ColorAdo Honors College FeAsibility s · the potential pool of concurrent students who meet the Colorado Honors College target profile. Of the initial students, 33% are projected

Paulien & associates, inc. 899 Logan St., Suite 508Denver, CO 80203-3156

(303) 832-3272www.paulien.com

August 2014

ColorAdo Honors CollegeFeAsibility study

Colorado Honors CollegeFeasibility Study

Prepared by

Paulien & associates, inc.Denver, Colorado

John BengstonVice President and Principal

Frank MarkleyPrincipal

James McLaughlinSenior Consultant

Nicola DonavenPlanning Analyst

Project Managed by

Debora Scheffel, Ph.DProject Manager

Every person’s contribution of information, time, and effort is sincerely appreciated.

tAble oF Contents

Executive Summary ��1Existing Capacity of Urban Community Colleges ....................................................................... 1

High-Level Market Demand for the Colorado Honors College .................................................... 2

Enrollment Considerations and Projections .............................................................................. 2

Costs and Revenues ............................................................................................................. 2

Introduction and Context ��3The Colorado Community College System ............................................................................... 3

Colorado Honors College ........................................................................................................ 4

Feasibility Study Context ........................................................................................................ 5

Existing Capacity of Urban Community Colleges ��7

High-Level Market Demand for the Colorado Honors College ��11

Degree Demand .................................................................................................................. 11

Colorado High School Graduation Rates ................................................................................ 13

Target Population Growth Rates ........................................................................................... 14

Capture Rates ..................................................................................................................... 16

Enrollment Considerations ��18Colorado Department of Education Concurrent Enrollment Annual Report: 2011-12 School Year 18Projection of Concurrent Students “Likely to Attend” an CCCS Denver-Area Urban College ...... 18

Typical Discipline Credit Hour Distribution .............................................................................. 19

Honors College Students: “Likely to Attend”, “Redirection”, or “New to PSE” ............................ 19

Enrollment Roll-Out “Year One” Projection ............................................................................. 20

Student Discipline Distribution Assumptions .......................................................................... 20

Student Persistence Assumptions ......................................................................................... 21

Enrollment Projections ......................................................................................................... 22

Revenues and Costs ............................................................................................................ 23

Evaluation of Tuition - COF Related Funds ............................................................................. 23

Instructional Staffing Projections .......................................................................................... 25

Student Services Staffing Model ........................................................................................... 25

Colorado Honors College Costs ............................................................................................. 26Construction and Lease Costs ....................................................................................... 26Faculty Costs ............................................................................................................... 27Student Support and Administration Costs ..................................................................... 27Cost Summary ............................................................................................................ 28

Assessment of Options ��30

Overview of Next Steps ��32

Planning Costs and Fundraising Model Overview ��34

Appendix - Calculating Instructional Staffing Unit Value for Budget Building ��36

First Year Costs: ......................................................................................................... 36Second Year Costs: ...................................................................................................... 37

Colorado Honors College • Feasibility study Paulien & assoCiates, inC.1

Executive Summary

This report documents the feasibility of developing a Colorado Honors College as part of the Colorado Community College System (CCCS). The CCCS is the largest, fastest-growing system of higher education in Colorado, providing educational opportunities for 163,000 students per year at its thirteen colleges and numerous campuses and sites across the State of Colorado.

The CCCS is considering a bold new initiative entitled the Colorado Honors College. This new college would be a center of innovation for the State of Colorado, providing focused degree plans delivered via innovative instructional models and high-impact learning experiences. Degree programs will be limited and responsive to the economic development needs of the state. Programs will have a General Education and CORE focus but also include Science, Technology, Engineering, and Math (STEM).

This feasibility study focused on the viability of an honor college, with the focus on helping answer the essential question of “should we proceed with the proposed concept?” All activities of this study were directed toward this question.

The investigative components of the feasibility study are divided into five sections:

• Existing Capacity of Urban Community Colleges

• High-level Demand for the Colorado Honors College

• Enrollment Consideration and Projections

• Costs and Revenues

• Evaluation of Tuition/COF

Existing Capacity of Urban Community CollegesTo assist in the identification of potential Denver area sites for the new Colorado Honors College, seven existing Denver metropolitan urban community college campuses were investigated. The goal was to assess the availability of existing physical resources at each of the colleges to house the Colorado Honors College.

The capacity of classrooms, teaching laboratories, open laboratories, offices and library space was analyzed and compared to a database of more than 300 two-year institutions. Overall, the analysis indicated that Colorado urban community colleges have less physical space than benchmarked institutions. A review of master plan space needs analyses for each campus provided further evidence of the lack of existing academic space at these urban institutions. In conclusion, existing urban institutions do not have the space capacity to accommodate the physical needs of the Colorado Honors College.

ExEcutivE Summary


High-Level Market Demand for the Colorado Honors College

The potential target market for the Honors Community College is defined as academically motivated, underrepresented, first-generation, low-income college students. The strategy is to offer limited degree offerings in Science, Technology, Engineering, and Mathematics (STEM) areas. Nationally, the need for STEM workers is increasing. By 2018, 6.9% of all Colorado jobs are expected to be STEM-related jobs, which is the fourth highest share in the United States. In analyzing Colorado high school graduation rates, Colorado first-time student enrollment rates, target population growth rates, and capture rates, the potential pool of students that meet the criteria for the Colorado Honors College was projected to be approximately 1,400 students annually by the year 2020.

Enrollment Considerations and Projections

Using Colorado Department of Education (CDE) Concurrent Enrollment Annual Report and benchmark data from Texas community colleges, a projection of concurrent students likely to attend a CCCS Denver-area urban community college was developed. Initial Year One enrollment is projected to be 800 students from the potential pool of concurrent students who meet the Colorado Honors College target profile. Of the initial students, 33% are projected to enroll in STEM disciplines (e.g., computer science, pre-engineering, bio-technology, and biology) and the remaining 67% in General Education/Core disciplines. After review of existing documentation, the Colorado Honors College persistence rates were set at 85% to 90% for the second (spring) semester, and 72.25% to 81% for Year Two fall semester (third semester) continuing students.

