2010 comprehensive master plan plant city campus

2010 Comprehensive Master PlanPlant City Campus

Hillsborough Community College: Plant City Campus

2010 Master Plan

Acknowledgements Hillsborough Community College would like to acknowledge everyone who has contributed their support and leadership in charting the future course of the Plant City Campus through the completion of the 2010 Comprehensive Master Plan, including:

Board of Trustees

Mr. Rod Jurado, Chair Mr. Andrew Graham, Vice Chair

Mr. Daniel M. Coton Ms. Nancy Watkins Mr. Randall Reid

HCC Administration

Dr. Gwendolyn Stephenson – HCC President Dr. Felix Haynes – Plant City Campus President

Ms. Barbara Larson, Chief Financial Officer Martha Kaye Koehler – College Attorney

Robert Wolf – Senior Vice President, Operations David Cabeceiras – Director of Facilities Planning & Construction

Plant City Campus Faculty Representatives

Dr. Felix Haynes – Plant City Campus President Dr. Bonnie Finsley Satterfield – Dean, Academic Affairs/Workforce Programs

Dr. Sudeep Vyapari, Director and Program Manager, Institute of Florida Studies Patti Mills, Dean, Student Services

Barbara Dyer, Facilities Timothy McArter, Student Services

Campus Planning Team

WilsonMiller, Inc. Urban Studio Architects


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Table of Contents Executive Summary 1.0 Project Overview.................................................................................... 1

1.1 Campus History.............................................................................................. 1 1.2 Historic and Archeological Resources ............................................................... 1 1.3 Campus Location............................................................................................ 1 1.4 Vision and Mission of Hillsborough Community College ..................................... 2

1.4.1 Vision 1.4.2 Mission 1.4.3 Goals

1.5 Plant City Campus Vision ................................................................................ 3

2.0 Analysis of Existing Campus Conditions ................................................ 4 2.1 Academic Programs and Enrollment................................................................. 4

2.1.1 Academic Programs 2.1.2 Enrollment

2.2 Existing Community Context ........................................................................... 9 2.2.1 Surrounding Community Context 2.2.2 Surrounding Major Uses 2.2.3 Regulatory Issues

2.2.3.1 Jurisdiction 2.2.3.2 Zoning 2.2.3.3 Future Land Use 2.2.3.4 Environmental 2.2.3.5 Lease Agreements 2.2.3.6 Florida Statute Requirements

2.3 Campus Organization and Character.............................................................. 13 2.3.1 Campus Plan 2.3.2 Existing Buildings 2.3.3 Recreation and Open Space 2.3.4 Safety and Security 2.3.5 Off-Campus Program Space

2.4 Existing Infrastructure .................................................................................. 22 2.4.1 Parking/Circulation

2.4.1.1 Adjacent Roadways 2.4.1.2 Internal Vehicular Circulation 2.4.1.3 Parking 2.4.1.4 Pedestrian Facilities/Links

2.4.2 Stormwater 2.4.3 Sanitary Sewer 2.4.4 Water Infrastructure 2.4.5 Reclaimed Water 2.4.6 Electrical


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3.0 Future Campus Requirements.............................................................. 26 3.1 Introduction................................................................................................. 26 3.2 Environmental Scanning Introduction and Methodology .................................. 26 3.3 Demographic Analysis................................................................................... 26

3.3.1 Demographic Population Projections 3.4 High School Graduation Data and Analysis ..................................................... 28

3.4.1 State of Florida Policy Data 3.5 Economic and Workforce Analysis ................................................................. 30 3.6 Master Planning Implications Based on Environmental Scanning...................... 40 3.7 Enrollment and Staffing Projections ............................................................... 41 3.8 Space Needs and Campus Capacity ............................................................... 43 3.9 Issues Identification for Master Plan .............................................................. 45

3.9.1 Sustainability Initiatives 3.9.2 Work Session with Campus Planning Committee

3.9.2.1 Physical Campus Needs 3.9.2.2 Safety and Security

3.9.3 Community Input

4.0 Physical Master Plan ............................................................................ 52 4.1 Design Context............................................................................................. 52

4.1.1 2015 Program 4.1.2 2020 Program

4.2 Urban Design/Sustainability .......................................................................... 54 4.2.1 Urban Design Elements 4.2.2 Sustainability Elements

4.3 Master Plan Phasing Options ......................................................................... 58 4.3.1 Future Site Improvement Needs 4.3.2 Future Campus Building Remodeling Needs 4.3.3 Future Campus New Construction Needs 4.3.4 Ten-Year Master Plan Projected Build Out

4.3.4.1 Academic Building Phasing 4.3.4.2 Infrastructure Phasing

5.0 Sources ................................................................................................ 68 Tables Table 2.1.a HCC Plant City Headcount Totals 2004-2009 Table 2.1.b HCC Plant City Full Time Equivalent (FTE) Totals 2004-2009 Table 2.4.a Average Daily Traffic (ADT) Volume Table 2.4.b Parking Space Tabulation Table 3.3.a Hillsborough County: Population Estimates and Projections Table 3.4.a Projected High School Graduates to Attend HCC Table 3.4.b High School and College Preparation Statistics Table 3.5.a Industries Gaining the Most New Jobs Table 3.5.b Business Services Occupations


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Table 3.5.c Health Services Occupations Table 3.5.d First Responder Occupations Table 3.5.e Computer Related Occupations Table 3.5.f Technical Occupations Table 3.5.g Hospitality / Culinary Occupations Table 3.5.h Education Occupations Table 3.7.a Staffing from the Educational Plant Survey Table 3.8.a HCC Plant City Campus Space Allocation Comparisons using Florida Requirements Table 3.9.a Community Leader Input for 2010 Master Plan Update Table 4.3.a New Academic Support Area Summary 2010-2020 Table 4.3.b Parking Area Summary 2010-2020

Figures Figure 2.1.a HCC Entry Sign on Park Road Figure 2.2.a Mike E. Sansone Park Figure 2.2.b Otis M. Andrews Park Figure 2.2.c Ellis/Methvin Park Figure 2.2.d Gregg Business Center Figure 2.3.a The Science Building Figure 2.3.b The Administration Building Figure 2.3.c The Educational Partnership Building Figure 2.3.d The Student Center Figure 2.3.e The Trinkle Center Figure 2.3.f Playground at Mike Sansone Community Park Figure 2.3.g Cockroach Bay Environmental Studies Center Figure 2.3.h View of Cockroach Bay Figure 2.3.i CBESC Indoor Classroom Figure 2.3.j CBESC Outdoor Classroom Figure 2.3.k CBESC Boardwalk Figure 2.3.l CBESC Location Map Figure 2.3.m English Creek Environmental Studies Center Figure 2.3.n ECESC Buildings Figure 2.3.o ECESC Lecture Room Figure 2.3.p ECESC Location Map Figure 3.3.a Average Annual Percentage Change in Population Figure 3.4.a Number of Graduates in Hillsborough County Figure 3.7.a Students Attending HCC Plant City by Zip Code Figure 3.9.a Student Center Building Figure 3.9.b Trinkle Center Parking Figure 3.9.c Overflow Parking on Cherry Street Figure 3.9.d Park Road Frontage Figure 4.2.a Representative Image Locations Figure 4.2.b Example of Improved Perimeter Buffer along Park Road Figure 4.2.c Example of Improved Crosswalks and Pedestrian Circulation along Cherry Street Figure 4.2.d Cherry Street pedestrian Circulation


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Figure 4.2.e Example of an Enhanced Gathering Place Figure 4.2.f Example of Standard Sign Hierarchy Figure 4.2.3.a Parking Structure Option Location Maps Map 1-A Location Map Map 2-A Surrounding Area Map Map 2-B Existing Conditions Campus Plan Map 2-C Existing Conditions Parking/Circulation Map 2-D Existing Conditions Stormwater Map 2-E Existing Conditions Sanitary Sewer Map 2-F Existing Conditions Water Infrastructure Map 4-A Plant City Master Plan Map 4-B Master Plan Bird's Eye View (Northeast) Map 4-C Master Plan Bird's Eye View (Northwest) Map 4-D Master Plan Bird's Eye View (Southeast) Map 4-E Master Plan Bird's Eye View (Southwest) Map 4-F Proposed Conditions Campus Plan Map 4-G Proposed Conditions Parking/Circulation Map 4-H Proposed Conditions Stormwater Map 4-I Proposed Conditions Sanitary Sewer Map 4-J Proposed Conditions Water Infrastructure Appendices Appendix A – Existing Campus Building Footprints Appendix B – Community Meeting Notes


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Executive Summary Purpose In the fall of 2009, Hillsborough Community College (HCC) initiated an update of the Plant City Campus Master Plan. This Executive Summary provides an overview of the master planning process, identifies future campus needs, and presents the conceptual master plan. Planning Process The master planning team has participated in an extensive planning process to understand existing conditions, identify future trends, and create alternative solutions to meet the anticipated needs. The Plant City Campus Master Plan was created through the following processes. A. Existing Conditions Documentation The campus master plan update began with the collection and review of information relating to existing land uses, infrastructure availability, and physical environs. The conditions were summarized and included graphically within the document as well as digitally for campus personnel.

B. Environmental Scanning Demographic and trends analyses were developed based on regional and statewide data for community colleges. Increasing regional population, increasing high school graduation rates and HCC’s enhanced recruitment strategies will continue to influence the future campus expansion needs. Based upon the 2010 Educational Plant Survey, a five-year campus capital outlay full-time equivalent (COFTE) enrollment projection of 2,368 was identified and addressed during the design phase of the project. A ten-year projection was also developed using the historic growth trends for the college. This projection showed a total FTE of 3,337 by the year 2020. Both the five year and ten year projections are addressed in the physical master plan discussed in Section 4.0 of this report. C. Campus Planning Team Participation In November 2009, a workshop was held with the Plant City Campus Planning Team to discuss existing conditions and to identify physical and programmatic needs to be addressed during the master plan update. The input received during this meeting was incorporated into the existing conditions analysis of this report, and was utilized during the development of the physical master plan. In February 2010, a second meeting was held with the Campus Planning Team to discuss preliminary design concepts that had been developed. Input from this meeting was used to refine alternatives and a final master plan was developed.


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D. Community Meeting In January 2010, a Community Meeting was held with representatives of the Plant City Campus Planning Team, the City of Plant City, and the Plant City Chamber of Commerce. This meeting identified concerns to be addressed and opportunities to be explored. Input taken from the meeting was incorporated into the physical master plan. E. Master Plan Elements The proposed physical campus master plan has been developed and includes the following major design considerations:

• Concentrate campus infill close to the existing core campus with new multi-story academic

buildings and additions organized to reinforce and define a traditional campus experience. • Create a new Park Road campus presence, through the location of new academic buildings

and additions that energize the public views with architectural expression and enhanced surface parking and landscaping treatments.

• Complete a consistent and attractive public realm design to be implemented in phases with new construction and renovation to existing facilities.

• Create new academic connections with the campus acreage south of Cherry Street through the location of a new academic building and by building upon the pedestrian improvements to Cherry Street that are being made by the City of Plant City to strengthen the links between the north and south sides of the campus.

• Protect the major wetland systems while increasing programmed use in adjacent formal/informal open spaces to create a linked pedestrian oriented campus.

• Reinforce the prominence of the Trinkle Center by establishing the long-term campus expansion along its eastern side and centralizing its placement in the campus.

• Protect future campus growth while supporting community needs through cooperative lease agreements with Plant City.

• Ensure covered walkway connections are incorporated into every new building design. • Use stormwater ponds as attractive design features of the campus. • Establish linked pedestrian walking trails throughout the campus. • Incorporate sustainability elements throughout the campus that will phased in as capital

investments are made.


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HCC Plant City Campus 2015/2020 Master Plan


2010 Master Plan 1

1.0 Project Overview 1.1 Campus History In 1955, the Florida Legislature organized the Community College Council to create a long- range plan for the development of community colleges in the state. The Council issued a report, The Community Junior College in Florida’s Future, which the 1957 Legislature accepted as the master plan for community colleges. Hillsborough Junior College (HJC), which became the 27th educational institution to be organized under this master plan, got its start on October 4, 1967, when Governor Claude Kirk appointed a Junior College Advisory Committee to the Hillsborough County Board of Public Instruction. The first classes were held in the evenings at Hillsborough High School with a charter class of 1,625 students. The Plant City Campus was constructed on land donated to HCC by the city in 1970. The site totaled approximately 80 acres, and the first permanent building was constructed in 1977. The campus was expanded again in 1987 with the purchase of approximately fourteen acres to the south of Cherry Street, which is now home to the Educational Partnership Center (PEPC) and the Autotronics building (PAUT). 1.2 Historic and Archeological Resources Neither HCC Staff nor previous master planning efforts have identified any significant historic or archaeological resources on the HCC Plant City Campus. 1.3 Campus Location The HCC Plant City Campus is located in Section 22, Township 28, Range 22 of Hillsborough County, within the City of Plant City. The campus is bordered to the north by Plant City’s Mike E. Sansone Community Park, to the east by the Otis M. Andrews Sports Complex, to the south by The Village at Park Road Apartments and Ellis/Methvin Park, and to the west by Park Road. Map 1-A Location Map


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1.4 Vision and Mission of Hillsborough Community College 1.4.1 Vision Hillsborough Community College will deliver education of the highest standards enabling a diverse community of lifelong learners to achieve their maximum potential in a global society. 1.4.2 Mission Hillsborough Community College, a public, comprehensive institution of higher education, empowers students to excel through its superior teaching and service in an innovative learning environment. 1.4.3 Goals Hillsborough Community College highly values the following core concepts:

1. Advance student success through a focus on the achievement of learning outcomes for all students with the active involvement of all employees.

2. Foster partnerships with the local and global communities to position the College as a

premier educational institution for college transfer, career workforce and economic development, lifelong learning, and community initiatives.

3. Enhance access, flexibility and responsiveness to meet the changing educational needs of

the students and the community.

4. Provide the necessary human, financial, physical, and technological resources to ensure a high quality learning environment and an efficient organization.

5. Promote an institutional culture that values the individual; fosters diversity; and encourages

professional development, action, creativity, and risk taking.

6. Continuously improve programs and services through a systematic and ongoing process of strategic planning, assessment, and review in which a “culture of evidence” guides our direction.


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1.5 Plant City Campus Vision The vision of the Plant City Campus of Hillsborough Community College is based on the long-standing support and interaction of the Plant City community for and with the campus. The campus will continue to maintain a strong effort to enhance and cultivate that relationship. Hillsborough Community College will strengthen its programs for both higher education and workforce training, which will continue to encourage our citizens to make choices to remain in Plant City and build their lives here. The John R. Trinkle Community Center and the College will broaden and expand the partnership with the City government and the community by maintaining the flexibility to respond to new and emerging needs. Our community college will need to expand its programs and increase its enrollment and services to students. The Plant City Campus of HCC will lead the way by assisting in the recruitment and growth of a broader range of industries and by expanding its workforce development programs to prepare our local residents to fill the many jobs that will be created. It will keep the workforce required by that broader range of industries up-to-date in the knowledge and technologies so vital to compete in a global economy. The campus will form new strategic partnerships with public and private organizations to assist them in meeting their long-term education and training needs. Through these partnerships, the campus will become a more vibrant, responsive member of the East Hillsborough community.

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2.0 Analysis of Existing Campus Conditions 2.1 Academic Programs and Enrollment 2.1.1 Academic Programs A. Associate in Arts & Associate in Science The Plant City campus provides comprehensive programs for students seeking to:

1. Transfer to an upper-division institution; 2. Directly enter the workforce; 3. Obtain a certificate indicative of competence in a particular field as part of either continuing

workforce education or post-secondary adult vocational instruction 4. Obtain state or national licensure in selected fields. 5. Continue their education supportive of personal growth; Enroll for credit course work as a

non-degree seeking student; and 6. Enroll as a transient student while being enrolled primarily at another institution.

The Associate in Arts (AA) degree is designed for students who want to purse a Bachelor’s degree at a four-year institution. The AA may allow students the greatest freedom in choosing elective courses in pursuit of their degree. The Associate in Science (AS) degree is similar to the AA degree in that it will allow a student to transfer to a four-year institution with which HCC has an articulation agreement. However, the AS degree also will provide students with the knowledge and skills that they need to enter the workforce immediately after earning this degree. In addition to the general transfer degree, the campus offers intensive Associate in Applied Science (AAS) degrees, awarded to students who complete a two-year curriculum designed for direct entry into the job market. It is not designed for transfer to a four-year institution. The general education requirements for AAS degrees are typically between 15 and 19 credit hours, with total graduation requirements dependent on state or program guidelines. After completion of the general education requirements, the remaining courses in an AAS program focus on the areas of knowledge and acquisition of skills needed to enter the chosen occupational field. The College maintains articulation agreements with area high schools in several degree areas, under which students who meet the performance criteria specified in the agreements and then enroll in HCC may be awarded credit for specified courses in the curriculum of the degree. Plant City campus offers A.S. and A.A.S. degrees in Advanced Water Treatment Technology, Construction Management Technology, Environmental Science Technology, Nursing, and Veterinary Technology. B. Applied Technology Diplomas (ATD), College Credit Certificates (CCC) and

Postsecondary Adult Vocational Certificates (PSAV) HCC Plant City Camps also offers Applied Technology Diploma and College Credit Certificate and Postsecondary Adult Vocational Certificate options for students who either wish to move directly


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into a professional position, or to provide opportunities to accelerate their professional development for those already working in the field. The coursework varies for these programs, but generally range between 12-30 credit hours. Credits earned in some ATD and CCC programs may be transferred to some degree programs. The list below includes those Diplomas and Certificates currently offered at the HCC Plant City Campus.

