mckenzie - tbr

277Tennessee Colleges of Applied Technology Master Plan: McKenzie

The Tennessee College of Applied Technology McKenzie Main Campus is located on Highland Drive, approximately 1½ miles east of downtown McKenzie and 15 miles southwest of Paris. The campus totals 40,795 gross square feet. During the 2012-2013 academic year, the campus had an adjusted full-time equivalent enrollment of 150 students.

Regional Context

The Tennessee College of Applied Technology McKenzie is located in Local Workforce Investment Area 12, which consists of Henry, Benton, Carroll, Weakley, Gibson, Crockett, Lauderdale, Tipton, Dyer, Lake, and Obion Counties. The population of this region was 343,501 as of 2010. There were 85,793 primary jobs as of 2011.

TCAT McKenzie

HENRY

Workforce Investment Area 12

TCAT McKenzie is located in the eleven-county area of Local Workforce Investment Area 12

LAK

E

DYER

BEN

TON

CARROLL

WEAKLEYOBION

GIBSONCROCKETT

LAUDER-DALE

TIPTONA R K

A N

S A

SM

I S

S O

U R

I

K E N T U C K Y

HAY-WOOD

MADISON

HENDER-SON

DEC

ATU

R

SHELBY

McKenzie

278 Tennessee Colleges of Applied Technology Master Plan: McKenzie

Between 2010 and 2020, population in the region is expected to grow at a fraction of the statewide average. This indicates that regional job growth may be moderate. Worker age profiles are similar to those for the state as a whole, although the region has a slightly higher percentage of older workers. The percentage of jobs with salaries above $40,000 is significantly less than the state average.

Educational attainment in the region lags significantly behind Tennessee as a whole. Compared to the statewide average, 6% fewer residents of the region have a high school degree or equivalent, and only half as many have a Bachelor’s degree or more.

According to the U.S. Census, the following industry sectors occupy a significantly higher percentage of the regional labor pool compared to the statewide average: agriculture, forestry, fishing & hunting; utilities, manufacturing; educational services; and public administration.

The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: transportation & warehousing; information; real estate & rental & leasing; professional, scientific, & technical services; management of companies & enterprises; administration & support, waste management & remediation; and arts, entertainment, & recreation.

The regional employment outlook by industry cluster shown on page 280 comes from the Occupational Trends in Tennessee Employment Report (OTTER) from the Tennessee Department of Labor. All data are shown for Local Workforce Investment Area 12, which includes McKenzie, except for Industrial Maintenance data, which is only available for the state as a whole.

According to this data, all industry demand clusters related to programs taught at TCAT McKenzie are expected to grow between 2012 and 2020 except for Electronics Technology. The job outlook in all industry clusters takes into consideration the following factors:

• Growth rate in the industry cluster relative to the statewide growth rate for that industry cluster

LWIA 12 Tennessee2000 Population 330,761 5,689,2832010 Population 343,501 6,346,1052020 Population (projected)

352,783 6,894,708

Annual Growth (projected)

0.3% 0.8%

Population

Source: U.S. Census, Tennessee State Data Center

LWIA 12 TennesseeTotal Primary Jobs 85,793 2,478,765Jobs held by those age 29 and younger

22% 23%

Jobs held by those age 30 to 54

56% 57%

Jobs held by those age 55 and older

22% 20%

Jobs with salary of $15,000 or less

25% 22%

Jobs with salary of $15,000 to $40,000

47% 42%

Jobs with salary of $40,000 or higher

28% 37%

Employment by Age and Salary (2011)

Source: U.S. Census On The Map

Source: U.S. Census

2012 Educational Attainment (Percent of Population Age 25+)

No High School Diploma

Bachelor’s Degree or Higher

Some College/Associates Degree

Completed High School

Bachelor’s Degree or Higher

Completed High School

LWIA 12 Tennessee

Some College/Associates Degree

No High School Diploma


A number of programs are expected to have a more competitive job market, in part due to the higher number of graduates in these fields relative to the number of anticipated job openings. Some of these graduates and job openings, however, may be related to four-year programs and not affect the demand for those with certificates or the Associate’s degrees into which some TCAT students articulate. These programs are Automotive Technology and Welding Technology.

