California State University, Chico 1994-95 Self-Study
Standard Eight: Physical Resources
The California State University, Chico campus, with 119 developed acres, is the
second smallest campus in the CSU. In addition to the main campus, there is a farm
with approximately 640 acres. Considered one of the most attractive campuses in
the state, there are a variety of factors which cause many to consider the Chico
campus unique. They include: Chico Creek, a stream which runs through the heart
of the campus; a rose garden, with more than 380 roses of 21 species; over 2,400
trees, many of which are native and of specimen quality. In addition, the campus is
a declared arboretum, used as a classroom by many disciplines, and has several
nature trails that are heavily used by faculty, staff, students, and visitors.
The University, which is located adjacent to the city’s downtown business district, is
considered residential with approximately 70% of the students living within a one
mile radius of the campus. Local and regional transit, bicycling, and walking are
methods used extensively by faculty, staff and students to commute to campus.
However, because Chico has the lowest ratio of enrollment to parking space of any
campus in the CSU, parking remains a problem for the large number of faculty, staff,
and students living in surrounding communities who must commute to campus.
In addition to an extensive intramural program during the academic year, the
campus serves the community and the region in a number of ways. As the main
cultural and informational center for a 13 county service area, each year people from
outside the University use the Meriam Library, and attend numerous cultural
events. Each year thousands of children from schools in Butte and surrounding
counties attend various cultural and educational events held on the campus. In
addition, numerous summer day sports camps are offered to local youth. Other
services to the community include the Child Development Laboratory, which trains
child development majors and provides quality preschool curriculum to community
children; Speech Clinic, offering master’s level training to speech-language-hearing
specialists, and clinical services to children and adults in the community; and the
Associated Students Children’s Center, which provides daycare and preschool
curriculum for children of students.
The main campus has 46 major buildings, most of which are of a cohesive
Mediterranean style with brick exteriors, providing approximately 525,000 square
feet (sf) of instructional space in 264 classrooms. The instructional space, which
ranges from 16 student seminar rooms to a lecture hall with a capacity of 232
(Appendix 8.A-1 details classrooms and capacities), is divided into two basic
categories: lecture, with roughly 95,000 assignable square feet (asf); and laboratory,
with just under 430,000 asf. Much of the space is designed to meet specific
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instructional needs such as clinics, performance, self-instructional laboratories, and
graduate research.
Since 1982, the campus has completed several capital outlay projects that have
added significant instructional support space, and improved existing facilities to
make them more effective for delivering instruction with modern techniques and
technologies:
• In 1975 when the Meriam Library was constructed the fourth floor
was enclosed but not finished. In 1986-87, the fourth floor was
completed adding 52,744 asf of library space. Meriam Library is
now designed to meet the needs of the 14,000 FTES master planned
enrollment of the campus.
• Completion of Tehama Hall in spring 1992, and of the John F.
O'Connell Technology Center in fall 1992, significantly increased
instructional space, providing 17 new laboratories and 21 lecture
rooms. In addition, the number of faculty offices increased from
605 (57,000 asf) to 659 (78,000+ asf).
• Tehama Hall added over 50,000 asf of self-instruction computer
laboratories, lecture rooms, and specialized laboratories, while the
O'Connell Technology Center added more than 45,000 asf for
instruction in the College of Engineering, Computer Science and
Technology, and provides a variety of laboratories for instruction
in engineering and computer science along with self-instruction
computer laboratories. Each building is designed to support high
technology instruction. Wiring is provided for voice, data, and
video communication to each of the instructional spaces, and the
raceway systems that carry the wiring are designed to allow for
future changes with a minimum of expense and time involvement.
• Renovation of Ayres Hall, which houses the Art Department, was
completed in 1993. This 31,000 asf building was constructed in 1950
for instruction in music and science. In addition to a complete
interior renovation the mechanical and electrical systems were
upgraded for ease of maintenance and energy conservation, and
the rooms re-configured to accommodate modern methods of art
instruction.
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Standard 8.A - Instructional and Support Facilities
Sufficient physical resources, particularly instructional facilities, are designed,
maintained, and managed at both on- and off-campus sites to achieve institutional
purposes.
