REPORT OF
THE GRADUATE STUDENT
CENTER
PLANNING COMMITTEE
University of California, Irvine
SEPTEMBER 28, 2006
Respectfully Submitted by:
Janelle Reinelt, Committee Chair; (former) Associate Dean for Graduate Studies
Cecile Whiting, Associate Dean for Humanities
Mike Mulligan, Associate Dean for Biological Sciences
David van Dyk, Associate Professor, Statistics/ICS;
Member, Graduate Council
Justin Richland, Assistant Professor, Criminology/Social Ecology
Brett Goldsmith, 2005-06 President, Associated Graduate Students;
Graduate Student, Physics
Lisa Gauf, Director, Graduate Preparation & Student Programs,
Office of Graduate Studies
Loretta Waltemeyer, Administrative Analyst,
Electrical Engineering and Computer Science
Ronnie Gran, Graduate Student Coordinator,
Electrical Engineering and Computer Science
William Zeller, Assistant Vice Chancellor, Student Housing
Kathryn Van Ness, Director, Career Center
Lydia Soleil, Graduate Student Career Consultant, Career Center
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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TABLE OF CONTENTS
I.
Background and Charge ...................................................................................... 4
II.
History and Definition of Graduate Student Centers ........................................ 4
III.
Rationale for a Center .......................................................................................... 4
IV.
Mission Statement ................................................................................................. 7
V.
Programming Priorities........................................................................................ 7
1.
Orientation Component: .......................................................................... 7
2.
Professional Development: ....................................................................... 8
3.
Communication Skills ............................................................................... 8
4.
Wellness Activities .................................................................................... 8
5.
Social Opportunities ................................................................................. 9
VI.
Space and Infrastructural Needs ......................................................................... 9
VII.
Staffing and Reporting ....................................................................................... 10
VIII. Resources Needed and Available ....................................................................... 12
IX. Summary Recommendations ................................................................................... 12
Appendix A: List of Current Graduate Student Centers............................................ 14
Appendix B: Space Standards ....................................................................................... 15
Appendix C: Operating Budget Projections................................................................. 17
Appendix D: Start-up and Capital Improvements Estimate ...................................... 18
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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I. Background and Charge
In April, 2006 Vice Chancellor for Student Affairs, Manuel Gomez, asked the Associate Dean
for Graduate Studies, Janelle Reinelt, to chair a planning committee charged with developing a
concept for a new Graduate Student Center for UCI, possibly to be located in the building
currently serving Housing Administration Services (HAS). Because Reinelt would be leaving
the University on July 1, 2006, she agreed to convene a committee that could meet four times
and work intensively to produce a report that might serve as a blueprint for further development
in the fall of 2006.
The committee of twelve was composed of two Associate Deans (school level), two faculty
including a representative of Graduate Council, the President of the Associated Graduate
Students (AGS), two staff members who work close with graduate students (department level),
the Assistant Vice Chancellor of Housing, the Director of the Career Center, the Director of
Graduate Preparation and Programs (RGS) whose portfolio includes diversity, and the Graduate
Student Career Consultant from the Career Center who had experience directly related to the
charge of the committee, and who served as Assistant to the Chair. During May and June 2006,
the committee met four times (minutes available upon request), conducted a series of interviews
with key possible collaborators in the project, and conducted a site visit to the current HAS
Building.
II. History and Definition of Graduate Student Centers
Although graduate education in the United States has existed for 370 years (since the founding of
Harvard University in 1636), the two oldest Graduate Student Centers, one of which is at
Harvard, have only been around for fifteen years (since 1991). At this point, the concept of a