• Number of annual job openings

• Supply demand ratio (the ratio of graduates of programs in all related higher education programs to the number of job openings)

Based on these factors, the Computer Information Technology program is predicted to have an excellent job outlook in the region. The following programs are expected to have very good or favorable job prospects: Business Systems Technology, Industrial Maintenance, and Machine Tool Technology.

LWIA 12 TennesseeAgriculture, Forestry, Fishing & Hunting

1% 0.3%

Mining, Quarrying,& Oil & Gas Extraction

0.3% 0.1%

Utilities 1.1% 0.7%Construction 4.3% 4.1%Manufacturing 20.6% 12.4%Wholesale Trade 4.3% 4.7%Retail Trade 13.2% 12.1%Transportation & Warehousing

2.5% 5.0%

Information 0.9% 1.8%Finance & Insurance 4% 4.1%Real Estate & Rental & Leasing

0.7% 1.2%

Professional, Scientific, & Technical Services

1.5% 4.3%

Management of Companies & Enterprises

0.5% 1.2%

Administration & Support, Waste Management & Remediation

4.3% 6.5%

Educational Services 12.4% 9.4%Health Care & Social Assistance

12.2% 14.3%

Arts, Entertainment, & Recreation

0.3% 1.0%

Accommodation & Food Services

7% 8.7%

Other Services (excluding Public Administration)

2.2% 2.7%

Public Administration 6.7% 5.3%

Employment by Industry Sector (2011)

Source: U.S. Census On The Map

The region’s slow population growth, low educational attainment, and lower than average wages are evidence of a continued need for technical education.


Demand for graduates of the Electronics Technology is expected to increase in the coming years.

The HVACR program is expected to increase in enrollment in the coming years, in part due to strong industry demand.

The Industrial Maintenance program is expected to increase in enrollment in the coming years, in part due to a retiring workforce.

Enrollment in the Machine Tool Technology program is expected to increase in the near future.

Enrollment in the Welding Technology program is expected to remain constant in the next five years.

Program Analysis

The regional context above shows broader trends in the region. In order to obtain a more detailed picture of the needs of each program, the master planning team interviewed the TCAT Director, members of the Business and Industry Advisory Group, and key faculty. In addition, all faculty were invited to participate in an online survey.

The following paragraphs summarize the results of the input received by these methods for each program. The HVACR lab is used during the evening as well as during the day, but only for industry training.

Demand for graduates of the Automotive Technology program is expected to remain steady in the next five years.

Enrollment in the Business Systems Technology program is expected to increase in the near future, due in part to the growing health care industry.

Enrollment in the Computer Information Technology program is expected to remain constant in the near future.

Regional Employment Outlook by Industry Cluster (2012-2020)

Program Related Industry Demand Cluster(s)Graduates to

Jobs RatioAverage Annual Growth in Jobs Job Outlook

Automotive Technology Automotive Technology 5.1 0.6% E (Very Competitive)

Business Systems Technology

Administrative and Information Support 1 0.8% C (Favorable)

Computer Information Technology

Web/Multimedia Management Programming

0.7 1.8% A (Excellent)

Electronics Technology Electrical, Electronic Equip. Repairers 0 - 0.5% UngradedHeating, Ventilation, A/C & Refrigeration

Construction HVAC/R 0 0% Ungraded

Industrial Maintenance* Operations and Maintenance 0.5 0.8% B (Very Good)Machine Tool Technology

Precision Production Pathway 0.3 0.2% B (Very Good)

Welding Technology Construction Welding 3.7 0.3% E (Very Competitive)

Data shown is for Local Workforce Investment Area 12 Source: Tennessee Department of Labor & Workforce Development, Labor Market Information Section Ungraded programs are those without enough jobs or graduates to count, a negative job growth rate, or fewer than 10 placements *Information for this program is based on statewide data because regional data is not available


Source: Tennessee Board of Regents Central Office

Program Enrollment Headcount

Completion Count

Completion Rate

Statewide Average

Automotive Technology 15 14 93% 83%Business Systems Technology 49 38 78% 80%Computer Information Technology 11 10 91% 83%Electronics Technology 41 40 98% 90%Heating, Ventilation, A/C & Refrigeration 13 11 85% 79%Industrial Maintenance 36 33 92% 86%Machine Tool Technology 9 8 89% 87%Welding Technology 24 23 96% 89%Total/Average 198 177 89% 85%