Costs and Revenues

First and second year revenues were calculated. Total revenues were projected and separately reported to reflect whether the projected funds to support Colorado Honors College students are entirely new to CCCS or represent monies already being received by one of the current CCCS Denver-area urban colleges. First year revenues were calculated at $4,931,686 with second year revenues at $8,713,527. The quantification of tuition, mandatory fees, and state COF funds, as well as the differential tuition of special fees, were also calculated for first and second year students. Costs were calculated for Construction/Lease, Faculty and Student Support and Administration. The “least-cost” scenario ranged from $5,793,000 for year one to $7,779,000 for year two.

The study concludes with an assessment of options and next steps. While physical space is limited on existing urban campuses, there are options of constructing or lease of a separate stand-alone facility independent of existing campus locations or a new building housed on an existing urban community college campus. The pros and cons of these two options are explored in the document.

In the end, there are several key steps that need to be accomplished before the Colorado Honors College can become a reality. A detailed market and location strategy analysis should be completed prior to developing a full program plan. State of Colorado Statutes specifies program criteria as well as processes for submitting capital funding request for state-assisted projects. Once funding is secured, architectural and engineering design precedes construction of the facility. The design and construction phase could take multiple years before building occupancy is granted.


Introduction and Context

The Colorado Community College System

The Colorado Community College System (CCCS) is the largest, fastest-growing system of higher education in Colorado, providing educational opportunities for 163,000 students per year at its thirteen colleges. All Colorado public community colleges are open-access admissions, providing a democratic path to education for every citizen age 16 and older.

The Colorado Community College System educates a diverse population of students with a wide range of backgrounds and expectations. Many are under-served and have special educational and personal needs that must be met in order to succeed. A large number of students come to CCCS colleges to improve their basic skills and get prepared for college-level work. While 21% may be taking a remedial class at any one time, 60% require remedial education during their time at college.

Students start at a community college and transfer on to a four-year college to earn a bachelor’s degree, or obtain certification of essential skills in multiple career and technical education programs. The CCCS oversees programs serving approximately 114,000 total secondary enrollments in career and technical education. Colorado community colleges also provide work force training for more than 11,000 workers annually.

CCCS students are diverse. Community college students are older (with an average age of 28), with women accounting for an increasing share of enrollments. Most community college students work while attending college, with part-time students accounting for two-thirds (67%) of the CCCS student body. Community colleges also serve students from diverse backgrounds, with 49% of the state’s minorities that are enrolled in undergraduate public higher education being enrolled at one of the thirteen community colleges.

IntroductIon / context


Colorado Honors College

To further the ability to provide excellent educational options for its students, CCCS is considering a bold new initiative to create an honors college as the fourteenth college in the system. This new college, titled Colorado Honors College, would be a center of innovation for the state of Colorado, providing focused degree plans delivered via innovative instructional models and high-impact learning experiences. The Colorado Honors College Mission summarizes the concept:

“The Colorado Honors College will be an urban public institution that offers associate degree programs in an environment that nurtures student success. The College will be a center of innovation serving traditional-aged, academically motivated, underrepresented, first generation college students. Degree programs will be technology enhanced, competency based, and academically rigorous with the goal to prepare students for transfer to a prestigious baccalaureate granting institution.”

Ideas under consideration include an interdisciplinary competency-based honors curriculum in an immersive, game-based, problem-centered, technology-enhanced environment driven by an intensive, analytically-driven student services component. Combined with focused programs of study, new faculty models, and innovative financial and organizational structures, the Colorado Honors College will be a signature program for years to come.

Degree programs will be limited and responsive to the economic development needs of the state. Programs will have a General Education and Science, Technology, Engineering, and Math (STEM) focus and could include:

• Pre-Engineering

• Computer Science

• Bio-Technology

• Biology

The proposed instructional model includes using concurrent enrollment to accelerate time to degree. All students will be required to take the college’s first year core curriculum, consisting of full-time attendance of 22 hours per week, integrating liberal arts and occupational courses. A city seminar and professional studies and mathematics course will be delivered with three five-week block formats. The second year curriculum will focus on degree program courses offered each semester in two eight-week blocks.

“The college is envisioned as a “break the mold” opportunity andwill serve as a center of innovation for Colorado and the nation.”

A feasibility study evaluates the project’s potential for success and, therefore,objectivity is critical to its success.

IntroductIon / context


Feasibility Study Context

A feasibility study is an analysis of the viability of an idea and focuses on helping answer the essential question of “should we proceed with the proposed concept?” All activities of this study are directed toward answering this question. The feasibility study is the first step in helping to frame and flesh out specific scenarios so they can be studied further. During this process, a number of alternatives under consideration were evaluated, with some reduced or eliminated.

The purpose of this feasibility study is to provide evaluation and analysis for the potential of developing an Honors Community College within the Colorado Community College System. The study was based on extensive investigation and research to support the process of decision making. The information contained in this document could also be used to obtain approval to proceed, estimate costs and revenues, and provide recommendations for implementation.

The investigative components of the feasibility study are divided into five sections:

• Existing Capacity of Urban Community Colleges

• High-level Demand for the Colorado Honors College

• Enrollment Considerations

• Revenues of a Full-service Honors College

• Evaluation of Tuition/COF Related Funds

The study ends with an assessment of options for developing an Honors College (stand-alone/embedded within one metro college) and an overview of next steps to achieve the preferred option.

“The college is envisioned as a “break the mold” opportunity andwill serve as a center of innovation for Colorado and the nation.”

A feasibility study evaluates the project’s potential for success and, therefore,objectivity is critical to its success.


Existing Capacity of Urban Community Colleges

To assist in the identification of potential Denver area sites for the new Colorado Honors College, seven existing urban college campuses were investigated:

• Arapahoe Community College (ACC) Littleton Campus

• Community College of Aurora (CCA) Aurora Campus

• Community College of Aurora (CCA) Lowry Campus

• Community College of Denver (CCD) Auraria Campus

• Community College of Denver (CCD) Lowry Campus

• Red Rocks Community College (RRCC) Arvada Campus

• Red Rocks Community College (RRCC) Lakewood Campus

The goal of this analysis was to assess the availability of existing physical resources at each of the aforementioned colleges to house the Colorado Honors College.