• Pest Control Operations (Applied Technology Diploma 33 credit hours) • Irrigation Technician (College Credit Certificate 30 Credit Hours) • Landscape and Horticulture Specialist (College Credit Certificate 12 Credit Hours) • Landscape and Horticulture Professional (College Credit Certificate 18 credit hours) • Landscape and Horticulture Technician (College Credit Certificate 30 credit hours) • Business Development and Entrepreneurship (College Credit Certificate 25 Credit Hours)

C. Dual Enrollment Dual enrolled students can earn college credit by attending college-level courses taught either at their high school or at an HCC campus. These courses are taught before or after high school classes, or at an identified high school during the regular class day. Credits for the courses satisfactorily completed will apply toward both the high school diploma and an associate degree. Although approved students from any high school may enroll in Plant City Dual Enrollment courses, the HCC Plant City Campus is responsible for offering Dual Enrollment courses for the following high schools: Strawberry Crest, Simmons Career Center, Durant, Armwood, Plant City, Robinson, and Bayshore Christian. During 2008-2009 a total of 440 students were enrolled in the dual enrollment program at the Plant City Campus, with 140 attending classes at the Plant City Campus itself and 300 attending at a high school. D. Non-Credit Courses and Continuing Education In addition to non-credit courses offered on the campus on an extension basis by the College’s Corporate Training Center and Center for Continuing Education, all other non-credit courses offered on the campus are managed by the Institute of Florida Studies (IFS). IFS is a community-based educational program which focuses on the study of the natural history and history of Florida and which is transitioning to a self-supporting mode, emphasizing partnerships, grants, and alternative sources of income. It is designed to promote a greater understanding and appreciation of the importance of environmental systems and the natural history of Florida through education, information, and research. The IFS serves as an environmental knowledge resource center. The Institute:

1. Provides environmental educational programs and facilities for the study of the natural history of Florida for school groups K-12, post-secondary, and continuing education/community services;

2. Provides environmental educational programs and facilities for the study of the natural history of Florida for the general public;

3. Provides environmental education and in-service training for educators and professionals in various environmental-related areas of the workforce;


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4. Serves as a community resource for those seeking the exchange of information or research relating to Florida;

5. Serves as the statewide coordinator of the Basic Prescribed Fire Training and the Certified Burner’s Correspondence Course to train individuals in public and private organizations that are charged with the responsibility of performing prescribed fires; and

6. Has hosted for over 35 years a national conference on ecosystems and creation. Field trips and programs are available at three Environmental Studies Centers, Cockroach Bay, English Creek, and Upper Tampa Bay, by reservation to schools, as well as community and private groups. IFS staff members plan and conduct programs that meet the specific needs of the class or group. The program was initiated in 1975 and currently serves 5,000 participants per year. The Institute also offers non-credit courses and continuing education programs which are targeted toward those individuals with an interest in environmentally-related occupations, or which may be used in the initial promotion of environmentally-related PSAV certificate programs. These courses are targeted toward those currently working in the field who wish to update their knowledge, or to those individuals wishing to gain more knowledge about environmental matters in order to enter in the field. The courses/activities offered include:

- Wastewater Operators License Certification Course - Water Treatment Operators License Certification - Basic Prescribed Fire Certification Course - Certified Burners Correspondence Course - Design Your Landscape Course - Boys and Girl Scouts Leadership Training - Environmental Summer Camp Activity - Teacher Environmental Education and In-Service Training

E. Apprenticeship Program In partnership with the United Association Local Unions 123 and 821, students may enroll in a five-year apprenticeship program. Apprenticeship trade areas include plumbing, pipefitting, and heating/ventilation/air conditioning, and sprinkler fitting. By Florida State Statute, all tuition and textbook costs are waived. On-the-job training is provided during the day while attending classes on Saturday and Sunday, one weekend per month. Starting apprentices can expect to earn as much as $13.50 per hour to start and receive approximately a five to six percent salary increase per year throughout the duration of the program. Individuals successfully completing the program will earn the designation of Certified Journeyman.


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F. University of Florida / Institute of Food and Agricultural Sciences (UF / IFAS) The College of Agricultural and Life Sciences at the University of Florida administers the Institute of Food and Agricultural Sciences (IFAS) at HCC Plant City. This partnership was launched in 2001 when the Florida Legislature appropriated funding for the program. At the Plant City campus, UF offers a Bachelor of Science in Agriculture degree. Current majors include Geomatics, Agricultural Education, Forestry, Master of Science degree in Environmental Horticulture and Soils and Water Science is also offered. HCC provides the lower division component of these programs, with UF/IFAS provides the upper division applied courses. IFAS courses and offices are housed in the Plant City Campus Educational Partnership Center (PEPC), greenhouses, and teaching garden. HCC owns and maintains the facilities, which are utilized by the University of Florida through a long-term joint-use agreement. This agreement, which was first concluded in 2001, was renewed in 2007 for a period of five years. As part of the agreement, UF makes a minimum financial investment in the campus of $60,000 per year. 2.1.2 Enrollment During the 2004-2005 academic year the total annual unduplicated headcount at the HCC Plant City Campus, including MacDill enrollment, was 5,791 students. Enrollment at the campus has increased significantly over the past five years, with 2008-2009 total unduplicated headcount reaching 7,321 students; the campus grew 26 percent in headcount during this period. Historically, nearly 30 percent of the students who enroll at the Plant City Campus are residents of Polk County. The Plant City Campus operates a center at MacDill Air Force Base in South Tampa, under a Memorandum of Understanding with the Air Force, which provides needed office and classroom space. The Center’s primary service audience, the Base’s military population, has grown as a result of continued commitments to the Middle East area of operations. Enrollment at the MacDill Center, a remote location of the Plant City Campus, has shown incremental growth since its return to the Air Force Base post-September 11, 2001. Factors bearing on this include enhanced security arrangements, making it less convenient for community civilian students to gain access to on-base classes, the increased operational tempo of military students impacting their availability for courses, and increased competition for classroom space on the base which limits the variability of course offerings. Gradual increases in enrollment are expected to continue as the Center includes more non-traditional instructional offerings, such as hybrid and online classes, as major components of its schedule options, and as the Post-9/11 GI Bill with its increased support of

Figure 2.1.a: HCC Entry Sign on Park Road. The IFAS partnership formed between HCC Plant City and the University of Florida was approved by the Florida Legislature in 2001.


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military dependent educational opportunities is fully implemented. In order to accommodate military deployments, HCC offers courses at the MacDill Center that are four and eight weeks long, not the typical sixteen week classes. Civilians are required to have a base pass, and pass a background check in advance of registering for courses. HCC has an agreement to not compete with other educational institutions with programs located at MacDill. Over the last five years, the overall head count at the Plant City has continued to grow. There have been some fluctuations in the enrollment numbers, but overall the trend has been one of steady growth. The 2009 Factbook published by the HCC Institutional Research Group includes detailed information on enrollment over the last five years. This information is included in Table 2.1.a below.

As the table illustrates, the overall headcount has continued to grow, though there has been some reduction in both non-credit enrollment and the recreation & leisure enrollment for 2008-2009 numbers, and has been recovering some of that loss each year since. As the headcount has begun to rise again, the proportion of students in credit courses has increased over those that are in non-credit programs. While there has been some fluctuation, discussions with campus administration confirm that the increase in FTE and student enrollment has been significant in recent years. In addition, enrollments are expected to spike further in the short term as continued poor economic conditions and a lack of available employment opportunities will continue to increase the number of students.

Table 2.1.a: HCC Plant City Headcount Totals 2004-2009

Type 2004-2005 2005-2006 2006-2007 2007-2008

2008-2009

Credit 4,443 76.7% 4,477 67.3% 4,456 65.7% 4,582 64.4% 5,133 70.1%Non-credit 1,156 20.0% 1,978 29.7% 2,085 30.7% 2,275 32.0% 2,053 28.0%

Rec. & Leisure 192 3.3% 197 3.0% 243 3.6% 263 3.7% 135 1.8%

Total 5,791 6,652 6,784 7,120 7,321

Table 2.1.b: HCC Plant City Full Time Equivalent (FTE) Totals 2004-2009

Type 2004-2005 2005-2006 2006-2007 2007-2008

2008-2009

Credit 1,415.7 85.7% 1,367.0 81.8% 1,377.5 79.1% 1,320.3 74.5% 1,523.8 75.9%Non-credit 235.9 14.3% 304.7 18.2% 364.7 20.9% 451.5 25.5% 482.8 24.1%

Total 1,651.6 1,671.8 1,742.2 1,771.8 2,006.6


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2.2 Existing Community Context 2.2.1 Surrounding Community Context A. Plant City The Plant City Campus is located in the city limits of Plant City, the oldest incorporated city in Hillsborough County. The majority of surrounding land uses adjacent to the campus is residential and public recreational uses. Park Road is a major vehicular access corridor that connects this area of the community to Interstate 4. According to the Census Bureau, the population of Plant City was 32,761 in 2008. Like much of surrounding Hillsborough and Polk County, the City has seen recent growth, which is expected to increase through this planning period. B. Hillsborough County The HCC-Plant City Campus is also located within Hillsborough County. Hillsborough County measures 1051 square miles and includes three incorporated cities, Tampa, Temple Terrace and Plant City. Hillsborough County, and specifically the Plant City area, is a developing area with a diverse residential population. Map 2-A Surrounding Area Map 2.2.2 Surrounding Major Uses A. Mike E. Sansone Community Park Mike E. Sansone Community Park is a seventy-seven acre park located at 1702 N. Park Road, immediately north of the existing HCC Plant City Campus. The park includes four small baseball

fields, two small softball fields, and three large baseball fields. It also has three basketball courts, three sand volleyball courts, and an 8,500 square foot skate park. B. Otis M. Andrews Sports Complex The Otis M. Andrews Sports Complex is located at 2602 E. Cherry Street, immediately to the east of the HCC Plant City campus, and is adjacent to the Mike E. Sansone Community Park. The Sports

Figure 2.2.a: Mike E. Sansone Park is a seventy acre park located north of the campus.

Figure 2.2.b: Otis M. Andrews Park is a ±39 acre park adjacent to the campus.


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Complex is on land that is under a twenty-five year lease from Hillsborough Community College. However, the College expects to need part or all of the Sports Complex for growth in the next five years, and has notified the City of Plant City of this need. It is approximately thirty-nine acres and includes four lighted football/soccer fields and one lighted football practice field. There are also two playgrounds and two pavilions with picnic tables. C. Ellis/Methvin Park The Ellis/Methvin Park will be located at 2401/2601 E. Cherry Street, immediately to the south of the Otis M. Andrews Sports Complex. The park is currently under construction but has completed the tennis center which includes four lighted HydroGrid clay courts and four lighted hard surface courts. Upon completion the park will also include eight full size soccer fields, four youth baseball/softball fields, a pond with three picnic shelters and a playground as well as restrooms/concession facilities. The City of Plant City also plans to construct more parking spaces throughout Ellis/Methvin’s acreage.

D. Gregg Business Center The Gregg Business Center is a Development of Regional Impact (DRI) that lies just south of U.S. Highway 92 and east of Park Road. The DRI was approved in 1990, and was to include over eleven million square feet of office, retail, and industrial uses on approximately 1,386 acres. As of 2009, the cumulative development on the site was 1,023,838 square feet of industrial space, and 6,600 square feet of commercial space.

2.2.3 Regulatory Issues The land use regulations currently in place on the HCC Plant City Campus reflect the site’s long-term use as a public institution.

Figure 2.2.c: Ellis/Methvin Park is partially under construction but has lighted tennis courts open.

Figure 2.2.d: Gregg Business Center is a Development of Regional Impact (DRI) containing office, retail, and industrial uses.


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2.2.3.1 Jurisdiction The Hillsborough Community College Plant City Campus is located in the northeastern portion of the City of Plant City. The City’s Planning and Zoning Department oversees zoning and the Hillsborough County City-County Planning Commission regulates future land use. The Hillsborough County Environmental Protection Commission regulates any on-site wetlands. 2.2.3.2 Zoning The HCC Plant City Campus is zoned Community College District (CC) in the Plant City Code of Ordinances (2009). The purpose of the district is to ensure that appropriate development occurs on the site and in the area immediately surrounding the community college. The Code of Ordinances also states that development within the district should be consistent with the comprehensive plan of the City, and that “uses having specific interrelationships” should be grouped, and that overall the designation should “protect and promote the long-term stability of both the community college and its surrounding area.” The Community College District (CC) designation allows for single-family residential uses as defined within the R-1A designation, all college related buildings, public and private accredited elementary and secondary schools, and buildings and structures related to the provision of electric, gas water, sewer or telephone service to the immediate area (subject to conditions). The designation also allows for service commercial uses as special uses if they are designed as a unit to serve adjacent uses within the CC District (see Sec. 102-738). Site Regulations: The Community College District is subject to the following site regulations:

a. Minimum lot area - In the CC community college district, unless otherwise provided for within this district, the minimum lot area shall be 6,000 square feet, and the minimum lot width shall be 60 feet measured along the front property line. Public utility substations and structures shall be exempt from minimum lot area requirements.

b. Building coverage - The maximum building coverage shall be 25 percent of the total lot area.

c. Maximum building height. The maximum height of buildings or structures shall be 35 feet. d. Front, side and rear yard setbacks - In the CC Community College District, district, front,

side and rear yard setbacks shall be provided as follows: 1. Front yard. There shall be a front yard of not less than 20 feet measured from the

right-of-way line to the front wall of the main building. 2. Rear yard. There shall be a rear yard not less than 30 feet in depth. 3. Side yards. There shall be a side yard on each side of the main building of not less

than ten feet, except that any side yard abutting on a street shall have a minimum width of 20 feet measured from the right-of-way line.


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2.2.3.3 Future Land Use Public/Semi-Public

The Public/Semi-Public (P/SP) Future Land Use Designation includes all the areas where there are currently campus buildings.

Description/Permitted Uses:

The following excerpt taken from the Plant City Comprehensive Plan describes the permitted uses and character of the Public/Semi-Public designated areas:

These are activities that provide major community service functions and vary greatly in character and locational need. A primary consideration in locating these uses is to place each where its intended function for the developed area can be most efficiently and economically accomplished.

Density/intensity - This Future Land Use Designation allows for a maximum Floor Area Ratio (FAR) of 0.35. Parks, Recreation and Open Space (ROS) The Parks, Recreation and Open Space (ROS) Future Land Use Designation includes the areas north of Cherry Street and east of the Trinkle Center within the boundaries of the HCC Plant City Campus. Description/Permitted Uses The following excerpt taken from the Plant City Comprehensive Plan describes the permitted uses and character of Recreation/Open Space designated areas: These are areas that contain existing and proposed parks and recreational facilities available for public use. Neighborhood and community parks, which exist or are proposed, are located in proximity to residential areas. Density/Intensity- This Future Land Use Designation allows for a maximum Floor Area Ratio (FAR) of 0.25. 2.2.3.4 Environmental Recent wetland surveys completed on the HCC Plant City Campus indicate that there are approximately 12.97 acres of wetlands located within the campus boundary. These wetlands lie primarily north of Cherry Street, and to the north of the main campus buildings. There are some wetlands to the south of Cherry Street, east of the Greenhouse Building. Protection and enhanced function of these systems should be incorporated into future campus growth. Removal and


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mitigation of minor impacts to increase site function maybe needed and will require environmental permitting. 2.2.3.5 Lease Agreements There is currently a 25-year lease agreement between the City of Plant City and HCC for the eastern portion of the HCC Plant City Campus. The City has invested in land improvements and has constructed recreational ball fields and related facilities. This agreement was last renewed in 1999. The College has notified the City that it expects to need part or all of the leased land for expansion in the next five years. The City has identified a desire to expand recreational programming in the area, but recognizes the College’s needs. The opportunity for cooperative partnerships should be investigated further. Overflow parking for the Trinkle Center may also be provided in cooperation with the City, which will allow HCC Plant City to share a newly constructed parking lot at the soon to be constructed Ellis/Methvin Park. 2.2.3.6 Florida Statute Requirements Florida Statutes Section 1013.31 requires that an Educational Plant Survey be completed at least every five years in order to help in formulating plans for housing of future educational programs. The only means, which Public Education Capital Outlay (PECO) can receive funding by a community college, is if the money requested correlates to a project outlined in the Educational Plant Survey recommendations. 2.3 Campus Organization and Character 2.3.1 Campus Plan The HCC Plant City Campus currently includes twelve buildings with a total of approximately 92.5 acres, 188,524 square feet of total space, and 50,957 square feet of instructional space. Map 2-B Existing Conditions Campus Plan 2.3.2 Existing Buildings Building 401 – Sciences Building Building 402 – Administration Building Building 403 – Educational Partnership Center Building 404 – Autotronics Center Building 405 – Student Services Center Building 406 – Library Building Building 407 – Technology Building Building 408 – Maintenance Building Building 409 – Flammable Storage Building 410 – Greenhouse Building 413 – Physical Plant Building 415 – Multipurpose Facility


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The Sciences Building (401 PSCI) is a one-story structure located at the north end of campus. The building contains approximately 36,273 square feet of space, and contains five science labs, general classrooms, and the Success Center.

The Administration Building (402 PADM) is a one-story structure located on the east portion of campus adjacent to the new Multipurpose Building. The building contains approximately 30,081 square feet, and serves as the center of administrative activity on the Plant City Campus. The space is broken primarily into offices for faculty, staff, and the campus president. The building also has general classroom space and the Success Center for tutoring.