Completion Rates by Program (2012-2013)

Placement Rates by Program (2012-2013)

Source: Tennessee Board of Regents Central Office

Program Available for Placement

Placement Count

Placement Rate

Statewide Average

Automotive Technology 11 10 91% 87%Business Systems Technology 34 25 74% 76%Computer Information Technology 6 6 100% 77%Electronics Technology 33 23 70% 81%Heating, Ventilation, A/C & Refrigeration 11 9 82% 85%Industrial Maintenance 29 24 83% 83%Machine Tool Technology 7 5 71% 89%Welding Technology 22 20 91% 85%Total/Average 153 122 80% 83%


What one word would you use to describe students’ first impression of the campus and facilities?

What one word would you use to describe what the college could become in the future?

The “wordles” above are based on responses to the online survey

Potential Future Programs

Based on data from the Tennessee Department of Labor, the following industries have excellent or very good job outlooks, but there are not currently any programs at TCAT McKenzie that meet these industries’ needs: nursing assistants and home health; and truck, bus, rail, water transportation, & heavy equipment.


Space Needs

The master planning team performed a detailed space audit of the Tennessee College of Applied Technology McKenzie in order to obtain the most up-to-date room inventory. Room areas and use codes were updated as needed; a list of updates was provided to the campus.

Numbers from the updated space audit, combined with adjusted FTE enrollment data provided by the Tennessee Board of Regents central office (see table on following page) and employee counts provided by the campus, served as the inputs for the space model that calculated needed space. For details regarding the model and an explanation of its methodology, see Appendix A.

As shown in the chart at right, the model shows that there is a significant surplus of existing administrative office space. This is likely due to the fact that the model does not fully account for office support space such as storage and conference rooms. The model does show a need for additional faculty office space, as was also indicated by a number of faculty in surveys.

The chart at center right compares four existing types of space with modeled space needs in those categories. There is currently a need for a small additional amount of open computer lab space on campus based on current enrollment. This category includes space for Technology Foundations, testing, and open computer labs.

The model shows that the amount of existing food service space on campus is currently adequate. This category includes student lunch rooms or lounges, vending machine areas, and the like.

Meeting space includes space available for community use, staff meetings, and large gatherings of students. There is no space of this type on campus, so the model shows a significant need. This space is important for its role in marketing to the regional community.

Central service and storage space does not include storage and service space for individual programs or for offices. It includes storage for campus-wide supplies, maintenance and janitorial supplies, surplus equipment, vehicle storage, and the like. The model shows that there is currently a deficit of this type of space.

Office Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Administrative Office Space

Faculty Office Space

Other Space Needs

Net

Squ

are F

eet

Existing space Modeled space needs

Open Computer Lab Space

Food Service Space

Meeting Space

Central Service/Storage Space

Non-Teaching Space Needs

Each space category includes related support space such as conference rooms and storage closets; negative numbers indicate a space surplus

Existing Assignable

Sq. Ft.

Additional Space Needed

(Sq. Ft.)Administrative Offices 2,989 -1,663Faculty Offices 928 476Open Computer Labs 914 288Food Service 586 15Meeting Space 0 901Central Service/Storage 1,395 858


The chart on the following page shows the model’s calculated needs for teaching space for each program. Teaching space is the sum of classroom and lab (also referred to as shop) space, as well as any storage or other space that directly supports teaching space.

Bars that extend to the right in the chart indicate a need for more space, while bars that extend to the left show a surplus of existing space. Where the bars show both surplus and need, the amount of existing space is within the acceptable range.

Because the model assumes a range of acceptable space, the darker blue bars show the minimum amount of space needed and the lighter blue bars show the maximum amount of space needed. All calculations are based on existing enrollment rather than capacity, so modeled needs would increase with enrollment. Adjusted FTE enrollment numbers include dual enrollment high school students.

The following paragraphs summarize each program’s space needs, based on the results of the model, interviews with faculty and administrators, and online survey responses.

• According to the model, the amount of teaching space for the Automotive Technology program would need to increase slightly to adequately serve current enrollment. The campus indicated that the amount of existing space is adequate.

• Both the model and the campus indicated that the amount of teaching space for the Business Systems Technology program is currently adequate.

• There is a need for a small amount of additional teaching space for the Computer Information Systems program according to the model. If enrollment increases in the future, needs would also increase.