The campus is master planned for 14,000 FTES. This capacity is determined by
utilizing the CSU standards for space and facility entitlement found in the State
University Administrative Manual (SUAM, Section 9000 et seq.). These standards
are widely recognized as among the oldest and stingiest in the nation. There have
been many reviews of the standards, the latest by the California Postsecondary
Education Commission (CPEC), “A Capacity for Learning - Revising Space and
Utilization Standards for California Public Higher Education” (Appendix 8.A-2).
Each review has concluded that the standards need to be revised. Revision could
result in something less than the current 65 hour scheduling week, more realistic
seating occupancy and square foot per station expectations, as well as a recognition
of mediation, computers and networking in space formulas. While the
recommended provision of space for research, technical and specialized laboratories,
lab service, computing, networking, and single station faculty offices are long
overdue none of the CPEC recommendations have been approved by the Governor
or adopted by the Legislature.
By current CSU standards, and by counting the considerable temporary space on
campus, we now accommodate a lecture capacity for a campus of 14,000 FTES.
Temporary space includes modular buildings, some more than 25 years old, and
other facilities long planned for demolition. Under existing standards we are
“entitled” to more than 450 new lecture stations to replace those in temporary
spaces, and these are planned in three new buildings on the Campus Physical
Master Plan. Revised standards would raise the number of lecture spaces
considerably, and require a revision of our major capital program.
While there is sufficient total laboratory capacity for 14,000 FTES, the space is poorly
distributed. Certain disciplines—e.g., agriculture, the sciences, and engineering—
ostensibly have more space than entitled, while others, such as communications,
education, physical education, psychology, English, philosophy, and foreign
languages, have inadequate space to support computing, interactive media, and
other instructional technologies and applications flowering in their disciplines. The
answer is not to take away specialized laboratory space from agriculture, the
sciences or engineering, which are well used and unsuitable for other disciplines,
but to provide new laboratory space for those disciplines, complete with state-ofthe-art equipment. This needed laboratory capacity has been planned in the
buildings we hope to construct in the coming years. Revised standards will also
mean greatly expanding these types of facilities in our major capital program plans.
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The campus is woefully short of graduate research, computing laboratory, faculty
offices, technician and other lab service space, and other non-capacity space. This
type of space will be programmed into future buildings and planned renovations.
The chief culprit in our shortage of space is not poor planning, but the economic
situation in California. When we return to a major and minor capital building
program we hope to make steady progress in providing these needed facilities. For
now, we are reduced to coping with the current situation. Higher education in
California is at a crucial point. Either we move ahead, or we will assuredly fall far
behind.
The chief mitigating factor for this difficult facility picture is innovation and good
management. Departments have maximized the use of their facilities. Most
laboratories are used in excess of CSU standards, and there has been much
innovation and improvisation in the development of computing facilities and other
laboratories. In the last several years private donations, and other non-State sources
of funding, have helped departments to stay current in their fields. While there are
definite problem spots, and some programs whose growth, development or
modernization are inhibited by facility constraints, most are doing well with what
they have. This strategy of coping, however, has but a short life span. Overusing
facilities is neither good for the quality of education for the student, or the long-term
life of the facilities and equipment in them.
Adequacy of Instructional, Research and Support Facilities
While a recent faculty survey suggests that we have been able to satisfactorily meet
their needs for equipment and facilities in teaching and for scholarly and creative
activities, we believe that many of our facilities need to be expanded and enhanced
(Appendix 8.A-3). Instructional media, while blossoming, is constrained by a lack of
facilities and equipment for training and development of materials. Graduate
research space is scant, and the University is, under a calculation of space
requirements for instructional projects by the CSU Office of Physical Planning and
Development, has a current need for more than 22,000 asf of graduate research lab
space (Appendix 8.A-4).
While this issue has been addressed in the campus master plan, until those capital
projects are realized, the lack of adequate research and support facilities will
continue to constrain this area of campus activity. With CSU cooperation in
reclassifying, renovating, and re-equipping laboratories, especially in disciplines
with surplus capacity, we hope to mitigate the situation in selected disciplines.
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Functional Assignment of Space
Spaces and places are functionally categorized in the Space and Facilities Data Base
(SFDB), which is on file in the Office of Facilities Planning, and usually
appropriately assigned for a specific functional use.