Graduate Student Center is still in its infancy, because as of April 2006, only about 14 such
centers have been identified at universities in the U.S. However, it is interesting to note that over
half of the known Centers opened in the last six years.
The best general definition of a “Graduate Student Center” is a defined location on a higher
education institution campus that is intended to be used mainly or exclusively by graduate
students and/or professional students.
III. Rationale for a Center
Creating a Graduate Student Center (GSC) will support several goals in the UCI Strategic Plan,
including the projected growth in the number and quality of graduate students, and would
provide an “on-campus experience for graduate students [that] will be among the best in the
nation, with exceptional opportunities for research, housing, and co-curricular activities.”1
1
Clarke, M. (Jan. 2006). A Focus on Excellence: A Strategy for Academic Development at the University of
California, Irvine 2005- 2015. Retrieved August 24, 2005 from
http://www.evc.uci.edu/planning/plan1204/index.html.
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University of California, Irvine
September 28, 2006
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Many of the top ranked universities have graduate student centers (see Appendix A: Current
GSCs), as do two other UCs (UCLA and UC Santa Cruz) and graduate students speak of these
centers as an integral part of their graduate student experience. Two comments from students at
Harvard, home of the oldest known GSC, Dudley House, succinctly describe the impact of such
a center on the lives of graduate students.
“Looking back over my years at Harvard, it is impossible to imagine what my graduate life would have
been like without Dudley House. It goes without saying that Harvard is infinitely capable of feeding the
mind. Graduate school, as anyone who has experienced it knows, can be rather taxing on the soul. Dudley
House is soul food. It's a meeting ground for interesting people, a melting pot of ideas and opinions. All of
the scientists, philosophers, and literary critics I know at Harvard, I met at Dudley. I have learned a great
deal about the University and the universe of ideas through my association with the House.”
- Glenn Magid, G7, Near Eastern Languages and Civilizations
“My decision to attend Harvard over Berkeley or Yale, my other top graduate school choices, was due to
the presence of a visible social life for graduate students at Harvard. I had attended a liberal arts school as
an undergraduate and I intend to return to teach at such a school after graduation. I consider my
participation in Dudley House activities to be a part of this training. The best years of my graduate school
career were those in which I was most active in Dudley House.”
-Dereth Phillips, G8, Genetics (Division of Medical Sciences) 2
Graduate students are clearly starting to make decisions about graduate school based on quality
of life as well as academic program quality. Today’s graduate students are part of the millennial
generation (those born 1977-1998), who is putting an emphasis on work-life balance.3 Graduate
students are generally older and have different developmental needs, more family
responsibilities, and more diverse experiences than undergraduates. Their different academic
contexts, professional goals, and personal situations require specific resources and
programming.4,5,6 With the projected opening of the expanded Student Center facilities (largely
though not exclusively serving undergraduates), the time is right for a demonstrated investment
in graduate student culture at UCI, one that will enhance academic, professional and community
development.
2
Mendelsohn, E. and Anderson, M.B. Dudley House Report, September 1999, Graduate School of Arts and
Sciences, Harvard University.
Armour, S. (September 8, 2005). Generation Y: They’ve arrived at work with a new attitude. Retrieved Septmeber
25, 2006 from http://www.usatoday.com/money/workplace/2005-11-06-gen-y_x.htm.
3
4
Weisbuch, R. (September 2005) The Responsive Ph.D.: Innovations in U.S. Doctoral Education
(http://www.woodrow.org/newsroom/News_Releases/ResponsivePhD_overview.pdf) Princeton, NJ: A report
prepared for the Woodrow Wilson National Fellowship Foundation.
5
Association of American Universities, Committee on Graduate Education (October 1998). Report and
Recommendations. Retrieved October 19, 2005 from http://www.aau.edu/reports/GradEdRpt.html.
6
Golde, C.M. & Dore, T.M. (2001). At Cross Purposes: What the experiences of doctoral students reveal about
doctoral education (www.phd-survey.org). Philadelphia, PA: A report prepared for The Pew Charitable Trusts.
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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The following are some specific aspects of benefit to UCI:

Provides a central location for organizing graduate student programming and services.

Creates a sense of place for graduate students, a place to have a cup of coffee with others
who share the role of graduate student; a place to organize and hold a lecture or workshop
that reflects their own priorities and special needs.

Supports recruitment and retention efforts. (Note: Current estimates for attrition from Ph.D.
programs in the US is 40-50%, higher for women and minority populations.7,8 ,9)

Creates opportunities for interdisciplinary interactions.

Supports integration of international graduate students and diverse students, and recognizes
their unique needs.

Provides a variety of programming ranging from dissertation workshops and groups, to
professional skills training and grant writing, to social and professional occasions for
interaction across departmental lines. (See Section V for specific discussions of
programming priorities.)

Contributes to prevention of crisis situations (psychiatric, financial, academic) through earlywarning strategies and specialized programming aimed at these areas. (Note: A recent report
by the Berkeley Graduate and Professional Schools Mental Health Task Force reports high
levels of emotional stress, suicidal tendencies, and ignorance about mental health services
among the graduate student population.10)

Provides a number of practical resources for daily life essential to graduate students’ work
environment: dedicated study and meeting space, business office facilities, lockers for
commuters, lounge/café, information and resources kiosk.
7
Barbara E. Lovitts. Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study.
Lanham, MD: Rowman & Littlefield, 2001.
8
S. Smallwood, "Doctor Dropout: High attrition from Ph.D. programs is sucking away time, talent, and money and
breaking some hearts, too," in The Chronicle of Higher Education, vol. 50, 2004, pp. A10.
http://chronicle.com/free/v50/i19/19a01001.htm
W. Beckett, “ECGF considers attrition rates,” in The Chronicle, October 07, 2002.
http://www.chronicle.duke.edu/vnews/display.v/ART/2002/10/07/3da17b9cdef82
9
10
Berkeley Graduate Student Mental Health Survey, Report by the Berkeley Graduate and Professional Schools
Mental Health Task Force, Released: 9 December 2004, Retrieved Aug 24, 2006.
http://www.ocf.berkeley.edu/~gmhealth/reports/gradmentalhealth_report2004.html
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University of California, Irvine
September 28, 2006
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IV. Mission Statement
The UCI Graduate Student Center will exist to enrich the intellectual, professional, and social
lives of graduate students and post-doctoral scholars by providing a central gathering place for
resources, services, and activities designed to meet the specific needs of this population. The
vision of the Center includes international students, professional students, and the wide range of
ethnic and culturally diverse graduate students and post-docs attending UCI. The Center seeks to
facilitate interdisciplinary as well as traditional academic pursuits, social and personal
development, and professional skills. It offers opportunities to network and to participate in a
vibrant graduate community.
V. Programming Priorities
Lydia Soleil, staff to this committee and Graduate Student Career Consultant in the Career
Center, did extensive research on Graduate Student Centers (GSCs) via web searches, interviews
with Directors and a site visit to an already existing Center. She also talked with staff at two
institutions, UCDavis and Duke University, who are in the planning process. AGS President
Brett Goldsmith also interviewed several graduate students at universities with Centers. The
research results were organized and funneled back to the committee to provide them with
extensive information about structure, programming, and operating procedures of current and
planned Centers.
In addition, at its first meeting, the committee identified key stakeholders for the GSC—offices
on campus or individuals in charge of programs that would be essential participants in any future
initiative. It will be vital to work with many existing campus departments; the center should not
duplicate current programs.
At subsequent meetings, the Committee held interviews with the following people:



Gerald Munoff and Carol Hughes: UCI Libraries
De Gallow: Instructional Resource Center (IRC)
Braddie Dooley: Counseling Center
After reviewing the research and interview results, the committee came up with the following
components as essential for a UCI GCS:
1. Orientation Component:
In all the existing programs we studied, a strong Orientation program for new graduate
students formed a key component. Although most departments provide some orientation
to the disciplinary requirements for new graduate students, a thorough campus-wide
orientation that establishes a sense of the Irvine campus and surrounding community,
helps students perceive their connections to major University structures and programs,
and begins a socialization process that puts them in contact with other graduate students
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University of California, Irvine
September 28, 2006
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across the campus, is essential. International students, in particular, need this program,
and the GSC could run a special Orientation for foreign students that then integrated with
a general program for all new graduate students. A campus-wide orientation will require
a significant financial investment but will be an essential component based on our
research of other GSCs.
2. Professional Development:
This umbrella term covers workshops on academic skills development, career and
professional advancement skills, and learning to succeed in graduate school and transfer
these skills to a new career trajectory. It also covers intellectual development activities.
Examples include:







Pedagogy and teaching effectiveness
Library and research skills
Study and graduate school success skills
Information and instructional technology skills
Career planning, and academic and non-academic job search skills (interviewing,
CV/resume, presentation of self, networking)
Transition from graduate school to career/post-doctoral opportunity
Academic lectures and discussions
3. Communication Skills
This area is concerned with promoting effective oral and written communication in
relation to dissertations, grant and job applications, conference presentations, and other
occasions when students must represent themselves effectively in public.
Examples include:




Public speaking for conferences and presentations
Lecturing for the classroom
Writing skills for dissertations, grants, and professional publication
ESL skills and intercultural communication skills
4. Wellness Activities
This is the title the Committee prefers for a variety of programs concerned with
social wellbeing, from mental health concerns to time management or financial
planning. Graduate students are sensitive to any activities which may be labeled in such
a way as to demean or devalue their success potential, so this area is both severely needed
and somewhat resisted by graduate students. The GSC can legitimate participation in
some of these activities, and create a sense of a “normal” graduate student life.
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University of California, Irvine
September 28, 2006
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Ideas for wellness programming include the following:







Time management
Stress management
Mental health concerns
Fitness
Financial planning/taxes
Conflict management and negotiating relationships—advisor/advisee, roommate,
partner, etc.
Mentoring undergraduate students (research, office hours, ethical conduct. etc.)
5. Social Opportunities
This area of programming is frequently mentioned by graduate students as
something they need and often lack to counter the alienation and loneliness of many
graduate students’ experiences. The GSC creates a space for graduate students to
meet together, interact with other graduate students, and feel a part of a community.
Activities would include:


Orientation to southern California and excursions
International/domestic interaction through conversation groups, dinners, or
lectures and discussions
VI. Space and Infrastructural Needs
The Committee studied various components and configurations for Graduate Student Centers
(GSCs) across the nation with an attempt to assess the minimum and optimal space needs and
infrastructure needs for such a venture.
The committee decided that at the minimum, the following types of spaces and functions were a
priority:








1 large space capable of seating a minimum of 50 with technology appropriate to a smart
classroom
1 conference room for 10-15 with appropriate technology hook-ups
3 group-study spaces for 4 – 5
2 “lounges,” one for quiet (capacity of 15) and one for noise (capacity of 30)
Café or at least coffee and food vending (could be part of the “noisy” lounge)
Library with books, journals, newspapers, and magazines (could be part of one of the
lounges)
4 offices space for Director, Staff Assistant, Graduate Student Fellows, and one open for
visiting services.
“Kitchen” with a refrigerator, sink and microwave.
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University of California, Irvine
September 28, 2006
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



“Business center” with at least 3 computers, 2 printers, 1 fax, 1 copy machine
Locker space
Bathrooms
Wireless throughout
While the committee worked to develop an absolute minimum and an ideal standard, (See
Appendix B: Space Standards), we had in mind the possible opportunity offered by the Housing
Administration Services (HAS) Building, scheduled to come free for other uses when the Student
Center renovation is completed. However, HAS would continue to require five offices and a
work room in this building, or would need other accommodation. This structure has assets and
drawbacks, but would certainly be a suitable and timely opportunity for a GSC to get started if
the problems can be worked out.
First, however, two strong caveats:

The most desirable location for a GSC would be in the heart of the campus, where all
graduate students, regardless of their School affiliation or living situation, would have easy
access. In this regard, spaces such as the new Student Center, the current LGBT Resource
Center and Volunteer Center (ground floor of Gateway Commons), the Counseling Center, or
the Career Center offer examples of the kind of space that would be most desirable and
effective.

The urgency of getting starting outweighs the desire to search for an ideal location or the
prospect of building a new structure for this purpose. (UC Davis has conceived a new ideal
building and as a result has experienced serious delays in getting started with anything at all.)
If the opportunity afforded by the partial vacancy of the HAS Building is taken up for the new
GSC, we believe that it can be used in effective ways. The basic spaces for a GSC could be
accomplished within the design of the building with remodeling. This would be cost-effective
because it would use an already existing structure and features to maximize the possibilities of
the facility. However HAS’s needs must be met—if they stay in the building, necessary space,
most importantly programming space, for the Center will be missing. It is not desirable to
disperse programming to other areas; most activities should take place within the Center. So this
issue of location needs further study and development.
VII. Staffing and Reporting
Staffing:
Most Graduate Student Centers (GSCs) have a full-time Director. She/he may have the title of
an Assistant Dean, and/or of Director, and come from either Graduate Studies or Student Affairs,
depending on the campus. This person needs to have experience and competence dealing with
graduate students—most desirable would be for the Director to have attained a Ph.D. or its
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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equivalent. An administrative staff person is also necessary, and some student help. Many
centers have graduate students serving as Fellows attached to the GSC who help plan and
coordinate programming and help administer the GSC in various ways. We propose a
designated Director position for the GSC as well as an administrative support person and
Graduate Student Fellows. (See Appendix C: Operating Budget Projections)
Reporting:
Graduate Student Centers across the country report either through Graduate Studies or to Student
Affairs, and sometimes to both. At the beginning of our investigation, the committee was
generally open to the GSC reporting to either Graduate Studies or Student Affairs, depending on
the better situation. We were in strong agreement from the beginning that a split reporting
mechanism was weak and not desirable, but that an Advisory Board that included both Graduate
Studies and Student Affairs was imperative for the success of the venture.
After interviewing key Directors at various Centers around the country as well others in
Graduate Studies Offices that have Graduate Student Life programming without a Center, the
Committee came to the conclusion that the best home for the GSC was Graduate Studies. The
reasons for this perception are several:

Graduate Studies is the formal unit on campuses responsible for matters specifically
pertaining to graduate students, including academic and administrative matters as well as
graduate student life. Student Affairs on the other hand often concentrates most of its energy
and programs on undergraduate students’ needs and services. Thus Graduate Studies is the
most logical body with the ability to coordinate and maintain the myriad of programs and
services in a Graduate Student Center.

The major concerns of graduate students are with their degree programs, their faculty, and
their future professional goals. Without a strong link to campus academics and faculty,
students and their advisers will not see the center as a useful professional tool. The
connection to the faculty and the academic and professional training functions of the
university make Graduate Studies a stronger choice of home than Student Affairs, which is
most involved in student life in its broadest sense.

A number of existing Centers report that the relative stature of Graduate Studies on
campuses, linked as it is to the research mission of the university, provides leverage and
status for the Center and its Director in comparison to the situation prevalent in the campus
cultures surrounding Student Affairs.
However, as stated previously, Student Affairs is also a critical stake-holder in any successful
operation. An Advisory Board should contain strong representation from Student Affairs as well
as AGS and Graduate Studies, and should have significant input into the administration and
planning for the Center.
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University of California, Irvine
September 28, 2006
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VIII. Resources Needed and Available
As already indicated, the possibility of dedicating the Housing Administrative Services (HAS)
Building to the Graduate Student Center (GSC) project would provide a major asset and go a
long way toward the initial resources needed for starting a GSC at UCI. However, it would need
remodeling and HAS’s space needs must be met. (See Section VI. Space and Infrastructure
Needs.). Although the committee did not have time to properly estimate and cost this
remodeling plan, we have attached a general budget (see Appendix C: Operating Budget
Projections) with projected yearly operating expenses for the building, and includes other costs
such as the Director and staff —along with an estimate for the initial outlay for start-up and
remodeling costs related to the HAS Building. (See Appendix D: Start-up and Capital
Improvements Estimates.) Because of the limited time available for this committee to carry out
its work, this must be seen as only preliminary and highly speculative, but we believe it gives a
“ball-park” sense of what it would cost to launch this initiative.
IX. Summary Recommendations
The Committee is strongly convinced of the desirability of establishing a Graduate Student
Center (GSC) at UCI, and therefore urges the following actions:
1. In Fall of 2006, a new committee should be formed, initiated jointly by the new Dean of
Graduate Studies and the Vice Chancellor for Student Affairs, charged to move forward
on the planning and execution of a GSC.
2. The Housing Administrative Services Building should be earmarked for the GSC and the
appropriate planning and building cost estimates be undertaken to determine exactly what
would be necessary to turn it into an effective GSC following the committee’s guidelines.
3. The Office of Graduate Studies should take the primary responsibility for overseeing the
Center, perhaps through the Associate Dean for Graduate Studies, and Student Affairs
should remain deeply involved in the planning and execution of the Center, and be
strongly represented on its eventual Advisory body.
4. AGS should be approached to contribute to the GSC in the form of some activity such as
running a café for the Center or otherwise contributing significantly to the project.
(Graduate Students must not be assessed any additional fee for this Center—all our
research supports that finding.)
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University of California, Irvine
September 28, 2006
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5. A number of enthusiastic in-kind programming possibilities have been offered or
broached. These should be pursued; they include:







Instructional Resources Center (IRC) teaching workshops
Research and Graduate Studies (RGS) Grant writing workshops
Library workshops on using resources
Instructional or Information Technology workshops by Network and Academic
Computing (NACS) or Electronic Educational Environment (EEE)
Writing Workshops, Campus Writing Coordinator
Career Center Workshops
Counseling Center Workshops
6. A number of other resources have been identified that may involve payment but would be
beneficial and central to the GSC:



Extension runs excellent orientation programs for international students and should
be contracted to collaborate on GSC orientation and other programs for international
students.
Tax consultants and financial planners should be engaged to offer workshops.
Corporate friends, alumni, and community members should be engaged to offer
professional development programming.
7. At the appropriate time, the EVC should be approached with a concrete plan to develop
and open a GSC. The Committee, Graduate Council, AGS, the Dean of Graduate Studies
and the Vice Chancellor for Student Affairs should be enlisted to present and support the
case.
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University of California, Irvine
September 28, 2006
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Appendix A: List of Current Graduate Student Centers
University of Pennsylvania Graduate Student Center (Opened in 2001)
http://www.gsc.upenn.edu/index.html
Yale McDougal Graduate Student Center (Opened in 1997)
http://www.yale.edu/graduateschool/mcdougal/welcome.html
Harvard Dudley House (Opened in 1991)
http://www.fas.harvard.edu/~dudley/
Boston College John C. Murray, S.J. Graduate Student Center (Opened in 1997)
http://www.bc.edu/offices/gsc/mgc/
UCLA Graduate Student Center (Opened in 2005)
http://gsa.asucla.ucla.edu/gsrc/index.htm
UC Santa Cruz Graduate Commons (Opened in 2001)
http://www2.ucsc.edu/gradcommons/index.html
University of North Carolina-Chapel Hill Graduate Student Center (Opened in 2005)
http://www.gradschool.unc.edu/gsc/index.html
Stanford Graduate Community Center (Opened in 2004)
http://glo.stanford.edu/gcc/
Cornell Big Red Barn: Graduate and Professional Student Center (Opened in 2004)
http://brb.gradschool.cornell.edu/
Arizona State University Graduate Student Center (Opened in February 2006)
http://www.asu.edu/gpsa/
Michigan Technological University Graduate Student Center (Opened in 1992)
http://www.admin.mtu.edu/admin/nca/appendix/app6rsh/ap6rshp2.htm
University of Maine Graduate Center
http://www.umaine.edu/housing/graduate.html
Lehigh University
http://www.lehigh.edu/gradlife/gsc.html
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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Appendix B: Space Standards
IDEAL

Programming/workshop room that fits 50 - 60 comfortably, with presentation technology
built-in, could be multi-use space that can be turned into smaller meeting spaces, see #6 & 7
(1000 - 1200 sq ft)*

Lounge space (“loud space”) with kitchen and café or vending (100 - 500 sq ft)

Small business center with fax, copy, printer, at least 3 computers, etc.
(occupancy 6 = ~200 sq ft)**

At least one meeting space for 10 - 15 ( 200 - 300 sq ft) with technology hook-ups*

3 meeting spaces for 5 - 8 (100 - 160 sq ft EACH, 300 - 480 sq ft total) *

Quiet lounge that fits 25 - 30 comfortably (500 - 600 sq ft) * with bulletin boards, library of
books/magazines, etc.

2 (men and women) "Locker rooms" with 3 toilets, 3 sinks, 3 showers and 20 lockers each
(900 sq ft EACH, 1800 sq ft total)

5 offices, 1 for AGS, 1 for graduate student fellows, 1 for center director, 1 for asst director,
1 for rotational services such a writing tutoring, counseling, career consulting, teaching
consulting, etc. (each with occupancy of about 5 = 150 sq ft each*)
Total office space: 750 sq ft*

Game/recreation room (1000 sq ft)

Wireless throughout

Outdoor seating for 50 - 200 (1000 - 4000 sq ft)
Total of Ideal Space:
Ideal Minimum: 5,850 sq ft total, 1000 sq ft outside
Ideal Maximum: 6,830 sq ft, 4000 sq ft outside
* Estimates of 20 sq ft per person in occupancy (number used by campus when building new
spaces that contain tables and chairs)
** Estimate of 30 sq ft per person occupancy (number used by campus when building spaces
with computers)
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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Appendix B: Space Standards (continued)
ABSOLUTE MINIMUM:

Programming/workshop room that fits 50 comfortably, with presentation technology built-in
(1000 sq ft)*

Small business center with fax, copy, at least 3 computers, vending, etc.
(occupancy 6 = ~200 sq ft)**

At least one meeting space for 10 ( 200 sq ft)*

Lounge that fits 30 comfortably, combined with kitchen (850 sq ft) * with vending or cafe,
bulletin boards, library, etc.