The Educational Partnership Building (403 PEPC) is a one-story structure and is the southernmost campus facility. The building contains approximately 29,731 square feet of space, and includes classrooms, laboratories and office space. The building serves as home to the University of Florida’s Institute of Food and Agricultural Sciences (IFAS) Program and for HCC office space and two HCC programs. The university utilizes space within the building for both classrooms and offices. The Autotronics building (404 PAUT) is a one-story structure and is located immediately to the south of Cherry Street. The building contains approximately 8,134 square feet of space, and is divided into office space, which is currently leased to the Tampa Bay Workforce Alliance, for use as a local One Stop Center.

The Student Services Center (405 PSTU) is a one-story structure located south of the library and to the west of the Technology Building (PTEC). The building contains approximately 8,610 square feet of space, and serves primary student needs. The building includes the Student

Figure 2.3.a: The Science Building contains five science labs, classrooms, and the Success Center.

Figure 2.3.b: The Administration Building provides offices for faculty, staff, and the campus president.

Figure 2.3.c: The Educational Partnership Building houses classrooms, laboratories, and office space.

Figure 2.3.d: The Student Center is located south of the Library and west of the Technology building.


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Center, Career Planning, Counseling/Advising offices, and the Testing Center. The Library Resource Center (406 PLRC) is a one story structure located immediately to the south of the Sciences Building (PSCI). The building contains approximately 9,130 square feet of space, and includes a collection of books and periodicals, as well as a Learning Lab and Conference Room. The Technology Building (407 PTEC) is a one-story building located immediately to the south of the Library Resource Center (PLRC). The building contains approximately 6,042 square feet of space, the majority of which is used for two large computer labs. The building is also home to the Admission and Records office. The Maintenance Building (408 PMNT), Flammable Storage Building (409 PFLM), and Greenhouse (410 PGRN) are all located adjacent to one another, immediately to the east of the Educational Partnership Center (PEPC). The structures contain a cumulative square footage of approximately 6,563 square feet. With the exception of the Greenhouse, the structures are used predominately by staff, and are support buildings for campus operations. The Trinkle Multipurpose Center (415) is a one-story structure that has recently completed construction on the Plant City Campus. The building contains 46,748 square feet of space, and will serve as both new classroom space as well as a facility that will allow for public outreach. The facility represents a long desired community center for the City of Plant City, which is expected to increase revenue sources by serving as a new comprehensive meeting facility within the City. The Trinkle Community Center is used (in priority order) for HCC functions, City of Plant City functions, and rentals to individuals and groups in the community for social, cultural, and business functions. In fiscal year 2008-2009, nearly $130,000 in revenue was generated from community rentals. The Cockroach Bay Environmental Special Purpose Center is situated on 18-acres and includes three one-story structures (501 Environmental Studies Lab, 502 Center Meeting Room, and 503 Boat Storage House) that are used for environmental study courses by HCC Plant City. The total square footage at the site is approximately 3,657 square feet of space. The center is well utilized, and significant numbers of primary education student visitors tour the center annually as part of environmental education field trips within the county. The English Creek Special Purpose Center is situated on 400-acres of owned or leased lands and includes two one-story buildings (1101 Environmental Lab and 1102 Maintenance Storage) that are used for the environmental study courses by HCC Plant City. The English Creek Center contains approximately 4,971 square feet of space.

Figure 2.3.e: The new Trinkle Center provides classroom space and is available for rent by the community.


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2.3.3 Recreation and Open Space The Plant City Campus has been known historically its environmental programs, and its campus reflects a connection to nature and sensitivity to the surrounding natural habitats. However, responding to local workforce training needs has caused the development of more industrial and health-related programs. The City of Plant City operates active recreational space at both the Mike Sansone Community Park and Otis M. Andrews Sports Complex, which border the campus on the north and east. The campus itself also contains significant natural space, with a large tree-covered area with canopied boardwalks, gazebos, and sidewalks connecting the campus buildings north of Cherry Street. Bordering this space to the north is a significant wetland system with a raised walking path.

2.3.4 Safety and Security While there were not specific issues identified, discussions with HCC Plant City Staff identified a general concern with campus safety, especially with increased growth. There are private security guards contracted with HCC Plant City, and a campus security chief position has been added recently. The continued enhancement of campus and building security measures should be evaluated during future campus improvements. 2.3.5 Off-Campus Program Space HCC Plant City Campus manages several programs at facilities not located on the main campus. These include MacDill Center, Apprenticeship Training, and English Creek, Cockroach Bay, and Upper Tampa Bay Environmental Centers. Each program is described below. A. MacDill Center HCC maintains a Memorandum of Understanding with MacDill Air Force Base to provide general education courses for Associate in Arts and Associate of Science degrees. Historically, HCC housed these courses in several modular buildings which it owned and which were located on the base. In 2001, the Air Force constructed a new Base Education Center, which houses all of HCC’s courses as well as those of three other educational institutions. Civilians are required to have a base pass,

Figure 2.3.f: Playground at Mike Sansone Community Park. The City of Plant City operates active recreational space at both the Mike Sansone Community Park and Otis M. Andrews Sports Complex.


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Figure 2.3.h: View of Cockroach Bay

Figure 2.3.g: Cockroach Bay Environmental Studies Center

and pass a background check in advance of registering for courses. HCC has an agreement to not compete with other educational institutions with programs located at MacDill. B. Apprenticeship Training HCC partners with the United Association Local Union 123 in offering the plumbing, pipefitting, and heating/ventilation/air conditioning/refrigeration program courses. For these programs the College utilizes the Union’s Training Center located on McIntosh Road approximately one mile south of Interstate-4 in Dover. In addition, HCC partners with United Association Local Union 821 in offering the sprinklefitters program, and since 2007 the sprinklefitting program has been housed on the Plant City Campus. Because the Union serves members from Hillsborough, Pinellas, and Manatee Counties, the College would like to offer classes in a more central location. Future evaluation of new locations should be considered to increase enrollment. C. Environmental Studies Centers The Institute of Florida Studies manages the Environmental Studies Centers at Cockroach Bay, English Creek, and Upper Tampa Bay. No facilities have ever been constructed at Upper Tampa Bay. Given that the Florida state funding formula for community colleges generates no revenue for the operations, programs, and facilities managed by IFS, the College has determined that IFS transition to a self-supporting basis, emphasizing partnerships, grants, and alternative revenue sources. Cockroach Bay and English Creek both require extensive facilities upgrades to make them capable of functioning as revenue centers in support of IFS’ revenue goals. Cockroach Bay Environmental Studies Center The Cockroach Bay Environmental Studies Center is located on the southeastern shore of Tampa Bay, just south of Ruskin at the end of Lavender Road (See Exhibit 2.3.a). The 22-acre site has a septic tank, but no potable water. Center facilities include two indoor classrooms, one large screened-in classroom, bathrooms, a boathouse, and a 1,000 foot boardwalk connecting the Center with Cockroach Bay, one of America’s precious few remaining mangrove estuaries.


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Figure 2.3.i: CBESC Indoor Classroom

Figure 2.3.j: CBESC Outdoor Classroom

Figure 2.3.k: CBESC Boardwalk

Boat trips operate for marine exploration as well as equipment for use in the field and laboratory. In the past the College has utilized the classrooms at the Center for the plumbing, pipefitting, and heating / ventilation / air conditioning / refrigeration apprenticeship program courses. The Cockroach Bay Center requires significant renovations so that IFS and HCC can continue using this center. Due to lack of periodic maintenance and upkeep of the buildings and the raised walkways that connect them, these buildings may not be safe, nor meet current code requirements. Additionally, the 1,000 foot long boardwalk connecting the center to the Bay has fallen apart due to weathering conditions and years of neglected maintenance. Major reconstruction or replacement of the boardwalk is needed. In addition to rebuilding the boardwalk, HCC should seek to expand the educational opportunity by developing and installing thematic interpretive and informational signs along the boardwalk that could aid in attracting and delivering educational content to visitors.


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Figure 2.3.l: Cockroach Bay Environmental Studies Center


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Figure 2.3.m: English Creek Center’s Entry on SR 60

Figure 2.3.n: English Creek Center’s Buildings

Figure 2.3.o: Lecture Room

English Creek Environmental Studies Center The English Creek Environmental Studies Center (ESC) is located approximately one mile west of the Hillsborough-Polk County line, on the north side of State Road 60. The College owns 120 acres (See Exhibit 2.3.b) and has a long-term lease for 266 acres of ELAPP land from Hillsborough County. Facilities include an interpretive building with three classrooms, bathrooms, maintenance garage, nature trails, and an extensive boardwalk with interpretive signs describing the ecosystem. Potable water and a septic tank are on site. The Center is unique because it includes a creek system (English Creek), wetlands, and uplands, providing for a wide variety of educational opportunities. The English Creek Center roof needs to be assessed for repairs, because the roof leaks throughout the center. These leaks stain the floors, walls, and carpet, and promote the growth of mold and mildew. These repairs are necessary to maintain a clean and healthy learning environment and to prevent further degradation of the facility. The lecture room needs an AV system complete

with digital projector, computer, and DVD set up so that the center can be utilized by instructors as well as groups who rent the facility for meetings, workshops, and retreats.


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Figure 2.3.p: English Creek Environmental Studies Center


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2.4 Existing Infrastructure 2.4.1 Parking/Circulation HCC Plant City is a commuter facility. Therefore, the provision of parking remains a major issue on the campus. Within the immediate area, there are several residential communities, but most of them are single-family homes, which allow few opportunities for student housing. Also, a large apartment complex exists just south of the campus. However, rental fees are cost prohibitive for most students, who come to the campus from diverse locations. Map 2-C Existing Conditions Parking/Circulation 2.4.1.1 Adjacent Roadways The HCC Plant City Campus is served by Park Road (State Road 553) to the west. The primary entrance into the campus is through the intersection of Park Road and Cherry Street. The campus is also served by Wilder Road, which runs to the east of campus, and is intersected by Cherry Street at a three-way stop. Park Road is a six-lane arterial facility with three through lanes, one left turn lane, and one right turn lane on the northbound side. Cherry Street is a two-lane local facility with one left turn lane turning onto Park Road. The speed limits are currently forty-five miles per hour on Park Road, and thirty miles per hour on E. Cherry Street. The current average daily traffic (ADT) volume for each of the two roadways serving HCC Plant City are in Table 2.4.a below.

Table 2.4.a Average Daily Traffic (ADT) Volume Road Name ADT

Park Road (SR 553) 18,071Cherry Street 2,808

Source: City of Plant City

There are currently no plans to widen any of the roads serving the HCC Plant City Campus. The last major roadway construction in the area included the widening of Park Road and the construction of the stoplight for the intersection at Cherry Street. A traffic study completed by Reynolds, Smith & Hills (March 2004) recommended some traffic calming in the form of rumble strips with a center island along Cherry Street. The City of Plant City has committed to installing these traffic calming and pedestrian crossing measures at its own expense, with the work to be done at the same time as its Ellis/Methvin parking lot project is constructed. The work will include the construction of three raised pedestrian crosswalks that will connect the north and south sides of the HCC Plant City campus with appropriate signage. 2.4.1.2 Internal Vehicular Circulation Internal vehicular circulation is largely dictated by the availability of parking and the access points onto campus from the peripheral roads. There are four access points onto campus along Cherry Street.


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2.4.1.3 Parking The status of the campus as a commuter facility means that there has been a large allocation of land to serve the auto-orientation of the student body. The central campus is nearly completely surrounded by surface parking lots, which provide easy access to all of the major buildings. In 2007, a new overflow lot with a permanent underground support structure and a surface of crushed rock was constructed on the south side of Cherry Street, across from the Trinkle Building. This overflow lot was fully paved in 2010. In all, there are 744 parking spaces on the site. Table 2.4.b below summarizes their distribution.

Table 2.4.b: Parking Space Tabulation Parking Space Type Number of SpacesRegular1 677 Staff and Faculty 63 Visitor/vendor 4 Total 744

1. Regular Parking Spaces include the additional 145 spaces from the newly constructed lot S4.

Source: Walker Parking Consultants 2007 Report

2.4.1.4 Pedestrian Facilities/Links Pedestrian links are generally good within the northern part of the HCC Plant City Campus, north of Cherry Street. This is due primarily to the covered walkways and sidewalks that connect all the facilities. However, the links both to and within the southern half of campus are weak, and are broken up by large parking lots, and a building arrangement that does not encourage easy connections. The traffic study completed by Reynolds, Smith & Hills (March 2004) recommended the improvement of pedestrian facilities along Cherry Street, including sidewalks on both sides of the street and five painted crosswalks to serve both the Plant City Campus and the adjacent park facilities. Coordination with the City and support of defined and controlled pedestrian crossings on Cherry Street will be important to the future growth of the campus. 2.4.2 Stormwater The property generally drains to the on-site wetland on the north side of Cherry Street. There are offsite areas to the south and southeast of the property that also drain into this wetland. This wetland outfalls north onto the Sansone Community Park through an existing ditch that crosses Sansone Road with a 36” RCP. This wetland is in Flood Zone AE with the base flood elevation of 128.3 NAVD 1988 as shown on Hillsborough County FIRM Map Number 12057C0288H, effective date of August 28. 2008. Three stormwater management ponds are located on the northern portion of the campus. Pond 1 is located at the northeast corner of Cherry Street and Park Road. Pond 2 is located adjacent to Park Road, approximately 1,000 feet north of Pond 1. Pond 3 is located 800 feet east of Pond 2. Pond 2 apparently was constructed around 1979, while Pond 1 was part of a 1992 permit. Pond 3 was constructed in 2005 as part of the construction of the Trinkle Center. These dates


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suggest that Pond 1 and 3 were permitted through the Southwest Florida Water Management District (SWFWMD) and Pond 2 was not. Ponds 1 and 2 appear to function as "dry" ponds and Pond 3 as a “wet” pond. There is also an existing ditch, with wetland vegetation, that bisects the northern portion of the campus. This ditch conveys runoff from areas south of Cherry Street to the wetland north of the campus. Pond 1 functions as a treatment/attenuation system for the drainage basin on the western side of the campus. Runoff from paved areas is directed into Pond 1 through a concrete flume. Record information indicates that Pond 1 and Pond 2 are interconnected through the stormwater system out of the parking area. However, field investigations revealed that this storm drain bypasses Pond 2 and discharges directly into the wetland area at the north end of the Plant City Campus. Pond 3 collects runoff from the parking area near the Administration Building and the Trinkle Center In addition, there are three existing stormwater pond facilities on the campus area south of Cherry Street. Pond 4, a “dry” pond located east of surface parking and west of the wetland, appears to provide storage for some of the campus buildings and parking areas south of Cherry Street. This pond is not permitted through SWFWMD. Pond 4 drains to a series of interconnected ditches along Cherry Street. These ditches cross under Cherry Street through a culvert, discharging into the wetland ditch north of Cherry Street. Pond 5 and Pond 6 provide stormwater treatment for the overflow parking located east of the wetland. These ponds are permitted through SWFWMD, as “wet” ponds and were constructed in 2007. Both ponds drain to the on-site wetland. Any proposed site improvements to the campus would have to be permitted through local agencies such as the SWFWMD, Environmental Protection Commission (EPC), Plant City, and federal agencies as needed. Map 2-D Existing Conditions Stormwater 2.4.3 Sanitary Sewer The City of Plant City provides sanitary sewer service for the campus. Park Road has an eight inch sanitary sewer line located under the northbound lanes. The sanitary system in this area is gravity-fed, with no need for force mains. A topographic survey and underground utility investigation is recommended to determine sanitary sewer structures locations, sizes, and connections to evaluate future expansions. Available record drawings do not reflect current conditions. Map 2-E Existing Conditions Sanitary Sewer 2.4.4 Water Infrastructure The City of Plant City provides water for the campus. There is a water tower located near the intersection of Cherry Street and Wilder Road. An eighteen (18) inch ductile iron pipe (DIP) line, approximately 160 feet in length, connects the tower to an eighteen (18) inch DIP water main located on the south side of Cherry Street. The eighteen (18) inch water main, on the south side


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of the road, decreases in size to sixteen (16) inches and runs through the Cherry Street-Park Road intersection. Park Road has an eight (8) inch DIP water main located on the west side of the road and a twelve (12) inch DIP water main on the east side of the road. According to the City of Plant City Public Works Department, there is no history of problems with the water main. Therefore it is anticipated that the existing water distribution system is capable to supply water for campus future expansion. Map 2-F Existing Conditions Water Infrastructure 2.4.5 Reclaimed Water The City of Plant City installed a reclaimed water line down Cherry Street, past the campus, in 2007. At the same time, it installed a spur from the line, which the College has extended to provide less expensive water to irrigate the campus landscaping and joint use Teaching Gardens. 2.4.6 Electrical Electrical power to the campus is supplied by the Tampa Electric Company.