Facilities for Faculty
The typical faculty office is one-station, with 100-110 asf, with a window, at least in
the door. Two issues remain to be resolved for some faculty: computer resources
(see below) and private offices. Approximately 30 faculty offices on the SFDB are
classified as two-station offices, and a few large offices are used by two or more
faculty. It is both Trustee and campus policy to eliminate two-station faculty offices
in order to provide the privacy and security needed for academic advising,
counseling, and other work. As new construction allows we will move to private
offices for all faculty.
The majority of campus facilities are fully accessible to faculty with disabilities
allowing them to conduct their business in an integrated setting. Specialized
adaptive equipment can be requested by faculty with disabilities through the
Chancellors’ Office Employee Assistive Device Program. Inaccessible facilities
which have been identified by the campus ADA Evaluation and Planning Team
(Appendix 8.A-5) will be brought into compliance as funds become available.
Furniture and Amenities
Faculty are provided a complete complement of office furniture, which includes a
desk, executive chair, side chair, file cabinet, bookshelf, computer stand, printer
table, or utility table as their wishes and floor space will accommodate. While most
faculty feel they have all they need with respect to office space and furniture, the
university responds as best it can to individual requests for furniture.
Nearly all administrators and clerical staff, and more than one-half of the faculty
have been provided with personal computers and network connectivity. Our
immediate goal is to provide personal computers to all faculty. The chief constraint
is the money needed to purchase hardware, software, and to establish the network
infrastructure. Funding has been requested and future budgets will determine how
fast we achieve this goal. Our ongoing goal is to keep faculty current with respect to
computer hardware, software, and network access and resources. The proper work
environment and amenities for faculty and staff are basically well in place.
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Despite a recent student survey (Appendix 8.A-6) which found that the campus
“provides and environment conductive” to learning we believe that, given its
residential character, the campus is short of library, study hall, meeting rooms, and
study space for students. The Bell Memorial Union (BMU) was built for a campus of
6,000 FTES, and the State has generally not provided this kind of space for students
in classroom or office buildings. Departments have been innovative with hallways
and other space to create study halls or student lounges, but we find ourselves
increasingly in conflict with the Fire Marshall over the use of hallways and foyers
for student seating and study space.
To reduce the need for students to stand in long lines or to conduct business only
during normal business hours the campus would also like to see the development of
electronic information “kiosks” where students would be able to handle various
administrative business, such as registration, add and drop courses, grade checks,
change of address, and seek information or help with problems.
Maintenance
During the past 10 years, while Plant Operations has experienced a significant
reduction in staffing, the gross square footage of the campus has increased more
than 24% to 1,495,948. These changes have affected the department’s ability to
provide necessary maintenance. Examples of consequences include:
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A 50% reduction in the spray program.
Exterior sweeping of the campus and parking lots no longer performed on a
regular basis.
The planting of annuals and perennials has been reduced.
Annual building audits have been discontinued.
Using a method based on the Facilities Audit Workbook, (developed by the
Association of Physical Plant Administrators), Plant Operations creates annually a
facility condition report and five year special repair list (on file in Plant Operations).
While the most recent special repair request (i.e., deferred maintenance) totaled
$5,741,301 annual funding allocations have been less than 10% of the amount needed
for the past several years.
Financial cutbacks have also resulted in a reduction in routine and preventative
maintenance to buildings and grounds. Major structural components of several
buildings, such as roofs, are in need of replacement. The long-term effects of not
being able to properly maintain the large building components are to create a
shorter life span for equipment and building components and increase the overall
cost of maintenance.
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Health, Safety, and Access
Campus facilities are designed to meet health and safety codes and regulations
applicable at the time of construction, including the Americans with Disabilities Act
(ADA). When existing facilities are remodeled, they are brought up to the code
requirements in existence at the time of the remodel. Areas of deficiency and
concern include: asbestos abatement, seismic resistance and falling hazards, fire
code compliance, and underground tank removal.
Friable asbestos is being removed through a systemwide program. Non-friable
asbestos is monitored and kept in place as long as it remains in good condition.