Between 2002 and 2010, campus master plans and space needs analysis studies were completed for each campus. These studies were used as the basis for understanding the approximate quantity of academic space and to estimate existing capacity. Most of the space needed to operate Colorado Honors College is contained within five space categories. Space types for the analyses included:

• Classrooms & Service: Classrooms are defined as any room generally used for scheduled instruction requiring no special equipment and referred to as a “general purpose” classroom, seminar room, or lecture hall. Classroom service space directly supports one or more classrooms as an extension of the classroom activities, providing media space, preparation areas, or storage.

• Teaching Laboratories & Service: Teaching laboratories are defined as rooms used primarily by regularly scheduled classes that require special purpose equipment to serve the needs of particular disciplines for group instruction, participation, observation, experimentation, or practice. Typical teaching laboratories include computer, art, and science (i.e., Biology, Chemistry, Physics) laboratories.

• Open Laboratories & Service: The space classified as Open Laboratories includes rooms that are open for student use and that are not used on a regularly scheduled basis. These rooms may provide equipment to serve the needs of particular disciplines for group instruction in informally or irregularly scheduled classes. Alternatively, these rooms are used for individual student experimentation, observation, or practice in a particular field of study.

• Office & Service: Office and Service space includes both academic and administrative offices. These include offices for full-time faculty, adjunct faculty, as well as administrative units, such as executive administration (President), Student Services, and Administrative Services. The Office category also includes office supply and storage areas, workrooms, reception areas, conference rooms, and conference room service space.

Existing CapaCity of Urban CommUnity CollEgEs


• Library/LRC: The Library or Learning Resource Center (LRC) space category includes space for collections, individual and collective study areas, group study rooms, and space for technical services and offices for librarians.

Relevant amounts of physical space and student full-time equivalent (FTE) data were compiled for each institution from planning documentation and are presented in the Capacity Analysis Summary. The table, Capacity Analysis Summary, notes the year of the master plan study and space amounts for each of the five space categories.

All findings are in assignable square feet (ASF). ASF is defined as the area measured within the interior walls of a room that can be assigned to a program. It does not include circulation, stairways, mechanical rooms, building service spaces, or wall structure. With the exception of Community College of Denver (CCD) Auraria, community colleges have not constructed new facilities at their campuses. The addition of the Confluence Building at 7th Street and Curtis was added to existing space amounts for the CCD Auraria campus. It should also be noted that the Library and selected teaching laboratories are shared resources for CCD at the Auraria Campus. As a result, shared space is not included in CCD’s space totals.

Fall term FTE is noted for the year the space needs analysis was completed. ASF per FTE is noted for each institution and for each space category. The seven institutions averaged 50 ASF/FTE in academic and academic support space. The results were compared to a database of more than 300 two-year institutions. ASF/FTE data was compiled from multiple state and national databases and previous studies with community colleges across the county. The national community college benchmark comparison results are noted for each space category. The findings suggest that ASF/FTE for each space category at the urban Colorado community colleges is below benchmark comparisons. On average, the seven colleges have a combined 18 ASF less per FTE student than the national benchmark. Only one college, Community College of Aurora Lowry Campus, with 71 ASF/FTE, was above the benchmark average.

Capacity Analysis SummaryAcademic and Academic Support Space (ASF)

Institution

Year

ofM

aste

r Pla

nSt

udy

Clas

sroo

m&

Serv

ice

Teac

hing

Labo

rato

ries

&Se

rvic

eO

pen

Labo

rato

ries

&Se

rvic

e

Off

ice

&Se

rvic

e

Libr

ary/

LRC

Tota

l ASF

Fall

Term

FTE

from

Mas

ter P

lan

Colle

geAS

F/FT

E

Arapahoe Community College • Littleton Campus 2010 47,814 54,487 16,819 51,229 20,130 190,479 3,140 61 0 0Community College of Aurora • Centre Tech Campus 2002 17,065 5,131 1,788 23,504 6,870 56,360 952 59Community College of Denver • Auraria 2010 14,759 13,564 15,106 45,910 0 89,339 2,576 35Community College of Denver • Lowry Campus 2002 5,595 6,945 931 6,660 0 20,131 364 55Community College of Aurora • Lowry Campus 2002 24,127 33,939 6,473 15,843 936 81,318 1,148 71Red Rocks Community College • Lakewood Campus 2009 39,692 32,930 23,651 39,361 14,846 152,489 3,737 41Red Rocks Community College • Arvada Campus 2009 4,875 3,656 612 2,314 4,646 18,112 276 66

TOTAL 153,927 150,652 65,380 184,821 47,428 608,228 12,193

System Average 50

ASF/FTE by Space Category 13 12 5 15 4 50

National Community College Benchmark Comparison 14 24 6 18 5 67

Difference (1) (12) (1) (3) (1) (17)

Source: Paulien & Associates, Inc. Report Files

Existing CapaCity of Urban CommUnity CollEgEs


The second table, Master Plan Space Needs Analysis Summary, provides further evidence of the lack of existing academic space at the seven campuses in this study. The table notes existing ASF and projected total space needs. As part of the space needs analysis process, space guidelines were applied to calculate the amount of space needed by each college based on future enrollment, staffing, and program changes. Institutions had a combined total of 715,401 ASF in space needs, a collective deficit of 113,193 ASF when compared to existing space.

With the exception of Arapahoe Community College and Community College of Denver, most master plans were completed prior to 2010. The space needs analyses for each institution were a “snapshot” in time. FTE enrollments have increased, on average, by approximately 39% during the last ten year period, as noted in the FTE Enrollment Trends table. During this time, community colleges in Colorado constructed very few new facilities. For example, the CCA Centre Tech Campus master plan was completed in 2002. Since then, no new facilities have been constructed on this campus. However, FTE enrollments have increased 48% over a ten year period. With increased FTE levels and static amounts of space on campus, it is estimated that ASF/FTE numbers have further declined since the master plan studies.

In summary, the seven community college campuses that were part of this study are below national benchmark standards in the five space categories. Existing space needs deficits and the fact that construction of new campus facilities has not kept pace with FTE enrollment growth indicates that existing urban institutions do not have the space capacity to accommodate the physical needs of the Colorado Honors College.