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BUILDING KEY401- PSCI, SCIENCE402- PADM, ADMINISTRATION403- PEPC, EDUCATIONAL PARTNERSHIP404- PAUT, AUTOTRONICS405- PSTU, STUDENT SERVICES406- PRLC, LEARNING RESOURCE CENTER407- PTEC, TECHNOLOGY408- PMNT, MAINTENANCE409- PFLM, FLAMMABLE STORAGE410- PGRN, GREENHOUSE415- PMPF, JOHN R. TRINKLE CENTER

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3.0 Future Campus Requirements 3.1 Introduction In addition to a comprehensive assessment of existing conditions, campus master planning also requires an understanding of what is occurring off the campus. For community colleges, changes in demography, in terms of quantity and diversity, can assist the college in setting realistic enrollment projections and determining the future composition of the student body. Determining which occupations will be in demand in the future allows the master planning team to quantify the need for additional classrooms, laboratories, offices, and other instructional spaces. The main objective of this section of the report is to summarize the results of the environmental scan for Hillsborough County and the surrounding area, including demographic, economic and workforce data gathered by the consultant as well as work sessions with HCC representatives. Second, this section will summarize enrollment projections, site capacity and issues to be addressed during master planning implementation. 3.2 Environmental Scanning Introduction and Methodology Environmental scanning is an external analysis that focuses on scanning, monitoring, forecasting, and assessing the external environment. The goal of this process is to alert HCC Administration within the institution to potentially significant external changes so they can be proactive in decision making for new programs and facilities. This scan focused on securing information in support of growth of the Plant City Campus.

3.3 Demographic Analysis Based on 2000 Census data, Hillsborough County is expected to increase in population and ethnic diversity. Based on the 2009 HCC Factbook, a significant portion of those enrolled at the Plant City Campus are from Hillsborough County (74.8%). The proximity of the Plant City Campus has translated into a significant number of students from neighboring Polk County as well (10.2%). The remaining student population comes from a variety of other locations within the region with approximately 93% coming from Hillsborough and its surrounding Counties (Polk, Pasco, Pinellas, Manatee). See Section 3.7 for zip code analysis of student origin locations. 3.3.1 Demographic Population Projections Detailed demographic and economic projections for Hillsborough County are shown in the tables below. The long-term forecast for Hillsborough County predicts steady growth in the population and in jobs. The population projection data was obtained from the Hillsborough County City-County Planning Commission and represents the best available data for the area of study. The growth rate is not consistent across the county. Unincorporated Hillsborough County is expected to sustain steady growth over the next twenty years. As noted in the table, Plant City experienced the highest annual percentage growth in the county from the period 1990-2003. Of


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the total population in the City of Plant City in 2000, 17.4 percent were of Hispanic origin while African-Americans accounted for 16.2 percent of the city’s 2000 population.

Figure 3.3.a

Table 3.3.a: Hillsborough County: Population Estimates and Projections Population 2004-2025 Municipality

2000 2004 2015 2025 Change AAAC AAPC Tampa 303,447 327,220 376,040 425,900 98,680 4,699 1.26%Plant City 29,915 32,480 39,980 43,750 11,270 537 1.43%Temple Terrace 20,918 21,830 26,650 29,400 7,570 360 1.43%Unincorp. County 644,668 734,430 889,830 1,032,950 298,520 14,215 1.64%Total 998,948 1,115,960 1,332,500 1,532,000 416,040 19,811 1.52%Note: AAAC – Average Annual Absolute Change AAPC – Average Annual Percentage Change Source: University of Florida, BEBR, Population Studies, Bulletin 138, Feb. 2004. 2004 Population and Housing Estimates by Jurisdiction and Census Tract, August 2004 Hillsborough County City-County Planning Commission

Hillsborough County reported similar population growth to that in Florida, and both grew faster than the nation as a whole, during the period between 1990 and 2008. Hillsborough County’s population grew by 42 percent as well as that of the state. In addition, the Tampa Bay region also has a similarly aged population in comparison to the rest of the state. Tampa Bay region’s median age in 2008 was 40.9 years while the State’s median age was just slightly lower at 40.1 years. In 2008, 20.5 percent of the region’s population and 20.2 percent of Florida’s population was 62 years old or older. This suggests that occupation demand will be in health related


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occupations and credit programs will need to continue the focus on adult training and career skill building. According to the 2000 Census over 500,000 people migrated to Hillsborough County. Domestic migration accounted for 56 percent of this change – people moving from house to house but staying within the same geographic area. 37,652 people or 7.5 percent migrated from abroad which includes foreign countries as well as Puerto Rico, U.S. Island Areas, and U.S. minor outlying islands.

The Hispanic population in Hillsborough County grew by 68 percent between 1990 and 2000, according to the U.S. Census. This population segment is projected to comprise 59 percent of the disadvantaged population in the near future. The African American population has grown from a population of 107,111 in 1990 to 144,259 in 2000; a 35 percent increase. In 1990, the Diversity Index for Hillsborough County was 1.78; in 2000, the number grew to 2.20. The Census Department estimates that the number is currently at 2.50. The U.S. Department of Education reports that Hispanic enrollment in two-year colleges outpaces Hispanic enrollment in all other levels of postsecondary education. Given increases in international migration and in underserved students from Hispanic and African American populations, HCC will continue to experience increased demand for adult preparatory and English proficiency classes as the population in Hillsborough County grows and diversifies. The College will experience demographic shifts in enrollment patterns. Each diverse community will pose unique demands for curriculum offerings and student services, and will be motivated to seek higher education for reasons ranging from personal interest to preparation for advanced degrees. 3.4 High School Graduation Data and Analysis Overall, the number of public high school graduates in the state has been increasing since 1999. Based on projections from the HCC Factbook 2009, the total number of graduates is expected to increase through the year 2014 as illustrated in the following chart.


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Figure 3.4.a: Number of Graduates in Hillsborough County

Number of Graduates in Hillsborough County

-

2,000

4,000

6,000

8,000

10,000

12,000

1998

-1999

1999

-2000

2000

-2001

2001

-2002

2002

-2003

2003

-2004

2004

-2005

2005

-2006

2006

-2007

2007

-2008

2008

-2009

2009

-2010

2010

-2011

2011

-2012

2012

-2013

2013

-2014

Num

ber o

f Gra

duat

es

GraduatesProjected Graduates

Source: HCC Factbook 2009

The number of high school graduates receiving diplomas was 9,761 during the 2007-2008 academic year. During the 2013-2014 academic year, this number is expected to increase to 10,384 graduates. These students have greater exposure to and comfort with the Internet, and will enroll in college expecting a high-quality digital environment. According to the HCC Trendline 2009 Fact Book, “HCC attracted 24 percent of local high school graduates” during the 2007-2008 year. The number of students attending HCC after high school is in line with the national average of 26%. As illustrated in Table 3.4.b below, this percentage has seen some increase since 2003-2004, though it appears to have settled in the 24%-25% range. Although it is difficult to know for certain the share of local high school graduates that HCC will capture, it is likely that, at least in the short term, the trend will continue to climb given current economic conditions. According to the National Center for Education Statistics (www.nces.ed.gov), 31% of students that enrolled in college following high school graduation attended Community Colleges, which equates to approximately 19% of all high school graduates. Table 3.4b projects the percentage of Hillsborough County high school graduates through the 5-year planning timeframe and assumes modest growth of 0.5% per year in high school graduates who will attend HCC.


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Table 3.4.a: Projected High School Graduates to Attend HCC Actual Projections Year 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14Hillsborough HS Grad

8,617 8,659 9,237 9,476 9,761 9,509 9,476 9,832 9,501 9,732 10,384

% of local HS Grad Attraction

17% 21% 24% 23% 24% 25% 26% 26% 28% 29% 30%

Projected Headcount To Attend HCC

1,371 1,810 2,044 2,110 2,269 2,377 2,464 2,654 2,660 2,822 3,115

Source: HCC Factbook 2009

3.4.1 State of Florida Policy Data The National Information Center for Higher Education Policymaking and Analysis published data at the state level on a multitude of measures. For several of the measures listed in the table below, Florida data for that particular measure are lower than the national average. The data support enhanced student services, recruiting and support functions in Florida community colleges.

Table 3.4.b: High School and College Preparation Statistics Florida Nation 9th Grade Cohort Survival Rate - 2006 53.9% 68.6% Public High School Graduation Rate - 2006 53.9% 68.6% College-Going Rate Of High School Grads - 2006 60.2% 61.6% Percent Of Total Population Enrolled In College - 2007 (18-24 Year Olds) 32.6% 33.9% Import/Export Of College-Going Students - 2006 (<1 = Exporter, >1 = Importer) 1.26 1.09 9th Graders Chance Of College By Age 19 - 2006 32.4% 41.8% Source: The National Information Center for Higher Education and Policymaking Analysis

3.5 Economic and Workforce Analysis There is a large disparity in business and industry activity between the Tampa metropolitan area and the other portions of Hillsborough County. According to the Florida Statistical Abstract 2007, there are 2,639 farms comprising 284,910 acres in Hillsborough County. Most of these farms are located in the southern and eastern portions of the county. In total, the county is fifth in the State of Florida in terms of net farm income. In addition, the largest industrial market for the county is along the I-75 Corridor, comprised of 388 buildings and 60.5 million square feet of industrial space in 2003. The County’s economy is characterized by a strong service sector with a diverse labor force. Most of the service sector employment is concentrated in retail, health, financial, communication, banking and educational services. The County’s 2009 labor force was estimated


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at 666,182 employees, with the largest growth sectors Administrative and Support Services, Ambulatory Health Care Services, and Food Services and Drinking Places. Industries gaining the largest number of jobs are noted in the following table.

Table 3.5.a: Industries Gaining The Most New Jobs Workforce Region 15- Hillsborough County

Employment Annual Change

Rank Industry

Code Title 2009 2017 Total Percent

1 561 Administrative and Support Services 53,030 70,300 2,159 4.07

2 621 Ambulatory Health Care Services 27,956 34,691 842 3.01

3 722 Food Services and Drinking Places 41,193 47,731 817 1.98

4 540 Professional, Scientific, and Technical Services 48,755 54,418 708 1.45

5 930 Local Government 48,927 53,959 629 1.29 6 238 Specialty Trade Contractors 20,022 24,922 612 3.06

7 524 Insurance Carriers and Related Activities 21,973 26,307 542 2.47

8 622 Hospitals 21,264 24,809 443 2.08

9 522 Credit Intermediation and Related Activities 20,375 23,346 371 1.82

10 624 Social Assistance 7,795 10,120 291 3.73

11 610 Educational Services 9,565 11,432 233 2.44

12 623 Nursing and Residential Care Facilities 9,644 11,450 226 2.34

13 423 Merchant Wholesalers, Durable Goods 16,089 17,870 223 1.38

14 920 State Government 17,102 18,828 216 1.26 15 910 Federal Government 13,383 14,850 183 1.37

16 713 Amusement, Gambling, and Recreation Industries 7,471 8,701 154 2.06

17 813 Membership Associations and Organizations 10,335 11,540 151 1.46

18 424 Merchant Wholesalers, Nondurable Goods 11,110 12,191 135 1.22

19 446 Health and Personal Care Stores 4,967 5,934 121 2.43 20 721 Accommodation 5,603 6,503 112 2.01

Source: AWI Labor Market Statistics, 2009

The Florida Agency for Workforce Innovation Labor Market Statistics forecasts projected employment growth in targeting the high tech industries. For Hillsborough County, they predict that Administrative and Support Services will add another 17,270 workers between 2009 and 2017. Ambulatory Health Care Services will need another 6,735 workers, followed by Food Services and Drinking Places generating another 6,538 jobs over the eight-year period.


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To better understand the types of occupations that are currently in demand, the consultant secured data from two sources:

1) The 2009-2010 Florida Statewide Targeted Occupations List and the 2010-2011 Florida Statewide Demand Occupations List from the Florida Agency for Workforce Innovation, Labor Market Statistics, dated November 25, 2009.

2) The 2008-2009 Regional Targeted Occupations List for workforce region 15

(Hillsborough County) from the Florida Agency for Workforce Innovation, Labor Market Statistics, dated November 25, 2009.

Both of these information sources focused on occupations that require a vocational certificate or an associate’s degree. As a result, several occupation titles in high demand are absent from the tables. Most of these jobs are low-paying, entry-level positions that provide on-the-job training. Statewide data was provided since there is a national trend for community college graduates to relocate to other cities and communities within their home state for employment opportunities. Occupations were selected based on the existing types of technical and health programs currently offered at Hillsborough Community College. Consistent with long-term projections, the programs with the greatest occupation demand at the state and local level are in the Business Services and Health Services categories, as shown in the following tables. In the Business and Financial Operations Occupations, the greatest demand at the state level and regional level is for customer service representatives followed by bookkeeping, accounting, and auditing clerks. It is important to note that the bookkeeping, accounting, and auditing clerks high demand profession is considered a high skilled/ high wage occupation that requires a vocational certificate or an Associates Degree.

Table 3.5.b: Business Services Occupations Statewide Regional

Average Annual Openings Average Annual Openings

Industry

Code

HCC Program and Statewide

Demand

Annual Percent Change

Due to Growth

Due to Separations Total


Due to Growth


Accounting

433031

Bookkeeping, Acct, & Auditing Clerks 1.84 2,211 1,808 4,019 1.63 170 158 328

132031 Budget Analysts 1.36 41 67 108 1.51 4 6 10 132041 Credit Analysts 0.62 18 108 126 0.63 2 12 14 132051 Financial Analysts 2.57 209 44 253 1.81 17 5 22

132052 Personal Financial Advisors 2.09 452 186 638 0.75 15 17 32

Business Administration

113011 Administrative Services Managers 1.70 139 208 347 1.53 11 18 29

434051 Customer Service Representatives 2.82 4,339 4,036 8,375 2.91 561 505 1,066


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Table 3.5.b: Business Services Occupations Statewide Regional


Industry

Code


Demand


Due to Growth



Due to Growth


431011

First-Line Superv. of Office & Admin. Support Workers 1.23 921 1,511 2,432 1.05 74 143 217

112031 Public Relations Managers 1.95 31 36 67 1.24 2 3 5

131031

Claims Adjusters, Examiners, & Investigators 1.53 277 446 723 2.17 76 85 161

112021 Marketing Managers 1.92 111 123 234 1.26 7 13 20

Office Administration

436011 Exec Sec & Admin Assistants 1.81 1,797 1,525 3,322 1.58 130 127 257

Legal Assisting 436012 Legal Secretaries 1.97 365 284 649 2.40 44 28 72

232011 Paralegals & Legal Assistants 3.00 615 253 868 3.46 70 25 95

Medical Records Transcription

436013 Medical Secretaries 2.08 465 342 807 1.94 32 25 57

292071 Medical Records & Health Info Techs 2.28 230 260 490 2.36 18 19 37

319094 Medical Transcriptionists 2.35 129 65 194 3.20 19 7 26


Besides offering Associate in Science Degrees in business and financial related occupations, the Plant City Campus also offers degrees in nursing. The highest demand occupation within health services is for registered nurses; ranking almost three times higher than nursing aides, orderlies, and attendants the second highest ranking occupation.

Table 3.5.c: Health Services Occupations

Statewide Region Average Annual Openings Average Annual Openings

Industry

Code


Demand


Due to Growth



Due to Growth


Counseling and Human Services

211011

Substance Abuse & Behavioral Disorder Counselors 2.78 103 69 172 2.99 9 5 14

211012

Educational, Vocational, & School 1.91 240 240 480 1.55 15 18 33


2010 Master Plan 34

Table 3.5.c: Health Services Occupations Statewide Region

Average Annual Openings Average Annual Openings Industry

Code


Demand


Due to Growth



Due to Growth


Counselors

211014 Mental Health Counselors 2.92 122 78 200 3.46 10 5 15

211015 Rehabilitation Counselors 1.81 65 69 134 1.31 3 4 7

211021

Child, Family, & School Social Workers 2.86 280 195 475 2.48 26 21 47

211022

Medical & Public Health Social Workers 3.41 209 120 329 3.49 15 8 23

211023

Mental Health & Substance Abuse Social Workers 3.32 226 134 360 3.24 9 5 14

Dental Hygiene 319091 Dental Assist 3.34 527 255 782 3.11 35 18 53

292021 Dental Hygienists 3.49 328 167 495 3.11 19 11 30

519081 Dental Lab Technicians 1.66 62 68 130 1.40 2 3 5

Medical Sonography Technology

292032

Diagnostic Medical Sonographers 2.12 91 56 147 1.91 5 3 8

Nuclear Medicine

292033

Nuclear Medicine Technologists 1.94 41 27 68 2.03 2 1 3

Medical Assisting

319092 Medical Assistants 3.77 1,352 411 1,763 3.70 84 26 110

292011

Medical & Clinical Lab Technologists 1.60 162 148 310 3.10 34 16 50

292012

Medical & Clinical Laboratory Technicians 2.02 142 102 244 2.42 19 11 30

Nursing RN

292061

Licensed Practical & Licensed Vocational 2.63 1,195 1,174 2,369 2.64 82 80 162


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Table 3.5.c: Health Services Occupations Statewide Region


Code


Demand


Due to Growth



Due to Growth


Nurses

311012

Nursing Aides, Orderlies, & Attendants 2.59 2,379 778 3,157 2.45 131 46 177

119111

Medical and Health Svcs Managers 2.42 212 155 367 2.18 15 12 27

291071 Physician Assistants 3.37 144 55 199 3.15 13 5 18

291111 Registered Nurses 2.80 4,192 2,336 6,528 3.03 347 178 525

Optical Management/Opticianry

292081 Opticians, Dispensing 1.45 63 135 198 1.48 4 7 11

Radiography/Radiation Therapy

292034

Radiologic Technologists & Tech. 1.85 253 178 431 2.07 23 14 37

Respiratory Care

291126 Respiratory Therapists 2.54 170 94 264 3.37 18 7 25

292054 Respiratory Therapy Tech 0.19 2 34 36 N/A N/A N/A N/A

Note: N/A – Not Available Source: AWI Labor Market Statistics, 2009

Table 3.5.d: First Responder Occupations Statewide Region


Code


Demand


Due to Growth



Due to Growth


Criminal Justice

333012 Correctional Officers & Jailers 1.71 634 821 1,455 1.44 20 30 50

333021

Detectives & Criminal Investigators 2.13 158 156 314 2.51 16 14 30

333051 Police & Sheriff's Patrol Officers 1.34 486 945 1,431 1.28 25 51 76


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Table 3.5.d: First Responder Occupations Statewide Region


Code


Demand


Due to Growth



Due to Growth


131041

Compliance Officers, Exc. Safety, Agri, Constr & Transp. 0.91 164 207 371 1.46 22 17 39

211092

Probation Officers & Correctional Treatment Specialists 1.08 67 70 137 1.23 6 6 12

Fire Science 332011 Fire Fighters 1.36 290 758 1,048 1.27 12 33 45

332021 Fire Inspectors & Investigators 1.32 12 20 32 1.32 1 1 2

Emergency Medical Services

292041

Emergency Medical Tech & Paramedics 1.74 157 99 256 1.70 10 7 17

435031

Police, Fire, & Ambulance Dispatchers 1.50 98 160 258 1.39 6 11 17


The Plant City Campus also offers degrees in computer and information science related occupations. According to the Industries Gaining New Jobs list produced by Florida Workforce Innovations, computer and information related industry jobs are not increasing at the same pace of other “hot” industries, but the field is averaging about 0.34 percent annual increase in new jobs in the region. Computer systems analysts are in the highest demand and have an average of 144 total regional job openings annually.