Campus facilities were surveyed for asbestos containing materials by a consultant
under contract with the system in October 1994 (Report on file in the Office of
Environmental Management, Health and Safety (EMHS).
Campus facilities have been evaluated for seismic resistance and several campus
buildings have been identified as in need of significant modifications. These
buildings are: Whitney Hall (residence hall), the Bell Memorial Union (student
union - operated by the Associated Students), Colusa Hall, and Buildings "R" and
"S." Detailed structural studies were conducted on each of these buildings and a
State major capital outlay funding request has been made for structural modification
to Colusa Hall. In addition, a number of ‘falling’ hazards that could cause problems
on the exteriors of buildings in a seismic event have been identified (Report on file in
the Office of Facilities Planning).
All facilities have been inspected by the State Fire Marshal's Office for compliance
with fire code regulations. The campus completed the first phase of projects to
correct cited fire code violations in nine buildings in December 1994. A second
phase to correct an additional five buildings has been developed and submitted for
capital outlay funding.
It was discovered that an underground diesel oil storage tank, used to provide
auxiliary fuel for the campus boilers, has been leaking. The tank has been removed,
and the soil around the tank needs to be removed and the ground water in the area
monitored. Several other underground diesel oil storage tanks in the area will likely
need to be removed.
Hazardous materials on campus are inventoried and monitored. Hazardous wastes
are stored and prepared for shipment to approved disposal sites. The Office of
Environmental Management, Health and Safety provides for these services and acts
as both the source of technical expertise and as a conduit of information in helping
the University comply with its programmatic requirements. EMHS gathers
information, conducts research, and designs and implements programs that meet
the University's specific needs. EMHS staff meets regularly with departments
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involved, conducts training, provides routine inspections, and acts as liaison
between the University and the various enforcement agencies to ensure program
compliance.
Off-Campus Facilities
Most off-campus programs are administered by the Center for Regional and
Continuing Education. The Center has been particularly innovative in providing
instruction in small instructional centers in remote areas, and by satellite,
microwave, and cable communication at other educational institutions, business,
and industrial sites. They have also arranged for the sharing of space with a number
of educational institutions. Accommodations vary from adequate to state-of-the-art,
with most locations judged better than adequate by Continuing Education staff.
Standard 8.B - Equipment
Equipment is sufficient to facilitate the educational objectives of the institution.
The honest answer here is no, but we do a very good job with what we have. Due to
the commitment of faculty, over the last several years the campus has ranked in the
top 8 within the CSU in total dollars awarded for sponsored projects. As a result,
we are on the leading edge of instructional technology and the creative application
of new technology to education, business, and industry. Nevertheless, the pace of
technological change and the cost and turnover of equipment, hardware and
software is beginning to outstrip our capacity to keep up.
Based on comments received from departments, they have not been adequately
funded for new and replacement equipment for a number of years. Because of
financial constraints we cannot keep up with the technological changes with respect
to maintenance, repair, and purchase of needed new and replacement equipment,
hardware and software. Even donated equipment becomes problematic when
resources to supervise, staff, and maintain that equipment are not forthcoming.
Virtually every department has a common lament in this regard, and we fear we are
falling further behind.
Agriculture, technology, and the behavioral and natural sciences may be particularly
hard pressed, as they have not had new buildings or a renovation of a laboratory in
decades to replace old equipment or provide new equipment. Through careful and
intense scheduling, these disciplines are using and reusing equipment in
laboratories to a very high degree. Through innovation, and plain old technical skill
and ingenuity, they nurse equipment along that should have been replaced years
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ago. Following years of meager allocations, the last two years have seen almost no
expenditures for equipment. No major capital programs are planned for these
disciplines, and these have typically been the vehicle for acquiring new equipment.
Even minor capital projects to renovate labs do not provide, given current State
policies, the “Group II” money to buy needed equipment.
There is a concern that as a result of the campus not being adequately funded for
new and replacement equipment, many faculty have been placed at a disadvantage
in instructional delivery. To enhance the quality of instruction there is a need to
renovate and modernize most of the lecture classrooms with state-of-the-art
instructional media, networking, and computing equipment. Several million dollars
in new and replacement equipment have been identified as needed for the basic
instructional classrooms, including computer capable display monitors or large
screen projection devices, VCRs, photo CD players, computers with CD ROM and
other multi-media instructional features, network connections, visual presenters,
video microscopes, and 16mm projectors. There is a real prospect of the CSU falling
farther behind other institutions in the nation if some remedy is not found.
