About five (5) years ago, a duct-mounted hot water heating coil was installed for dehumidification and reheat purposes to resolve previous humidity issues within the building. A separate exhaust system with a fan on the roof provides building exhaust. There is no heat recovery from the exhaust air stream to the outside air stream (pre-condition) or the supply air stream (i.e., free reheat). A summer boiler or heat recovery device is recommended to reduce energy consumption to provide the necessary dehumidification and reheat capacity.

The system and equipment (manufactured by The Trane Company) was installed in 1996 and is in fair to good condition.

A variable air volume system serves portions of the building. An independent single zone variable flow air handling unit serves variable volume terminal control units (TCU). These TCU’s were manufactured by the Trane Company and use an internal modulating plunger style valve within a venture. These TCU’s are in a failing condition, cannot be worked on, and are recommended to be replaced with a conventional modulating damper type TCU.



Energy Management System. The building is partially direct digitally controlled and utilizes pneumatic actuation for all valves and control dampers.

The system is basic, was installed in 1996, and is in fair condition.

Some rooms on the South exterior have supplemental hot water radiant heat.




Plumbing:

The building is served by a 4-inch combined fire protection and domestic water system from the public water municipality. The domestic water is a 3-inch service and is protected by a backflow preventer. Domestic hot water is generated by a RUUD/Rheem,

119-gallon, 18 kW electric hot water heater.

The domestic water system, hot water heater, and plumbing fixtures appear to be in fair to good condition.


The building is fully protected by a wet pipe sprinkler system. A 4-inch line with backflow preventer and alarm check valve are located in the Lower Level Mechanical Room and serve the entire building.

The Fire Protection System appears to be in fair to good condition.

Electrical:


Electrical Closets are located throughout the building.

The service was installed when the building was built-in 1996 and appears to be in good condition.

Emergency:

Emergency egress lighting consists of battery pack wall-mounted lights and individual battery-powered back-up fluorescent fixtures.

A UPS system serves the MDF Voice/Data/Video equipment, located adjacent to Main Electric Room.

An emergency generator is recommended for this building to serve the life safety loads in order to reduce monthly battery inspections/ replacements.




Lighting:

Fluorescent fixtures with electronic ballasts are installed throughout the building. Classrooms and offices contain 2x4 fixtures utilizing T8 lamps. Recessed downlights are lamped with compact fluorescent lamps (CFL). Ceiling-mounted occupancy sensors have been installed in several classrooms. The exterior lights and parking lot lights are contactor-controlled via time clock, located in the Main Electric Room.


SMECO Rebate Program.

Fire Alarm :



The incoming voice , data, and video service consists of 300 pair copper and traditional fiber optic cabling. The MPOP/MDF room is located on the first floor, with one additional closet located on each floor the building. The MDF is a hub location and provides services to Building A and its system has UPS system power back up. The services are adequate for the building.



College of Southern Maryland Facilities Master Plan

January 2011

COLLEGE OF SOUTHERN MARYLAND

BOARD OF TRUSTEES

COLLEGE OF SOUTHERN MARYLAND

President’s Council

Planning, Institutional Effectiveness & Research

Table of Contents

Table of Contents

Table of Contents

EXECUTIVE SUMMARY

Public School Enrollment (K-12)

Secondary Education (7-12) Enrollment

Composition of Student Body

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

Demographic Summary: Fall 2009

I. Degree Programs

Emergency Medical Services

Human Services

II. Certificate Programs

III. Letters of Recognition

.

http://prostart.restaurant.org/

Leonardtown Campus

Leonardtown Campus

Prince Frederick Campus

Prince Frederick Campus

(In design)

(In design)

La Plata Campus

La Plata Campus

The La Plata Campus

Conclusion

LaPlata Campus –

Leonardtown Campus –

Prince Frederick Campus –

Central Location

I. The Vision: Technology That Enables Learning and Institutional Success

II. Requirements

III. Infrastructure

CSM Mission Statement

Waldorf Center Mission Statement

Statistics for Academic Program Enrollments

Independent Building Evaluations

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