Master Plan Space Needs Anlaysis Summary

InstitutionTotal

ExistingASF

TotalSpaceNeed(ASF)

Arapahoe Community College • Littleton Campus 190,479 195,888

Community College of Aurora • Centre Tech Campus 54,358 72,001

Community College of Denver • Auraria Campus 89,339 82,427

Community College of Denver • Lowry Campus 20,131 50,269

Community College of Aurora • Lowry Campus 81,318 77,934

Red Rocks Community College • Lakewood Campus 150,480 206,151

Red Rocks Community College • Arvada Campus 16,103 30,731

TOTAL 602,208 715,401

Source: Paulien & Associates, Inc. Documents

FTE Enrollment Trends

Institution FY 2002-03 FY 2007-08 FY 2102-13Five Year Change

Ten Year Change

Arapahoe Community College 4,688 4,244 5,942 40.0% 26.7%

Community College of Aurora 3,178 3,265 4,730 44.9% 48.8%

Community College of Denver 5,042 5,137 7,329 42.7% 45.4%

Red Rocks Community College 4,471 4,680 6,186 32.2% 38.4%

TOTAL 17,379 17,326 24,187

Average 39.9% 39.8%

Source: Colorado Department of Higher Education, Final Student Enrollment Report


High-Level Market Demand for the Colorado Honors College

The potential market for the Honors Community College is defined as academically motivated, underrepresented, first-generation, low-income college students. The project team reviewed data sources and quantified this population, and then selected various statistical analyses to study the selected group. The project team worked with the Colorado Community College System Office regarding the availability of student demographic data and information related to students’ level of academic achievement. Once the Honors College cohort was quantified, population and high school graduation data was analyzed to estimate the size of the cohort over the next ten years.

Degree DemandThe Colorado Honors College would include limited degree offerings with a Science, Technology, Engineering, and Mathematics (STEM) focus. Nationally, the need for STEM workers is increasing; this includes specialized STEM workers, as well as non-STEM workers with STEM competencies. Bureau of Labor Statistics data suggests that national STEM employment is projected to increase by 17% from 2010 to 2020. (Joint Economic Committee STEM Education: Preparing for the Jobs of the Future, April 2012)

By 2018, 6.9% of all Colorado jobs are expected to be STEM-related jobs. This is the fourth highest share in the United States (the highest share is in the District of Columbia). Of the Colorado STEM jobs, 22.7% will be for workers with an associate degree (8.1%) or some college (14.6%). The increase in Colorado STEM workers calls for a commensurate increase in post-secondary STEM education; only 6% of STEM jobs will require high school or less education. (Georgetown University Center on Education and Workforce STEM State-Level Analysis).

Colorado Department of Higher Education and Integrated Postsecondary Education Data System (IPEDS) reports of associate degrees conferred were reviewed. Because these reports do not disaggregate degrees granted by instructional program, the comparison of degree granted to job demand was not exact. However, the data did allow a review of general trends in these fields. Employment projections for the Denver-Aurora Metropolitan Statistical Area (MSA) were reviewed.

In reviewing the following table, associate degrees granted by community colleges within CCCS and by the urban colleges that are part of this study account for less than 1% of the related jobs in the Denver-Aurora MSA. It must be noted that employment numbers are for all levels of education (i.e., associate, bachelor’s, master’s). The broad nature of the comparison means that employment demand most likely exceeds supply in STEM-related fields.

HigH LeveL Market DeManD


Examining Denver-Aurora area employment projections, the average increase of STEM-related fields is projected at approximately 30%. The state average for the same occupations is 28%, while the national average is projected to be approximately 17%. (Georgetown University Center on Education and Workforce STEM Executive Summary). The Denver-Aurora SMA and the state is twice the national average and could benefit from increasing the number of STEM-related degrees at the associate level to meet expected demands in STEM-related careers.

Occupational Category

DegreesGranted-

Total Study CCs*

DegreesGranted- All

CCCSColleges*

Estimated2012

Employment

PercentDegrees

from Study CC's

PercentDegreesfrom by

CCCS

Engineering (SOC 17-2; 17-3) 0 0 53,374 0.00% 0.00%

Biological/life sciences (SOC 19-1,19-4) 0 0 8,682 0.00% 0.00%

Physical sciences (SOC 19-2) 0 0 10,817 0.00% 0.00%

Computer and information sciences (SOC 15-1) 33 84 114,768 0.03% 0.07%

Health professions and related programs (SOC 29-2) 212 702 41,315 0.51% 1.70%

Total 246 786 228,956 0.11% 0.35%Sources: CDHE data for degrees awarded; Colorado LMI Industry Employment & Projections for Denver Aurora MSA 2012-2022* Several data points were perturbed or not disclosed, so number of degrees may be greater than stated here

Associate Degrees Conferred & Estimated Colorado Employment in STEM Related Areas

Colorado Employment Projections for STEM Related Occupations

Occupational Category2012

EstimatedEmployment

2022Projected

Employment

Total 2012-2022

EmploymentChange

AnnualAvg.

PercentChange

TotalPercentChange

Engineering (SOC 17-2; 17-3) 53,374 67,874 14,500 2.6% 29.8%

Biological/life sciences (SOC 19-1,19-4) 8,682 11,395 2,713 2.7% 30.5%

Physical sciences (SOC 19-2) 10,817 14,437 3,620 2.5% 29.1%

Computer and information sciences (SOC 15-1) 114,768 151,378 36,610 2.5% 28.4%

Health professions and related programs (SOC 29-2) 41,315 54,005 12,690 2.7% 30.9%

Total 228,956 299,089 70,133 2.6% 29.7%Sources: CDHE data for degrees awarded; Colorado LMI Industry Employment & Projections for Denver Aurora MSA 2012-2022* Several data points were perturbed or not disclosed, so number of degrees may be greater than stated here



Colorado High School Graduation RatesLooking at the Western Interstate Commission for Higher Education (WICHE) and National Center for Education Statistics (NCES) projections for Colorado public high school graduates, there is little difference in graduation rates for students based on race and ethnicity. There is a moderate increase for Hispanic and White students. Therefore, the largest growth sector for the Colorado Honors College would be underrepresented students from Hispanic backgrounds, as noted in the Colorado Public High School Graduate Projections 2002-2020 table.