Table 3.5.e: Computer Related Occupations Statewide Region


Code


Demand


Due to Growth



Due to Growth


Computer Engineering

151031

Computer Software Engineers, Applications 4.12 790 257 1,047 3.37 96 39 135

151032

Computer Software Engineers, Systems Software 2.73 437 160 477 2.30 47 28 75


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Table 3.5.e: Computer Related Occupations Statewide Region


Code


Demand


Due to Growth



Due to Growth


151051

Computer Systems Analysts 2.87 645 562 1,207 2.32 69 75 144

492011

Computer, ATM, and Office Machine Repairers 1.28 112 100 212 1.42 11 9 20

151071

Network and Computer Systems Administrators 2.76 380 297 677 2.38 33 31 64

Computer Information Technology

113021

Computer and Information Systems Managers 1.67 117 109 226 1.24 11 14 25

151041

Computer Support Specialists 1.44 445 924 1,369 1.20 36 90 126

Computer Programming

151021 Computer Programmers -0.41 0 458 458 -0.92 0 48 48

Digital Media/Graphic Design

439031 Desktop Publishers 0.48 5 20 25 1.25 1 2 3

271014

Multi-Media Artists and Animators 2.49 69 61 130 1.86 5 6 11

271024 Graphic Designers 1.54 251 419 670 1.37 17 32 49

Database Technology

151061 Database Administrators 2.80 168 61 229 2.57 21 8 29

Networking Services

151081

Network Systems &Data Communications Analysts 4.88 1,103 416 1,519 4.30 95 41 136


Technical occupations offered at HCC can vary from environmental engineering to water and liquid waste water treatment plant operators or even construction managers. These occupations are growing but not at a rate as high as other occupations. Within the region most of the job openings within this category are due to the company separating from the employee, not an


2010 Master Plan 38

increase in growth. However, as shown in the table, the state shows increased openings due to growth which could lead to an eventual increase in the region as well.

Table 3.5.f: Technical Occupations Statewide Region


Industry Code


Demand


Due to Growth



Due to Growth


Electronics Engineering

173023

Electrical and Electronic Engineering Technicians 0.44 42 187 229 1.27 8 12 20

173012

Electrical and Electronics Drafters 1.30 22 46 68 0.78 4 14 18

492093

Electronics Installers & Repairers, Transportation Equip. 1.50 18 25 43 1.62 1 2 3

Environmental Science

173025

Environmental Engineering Technicians 2.54 22 16 38 2.01 2 2 4

194091

Environmental Science Technicians, Including Health 1.67 32 71 103 0.86 2 8 10

192041

Environmental Scientists & Specialists, Including Health 1.19 71 150 221 0.86 4 11 15

518031

Water and Liquid Waste Treatment Plant Operators 1.55 90 99 189 1.82 6 6 12

Architecture Design and Construction Technology

173011 Architectural and Civil Drafters 0.95 83 244 327 -0.18 0 22 22

173022 Civil Engineering Technicians 1.29 54 80 134 0.84 4 9 13

474011

Construction and Building Inspectors 2.15 162 133 295 1.63 8 9 17

119021 Construction Managers 2.57 761 435 1,196 2.07 60 43 103

173011 Architectural and Civil Drafters 0.95 83 244 327 -0.18 0 22 22


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Table 3.5.f: Technical Occupations Statewide Region


Industry Code


Demand


Due to Growth



Due to Growth


173012

Electrical and Electronics Drafters 1.30 22 46 68 0.78 4 14 18

173013 Mechanical Drafters 1.26 21 45 66 0.75 1 3 4

471011

First-Line Superv. of Construction and Extraction Workers 2.27 1,189 697 1,886 2.01 92 61 153


The Plant City Campus also has strong environmental programs both through HCC, and the University of Florida Institute of Food and Agricultural Sciences (IFAS). These occupation fields have shown some growth at the state level, but very little within the region.

Table 3.5.g: Hospitality/Culinary Occupations

Statewide Region Average Annual Openings Average Annual Openings

Industry Code


Demand


Due to Growth



Due to Growth


Culinary/Restaurant Management

351011 Chefs & Head Cooks 1.87 125 81 206 1.20 6 6 12

291031 Dietitians & Nutritionists 0.90 24 67 91 0.99 2 5 7

119051 Food Service Mgrs 1.64 287 400 687 0.68 10 34 44 Hospitality and Tourism

434081 Hotel, Motel, & Resort Desk Clerks 2.25 387 665 1,052 2.41 22 35 57



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Table 3.5h: Education Occupations Statewide Region


Industry Code


Demand


Due to Growth



Due to Growth


Early Childhood Management

119031

Education Administrators, Preschool & Child Care 2.51 13 14 27 1.92 1 1 2

Education/Teaching Preparation

259031 Instructional Coordinators 2.47 171 90 261 2.19 12 7 19

259041 Teacher Assistants 1.74 785 710 1,495 1.69 56 52 108

251194

Vocational Education Teachers, Postsecondary 2.96 242 129 371 3.01 28 14 42

252023

Vocational Education Teachers, Middle School 0.34 3 18 21 0.00 0 2 2

252032

Vocational Education Teachers, Secondary School 0.33 17 151 168 0.05 0 8 8


Administrative and Support Service Occupations is the fastest growing industry in Florida and in Region 15: Hillsborough County according to Florida Workforce Innovations. HCC-Plant City Campus offers degrees and certificates in Office Systems Technology. On average, administrative and support service jobs are expected to increase by over four percent over between 2009 and 2017, equating to close to 2,160 new jobs. 3.6 Master Planning Implications Based on Environmental Scanning The environmental scan has several implications for campus planning. These include:

1) Although it is expected to increase more slowly than in recent years, the population of Hillsborough County is expected to continue to increase. This will continue to drive additional demand at the Plant City Campus, requiring more classroom space, parking facilities, and educational programming on campus.

2) In recent years, the student population attending HCC directly from High School has increased. This increase in capture from local high schools has resulted in an overall younger student body who desire a different campus experience than older learners. These students will be involved with the College and need facilities that can support


2010 Master Plan 41

their greater involvement with the campus. Consideration should be given to design and programmatic elements that can better serve this demographic.

3) The student population will continue to become more diverse which will require additional facilities for student support functions and laboratories for academic preparation classes.

4) Regional demand for technical and health occupations will generate a need for additional classroom, laboratory and office spaces. The ramifications include:

a. Increases on business services occupations, especially business administration will require additional classroom and office facilities.

b. The growth of several occupations in the health sciences and first responder programs, combined with the development of new programs, will require additional space for classrooms, laboratories, and instructional support areas.

c. Several occupational programs not currently offered by HCC, but high on the occupational demand list, present opportunities for the College to expand program delivery and content.

3.7 Enrollment and Staffing Projections In order to better understand the geographic distribution of students attending the campus, the Institutional Research Group (IRG) provided data reporting the number of students attending the Center by zip code. This data does have the following shortcomings that are important to note:

- It counts individual students multiple times if they attended courses at more than one HCC Campus.

- Although it affected only a small number, some students did not have zip codes attached to them.

Even with these shortcomings, the data is telling as to the origins of students for the Plant City Campus. As can be seen in Figure 3.7.a below, the largest concentrations of students attending HCC Plant City come from the area of northeast Hillsborough County and the Brandon area. There are also a large number of students coming from Polk County, most of which are from zip codes located in and around Interstate 4.


2010 Master Plan 42

According to the HCC 2009 Factbook, the Plant City Campus served a total of 7,186 students who took at least one credit/non-credit course at the campus and 135 students who took at least one Recreation & Leisure course. The 2008-2009 numbers illustrate a continued trend in the number of students enrolling in courses at the Plant City Campus. The increase has occurred for both overall headcount (which counts any student that has taken a course at the campus) and for full time equivalent. Projecting FTE through the Master Plan period requires an examination of historical performance, programmed growth as documented in the Environmental Plant Survey (EPS), and the physical constraints of the campus. Table 2.1.b illustrates these trends. Staffing projections were provided by the College and are part of the 2010 Educational Plant Survey, as shown in the table below. It should be noted that for the Fall 2008, the district employed 1,278-faculty, of which 996 are part-time and 282 full-time. During the 2008-09 academic year HCC generated 18,774 annualized FTE. With an annualized FTE projection of 2,368 for 2014-2015, the faculty/staff FTE will increase proportionally with the student FTE increases This number of faculty/staff increase will has implications in the development of parking projections.

Figure 3.7.a: Students Attending HCC Plant City by Zip Code


2010 Master Plan 43

Table 3.7.a: Plant City Campus Staffing From the Educational Plant

Survey

Year Student FTE Faculty & Staff FTE* Student FTE / Faculty & Staff FTE

2008-2009 1,939 215.6 8.99 2014-2015 2,368 263.4 8.99

3.8 Space Needs and Campus Capacity The HCC Administration develops projections for FTE and campus space needs every five years in the Educational Plant Survey (EPS). These projections utilize state standards to determine how much space will be needed to accommodate projected FTE enrollment. The five year projection as documented in the EPS is utilized by the State of Florida to determine funding priorities. This projection was used for the five year master plan. In addition, a ten year projection was developed using the annualized growth rate of 7% observed for the college since the mid 1990’s. Due the linear nature of these guidelines, many of the categories tend to overestimate the space needed for a particular campus as student FTE grows. Recognition of this tendency needs to be considered within future building program development. In response to the data collected, the campus planning team developed a planning scenario which uses the Florida guidelines for space allocation as shown in Table 3.8a below. This scenario includes an estimate of square footage needs (instructional and non-instructional) through both the five year (2014-2015) and ten year (2019-2020) time horizons.

Table 3.8.a: HCC – Plant City Campus Space Allocation Comparisons using Florida Requirements

Instructional Spaces:

2014-15 Space

Allocation COFTE=2,368 Guideline ASF

Existing Inventory

Space Existing

ASF

Space Deficit or Surplus

Guideline ASF

2019-2020 Space

Projections COFTE =

3,337 Guideline

ASF Classrooms 31,968 19,525 (12,443) 45,047 Nonvocational Spaces 18,948 8,476 (10,472) 26,700 Vocational Spaces 67,815 19,563 (48,252) 95,559

Subtotal 118,731 47,564 (71,167) 167,306 Instructional Support: Library/Study 27,148 12,093 (15,055) 38,255 Audiovisual 5,937 166 (5,771) 8,366

*2008-2009 Provided by HCC Institutional Research Group. FTE total includes adjunct instructors.


2010 Master Plan 44

Table 3.8.a: HCC – Plant City Campus Space Allocation Comparisons using Florida Requirements

Instructional Spaces:

2014-15 Space

Allocation COFTE=2,368 Guideline ASF

Existing Inventory

Space Existing

ASF

Space Deficit or Surplus

Guideline ASF

2019-2020 Space

Projections COFTE =

3,337 Guideline

ASF Auditorium/Exhibition 11,104 4,003 (7,101) 15,647

Subtotal 44,189 16,262 (27,927) 62,268 Student Support: Student Services 17,760 5,848 (11,912) 25,026 Physical Education 21,840 0 (21,840) 30,775

Subtotal 39,600 5,848 (33,752) 55,801

Institutional Support: Office 29,600 26,036 (3,564) 41,710 Support Services 11,606 34,865 23,259 16,354

Subtotal 41,206 60,901 19,695 58,064 Total Assignable Square Feet (ASF) 243,726 130,575 (113,151) 343,439 Other Assignable Space (GSF) Other Assignable Space 0 2,592 2,592 0

Subtotal 0 2,592 2,592 0 Non-Assignable Space (NSF) Needs: Custodial Services 2,605 588 (2,017) 3,671 Sanitation: 0 Student Restrooms 3,552 6,015 2,463 5,005 Staff & Public Restrooms 592 225 (367) 834 Electrical & Mechanical Equipment 15,028 7,474 (7,554) 21,176 Total Net Square Feet 265,503 144,643 (120,626) 374,125 Net-To-Gross Difference 90,271 43,881 (46,390) 127,202 Total Gross Square Feet (GSF) 355,774 188,524 (167,250) 501,328


2010 Master Plan 45

3.9 Issues Identification for Master Plan 3.9.1 Sustainability Initiatives HCC has embraced the importance of sustainability throughout the system, and many new initiatives and programs are expected to be developed though the Master Plan time horizon. The College has established a Sustainability Council which is overseeing many of the campus-wide initiatives, including compliance with the American College & University President’s Climate Commitment, which was signed by President Stephenson. While the SouthShore Center is considered to be the “green” campus within the HCC system, master planning and programming can be done to improve sustainability at each campus in the system. For the Plant City Campus, the environmental programs, the natural systems on the campus, and the pedestrian-friendly environment create great opportunities to reduce resource use and improve sustainability at the campus. Some Considerations for the Master Plan include:

- Educational Signage - Incentive programs - Florida Friendly Landscaping - Green Building Design - Pedestrian Improvements

3.9.2 Work Session with Campus Planning Committee One on-site work session was conducted on November 30, 2009, with the Plant City Campus Master Planning Committee. During this session, specific observations were shared on a number of issues that have implications for the 2010 Master Plan Update. This section reviews the observations from these meetings. The Master Planning Committee that attended the work session representing the Plant City Campus was as follows.

• Dr. Felix Haynes, Campus President • Dr. Bonnie Finsley Satterfield, Dean, Academic Affairs/Workforce Programs • Patti Mills, Dean, Student Services • Barbara Dyer, Facilities • Timothy McArter, Student Services

The conversation focused on the changes observed since the adoption of the 2005 Master Plan for the campus. The primary focus areas discussed by the Master Planning Committee included Physical Campus Needs, Academic Programming, and Safety and Security. The following are a summary of the conversations and an attempt to reflect the issues that were of greatest importance from the perspective of the work session attendees.


2010 Master Plan 46

3.9.2.1 Physical Campus Needs A. Campus Design The Master Plan Committee discussed several issues related to campus design, some of which were addressed during the 2005 Master Plan, and others that need to be addressed in the 2010 Master Plan update. The Campus would like to focus its building program to the west in order to create a more inviting street presence along Park. This was a recommendation from the 2005 Master Plan, and should continue to be a focus. The Committee was supportive of building street oriented buildings, but as discussed below, parking will remain a concern. Additional design issues discussed include the new traffic calming and pedestrian crossings that the City of Plant City will be installing along Cherry. These are welcome additions, though there were some concerns about the lack of sidewalks in the plans, and the fact that the new street layout will make it more difficult for traffic to turn left out of the north parking lot which will possibly cause traffic backups along Cherry. B. Student Services Building The Student Services Department offers a variety of services including: Services to Students with Disabilities, Financial Aid, Academic Advising, Admissions/Registration and Records, Counseling, Enrollment Development Coordination, Job Placement Assistance, the Test Center, and Student Activities. Student Services is located primarily within the Student Center Building (PSTU) with the exception of Registration and Records Offices. The space was renovated using PECO funding since the adoption 2005 Master Plan. The additional space gained through the renovation has been utilized for additional offices for counselors and staff, and while the renovation has greatly improved the capacity to process students, the building is again nearing capacity. The staff identified that there are issues with navigation of the current building, and recommended that signage and wayfinding be implemented to remedy this issue. In addition, the increase in usable office spaces for staff have reduced the seating spaces for students from ±65 to ±20, which has caused some issues during busy periods at the beginning or end of the semester. The Student Services staff stated that while addressing issues with the current building will be helpful in better utilizing the space, given the continued increasing demand, they believe that a new building is needed.

Figure 3.9.a: Student Center Building. The newly renovated Building now includes additional office space for counselors and staff.