Support Equipment
The campus facilitates the accessibility and availability of equipment at on- and offcampus sites. Most classrooms have equipment already in place, in media cabinets
or booths. The Instructional Media Center (IMC) provides a variety of equipment
for check-out. Disabled Student Services (DSS) provides adaptive listening devices,
adaptive computer workstations, tape recorders, video cameras, closed caption
decoders, etc., to students with disabilities.
Equipment Maintenance
Property Management maintains an inventory of all capitalized equipment and
conducts a physical inventory annually. Health and safety issues involving the
operation of equipment and the handling of materials and supplies are supervised
by EMHS. Voluntary and required training in the handling of hazardous materials
and operation of potentially dangerous equipment is provided by EMHS.
Replacement Equipment
Periodic replacement of equipment is planned and scheduled, and most
departments maintain lists of equipment to be replaced. These needs are specifically
identified in each college’s strategic plan. The current budget situation, however,
has limited the purchase of needed replacement equipment.
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Standard 8.C - Physical Resource Planning
Comprehensive planning occurs and is based upon the stated academic goals and objectives
of the institution.
Campus Master Planning
The existing approved physical master plan for the campus is designed to
accommodate 14,000 FTES. Several buildings are envisioned in the future that will
provide opportunities for growth in a number of disciplines. The master plan also
identifies several existing older low density buildings for removal, thus providing
additional land area to the campus. A more detailed description of these facilities is
provided in Section 8.C.
Facilities Development
The five-year capital outlay program gives priority to disciplines and programs with
the greatest shortages as compared to projected growth. Priority is also given to
disciplines where existing facilities do not match current teaching technologies.
Campus priorities are integrated with system priorities. All requests are limited by
statewide availability of capital outlay funding.
Facility Planning
All facilities meet the various State codes which were applicable at the time of
construction. In addition, facilities have been modified to meet changing code
requirements for the physically disabled. Additional renovations will be made as
part of the CSU program for compliance with the Americans with Disabilities Act.
A recent CSU study (see Appendix E) estimates a need for $10,643,000 in facility
improvements to bring the campus up to the new ADA requirements.
Approximately $5,800,000 of the estimated cost involves instructional or
instructionally related facilities, with the balance in auxiliary operated facilities such
as residence halls, student union, parking, etc.
An ADA Evaluation and Planning Team (ADA-EPT) was appointed by the
University President in 1993 to develop a transition plan for ADA access
compliance. The ADA-EPT requested funds for the correction of identified access
deficiencies and Phase I of the plan was funded in 1993-94 and completed in 1994.
Phase II was submitted to the Chancellor's Office and awaits funding authorization.
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The ADA-EPT is also involved with Housing and the Associated Students in
developing their transition plans for making the buildings they are responsible for
accessible.
In 1993-94 funding was received from the Dormitory Revenue Fund to make the
Student Health Center fully accessible. This funding was incorporated into an
expansion and renovation project which began in November 1994 with completion
scheduled in February 1996.
In addition to the foregoing, Plant Operation makes accessibility modifications as
part of an ongoing maintenance and repair operation.
Administrative Involvement
Proposals for remodeling, renovation, and the construction of new facilities
originate within Academic Affairs as part of the instructional strategic planning
process described in 4.F. Major and minor capital proposals are prepared by
Academic Affairs staff, in consultation with college deans, department chairs, and
faculty. The proposals are reviewed and prioritized by the Space Administration
Committee.
Decisions related to exterior physical elements of campus master planning are
reviewed by the Campus Planning Committee (CPC). Committee membership
includes the Vice President for Business and Administration, representatives from
the President, Provost, Vice President for Student Affairs, Associated Students, staff,
faculty and the community. Also included on the Committee are the campus
consulting architect, a representative of the Chancellor's Office, and the Directors of
Facilities Planning, Plant Operation, Environmental Management Health and Safety,
and Disabled Student Services. Final decisions on proposed changes or additions
are made by the President.