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Gra

duat

e Pr

ojec

tions

Year

Colorado Public High School Graduate Projections, 2002 to 2020

Native AmericanAsianBlackHispanicWhiteUnknown/otherWICHE Public TotalNCES Public Total

Sources: WICHE Knocking at the College Door: Projections of High School Graduates, Appendix A; NCES Projections of Education Statistics to 2020:

Table 14, Actual and projected numbers for public high school graduates, by region and state: School years 2002–03 through 2020–21



Target Population Growth RatesColorado population forecasts from 2000 to 2020 by ethnicity indicate an annual average increase in Hispanic/Latino and Asian/Pacific Islander residents, followed by Black/African American and Native American residents, as noted in the following table.

0

200

400

600

800

1000

1200

1400

1600

2008 2010 2012 2014 2016 2018 2020

Underrepresented Sample First-Generation HS Concurrent Enrollment Projections based on Colorado demographic predictions and selected sample

Asian or Pacific IslanderBlack or African AmericanHispanicNative American or Alaskan NativeTotal

Percentage changes were applied to the sample of concurrently enrolled students at the four urban community colleges in this study. Concurrently or dual-enrolled students can be defined as those students taking courses for both high school and college credit. A subset of the data was analyzed for this study and included underrepresented, first-generation, concurrently enrolled-high school students from the four urban community colleges. This group is the targeted student population for the Colorado Honors College.



The following graph notes the potential target student population for Colorado Honors College. The projections also indicate that the greatest increase in the number of concurrently enrolled students will be of Hispanic/Latino ethnicity, with approximately 1,100 students by 2020. Other underrepresented groups will see a relatively small increase.

Data was also analyzed using simple linear regression, which did not show a marked difference in results. The total pool of the target student population will increase from approximately 1,100 to over 1,400 between 2011 and 2020.

0

200

400

600

800

1000

1200

1400

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

Targ

et P

opul

atio

n

Year

CHC Target Student Population Projections

Source: Colorado Department of Higher Education Fall Enrollment Reports 2009 to 2012, provided figures on first-generation enrollment at sample community colleges



Capture RatesFor purposes of this study, capture rate is defined as the percentage of the state’s population enrolled in a CCCS community college during a given semester. As noted in the table, the average capture rate for CCCS varied from 1.78% to 2.09% between fall semester 2009 and 2012, with an average rate of 2%.

To project the number of potential Colorado Honors College students, a capture rate for targeted students was calculated over a three year period from fall 2010 to fall 2012. In reviewing the Targeted Student Capture Rate table, a capture rate of 0.02% was calculated for fall 2011 and fall 2012. The 0.02% rate was used to project Colorado Honors College student enrollments.

Using capture rate analysis, the Targeted Student Enrollment Projection table notes the potential pool of students that meet the criteria for the Colorado Honors College at 1,417 by the year 2020.

Targeted Student Enrollment Projections2013 2014 2015 2016 2017 2018 2019 2020

Colorado Population 5,267,800 5,352,489 5,438,077 5,527,681 5,621,665 5,718,164 5,816,101 5,915,922

Capture rate 0.02% 0.02% 0.02% 0.02% 0.02% 0.02% 0.02% 0.02%

Targeted Student Enrollment*

1,133 1,170 1,208 1,247 1,287 1,329 1,372 1,417

*Underrepresented, first-generation, high school concurrently enrolled at four Study Colleges

Targeted Student Capture RatesFall 2010 Fall 2011 Fall 2012

Targeted Enrollment* 573 1,063 1,097

Colorado Population 5,049,983 5,118,526 5,189,245

Capture rate 0.01% 0.02% 0.02%

*Underrepresented, first-generation, high school concurrently enrolled at four Study Colleges

Community College (CCCS) Capture RatesFall 2009 Fall 2010 Fall 2011 Fall 2012

CCCS Fall Headcount 96,795 105,513 105,639 92,594

Colorado Population 4,976,853 5,049,983 5,118,526 5,189,245

Capture rate 1.94% 2.09% 2.06% 1.78%

Sources: Colorado Department of Higher Education Fall Enrollment Reports 2009 to 2012, Colorado Department of Local Affairs Population Estimates 2009--2011, US Census Bureau 2012 population estimate


Enrollment Considerations

Colorado Department of Education Concurrent Enrollment Annual Report: 2011-12 School Year

This Colorado Department of Education (CDE) report indicates 9,167 high school students were enrolled in School Year 2011-12 in concurrent, ASCENT, PSEO, and other concurrent enrollment programs in partnership with the five CCCS Denver-area urban colleges (i.e., ACC, CCA, CCD, FRCC, and RRCC). This represents a combination of freshman through senior high school students. The report indicates slightly more than 85% of the high school students who have earned concurrent credits enroll in a college the “following fall after ... [high school]... graduation” The Report does not include data to determine the number or percentage of concurrent students who: have or are going to graduate from high school, go to college as full or part-time students, or which college they attended after graduation. Since the CDE data does not address the questions noted above, a report dealing with other comparable urban community colleges is being incorporated for Honors College enrollment projections. A January 14, 2014 concurrent enrollment report, annually prepared by Alamo Colleges (San Antonio, TX), notes 41% of concurrent students after graduation attend a District-sponsoring community college.

Projection of Concurrent Students “Likely to Attend” an CCCS Denver-Area Urban College

By combining data from the CDE and Alamo Colleges Reports, it is projected that 4,584 (50% of the 9,167 concurrent students) became high school graduates in 2012. By initially applying CDE’s “slightly more than 85%” of concurrent enrolled high school students go onto college after graduation (90% used), and then applying Alamo’s 41% will attend their partnering community college after graduation, a total of 1,692 students are projected to attend a CCCS Denver-area urban college in all instructional disciplines.

NOTES: The Alamo Colleges’ concurrent enrollment report also indicates a potential trend. An increasing number of public school districts are also partnering with public universities, and concurrent students after graduation are enrolling at a higher rate in private and public universities than just a few years ago. More importantly these newly noted trends seem particularly evident for former high school students with STEM discipline interests. Alamo Colleges (approximately 70,000 credit students in an entirely urban area) are experiencing both trends even though the five District colleges have long-term partnerships with many of the city’s independent (public) school districts in STEM-focused instructional academies. Their recent decline in concurrent students in attending their partner community college (at least temporarily) exceeds 10% of the prior year’s enrollment experience.