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C. English Creek and Cockroach Bay Facilities The Plant City Campus continues to offer programming at the English Creek and Cockroach Bay facilities in Hillsborough County. These facilities are very popular, but are in need of some physical improvements. The English Creek facility has a conference facility on site. The committee stated that it was doing well, though in need of regular maintenance attention. The Cockroach Bay facility is in a deteriorated condition, and funding is needed for rehabilitation and new construction. There has been a PECO request to fund this work at the facility for some time, but in the interim, the Campus is looking for community partnerships to assist in bringing in funding sources. D. Parking Parking continues to be a major issue at the Plant City Campus. There is currently one parking lot located south of Cherry Street that is being paved, though this will not yield any additional spaces since the unpaved lot has been used for overflow parking for the Trinkle Center. The campus has taken the step of notifying the City of Plant city of a potential need for land in the Sansone Park to the west for additional parking, so additional spaces within this area will need to be considered during the Master Plan time horizon. In addition, the Master Planning Committee would like to investigate the possible construction of a structured parking garage on the campus. It is recognized that alternative funding sources will be needed for the design and construction of any structured parking for the College, as there is a prohibition of using PECO funding for these facilities. 3.9.2.2 Academic Programs The academic programs at the Plant City Campus continue to grow and expand as a function of increased enrollment. In addition, the Plant City Campus has been building partnerships throughout the community to deliver a wider array of academic programming.

Figure 3.9.b: Trinkle Center Parking. The parking shortage on campus becomes more pronounced during events.

Figure 3.9.c: Overflow Parking on Cherry Street. Parking continues to be a major issue at the Plant City Campus.


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Nearly two thirds of the student population is currently in a program offered through the Arts & Sciences Department. On the Plant City Campus, Arts & Sciences courses are offered in multiple buildings including the Administration (PADM), Technology (PTEC), Educational Partnership Center (PEPC), and the MacDill Center in South Tampa. Classroom space in the on-campus facilities is tight, and the need for additional space was discussed. Additionally, the campus has run into space issues as a result of the growth in some of their workforce programs. Although there is a demand for additional graduates, the Veterinary Technician program does not have any space for expansion. The Sprinkler Fitting Program has been moved on campus, and is sharing space with the Advanced Water Treatment program. The campus also got a new program in Industrial Maintenance approved, but the community partners have not been able to provide space for the programming, and the campus does not have an appropriate facility to being offering courses. The campus also offers four-year degrees through the University of Florida that utilizes the Institute of Farm and Agricultural Facilities (IFAS) building. This program is seen by the committee as one that will continue to attract new students to the campus. The committee would like the enrollment in this four-year program to increase quickly, which could create additional parking/facility needs on campus. New funding mechanisms will be needed to fund additional enrollments in this program, as HCC does not receive state money for junior/senior level students, even if they are using physical facilities on campus. 3.9.2.2 Safety and Security The primary concern regarding safety and security discussed by the committee was related to traffic movement and flow to and from campus. The parking shortages on campus have required use of heavily wooded parking lots during events at the Trinkle Center, and although security must be provided for those events, safety is still a concern, especially during nighttime events. At the end of 2009, the College installed a network of remote emergency call boxes throughout the campus. This system provides students and faculty with rapid communication with College Public Safety personnel in case of an emergency. Traffic flow was also a safety concern as the access arrangement only allows for one way in and out for the front parking lot along Park Road. This, with the construction of the new traffic calming improvements along Cherry Street will likely cause additional vehicular safety issues that need to be considered during the Master Planning process.

Figure 3.9.d: Park Road Frontage. The Primary concern regarding safety was related to traffic movement and flow to and from campus.


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3.9.3 Community Input For the purposes of ensuring future growth at the HCC Campuses was sensitive to the context of the surrounding community, the College President Dr. Gwendolyn Stephenson, committed to conducting community meetings at each of the five HCC Campuses during the 2010 Master Plan Update. At the Plant City Campus, Dr. Haynes identified local stakeholders representing public and private interests in the area. The community meeting was held on January 22, 2010 with representatives of the City of Plant City, the Plant City Chamber of Commerce, and the University of Florida College of Agriculture Branch Campus to discuss the Master Plan process and to collect input. The meeting focus was generally about campus design and layout, with a focus on creating a more aesthetically pleasing interface with the surrounding community. Additionally there was some discussion that touched on the phasing of new facilities. The discussion on Campus Design/Layout focused primarily on improving the existing aesthetics of the campus while addressing continued growth. The City government representatives discussed the need for a more attractive frontage on Park Road, which is considered an important gateway into the City of Plant City. It was recommended from some of the participants that the next new building be constructed along Park Road to begin this improvement. In addition, a desire to see 2-3 story buildings along that frontage was also shared, which would be a change from the existing single story campus design. Another aesthetic/safety improvement that was discussed was the pedestrian improvements that the City will be constructing on Cherry Street and the need for HCC to work to incorporate those improvements into the new Master Plan design. It is important to ensure that community input is integrated, wherever feasible, into the overall Master Plan design. Each comment that pertained to the physical master plan was documented and a response was formulated by the Master Planning team to use as guidance in the master planning process. These comments, pros and cons of each, and proposed action items for master plan integration are listed in Table 3.9.a as follows below. The notes taken at the Community Meeting are included in this report as Appendix C.

Table 3.9.a: Community Leader Input for 2010 Master Plan Update Recommendation Pros Cons Action

Place future buildings closer to Park Road frontage, possibly pushed closer to street edge, with parking behind

Will create Park Road aesthetic presence for Campus.

Decreases parking in front parking lots, increases typical walking distances to class.

Reconfigure but maintain parking along Park Road, place all buildings needed for 2015 closer to Park frontage.

Need two and three story buildings

Creates stronger campus presence. Minimizes impact to existing parking.

Increased construction costs of multi-story buildings.

New buildings for 2015 will all be 2 or 3 story structures.

Consider moving A1 and A2 closer to Park Road (flipping parking)

Will create strong street presence.

Increased cost to relocate all parking. Building placement would create separation between

Buildings N1 & N1 (2005 A1 & A2) will be located in similar location as 2005, with some parking along


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new buildings and existing campus.

Park Road.

The campus needs improvement of its neighborhood edges.

Aesthetic improvement through use of public realm design elements (landscape/hardscape elements, sidewalks)

Cost of installing new elements. Need for unified approach.

Urban Design plan recommends public realm improvements to create more aesthetically pleasing edges in all important areas of campus.

Study the massing and density of new campus buildings along the campus edge (Park Road)

Will give perspective to impact of new construction along Park Road.

N/A

Three dimensional models were created to illustrate impact of new, taller buildings along Park Road.

New crosswalks for safety on Cherry Street and to Trinkle Center is an important issue

Will strengthen pedestrian connections between north side and south side of campus

Cost/difficulty of constructing crosswalks in public right of way.

City of Plant City is constructing north/south crosswalks which will be complemented by improved pedestrian facilities along campus’ Cherry Street edges.

The next building could be to replace PEPC as joint UF/HCC building. The PEPC building is currently overcrowded.

Would allow for additional space to expand IFAS programs.

Constructing a joint-use facility first may take away resources that could be used for more immediate, general education needs.

Building N3 adjacent to the PEPC building is shown as one of three designated as priority for the 2015 time horizon, leaving options open.

Potential for addition to PEPC building to increase useable square footage and create similar architectural expression along Park Road for entire campus

Would allow for additional space to expand IFAS programs, while improving street presence of campus.

Limited parking on south side of Cherry Street. Students would be required to walk longer distances.

Building N3 is shown fronting Park Road, which will create a stronger street presence south of Cherry Street, and preserves parking.

The Student Services building is too small currently – take the existing library building complex and renovate all three buildings into the student services center. Construct new buildings to support the program needs of displaced functions.

Would provide for additional space currently needed by Student Services.

Student Services was recently renovated. Unlikely that the Library and other functions could be all relocated in new buildings.

New Buildings N1 & N2 are being constructed adjacent to the existing Student Services building. Potential may exist to utilize some of this new space for Student Services function to be relocated.

Need more library space. Suggested combining a new city library with the college.

Would increase size and resources of library. Would provide for a new public library

Could potentially make parking situation worse. Funding could

Building space for new or expanded HCC Library has been included in Master


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branch. provide challenging for two public entities.

Plan.

English Creek facility needs work (rehabilitation). Cockroach Bay really needs work (rehabilitation).

Facility improvements could greatly enhance service delivery.

Funding improvements could reduce resources for core campus needs.

Priority in Master Plan is for improvements to core campus in the 2014-2015 timeframe, but other needs recognized in Plan.

Dislike of the earthen berm in front of library complex

Removing berm could create a more attractive frontage along Park Road.

Cost to remove berm.

New buildings are proposed that would reduce size and view of existing berm from public right of way. Berm could also be reshaped and re-landscaped.

As shown in the table above, and documented in the full notes located in Appendix C, the biggest concerns for those who attended the Community Meeting were largely aesthetic in nature. Plant City has grown quickly, and what was once a somewhat remote campus location, has become part of a major gateway into the City along Park Road. The Master Plan will need to emphasize the creation of a more urban edge along Park Road and the creation of a more enhanced public realm that can be used by students and local residents alike.


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4.0 Physical Master Plan This Comprehensive Master Plan for the Plant City Campus has been prepared to respond to the existing conditions, future requirements and development opportunities that exist on the current campus acreage and identifies the potential campus expansion to surrounding lands. The development parameters for this five-year plan follow the Planning Scenario listed in Section 3.8 of this report. See Maps 4-A through 4-E at the end of this Section. 4.1 Design Context The Plant City Campus Master Plan is envisioned to improve campus identity and existing academic uses through the use of improved vehicular movements, building additions, construction of new academic buildings, and the continued benefit of community partnership opportunities within the campus plan. Recognizing its existing resources, there is a need for the college to establish a more harmonious design treatment for its facilities to improve its community context. Building placement, pedestrian circulation, vehicular movements, signage, lighting, landscaping and site furnishings all contribute to the collective condition. This, in addition to the evolution process that campuses undergo over time, often creates a mixture of styles and physical features that sometimes conflict. An example of this at the Plant City campus is number and type of exterior lighting fixtures on the campus. Field reviews by the team identified at least three (3) pole types and fixtures for parking lot lighting, as well as the use of different exterior wall mounted lighting fixtures for nearly every building on the campus. These conditions tend to degrade the quality of the public realm within the campus property and need to be remedied. 4.1.1 2015 Program The initial 2015 campus expansion of the academic core is envisioned to occur along the west side of the existing campus. As noted in the discussion of Community Input (Section 3.9.3) the establishment of an improved public image along the Park Road corridor is desired and was advocated by the community stakeholders as the appropriate location for initial campus expansion. The current condition of the existing surface parking lots and one-story campus buildings provide few memorable views that people would identify as a recognizable college campus setting. Placement of new signature architecture in the form of new 2-3 story academic buildings within this viewshed can help to improve the campus image along this important community corridor that accesses Interstate 4 and the City. Responding to this need, the campus plan identifies a total of four new 3-story buildings in this area. Buildings N-1 and N-2 are positioned as functional additions to the existing Science (PSCI) and Student Services (PSTU) buildings. Their location will allow for the consideration of transitioning the current programming into the new space and future remodel / renovation to existing buildings for improved functions. Building N-3 is located south of Cherry Street and is positioned to extend the campus’ recognizable presence along Park Road. Its location will also allow for the expansion of the IFAS program within the Educational Partnership (PEPC) and


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Autotronics (PAUT) buildings. Building N-4 is considered a later horizon infill building. Its placement will finalize the college’s construction along the Park Road frontage. The need for additional parking spaces will continue to increase as the campus grows. The 2015 building placements minimize impact to existing parking fields and current completion of new, paved parking spaces south of Cherry Street will add to the resource. However, the current campus is under-parked. To accommodate the 2015 program, the team is recommending that the recently removed Head Start building area located south of Cherry Street be redesigned and paved as one continuous parking lot. Similarly, there is a need to redesign and connect the multiple parking lots located north of Cherry Street into one continuous parking lot. The proposed redesign would improve vehicular circulation on the campus, maximize parking availability adjacent to current buildings, and improve access management along Cherry Street. Additionally, to meet minimum FDOE requirements new parking expansion will be needed east of the Trinkle Center. The staged development of these lands will require removal of interim Plant City recreational facilities. It is recommended that the parking lots be linked through a drive lane extension and pedestrian bridge linkage over the north-south drainage ditch in order to minimize vehicular movements on Cherry Street and improve pedestrian connections. In addition to programmed academic space and site development needs, it has been recognized that the college’s public realm, pedestrian system and perimeter campus edge treatments need important enhancement. Consistency within the character and quality for future on-site sidewalk, landscaping, furnishings, and lighting is an important goal. Common elements, material palates and finishes should be identified within a unified set of urban design guidelines. The provision of pedestrian-emphasized circulation with perimeter landscaping, decorative fencing, shade trees, lighting, and wayfinding signs are important to the overall campus enhancement. Similarly, building architectural elements also need consistent treatment to unify the campus design. Due to the relative length of the campus, buildings should be linked and provide for weather-protected connections through the campus. Renovation and remodeling of existing campus buildings is also needed to fully integrate existing buildings with proposed new construction that is necessary to add to campus function and to maximize and concentrate the academic experience where possible. 4.1.2 2020 Program Long-term campus expansion is envisioned to occur east of the Trinkle Center replacing much of Plant City’s interim recreational uses. The placement of new parking and academic buildings in this area of the campus will permit campus growth to occur and will reinforce the prominence of the Trinkle Center at the heart of the campus. The new academic building locations are aligned to replace portions of the existing Plant City recreational fields and permit the creation of additional co-use surface parking fields. The master plan includes extension of an east-west quadrangle to define both the open space and to provide pedestrian linkage and orientation to the campus. The continued effort to improve and strengthen the HCC/Plant City community partnership opportunities is an important component of the college’s success. The community appears to be at a critical growth juncture, where increased development, the need for additional public uses


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Figure 4.2.a: Representative Image Locations

and the needs of the campus are creating opportunities for new approaches and creative ways for campus/college integration. The need for co-operative partnerships and ongoing lease agreements for the land parcels being utilized for interim public recreation, as well as the long term need for increased parking accommodation and public realm improvements are key factors. 4.2 Urban Design / Sustainability As the College continues to grow, it will face increased competition for new students who will be choosing between a variety of campus environments within the region. In order to ensure that HCC Plant City continues to improve its competitiveness, there is a need to recognize the importance that providing a higher quality campus environment has upon the student’s experience, recruitment, and retention. It has long been recognized that a location’s genus loci (e.g. sense of place) can affect a person’s well being and state of mind. Most memorable public facilities often capitalize upon existing natural features or utilize techniques to enhance the public realm to improve a person’s experience. The “public realm” is the combination and sequence of outdoor gathering places and pedestrian circulation systems that create the connections to major interior building space in a neighborhood or on a campus. Simply put, it is how you get to where you are going, after leaving the vehicle, where you enjoy hanging around, and how relaxed or comfortable it makes you feel. 4.2.1 Urban Design Elements To improve its students’ regular on-campus experience, the College needs to enhance its public realm conditions on all of its campuses. At the Plant City campus, there are several important elements that relate to both the built and natural conditions at the campus that have great effect on an individual’s interaction with it.


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Figure 4.2.c: Example of Improved Crosswalks and Pedestrian Circulation along Cherry Street

Figure 4.2.b: Example of Improved Perimeter Buffer along Park Road

• Establish Perimeter Buffers

The College should create a clear demarcation between the campus property and its surroundings. The combination of existing vegetation, new landscaping, decorative fencing, or landforms should be planned to define the edge of the campus, buffer unpleasant conditions, and control its public realm.

The Park Road corridor provides major vehicular access and community visibility to the campus. Currently there is no physical buffer between the existing multi-lane, urban cross-section facility with its high speed vehicle movements and the campus parking lots. This leaves a barren and exposed front viewshed to the campus. The College should create a buffer with canopy shade trees and shrub hedges between the pedestrian sidewalk and parking lot to define the campus property and improve the first impression leading to the campus entry.

The Cherry Street corridor provides all of the campus entry to surface parking lots. This two-lane, rural cross-section facility bisects the campus properties. The campus has established multiple parking lots with numerous access points along the corridor. Access management needs to be controlled to limit the number of entry points leading to linked parking lots. By controlling the access points, pedestrian movements along and across the corridor can be improved. Currently there are no east-west sidewalks linking the campus parking lots to academic buildings near the corridor. The College should work with the City and create pedestrian sidewalks within or adjacent to the corridor to link the remote parking lots and the City’s planned crosswalks. It should also create a buffer with canopy shade trees and shrub hedges between the pedestrian sidewalk and parking lot


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Figure 4.2.e: Example of an Enhanced Gathering Place

Figure 4.2.d: Cherry Street Pedestrian Circulation

to define the campus property and improve the edges of this corridor to enhance uniform campus identity.

• Pedestrian Circulation

The College should enhance its pedestrian sidewalk circulation on and along the campus property. The proposed 2015 program identifies building academic program at the west side of the campus while parking expansion is only available at the east side of campus. This will require additional pedestrian movements through the campus. All parking lots need to be linked with lighted pathways that provide easy, safe and recognizable routes to the campus buildings. These paths should funnel students and limit the number of internal parking lot and Cherry Street pedestrian crossing points. Directional wayfinding signs, site furnishings, and landscaping should be used to enhance the experience along the routes.

• Gathering Places and Common Site Furnishings

The existing campus layout provides for limited student gathering places in high visibility areas. The majority of spaces are located at the rear of the academic buildings near the major wetland system. While this is an important campus location and previous master plans identified the desire for large gathering opportunities within it, other smaller courtyards and open spaces need better definition. By enhancing these areas with furnishings and

landscaping, students will be drawn to use these higher visibility areas and generate more campus activity.

The campus currently includes multiple versions of site furnishings that are ill-placed and not of common style or condition that seriously detract from a quality campus


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Figure 4.2.f: Example of Standard Sign Hierarchy

experience. The identification and use of common and standard parking lot lighting poles and fixtures, as well as exterior building fixtures should be established and required for all future campus building projects. Retrofit of current elements should be programmed and prioritized over time to replace the distracting elements in higher visibility areas first.