Quiet lounge that fits 15 comfortably (300 sq ft)*

3 offices, 1 for center director, 1 for fellows/staff assistant, 1 for rotational services such a
writing tutoring, counseling, career consulting, teaching consulting, etc. (each with
occupancy of about 5 = 150 sq ft each, 450 sq ft TOTAL)*

2 bathrooms with 2 toilets and 2 sinks each (150 sq ft each, 300 TOTAL)

Wireless throughout
Total of Absolute Minimum: 3,300 sq ft
* Estimates of 20 sq ft per person in occupancy (number used by campus when building new
spaces that contain tables and chairs)
** Estimate of 30 sq ft per person occupancy (number used by campus when building spaces
with computers)
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
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Appendix C: Operating Budget Projections
Budget Items
Salaries
Cost
Director
Admin Specialist
91000
56000
Fellows
Operating Expenses
Building Expenses
40000
Library Book Sensor
Mail
Library
Books/Journals
Network Access
Office & Marketing
Supplies
Programming
Orientation
International
Orientation
General
TOTAL Yearly
Budget
86000
Rationale
Salary 65K + 40% (26K) for benefits (Title: Director,
Functional Area, MSP 2 = 62K in 2005, add 5% due to
minimum time that will elapse before Director would start, at
least 1 to 2 years). Note: At some of the centers, this person
is also an Asst Dean.
Salary 40K + 40% (16K) for benefits
10 fellows (1 per school) at 4K, work 10 hours/week each,
same salary as other GSCs with fellows. Propose that each
school pay for one fellow.
Based on current tenants actual expenses (facilities mgmt,
utilities, misc and telephone) for 2005-6
350
3600
Yearly rental
$300/month
2000
600
$50 per month
6000
$500 monthly
10000
Assuming 300 attendees and food for 1 day
10000
10000
Assuming 100 attendees and food for 1 day
(30 - 50 programs per year)
315550
Note that 86K is building expenses any tenant would
pay. Without that 86K, total is $229,550.
In kind possibilities
Café renovation and operation by AGS
Some programming costs from AGS
Grant writing workshops by Research and Graduate Studies
Instructional Resources Center (IRC) workshops (on teaching)
Library workshops
Career Center workshops
Counseling Center workshops
Cross Cultural Center workshops/events
LGBT Resource Center workshops/events
Instructional/Information Technology workshops by Network and Academic Computing (NACS)
and/or Electronic Educational Environment (EEE)
International Center workshops/events
Writing workshops by the Campus Writing Coordinator
Graduate Student Fellows (1 per school). Each school asked to pay for one fellow.
Staffing by AGS/Student Housing Resident Councils Members
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
17
Appendix D: Start-up and Capital Improvements Estimate
(Assumes site of Housing Administration Services Building)
Equipment, Furnishings,
and Supplies
Furniture
Cost
?
Rationale
Depends on what may need to be purchased or removed
depending on what current tenant will be leaving or taking with
them.
Computers
Printers
12000
2400
8 @ 1500 each (5 for staff offices, 3 for business center)
4 @ 600 (2 for staff, 2 for business center)
Copier
Fax
Office Supplies
Library
30000
300
6000
5000
2 @ 15000 (1 for staff, 1 for graduate students)
2 @ 150 (1 for staff, 1 for graduate students)
Wireless for building
Computer projectors
Whiteboards & Bulletin
Boards
Lockers
2 microwaves and
2 refrigerators
Capital Improvements
?
1500
Depends on if building is currently wired and has equipment
and what current tenant will be leaving or taking with them.
2 @ $750
6000
3000
For lounges, business center and locker area
50 @ $60 each
1000
Cost
1 each for staff and graduate students
Rationale
Note: In priority order, could done in phases.
Create Programming Room
(wall removal and transform
from storage to
programming room)
500000 Needed immediately
Add presentation
technology to conference
room
15000 Needed immediately
Remove 2 counters in
CAFÉ/Lounge
150000 Needed immediately
Add Doors (2) to quiet room
100000 Needed immediately
Open up Quiet/Study
Lounge (wall removals)
200000
Conference Room (wall
removals)
200000
Add presentation
technology to conference
room
30000
Locker Room (wall
removals and locker
installation)
100000
Café kitchen renovation and
add sink
150000
TOTAL
1512200
Total does not include furniture or wireless costs.
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
18
The Graduate Student Center Planning Committee Report
University of California, Irvine
September 28, 2006
19