EnrollmEnt ConsidErations


Typical Discipline Credit Hour Distribution

A Texas fiscal year 2007/08 study of instructional disciplines indicates another challenge for the Honors College in attracting and holding students in STEM disciplines – the relatively low percentage several of these disciplines relative to a comprehensive community college’s total credit hours. The STEM disciplines for all community colleges in the fiscal year of this study were: 10.7% for Sciences (Biology, Physical Sciences, and Science Technology), 4.0% for Computer Science, 12.4% for Mathematics and 1.8% Engineering and Engineering-Related. It is currently unknown if CCCS Denver-area urban colleges reflect similar percentages. Also, the percentages by discipline at all surveyed Texas community colleges reflect credit classes taken by both non-degree and degree-seeking students, while the Honors College targets only degree-seeking students.

Honors College Students: “Likely to Attend”, “Redirection”, or “New to PSE”

1. Likely to Attend: What proportion of initial Honors College students were already “likely to attend” one of the CCCS Denver-area urban colleges? No CCCS nor Colorado data was readily available to answer this question; however, reasonable projections are still possible.

Based on the Honors College target student characteristics, including having earned at least 15 concurrent credits, between 80% and 85% of the initial Honors College Year One students are projected to already be “likely to attend” a CCCS Denver-area urban college after graduation. This range would include the most recent Colorado high school graduates with concurrent credit hours and a small number of previous year high school graduates already attending a CCCS Denver-area urban college, while likely attending less than full-time and willing at this early stage in their post-secondary education (PSE) to seek an alternate instructional/degree program.

2. Redirection: A limited portion of initial Honors College Year One students are projected to come from the stream of students who were going to attend an alternate private, public, or proprietary Colorado PSE institution. In the future, “redirection” may occur at a higher rate as high school students and their counselors become aware of the Honors College’s: flexible instructional course periods, competency-based curriculum, assured access to a baccalaureate degree granting institution upon completion, and opportunities to enroll in degree-granting fields of study with better paying jobs after graduation.

Even modest changes in the Colorado Student Grant program might incentivize more funds becoming available to otherwise ineligible Colorado high school graduates who initially seek an associate degree before a baccalaureate degree. It is likely the percentage of “redirection students” in the beginning will be modest - maybe 5% to 8% of initial class cohorts.

3. New to PSE: After the “likely to attend” and “redirection students” are accounted for in the initial Year One Honors College cohort of students, it is projected between 7% and 15% will be “new to PSE”. Over time, the percentage of “new to PSE students” may experience an increase as the Colorado Honors College features (e.g., providing partner-based internships) becomes better known and developed.



Enrollment Roll-Out “Year One” Projection

The initial Year One enrollment is projected to be 800 students (from the potential pool of 1,692 concurrent students) who meet the Honors College target profile (i.e., degree-seeking, attend full time, completed 15 concurrent credit hours by high school graduation, traditional-aged, academically motivated, underrepresented, lower income, and first generation college students in specific STEM and Pre-Nursing degree programs). The instructional programs will be technology-enhanced, competency based, and academically rigorous to prepare students for transfer to baccalaureate-granting institutions.

Student Discipline Distribution Assumptions

1. Projected Distribution Fall Semester - STEM Disciplines: Of the initial students, 33% are projected to enroll in STEM disciplines (e.g., computer science, pre-engineering, biotechnology, and biology) and the remaining 67% in General Education/Core disciplines. Both groups of students in Year One will be enrolled in an integrated liberal arts block schedule requiring 22 hours a week - plus a Friday work day. Furthermore, the first year fall semester instructional programming will consist of three blocks of three courses each. Each of the blocks are to be completed in 5 weeks and are to include:

• City seminar

• Professional studies course

• Mathematics course

2. Projected Distribution Spring Semester - STEM Disciplines: The spring semester (second semester) for Year One students will begin differentiating degree programs and involve:

• Two case studies (each 8 weeks in length)

• General education component to include:

• Oral and written communication

• Social science and humanities

Year Two students will enroll in courses in two 8-week blocks, with students in linked courses, including:

• Specific internship assignments

• External partnership experiences with non-profit organizations, businesses, and industries



Student Persistence Assumptions

For the second semester (spring) of Year One, student persistence rates of 85% to 90% were used to project revenues and costs. First year costs will include ramping-up costs, so it is not projected that academic administration costs will be particularly sensitive to any initial fall-to-spring enrollment fluctuation from projections during the Colorado Honors College roll-out year.

For the initial Year One class of 800 full-time students, future projections assume a 10% to 15% withdrawal rate after each semester. Even at this projected withdrawal rate, the overall persistence rate is a bit higher than the fairly common targeted rate of 80% for degree-seeking students at comprehensive community colleges with a mixture of vocational/technical and non-vocational/technical program offerings. For comprehensive community colleges (i.e., institutions not focused on only vocational/technical programs), a second year persistence rate of 60 to 65% for degree-seeking students would be close to those college’s target norm.

The Honors College persistence rates for preparing revenue and cost projections have therefore been set at 85% to 90% for the second (spring) semester, and 72.25% to 81% for Year Two fall semester students. The upper rates of 90% (end of first semester) and 81% (end of first year) for returning degree-seeking students compare favorably with student persistence rates for many vocational/technical institutes/colleges with selective and prerequisite-based admission criteria.



Enrollment Projections

A new cohort of 800 students is projected for Year Two. These students will join continuing Year One students starting their second fall semester. Based on persistence data noted previously, the initial Year One class ought to be somewhere between 578 (85% of first semester plus 85% of that enrollment for second semester) and 648 (90% for first semester plus 90% of that enrollment for second semester) students. Combining the new First Year class of 800 students with the prior year’s remaining class of 578 to 648, and additional withdrawals at 85% and 90% of both cohorts, indicates the Honors College ought to target supporting 1,325 students by the end of the Second Year of operation. Revenues and costs (detailed later) are based on 1,325.

It should be noted, the actual number of future First Year students may be higher or lower based on specific actions the CCCS Denver-area urban colleges (ACC, CCA, CCD, FRCC and RRCC) might take to extend or limit future concurrent, ASCENT, PSEO or other high school concurrent programming targeting STEM instructional fields, or based on changes taken by other external public, private or proprietary institutions to likewise target post-high school and STEM inclined students. It is also possible that future changes in federal, state and private financial aid and scholarships may impact the targeted students both during and after high school. Additional students might be attracted to the Honors College if CCCS were to expand the factors supported in its Credit for Prior Learning (CPL) policy and to begin including experience factors consistent with the Honors College competency-based curriculum. Such a change would present another option to students for getting “credit” for their non-instructional experiences, which could in time be applied to some (workplace relevant) certificate or degree other than the STEM disciplines offered by the Honors College.