• The model indicates a need for additional teaching space for the Electronics Technology program, but the campus indicated that the amount of current space is adequate. The division of the program into two separate rooms is not ideal.

• According to the model, teaching space for the HVACR program would need to expand by between approximately 1,000 and 2,300 square feet to adequately serve current enrollment. The campus confirmed the need for more space. The existing space shortage requires frequent moving of equipment from lab to storage and back.

• According to the model, teaching space for the Industrial Maintenance program would need to expand by between approximately 1,200 and 3,200 square feet to adequately serve current enrollment. The campus indicated that having additional space would allow better separation of teaching areas (e.g. welding from PLC areas).

• The model indicates a need for additional teaching space for the Machine Tool Technology program, but the campus indicated that the amount of current space is adequate.

• The model indicates a need for additional teaching space for the Welding Technology program, but the campus indicated that the amount of current space is adequate.

Adjusted FTE Enrollment

Enrollment is based on total contact hour data for the 2012-2013 academic year and assumes 1,296 contact hours per full-time equivalent student Source: Tennessee Board of Regents Central Office

2012-2013 Enrollment

Automotive Technology 15Business Systems Technology 18Computer Information Technology 14Electronics Technology 34HVACR 17Industrial Maintenance 20Machine Tool Technology 15Welding Technology 17Total 150


Teaching Space Needs

All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus

Total Existing Classroom & Lab Space

Minimum Additional Space Needed

Maximum Additional Space Needed

Automotive Technology 4,495 180 1,075Business Systems Technology 1,152 -237 -54Computer Information Technology 1,506 82 218Electronics Technology 5,130 703 1,709HVACR 2,512 1,021 2,321Industrial Maintenance 2,248 1,236 3,226Machine Tool Technology 3,509 1,552 2,464Welding Technology 3,581 1,281 2,153

Teaching Space Needs

Automotive Technology


HVACR

Industrial Maintenance

Machine Tool Technology

Welding Technology

Surplus Need


Electronics Technology

Minimum space neededMaximum space needed

sq. ft.

Detailed Teaching Space Needs

All numbers shown are in assignable square feet and include related support space related to each program, such as storage closets and tool rooms; negative numbers indicate a space surplus *The model assumes that Business Systems Technology programs do not need separate classroom space

Existing Classroom

Space

Additional Classroom Space

Needed

Existing Lab

Space

Minimum Additional Lab Space Needed

Maximum Additional Lab Space Needed

Automotive Technology 625 -125 3,870 305 1,200Business Systems Technology 0 0* 1,152 -237 -54Computer Information Technology 526 -26 980 108 244Electronics Technology 0 805 5,130 -101 905HVACR 242 258 2,270 763 2,063Industrial Maintenance 800 -300 1,448 1,536 3,526Machine Tool Technology 528 -28 2,981 1,580 2,492Welding Technology 528 -28 3,053 1,309 2,181


Space Recommendations

The following recommendations offer one potential set of solutions to address the space needs identified above.

• Construct an addition where shown on the plan to provide additional teaching space for the Industrial Maintenance and HVACR programs.

• Construct an addition where shown on the plan to provide classroom space for the Automotive Technology program.

• Convert the Electronics Technology classroom in room 301 of the North Wing shop building to a classroom for the Automotive Technology program. The existing Automotive classroom in the Masonry Building should then be converted to an Electronics Technology classroom. This will improve adjacency.

• Convert the Electronics Technology classroom in room 100 of the Administration building to a multipurpose meeting room.

• As migrations and renovations occur, the size of faculty offices should be expanded wherever possible, given that many are significantly smaller than the THEC standard for faculty.

Teaching space needs are moderate for most programs


Proposed Migration Plan

inset

Floor plans were provided by the campus and may not be to scale or accurately reflect existing conditions


Key Existing Use Proposed UseA Electronics Technology

ClassroomMultipurpose Meeting Room

B Automotive Technology Classroom

Electronics Technology Classroom

A

B

Mechanical Room


Administrative Offices

Administrative Offices

Technology Foundations

Industrial Maintenance

Lab & Classroom

HVACR Lab

does not exist

(floor plan incorrect)

Automotive Technology

LabMachine Tool Lab

Machine Tool

Classroom

Welding Classroom

Electronics Technology

Lab

Welding Technology

Lab

Lunch Room

does not exist

(floor plan incorrect)

Industrial Maint. & HVACR Addition

(not shown on floor

plan)


Proposed Improvements

°

Highland Drive

Potential Improved

Rear Access

Potential Improved

Rear Access

Hospital Drive

Eastwood Drive

LegendA

B

Proposed HVACR/Industrial Maintenance Expansion

Proposed Automotive Expansion

A

B


Site Needs

In addition to the proposed expansion and migration shown above, a few other site improvements are recommended. A number of cracks were noted in the parking lot and driveway, which should be sealed.