Existing campus signs are also irregular in appearance and condition. The entire sequence of entry, procession, and arrival to the campus from both the vehicle and pedestrian standpoints needs to be thoughtfully planned. Creation of a common sign package with hierarchical treatments is needed and then could be programmed within the circulation routes in the campus.

The identification and use of standard bench and garbage collection receptacles throughout the campus would also improve the campus public realm. Currently there are several different types of seating and canisters provided. Identification of a standard typical set of furnishings would enhance the current condition and create a needed rhythm through the campus open spaces.

A standard landscape plant palette should be identified and used for all improvement projects within the campus. The College should require the use Native and Florida Friendly plant material species. These species would support naturalized water management techniques and limit the need for undue maintenance actions.

4.2.2 Sustainability Elements The College Administration has shown a commitment to advance sustainable practices within each of its campuses. For the purposes of this master plan, several techniques are identified that can add to the ongoing college wide activities to provide for a more sustainable future condition.

• Building Design and Construction

New Construction/Major Renovations


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The College should continue its commitment to design and construct all future buildings and major renovations to meet LEED Silver development standards.

• Ongoing Building Operations

The College should implement operations and maintenance programs to ensure that all facilities are operating at maximum efficiency. The College should consider achieving LEED Certification under the Existing Buildings Operations & Maintenance Program.

• Stormwater Drainage

The College should use low impact development standards to create stormwater treatment systems for future development. The use of open and vegetated stormwater drainage swales within parking lots provides for ground infiltration throughout the campus.

• Irrigation For any remaining irrigation needs, the college should exclusively utilize reclaimed water from the existing system installed by the City of Plant City.

• Landscape Materials

The College should use native and Florida Friendly landscaping to minimize the need for irrigation water and fertilizer/pesticide within the campus.

• Lighting

The College should promote the use of day lighting within its buildings to minimize the need for energy use for electrical lighting. Exterior lighting should use solar array or LED fixtures where possible to reduce electrical demands.

4.3 Master Plan Phasing Options The master plan process pays special attention to projects currently listed within HCC’s Capital Improvements Plan (CIP), the development of space through the remodeling of existing structures, and new facility needs as identified through the analysis of current and future programs as outlined in Section 3.0. This information is integrated into a master plan that acknowledges funding and initiatives already in place, while introducing new facilities and concepts that will steer HCC Plant City in the coming years. The May 2010 Educational Plant Survey and Capital Improvement Program lists currently identify several improvements for the HCC Plant City Campus. 4.3.1 Future Site Improvement Needs In addition to programmed and future building renovations, new building, and expanded or renovated buildings, the campus master plan identifies needed site enhancement improvements that will add to the campus identity and function.


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1) Construct 589 additional auto-parking spaces with hard surface, positive drainage,

illumination and low maintenance landscaping. 2) Construct a new entranceway on the west side of the campus adjacent to the

intersection of Park Road and Cherry Street. 3) Construct covered walkway from Facility 404 – Autotronics Building, to Facility 403 –

Educational Partnership Center, approximately 200 linear feet by 8 feet. 4) Renovate campus-wide exterior signs, maps, and directories. 5) Renovate existing 626 parking spaces and areas to improve traffic flow, comply with

ADA requirements, provide adequate lighting and improved landscaping. 6) English Creek Special Purpose Center- Develop fifteen (15) acre site to make it usable.

Construct 35 auto-parking spaces with hard surface, positive drainage and illumination. 4.3.2 Future Campus Building Remodeling Needs In addition to the new building construction identified in the current programmed campus projects, remodel and/or renovation of the following facilities are needed that will add to the campus identity and function. 1) Science Building (PSCI-401) –

• Rooms 108, 108A, and 108B; as Biology laboratory suite; use codes 210, 212, 215; PLUS 30 student stations; 2,830 NSF.

• Rooms 122, 122A, 125, 125A, 125B and 125D; as student service facilities; use codes 310, 315, 630, 635, 660, 665, 680, and 685; zero student stations; 3,753 NSF.

• Renovate all rooms; pursuant to definition in Section 1013.01(18), Florida Statutes, and provisions of Section 423, State Requirements for Educational Facilities, of the Florida Building Code; 35,277 GSF.

2) Educational Partnership Center (PEPC-403) –

• Rooms102, 118, 119, and 123; as classroom facilities and service areas; use codes 110 and 155; 158 student stations; 3,939 NSF.

3) Library (PLRC-406) –

• Rooms 115, 115A, 115B, 115C, 115D, 115E, 115F, 115G, and 115H as student service facilities; use code 310, 315, 630, 635, 660 665, 680, and 685; zero student stations; 4,402 NSF; as office and service facilities; use codes 310 and 315; zero student stations; 2,174 NSF.



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4) Technology Building (PTEC-407) – • Rooms 116, 117, 117A, 117B, 117C, 118, and 118A; as student service facilities; use

codes 310, 315, 630, 635, 660, 665, 680 and 685; zero student stations; 3,757 NSF. • Renovate all rooms; pursuant to definition in Section 1013.01(18), Florida Statutes,

and provisions of Section 423, State Requirements for Educational Facilities, of the Florida Building Code; 2,285 GSF.

5) Trinkle Multipurpose Facility (415) –

• Remodel portion of room 100; as physical education facilities and services area; use code 520, 525; zero student stations; 11,963 NSF.

6) English Creek Special Purpose Center (Facility 1101 – Environmental Lab) –


7) Renovate and upgrade campus-wide energy management system, and connect all

systems with district monitoring system. 8) Renovate campus-wide fire and security systems; to include re-keying all

interior/exterior doors and installation of state-of-the-art fire and intrusion alarm monitoring systems.

9) Renovate campus-wide utilities and building systems; pursuant to definition in Section

1013.01(18), Florida Statutes, and provisions of Section 423, State Requirements for Educational Facilities, of the Florida Building Code; to include HVAC, mechanical, electrical, plumbing, and telephone systems.

4.3.3 Future Campus New Construction Needs In addition to the remodeled, renovated and site improvements, the following facilities are needed that will add to the campus academic use.

• Construct classroom facilities and service areas; use codes 110, 115; PLUS 251 student stations; 6,903 NSF; 9,805 GSF.

• Construct two (2) agriculture computer laboratory suite; use codes 210, 215; PLUS 24 student stations; 1,820 NSF; 2,585 GSF.

• Construct two (2) English laboratory suites; use codes 210, 215; PLUS 52 student stations; 2,540 NSF; 3,608 GSF.

• Construct one (1) math/writing laboratory suites; use codes 210, 215; PLUS 24 student stations; 1,180 NSF; 1,676 GSF.

• Construct one (1) reading laboratory suite; use codes 210, 215; PLUS 26 student stations; 1,270 NSF; 1,804 GSF.

• Construct one (1) English Academic Prep (EAP) laboratory suite; use codes 210, 215; PLUS 24 student stations; 1,420 NSF; 2,017 GSF.

• Construct two (2) adult and general preparatory laboratory suite; use codes 210, 212, 215; PLUS 40 student stations; 3,380 NSF; 4,801 GSF.

• Construct one (1) landscaping laboratory suite; use codes 210, 212, 215; PLUS 20


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student stations; 4,675 NSF; 6,640 GSF. • Construct one (1) environmental science laboratory suite; use codes 210, 212, 215;

PLUS 22 student stations; 4,775 NSF; 6,782 GSF. • Construct one (1) pest control laboratory suite; use codes 210, 212, 215; PLUS 20

student stations; 2,235 NSF; 3,175 GSF. • Construct one (1) irrigation laboratory suite; use codes 210, 212, 215; PLUS 20 student

stations; 5,410 NSF; 7,684 GSF. • Construct six (6) nursing (RN) laboratory suite; use codes 210, 212, 215; PLUS 120

student stations; 29,250 NSF; 41,516 GSF. • Construct three (3) emergency medical technician laboratory suite; use codes 210, 212,

215; PLUS 45 student stations; 7,035 NSF; 9,993 GSF. • Construct four (4) business data processing laboratory suite; use codes 210, 212, 215;

PLUS 100 student stations; 8,800 NSF; 12,500 GSF. • Construct one (1) entrepreneurship laboratory suite; use codes 210, 212, 215; PLUS 20

student stations; 1,885 NSF; 2,677 GSF. • Construct one (1) construction management laboratory suite; use codes 210, 212, 215;

PLUS 25 student stations; 2,227 NSF; 3,163 GSF. • Construct two (2) water & wastewater treatment laboratory suite; use codes 210, 212,

215; PLUS 44 student stations; 7,742 NSF; 10,997 GSF. • Construct two (2) environmental science laboratory suite; use codes 210, 212, 215;

PLUS 40 student stations; 7,370 NSF; 10,468 GSF. • Construct library facilities and service area; use codes 410, 420, 430, 440, 455; zero

student stations; 27,148 NSF; 38,561 GSF. • Construct audiovisual facilities and service areas; use codes 530, 535; zero student

stations; 5,937 NSF; 8,433 GSF. • Construct auditorium/exhibition facilities and service areas; use codes 610, 615, 620, &

625; zero student stations; 7,101 NSF; 10,086 GSF. • Construct physical education facilities and service areas; use codes 520, 525; zero

student stations; 9,877 NSF; 14,029 GSF. • Construct office facilities and service areas; use codes 310, 315, 350, 355; zero student

stations; 1,390 NSF; 1,974 GSF • At Site 5: Cockroach Bay SPC: construct other assignable (audio-visual) facilities and

service areas; use code 590; zero student stations; 200 NSF; 284 GSF. • At Site 5: Cockroach Bay SPC: construct other assignable (auditorium/exhibition)

facilities and service areas; use code 590; zero student stations; 4,000 NSF; 5,682 GSF. • At Site 5: Cockroach Bay SPC: construct other assignable (office) facilities and service

areas; use code 590; zero student stations; 400 NSF; 568 GSF. 4.3.4 Ten-Year Master Plan Projected Build Out The master plan identifies both five and ten year planning horizons that incorporates additions to existing academic buildings and new construction to satisfy the projected space needs by 2020. The following table includes the summary of master plan building square feet, parking and sequence of construction. The summary table is ordered by proposed building programs for both the 2015 and 2020 planning horizons that correspond with the keyed master plan graphics by color for new academic and parking. Square footage within individual buildings is additionally keyed to space types for identified academic programs and facility classroom types. The master plan includes future building locations (N5 and N6) in the eastern portion of the campus. While


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not currently required by the Educational Plant Survey, they are included in the master plan to provide definition of required parking spaces, stormwater basins, and other infrastructure improvements to be located in the surrounding areas.

Table 4.3.a: HCC Plant City Campus Master Plan New Academic and Support Area Summary 2010 – 2020

Building Designation

Footprint Area

(Sq. Ft.) Floors (No.)

Gross Area (GSF)

Space Type

Existing Buildings

188,524 Per Educational Plant Survey

Total 188,524 Total Programmed SF 2015

Proposed Buildings Title SF Program

N1 20,000 3 60,000 Allied Health

Building 29,25 Nursing and Related Labs

7,035 Emergency Medical Technician Classrooms and Labs

10,685

Business Data Processing System and Entrepreneurship programs

7,101 Auditorium / Exhibit

54,071 Subtotal SF

N2 15,000 3 45,000

General Purpose

Classroom 11,248 General Purpose

2,540 English Lab

1,180 Math / Writing Lab

1,270 Reading Lab

1,420 English Academic Prep (EAP) Lab

3,380 Adult General Prep

21,038 Subtotal SF

N3 27,000 3 81,000 Environmental

Studies 7,742 Advanced Water Treatment

7,370 Environmental Science Technology and Lab

4,675 Landscaping Lab

2,425 Construction Management Technology Lab

5,410 Irrigation Lab

2,235 Pest Control Lab


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Table 4.3.a: HCC Plant City Campus Master Plan New Academic and Support Area Summary 2010 – 2020

Building Designation

Footprint Area

(Sq. Ft.) Floors (No.)

Gross Area (GSF)

Space Type

4,775 Environmental Lab

1,390 Office

36,022 Subtotal SF

2015 Total 62,000 186,000 111,131 Programmed SF 2020

Proposed Buildings Title SF Program

N4 12,000 3 36,000 Library 27,148 Library

5,937 Audiovisual

33,085 Subtotal SF

N5 25,000 3 75,000 Academic Use 9,877 Physical Education

9,877 Subtotal SF

N6 25,000 3 75,000 Academic Use

2020 Total 62,000 186,000 42,962 Programmed SF

2015-2020

Totals 560,524 501,328 Projected SF Needed

59,196 Additional SF Depicted

Table 4.3.b: HCC Plant City Campus Master Plan Parking Area Summary 2010-2020

Parking Designation Parking Spaces Comments

Existing Spaces* 744 Spaces

S1 227 Spaces

S2 226 Spaces

S3 163 Spaces, plus 277 spaces if parking structure option used.

S4 145 Spaces

S5 342 Spaces

S6 102 Spaces

S7 652 Spaces


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Table 4.3.b: HCC Plant City Campus Master Plan Parking Area Summary 2010-2020

Parking Designation Parking Spaces Comments

PC-S-1 283 Spaces

Total 2,140

1,802 Projected Spaces Needed

338 Additional Spaces Depicted * Existing spaces have been included within the proposed spaces due to

reconfiguration of the lots.

Continued refinement occurred during the master plan and phasing for improvements have been initiated relative to program requirements. The following preliminary phases are identified for preliminary consideration and may be modified based upon funding opportunities. The master plan graphics include keyed building and parking locations in the general sequence of development phasing described below. 4.3.4.1 Academic Building Phasing Building’s N-1 and N-2 show initial core campus expansion along the west side of the campus near the Park Road corridor. Their scale, size, and location are anticipated to change the existing community viewshed to the campus. Their location flanking the PSCI and adjacent to the PSTU/PTEC/PLRC buildings may facilitate internal space reallocation and renovation for academic program improvements within the existing buildings. Completion of the core campus development will occur with completion of Buildings N-3 and N-4. Building N-3 is anticipated to extend the college’s campus presence along Park Road south of Cherry Street. Its location is flanked by the current IFAS PEPC and Autotronics buildings. Internal space reallocation and renovation for academic program improvements may benefit the existing buildings. Building N-4 is placed for infill redevelopment near the college’s ceremonial entry near the PSTU/PTEC/PLRC building. Again, internal space reallocation and renovation for academic program improvements may occur in its placement. Future campus expansion is envisioned to occur with the programmed completion of Buildings N-5 and N-6. Future campus expansion will require the reuse of the eastern side of the campus acreage that currently contains interim Plant City recreational uses. As part of sequenced community partnership arrangement to provide increased academic use while maintaining interim recreational uses, development of future campus buildings and parking should be phased to minimize disruption to the recreational uses. Associated improvements will need to include surface parking, stormwater, and finally placement of new academic buildings. The timing and sequencing of these improvements should permit the staged removal of recreational uses as the facility becomes operational.


2010 Master Plan 65

Figure 4.3.a: Parking Structure Option Location

4.3.4.2 Infrastructure Phasing The final phase identifies completion of the campus with core campus build-out, completion of multiple surface parking fields, and completed / connected pedestrian corridors. See Maps 4-F through 4-J at the end of this Section. A. Parking/Circulation

• Parking The final physical master plan envisions the creation of surface parking lots that are located surrounding the campus. These parking lots will be re-constructed at time of adjacent building construction and used as part of the site staging. The reconstruction and redesign of the parking lots will create opportunities for improving the public realm elements throughout which will add significantly to the overall aesthetic improvement of the campus along the Park Road Frontage.

In the event that a funding source is identified by the College, and if the demand warrants its prioritization; a parking structure option is included as a replacement of the S3 surface parking lot to increase the spaces available nearer to the wet half of the campus. The replacement of the surface lot could be programmed to occur with building N3 and in support of IFAS PEPC Center (403) use. In addition to the aesthetic improvements that reconstruction of the parking lots offers, it also allows for sustainability elements to be implemented in the new design. These elements can potentially include the incorporation of bio-swales within the parking lot for treatment of stormwater runoff as well as the use of alternative porous paving materials that will reduce the amount of stormwater runoff and allow for treatment without needing to construct piping and stormwater ponds. • Vehicular Circulation The physical master plan also addresses the need to improve vehicular circulation on site. Internal circulation will be improved by connecting parking lots by way of internal drive aisles that will minimize the need for car traffic to utilize Cherry Street to access parking. The master plan also calls improvements to the primary access drive heading


2010 Master Plan 66

north from Cherry Street into the campus. These improvements will allow for better visibility and improved vehicular safety addressing a primary concern articulated by the Plant City Master Planning Team.