Revenues and CostsTotal Revenues are being projected and separately reported to reflect whether the projected funds to support Honors College students are entirely new to the CCCS or represent monies already being received by one of the five CCCS Denver-Area urban colleges. Likely labeled funds is a projection on monies for targeted students to attend the Colorado Honors College who were already “likely to attend” a CCCS college. The balance of projected revenues is to project the amount of new money for “redirection students” who were attending a PSE institution other than a CCCS college, and “new to PSE” includes students not planning to attend any college after high school graduation. Additionally, some of the “likely to attend” students will not initially have chosen to enroll in a STEM discipline program.

For budgeting purposes, total costs cannot exceed total revenues of $4,931,686 for the first year.

Evaluation of Tuition - COF Related FundsTuition figures are based on First Year projected enrollments (allocated between “likely to attend”, “redirection” and “new to PSE students”) based on CCCS FY 2013-14 resident tuition rates of $119.50 per credit hour ($3,585 per SFTE), with a 98.5% collectability factor.

Mandatory fees are based on the proportion of each urban Denver-area CCCS colleges’ 2-year average resident FTE’s to the combined total 2-year resident FTE enrollment of these same colleges (i.e., 36,372) when applied to their FY 2013-14 SFTE Mandatory Fee rates (i.e., $195 for ACC [5,687 two year resident enrollment average], $189 for CCA [4,533 two yr. resident enrollment average], $952 for CCD [7,188 two yr. resident enrollment average], $330/$367/$236 [simple average of $311] for FRCC [12,882 two yr. resident enrollment average], and $286 for RRCC [6,082 two yr resident enrollment average]).

Mandatory Fees

Likely (80%)Redirection + New to PSE

(20%)Total

First Year $236,869 $59,217 $296,086

Second Year $417,821 $104,454 $522,275

Revenues

Likely (80%) Redirection + New to PSE (20%)

Total

First Year $3,945,348 $986,338 $4,931,686

Second Y ear$ 6,970,823 $1,742,704 $8,713,527

Tuition


(20%)Total

First Year $2,118,735 $529,684 $2,648,419

Second Year $3,744,511 $936,128 $4,680,639



State COF figures are based on FY 2013-14 J-Curve rates for each of the five urban Denver-area CCCD colleges: (i.e., .834 for ACC, .943 for CCA, .759 for CCD, .694 for FRCC, and .809 for RRCC). Additionally, each COF amount is separately labeled to indicate which monies are for new students already “likely to attend”, and the balance based on new students “projected to attend through redirection” and “new to PSE”.

State COF Funds


(20%)Total

First Year $969,194 $242,299 $1,211,493

Second Year $1,712,186 $428,046 $2,140,232

Some STEM disciplines (e.g., Engineering, Engineering Technologies, Biological and Biomedical Sciences, Mathematics and Statistics) require a medium to high differential tuition rate. Collectively, it is projected the Year One Colorado Honors College students will not enroll in many credit classes with the higher differential tuition rates; however, a number of special course and lab fees are likely in Year One. The collective impact of differential tuition rates and special fees for Year One Honors College students is projected at $35 per credit hour, with the same 98.5% collectability factor also applicable to tuition and mandatory fees.

The same assumptions were used for the Second Year as the First Year for STEM discipline students; however, the $35 per credit hour was increased to $65 per credit hour to reflect additional fees for more advanced classes in this discipline.



Instructional Staffing ProjectionsCIP instructional disciplines of: Biology, Physical Sciences and Science Technology; Computer Science; Engineering-Related; Interdisciplinary (English, Philosophy, and Humanities), Mathematics, Communications, Foreign Language, Psychology, Social Sciences, Public, Visual and Performing Arts) were used to project instructional staffing. Costing data was secured from CCCS based on full-time student load at prescribed enrollment levels.

Student Services Staffing ModelThe Colorado Honors College Student Services Master Plan describes a high-delivery service model. The Student Services mission is:

“To provide exceptional services, facilities, programs, and experiences that enrich student learning and development, foster and inclusive campus community, and promote excellence, leadership, service and respect.”

To develop a viable student services staffing model, it must first be determined if the Colorado Honors College is to be a stand-alone college or an instructional delivery unit within an established college. While this feasibility study provides insights into this area, the answer to this question has not been decided. In the short-term, it would be feasible to use existing student services staff during the implementation phase with a migration to dedicated staff once the College is in full operation.

Typically, student service staffing models have a minimum number of staffing units (regardless of initial credit enrollment) to open the doors. In reviewing current data, the most common number is 10 staffing units, but in one case the number is as high as 20 staffing units. This base staffing figure is typically increased after the target base number of students (often in the 800 to 1,200 headcount range) has enrolled.

Differential Tuition and Special Fees

Likely (80%) Redirection + New to PSE (20%)

Total

First Year $620,550 $155,138 $775,688

Second Y ear$ 1,096,305 $274,076 $1,370,381



In most cases the target enrollment is measured on the standard census date in the fall semester, although there are situations where the snapshot is taken per semester with the highest credit enrollment, which if the college/instructional entity is new and in a short-term growth cycle, this means the target semester will likely become the fall semester. The average staffing model used one additional staffing unit per 125 to 150 credit headcount students per target semester. The concept of staffing unit is used as it has an average salary/compensation amount (normally identical or very similar between existing CCCS colleges/instructional entities) attached to this figure. The National Association of College and University Business Officers (NACUBO) publishes an annual report listing the salaries of faculty and administrators by position. This publication, available from NACUBO for a fee, is the most widely used survey for benchmarking compensation.

The leadership of the Colorado Honors College could be charged with determining if the student service staff to be hired will be full- or part-time with the staffing unit dollars provided. While staffing units are linked to dollars, these funds or units do not routinely dictate staff position titles nor duties.

Colorado Honors College CostsSeveral key costs were identified for the Colorado Honors College. The largest, including construction/lease costs and personnel costs are noted in this section.