Campus decisions are forwarded to the Chancellor's Office for approval by the
Board of Trustees. Approvals for minor changes have been delegated to
Chancellor's Office staff.
In 1990 the Board of Trustees approved a revised master plan for the University
(Appendix 8.B-1). The revised plan is the result of almost two years of effort to
review the previous master plan which was approved in 1985 (Appendix 8.B-2) and
to revise it to reflect the status of the University and its future growth for the coming
twenty-year period. Significant changes in the plan involve:
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Siting of Five New Buildings
1.
Classroom/Faculty Office/Laboratory Building
A multi-story brick classroom/faculty office/laboratory building
adjacent to Modoc Hall, this building will accommodate education,
liberal studies, psychology, and speech pathology. Upon completion,
Aymer Jay Hamilton building is slated for removal.
2.
Student Services Center/Information Center
To be located south of the Meriam Library, this will be a multi-story
brick building designed to accommodate, inter alia, of the University's
student services personnel and programs, and will replace several
temporary buildings.
3.
Child Care Facility
This proposed facility will replace the current child care facility which
is a part of the Aymer Jay Hamilton Building.
4.
Restrooms/Field Storage
This facility will provide restrooms and equipment storage adjacent to
the physical education fields.
Building Additions
1.
Taylor Hall
This proposed addition will add instructional capacity to the existing
building (completed in 1961) to accommodate the needs of the
instructional programs in the College of Humanities and Fine Arts.
2.
Bell Memorial Union
Completed in 1969 the Union was designed for an enrollment of 6,000
FTES. The master planned enrollment is 14,000 FTES. The proposed
project will add additional space to the building.
3.
Student Health Center
The project proposes to expand the building to accommodate the
growth in student population and in the services being offered.
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4.
Whitney Hall and Recreation Building
Whitney Hall is the largest residence hall building on campus with 512
beds and provides food services for the six campus residence hall
facilities. The proposed project will expand the dining area and
connect Whitney Hall with the Recreation Building.
5.
Housing Office Building
The increase in personnel in the residence hall organization was the
motivation for the addition in 1992.
6.
Selvester Cafeteria
This single-story concrete building, completed in 1957, provides food
service to students, faculty, and staff, and is also used as a study hall
by students and for meetings and special gatherings of faculty and
staff. The proposed addition will renovate the facility and expand the
available meeting and dining area.
Temporary Buildings
The following buildings are proposed to be designated as temporary and
eventually removed from the campus.
1.
Aymer Jay Hamilton
This building, which is in poor condition, is an ineffective use of the
site and is very expensive to operate and maintain.
2.
Siskiyou Hall
The facility, which currently houses computer science teaching
laboratories, faculty offices, and a computer technician shop makes
ineffective use of this primary site and is proposed for partial removal.
Removal of the south half of the building will open up a large quad
area in the heart of the campus. It was proposed to remove this
portion when the O'Connell Technology Center was completed, and to
renovate the north half to accommodate university services such as
University Printing Services, the computer technician shop, and
grounds shop.
3.
Parking
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The area between Hazel, Third, and Chestnut Streets is proposed to be
used for surface parking.
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Exchange of Property
1.
College Park
It is proposed that this area be designated for future surface parking.
Additional space is needed to alleviate the parking (lowest ratio of
parking to student enrollment in the CSU system), and would also add
land to the campus (second smallest campus in the CSU). The
development of this property to campus parking would involve a
coordinated effort of the city of Chico and the campus.
The area affected is approximately five acres of land located between
Warner Street, Sacramento Avenue, three student residence halls
(Mechoopda, Esken, and Konkow Halls) and the Student Health
Center parking lot. This land currently contains residential housing.
2.
Alumni House
The University Foundation has recently acquired a house for the
Alumni Association. This property has been added to the campus
master plan.
Circulation Modification
As a result of the master plan study, it was proposed that Warner Street be
modified between the intersection of First Street and Legion Avenue to
create a transit mall. This street bisects the campus, creating an unsafe
condition for students, faculty, and staff who frequently have to cross it.
Since the approval of the master plan, an agreement has been reached
between the CSU and the City of Chico regarding modifications of the
street.
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