The existing gravel rear drive should be improved to allow for an additional entrance and exit to the campus. This would also allow exiting traffic to turn left on Highland Drive at the existing intersection with Eastwood Drive. These left turns would be safer than those at the current TCAT driveway because they are located at an intersection.

According to parking ratio assumptions developed as part of this Master Plan, and based on the existing number of students, faculty, administrators, and staff on the Main Campus, parking is currently adequate on campus.

There are currently no recommendations for property acquisition adjacent to TCAT McKenzie.

Facilities Needs

A comprehensive facilities needs assessment was conducted by architectural and engineering representatives of the master planning team. The detailed results and comments of that assessment have been documented in the online Physical Facilities Survey. The primary needs are as follows:

• Many windows are in poor shape; they have degraded and missing glazing and failing caulking to adjacent brick veneer.

• The exterior hollow metal doors are sagging in their frames and have become quite difficult to operate.

• The Masonry Building has numerous and significant structural shear cracks in the corners. If these cracks appear to be increasing, a structural engineer should be consulted.

• Plumbing fixtures and restrooms in all buildings lack full ADA compliance.

• Firm alarm systems are in need of upgrade.

• A plumbing leak was recently repaired under the concrete slab in the Administration Building, but the remainder of the damaged water and sewer lines remain under the main corridor floor.

• Drainage from the roof of the Administration building is causing a washout outside room 102.

• The outdoor air compressor for the Administration Building lacks a weather hood.

• The air-cooled chiller and pumps in the Administration Building are running at only 50% of capacity.

• The Administration building lacks a dedicated server closet.

• The HVAC system in the Masonry Building is aging.

• The chilled and hot water pumps in the Administration and North Wing buildings lack redundancy

• New wiring management systems are needed, along with distribution closets in the North and South Wing buildings.

The existing gravel drive could be improved to allow for improved access to campus


System Administration North Wing South Wing Shop Building

Masonry Building

Substructure Foundation 100% 100% 100% 100%Basement Construction 100% 100% 100% 100%

Shell Superstructure 100% 90% 100% 70%Exterior Enclosure 90% 70% 70% 80%Roofing 100% 100% 100% 100%

Interiors Interior Construction 90% 100% 90% 100%Stairs 100% 100% 100% 100%Interior Finishes 90% 90% 90% 100%

Systems Conveying 100% 100% 100% 100%Plumbing 70% 70% 70% 70%HVAC 80% 70% 70% 70%Fire Protection 70% 70% 70% 70%Electrical 90% 90% 90% 90%Data & Communications 60% 60% 60% 60%

General Equipment & Furnishings 100% 100% 100% 100%Special Construction 100% 100% 100% 100%Site Conditions 80% 80% 70% 70%Safety Standards 100% 100% 100% 100%Building Suitability 100% 100% 100% 100%Building Adaptability 100% 100% 100% 100%

Weighted Average 89% 86% 86% 86%

Physical Facilities Survey Ratings Summary

Building ID Building Name Year Built Use Code Gross Sq. Ft.101 Administration 1964 10 (Classroom/Office) 13,560102 North Wing 1965 14 (Instructional Shop) 11,400103 South Wing 1965 14 (Instructional Shop) 10,860104 Masonry Building 1979 14 (Instructional Shop) 3,475150 Storage 1990 32 (Storage) 1,500

Existing Buildings

Source: Tennessee Board of Regents Physical Facilities Survey online database, review ratings (updated by Master Plan team in July 2013)Weighted average takes into account the respective weights of each system

Source: Tennessee Board of Regents Physical Facilities Survey online database


Building Clarification Diagram

inset

Administration (101)

North Wing (102)

South Wing (103)

Masonry Building (104)

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