• Pedestrian Improvements

The City of Plant City is currently implementing traffic calming improvements along Cherry Street which will allow for safer north/south pedestrian flow, and slow down traffic moving to and from Park Road. These improvements include the creation of three raised crosswalks with signage to improve the north/south pedestrian movement. In addition to these improvements being made by the City of Plant City, the physical master plan envisions the construction of east/west sidewalk facilities on the north side of Cherry Street to allow students and other pedestrians another option for safely traversing the campus edge. See Map 4-G Proposed Conditions Parking/Circulation

B. Stormwater

The existing stormwater management system needs to be modified to accommodate the runoff from the new buildings and parking facilities. It is the intent of the physical master plan to use Low Impact Development (LID) techniques for the treatment of the stormwater run off. As such, implementation of the LID techniques by collection and conveyance of the stormwater runoff from the parking areas through shallow swales prior to discharge into the stormwater treatment ponds are used. It is also recommended that any proposed design should consider use of permeable type pavements/pavers as well as open bottom inlets, as applicable. The expansion phase will include the construction of six new building, parking lot modifications and expansions as well as modifications to the stormwater management system. The north side of Cherry Street will include the construction of three new buildings and reconstruction of the parking lots. The existing stormwater pond 1, located at the northeast corner of Park Road and Cherry Street, will be modified to receive the additional discharge from expansion south of Cherry Street. Ponds 2 and 3 will also be modified to accommodate the expansion of the main campus site north of Cherry Street. South of Cherry Street will include one new building and an upgrade to the existing parking lot. Storm water pond 4 will be modified to increase capacity. Ponds 5 and 6 will remain as is. An additional pond, (pond 7), will be constructed along the western edge of the campus south of Cherry Street, replacing a small quantity of parking that will be removed. The expanded area of the campus to the east, north of Cherry Street, will include 2 new buildings and a large parking lot in what is now interim recreation fields. To accommodate this expansion, two new storm water ponds will be added along the north property line (Pond 8 & Pond 9). In addition to the new ponds, various swales will treat the runoff from this expansion area. LID technique of pretreatment swales is utilized in the design of the surface parking facilities. The schematic layout of the proposed infrastructure, supporting all the revisions to the stormwater management system, is shown on Map 4-I. In addition the volume required for water quality, the net


2010 Master Plan 67

increase of impervious areas of the expansion areas will determine the required additional volume at the existing ponds as well as for the proposed stormwater facilities. See Map 4-H Proposed Conditions Stormwater

C. Sanitary Sewer

It is anticipated that the sanitary sewer connections for the new buildings will be onsite. The existing onsite sanitary sewer system is to be evaluated to determine the capacity to receive additional flows from future developments. It is anticipated that the buildings on the east side of the campus will require a lift station as the existing on campus line is relatively shallow.

See Map 4-I Proposed Conditions Sanitary Sewer

D. Water

It is anticipated that the existing onsite water lines will be extended to the new buildings along Park Road as required for the construction phases. A new 8-inch water main is proposed for future construction to supply water to buildings on the east side of the campus.

See Map 4-J Proposed Conditions Water Infrastructure

N P

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UPDATE


MAP 4-F

MAY 2010

BUILDING KEY401- PSCI, SCIENCE402- PADM, ADMINISTRATION403- PEPC, EDUCATIONAL PARTNERSHIP404- PAUT, AUTOTRONICS405- PSTU, STUDENT SERVICES406- PRLC, LEARNING RESOURCE CENTER407- PTEC, TECHNOLOGY408- PMNT, MAINTENANCE409- PFLM, FLAMMABLE STORAGE410- PGRN, GREENHOUSE415- PMPF, JOHN R. TRINKLE CENTERN1-N6- PROPOSED BUILDINGSS1-S7- EXISTING AND PROPOSED PARKING

LOTSPC-S-1- JOINT USE PARKING LOT

401

405406

407402 415

404

403410

408

409

N1

N2

N4

N3

N5 N6

S1

S2

S3

S5 PC-S-1

S6

S7 LEGEND

CAMPUS AREA

EXISTING BUILDINGS

PROPOSED 2015 BUILDINGS


EXISTING STORMWATER PONDS

PROPOSED STORMWATER PONDS

WETLAND


S4

NORTH

0 150' 300' 600'1"=300 FEET

N P

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LOGANDERRY LN

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UPDATE


MAP 4-G

MAY 2010

401

405406

407402 415

404

403410

408

409

LEGENDCAMPUS AREA

EXISTING BUILDINGS





WETLAND


VEHICULAR TRAFFIC

PUBLIC PEDESTRIAN TRAFFIC

PRIMARY INTERNAL PEDESTRIAN PATH

SECONDARY INTERNAL PEDESTRIANPATH

N1

N2

N4

N3

N5 N6

S1

S2

S3

S5 PC-S-1

S6

S7

S4BUILDING KEY

401- PSCI, SCIENCE402- PADM, ADMINISTRATION403- PEPC, EDUCATIONAL

PARTNERSHIP404- PAUT, AUTOTRONICS405- PSTU, STUDENT SERVICES406- PRLC, LEARNING RESOURCE

CENTER407- PTEC, TECHNOLOGY408- PMNT, MAINTENANCE409- PFLM, FLAMMABLE STORAGE410- PGRN, GREENHOUSE415- PMPF, JOHN R. TRINKLE

CENTERN1-N6- PROPOSED BUILDINGSS1-S7- EXISTING AND PROPOSED

PARKING LOTSPC-S-1- JOINT USE PARKING LOTNORTH

0 150' 300' 600'1"=300 FEET

N P

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UPDATE


MAP 4-H

MAY 2010

401

405406

407402 415

404

403410

408

409

LEGENDCAMPUS AREA

EXISTING BUILDINGS





WETLAND


EXISTING STORMWATER PIPING

PROPOSED STORMWATER PIPING

EXISTING CATCH BASIN

PROPOSED CATCH BASIN

PROPOSED PRETREATMENT SWALES

N1

N2

N4

N3

N5 N6

S1

S2

S3

S5 PC-S-1

S6

S7

S4BUILDING KEY





PARKING LOTSPC-S-1- JOINT USE PARKING LOTP1-P9- STORMWATER PONDS

P2 P8P9

P3

P1

P7

P4P5

P6

NORTH

0 150' 300' 600'1"=300 FEET

N P

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LOGANDERRY LN

N W

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UPDATE


MAP 4-I

MAY 2010

401

405406

407402 415

404

403410

408

409

LEGENDCAMPUS AREA

EXISTING BUILDINGS





WETLAND


EXISTING SANITARY SEWER PIPING

PROPOSED FORCE MAIN

PROPOSED SANITARY SEWER PIPING

EXISTING MANHOLE

PROPOSED MANHOLE

N1

N2

N4

N3

N5 N6

S1

S2

S3

S5 PC-S-1

S6

S7

S4BUILDING KEY





PARKING LOTSPC-S-1- JOINT USE PARKING LOTNORTH

0 150' 300' 600'1"=300 FEET

N P

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LOGANDERRY LN

N W

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CO

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WA

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INFR

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TRU

CTU

RE


UPDATE


MAP 4-J

MAY 2010

401

405406

407402 415

404

403410

408

409

LEGEND

CAMPUS AREA

EXISTING BUILDINGS





WETLAND


EXISTING POTABLE WATER

PROPOSED POTABLE WATER

BUILDING KEY401- PSCI, SCIENCE402- PADM, ADMINISTRATION403- PEPC, EDUCATIONAL




PARKING LOTSPC-S-1- JOINT USE PARKING LOT

N1

N2

N4

N3

N5 N6

S1

S2

S3

S5 PC-S-1

S6

S7

S4

NORTH

0 150' 300' 600'1"=300 FEET


2010 Master Plan 68

5.0 Sources Albertson, H., and Wattenbarger, J. (1998) A Short History of Florida’s Community Colleges.

Retrieved November 15, 2005 from the Florida Association of Community Colleges, at http://www.facc.org/history.pdf.

Bureau of Economic and Business Research (2003). Florida Statistical Abstract. University of

Florida, Gainesville, FL. - Annual Population Growth - Population Studies Bulletin 134, January 2003, Medium Range projections for 2015

and 2025 - Housing Unit Projections - Industrial, Commercial and Service Employment Projections - County Rankings for Long-Term Economic Forecast - Employment Growth Rate - Employment Level

Career Infonet – Occupations Requiring Post-Secondary Training or an Associate’s Degree –

Florida. Corporation for Enterprise Development (2003). Development Report Card for the States, State

Summaries. Florida Agency for Workforce Innovation, Labor Market Statistics (2005). Regional Targeted

Occupations List - Hillsborough County Postsecondary Career and Technical Education Occupations. Tallahassee, FL.

Florida Research and Economic Database: Florida Agency for Workforce Innovation, Office of

Workforce Information Services, Labor Market Statistics, Occupational Employment Projections Unit: Labor Force Projections 2001-2009, Hillsborough County

Hillsborough Community College (2004). Hillsborough County Community College Careers,

Vol.1. Tampa, FL. Hillsborough Community College (2004-2005). Hillsborough County Community College Course

Catalog. Tampa, FL. Hillsborough Community College (2004-2005). Hillsborough Community College Corporate

Training Center Catalog, Tampa, FL. Hillsborough County City-County Planning Commission:

- Economic Data - Residential Building Permit Activity

Hillsborough County Estimates and Projections of Population, Employment, School Enrollment, Hotel/Motel Rooms, 2000, 2015, 2025 for Small Areas Hillsborough County Community College (2000). Hillsborough Community College Master Plan Update, Plant City Campus. Tampa, FL.


2010 Master Plan 69

Hillsborough County Metropolitan Planning Organization (2005-2009). Transportation

Improvement Program. Tampa, FL. Hillsborough County QuickFacts from the U.S. Census Bureau. The National Information Center for Higher Education Policymaking and Analysis:

- Public High School Graduation Rates - 18 to 24 Year Olds with a High School Diploma of Equivalent - Bachelor’s and Associate Degrees Awarded in Registered Nursing per 1,000 Nursing

Occupations for 2001 - In-State Degree Production by Selected Field Per 1,000 Occupations - Projections of the Working Age Population (Ages 18-64) - % Change from 2000 to

2025 - Families in Poverty - College-Going Rates of High School Graduates – Directly from High School - Percent of Total Population Enrolled in College - Import/Export Ration of College-Going Students - 9th Graders Chance for College by Age 19 - Projections of Retirement Age Population - % Change from 2000 to 2025 - Three Year Graduation Rates for Associate Students – 2002

School Board of Hillsborough County (2003). Technical, Career and Adult Education Annual

Report. Tampa, FL. School District of Hillsborough County, Tampa, FL.

- Pupil Membership Survey - Adult Training Catalog

Statistics Profile for the School District of Hillsborough County as Published by the Gibson

Consulting Group, Inc. Trendline 2004 – Hillsborough Community College Fact Book. U.S. Census Bureau, Census 2000. Table DP-1, Profile of General Demographic Characteristics

for Ruskin CDP, Apollo Beach CDP, Gibsonton CDP, Wimauma, CDP, Greater Sun Center CDP, and Unincorporated Hillsborough County.


2010 Master Plan

Appendix A

Existing Campus Building Footprints


2010 Master Plan

Appendix B

Community Meeting Notes

Site: 4 Plant City C

ampus

Site Plan

Plant City Campus-Bldg 402 Administration Building -PADM Floor Plan

Plant City Campus-Bldg 404 Autotronics Building -PAUT Floor Plan

Plant City C

ampus

Bldg 401 Sciences B

uilding -PSCI

1St Floor Plan

Plant City Campus Building 408-Maintenance – PMNT Building 409-Flammable Storage-PFLMBuilding 410-Greenhouse-PGRN Floor Plans

Plant City C

ampus-B

ldg 405 Student C

enter Building –PST

U

Floor Plan

Plant City Campus-Bldg 407 Technology Building –PTEC Floor Plan

Plant City Campus-Bldg 415 John R. Trinkle Center –PMPF Floor Plan - “A” Wing

Plant City C

ampus-B

ldg 415 John R

. Trinkle C

enter –PMPF

Floor Plan - “B” W

ing

MEMORANDUM OF MEETING

Meeting Date: January 22, 2010 Time: 10am Meeting Location: Trinkle Center PIN: 05037- - - File Identifier: Project Name: HCC Plant City Master Plan 2010 Update Purpose of Meeting: Community Meeting Minutes Prepared By: Stralow Minutes Date: January

25, 2010 Attendees: Michael English Felix Haynes HCC Staff Plant City Staff Neale Stralow Dave Cabeceiras Mickey Jacob Copy To: Comments or Actions Required: If you should have any comments or changes to the following please contact

me within the next 30 days or the following will stand as a true and accurate account of the proceedings.

The following is a summary of the discussion provided during the schedule community involvement workshop for the 2010 master plan update. A total of 19 persons attended the meeting. Dr. Haynes - welcomed everyone and provided an overview of the campus and purpose for today’s discussion. Self introductions followed. See attached sign in sheets for names and titles of attendees. Michael English – introduced the team and provided an overview of the 2010 master plan update. Neale Stralow – provided an overview presentation of the 2010 master plan update process, schedule, preliminary growth projections and relationships to the 2005 master plan. Open discussion occurred throughout the presentation and is summarized below: Plant City Mayor Lott -

• Does not like grass slopes on existing building facing Park. • Would like to add more buildings along Park frontage, possibly pushed to street edge,

with parking behind. • "gave up on the park property in 2005" in recognizing that future growth will occur at the

campus. • Need 2 and 3 story buildings. • Consider moving A1 and A2 closer to park (flipping parking).

1/25/2010 - 86922 - Ver: 1 - NSTRALOW CA#43 05037-002-000 - PCOR - 4622

• City committed to Park corridor as a scenic boulevard…front door to city, wants campus to improve their edge.

• Interest to study massing and density of new campus buildings along the campus edge (Park Avenue).

Plant City Manager Greg Horwedel -

• Next city parking lot (south of Cherry Street) will also be available to college. • Cherry street traffic calming - on the way. • Cross walks still very important. • 3 of them identified in street plan. • Thinks 1st (next) building could be to replace PEPC as joint UF/HCC building (lots of

gators in town that Plant City delegation could support). HCC Campus President Dr. Felix Haynes -

• Existing student services building too small, just renovated but overall space an issue. • Consider combining PSTU/PCRC/PTEC buildings into new Student Services bldg…and

replace functions elsewhere on campus. • Need more library space. Suggested combining a new city library with college. City

response was their plan for existing site expansion in place, but unfunded. Branch opportunity could be considered if O&M was covered by College.

• English Creek facility needs work. • Cockroach Bay - REALLY needs work. • PEPC bldg. Overcrowded…now houses 4 degree programs. Every other statewide

program with IFAS generated a new building. Could be part of argument for future improvements.

General Comments –

• New crosswalks for safety on Cherry Street and to Trinkle Center is an important issue – City of Plant City has scheduled, mid 2010 date.

• WM needs drawings from the City for parking and master plan of new park elements being designed to the south of Cherry Street. Jack Holland will forward.

• Renovation of student services building was major accomplishment from 2005 plan. • Student services building is too small currently – take existing library building complex

and renovate all three building into the student services center – build new buildings to support the program needs of displaced functions (along Park Avenue).

• Mayor does not like berm inform of library complex. • Current facilities at student services are too small to handle load of current student

population. • Dr. Haynes propose new joint HCC/City of Plant City Library on campus to anchor

Northeast development of city – City is not warm to idea – will hinge on funding. • Master plan work will include projections and plans of Cockroach Bay and English Creek

facilities and their programmed needs. • PEPC Building hosts 4 degree programs (UF) – joint teaching program – A5 building on

2005 master plan would solve growth projection needs – large facility that will be challenging to fund at that size.

• Question of which buildings will be first out of ground and how to phase over time the construction of the entire plan – funding is the driver of the timing (within 10 years??).

• Geometrics program (Surveying) – UF enrollment is not included in HCC FTE projection numbers.

• HCC enrollment directly impacted by limitation on new enrollment at State Universities – has created new interest in distance learning programs – challenge to administer in physical plant of HCC.

• Dr. Haynes wants to identify the specific program needs of each building on the plan.


• Potential for addition to PEPC building to increase useable square footage and create similar architectural expression along Park for entire campus.

Referenced Meeting Materials Doc #86878 – Plant City Master Plan Update Process Doc #86876 – Plant City Community Meeting Presentation


HCC 2010 Master Plan Update Plant City Campus Master Plan Update Process I. Notice To Proceed (Oct. 30, 2009) II. Existing Conditions Analysis (Nov. 2009-

Jan. 2010) a. Document Change b. Update Physical Campus

Improvements

III. Future Campus Needs (Jan. - Feb. 2010) a. Collect Stakeholder Input b. Refine 5 & 10 Year Projections c. Develop Alternatives d. Draft Master Plan

IV. Final Master Plan (Feb. - Mar. 2010) a. Refine Master Plan b. Stakeholder Review c. Complete edits and finalize

V. Board of Trustees Approval (April – June

2010)

HCC Plant City Campus2010 Master Plan Update

WilsonMiller, Inc.Michael English, AICP

Neale Stralow, AICP, ASLA

Urban Studio ArchitectsMickey Jacob, AIA

Scope of Project

• Collect input on physical and programming changes since 2005

• Update / Revise Physical Master Plan • Approval by Board of Trustees

Project Milestones

• Internal Kick Off Meeting – Nov. 2009• Community Meeting – Jan. 2010• Internal Plan Meeting – Feb. 2010• Draft Master Plan - March 2010• Trustees Approval – April/May 2010

Project Process

• Document Changes since 2005• Collecting Campus and Community

Input• Developing/Refining Growth

Projections• Development of Alternatives• Final Plan and Phasing

HCC Plant City Campus - Existing Conditions

Land Area – 92.5 AcresTotal Building Area – 188,524 sq.ft. Land Area – 92.5 AcresTotal Building Area – 188,524 sq.ft.

HCC Plant City Campus – 2005 Campus Master Plan

Land Area – 92.5 Acres2005 Existing - 188,524Projected 5-Year Need – 270,420MP Building Area – 633,269 sq.ft.

Land Area – 92.5 Acres2005 Existing - 188,524Projected 5-Year Need – 270,420MP Building Area – 633,269 sq.ft.

Your Input Needed• Academic Programs• Administration Programs• Safety / Security• Campus Design• Sustainability• Other Areas of Interest

2010 comprehensive master plan plant city campus

Documents