Construction and Lease CostsTo develop costs related to building construction and leasing, the consultant reviewed space at existing community college education centers from previous studies. All of these centers were extensions of a main campus. The thirteen centers averaged 50 ASF/FTE. Enrollment projections generated a total of 1,325 annualized student FTE by year two. It is expected that 53% or 702 of this FTE would be generated in the fall semester. For budgeting purposes, the 702 fall term student FTE will be used in this analysis.

Fiscal Year 2014-15 Capital Construction Requests from the 13 CCCS community colleges were reviewed to develop a dollar per square foot estimate for building costs. New construction projects at Red Rocks Community College and Front Range Community College were reviewed.

Educational Center - Comparative Space AnalysisCenter

ASF/FTEClassrooms Labs Office Study

Special & General

Support

Center State

Center 1 CO 63 18.5 26.2 5.1 4.9 8.4 2.8Center 2 NC 63 14.6 21.8 6.7 4.6 6.9 2.5Center 3 OK 62 10.3 16.2 4.4 2.8 9.1 2.0Center 4 CA 56 12.1 23.8 8.3 2.7 5.1 3.1Center 5 SC 55 20.5 15.2 6.1 8.0 7.5 3.6Center 6 NC 55 12.7 15.1 7.3 4.7 7.3 1.9Center 7 LA 54 9.3 2.8 5.1 7.0 6.2 2.6Center 8 GA 53 15.0 16.8 3.2 5.4 5.1 3.4Center 9 NY 50 13.9 14.6 7.1 6.6 4.3 2.9Center 10 LA 43 13.8 16.1 5.7 4.0 13.9 3.2Center 11 AZ 37 12.0 6.1 3.7 1.7 10.5 4.2Center 12 RI 36 12.5 10.5 6.1 2.2 8.6 2.5Center 13 CO 32 14.7 9.4 7.4 1.9 12.1 2.7Average 50.0 13.8 15.0 5.9 4.4 8.1 2.9

Source: Paulien & Associates

ASF/ Student FTE



Based on this review, $400 per gross square feet (GSF) was used for the analysis. This includes cost for professional services, construction, equipment, miscellaneous costs, and contingency. Land acquisition costs were not included in this total as all projects were located on existing campus property. It must be noted that costs were developed based on historical planning documents and not by a licensed cost estimator. At 50 ASF/FTE, a total of 35,100 ASF would be needed to generate the 702 fall semester student FTE. With 65% grossing factor, a 54,000 GSF facility would be needed.

At $400 per square foot, a 54,000 GSF facility is estimated at $21.6 million, excluding any land acquisition or site improvement costs. If the facility is located off of an existing community college campus, land acquisition could increase the total cost of the facility. The availability and cost of land is well beyond the scope of this feasibility study.

A second option is for the Colorado Honors College to occupy lease space. Office and retail lease rates were secured for the City of Denver and Denver County based on rates of May 14, 2014. The rates were not significantly different between downtown Denver and Denver County. Rates are noted as follows.

▫ Office Space: Average of $20.57 per square foot per year ▫ Retail Space: Average of $20.75 per square foot per year

The lease of 50,000 square feet would equate to a basic lease cost of $1,028,500 to $1,037,500 per year, excluding any substantial tenant finish or renovation. Most existing office and retail facilities were not constructed for use as higher education facilities. Using a renovation construction cost of $150 per square foot, the cost of renovating 50% of the lease space could be as high as $3.75 million. Renovation costs are usually factored into the annual lease cost over the duration of the lease. Given the high building occupancy during class times, space to accommodate additional student and staff parking demands may also increase the annual lease cost depending on location.

Faculty CostsFaculty costs were based on 750 FTE Students in Year 1 and 1325 FTE Students in Year 2. It was assumed that all students will be enrolled full-time, which in turn means they will be enrolled for 30 credits per year with an average student enrollment of 15 students per class. Approximately 50% of the credits will be taught by full-time (FTE) faculty and 50% taught by adjunct faculty. A 4% Cost of Living Adjustment (COLA) was added for Year 2.

Faculty staffing needs based on assumptions in year 1 include 25 FTE full-time faculty with 750 remaining credits taught by adjunct faculty. In Year 2, 40 FTE full-time faculty with 1141 remaining credits taught by adjunct faculty

For budgeting purposes, an average salary of $53,000 per full-time faculty member was used with an additional 20% benefit allocation for an average annual salary/benefits amount of $63,600. For adjunct faculty, a rate of $800/credit plus 15% for fringe benefits was used.

Estimated faculty costs in Year 1 totaled $2,280,000 and $3,727,469 in Year 2 given aforementioned assumptions.

Student Support and Administration CostsTwo options were developed for estimating student support and administration costs. The first option was for a “stand-alone” college with a full complement of staff to provide all student and administrative services. Option two assumed that some of the key “back-office” services could be provided by another



CCCS community college.

Similar to the calculation of faculty costs, average salary with benefit allocations were developed for each employment position in Administration, Student Services, Administrative Support, Library, Information Technology, Human Resources, Business Office, Physical Plant, and Auxiliary Services. A total of 62 Staff FTE for Option One and 43 staff FTE for Option 2 are needed to provide adequate support for the Colorado Honors College. The number of staff needed is consistent with what is in place at other CCCS community colleges. In some cases, the number of staff may actually be slightly lower.

Staffing costs range from $4,145,000 to $2,484,000 for Year One and $4,746,000 to $3,023,000 for Year Two, depending on the option.

Cost Summary Summing lease, faculty and student support and administration personnel costs, the “least-cost” scenario is approximately $5,793,000 for Year One and $7,779,000 for Year Two. These totals do not factor in the cost of renovations within a leased facility, which could be an initial outlay of several million dollars depending on the existing configuration of lease space. As costs cannot exceed revenues for state entities, additional strategies will be needed to lower overall costs for the Colorado Honors College.


Assessment of Options

While there is a lack of existing physical space at each of the Denver Metropolitan urban community colleges to house the Colorado Honors College, there are several options. Two options are evident. The first option is a separate stand-alone facility independent of existing campus location. This facility could be new construction, the lease of an existing building or the purchase of an existing building with the intent of renovation, depending on its original purpose. The leasing option would be the quickest route to establishing a physical presence for the Colorado Honors College. The second option is the construction of a new building housed on an existing urban community college campus. For this option there is no ability to secure a commercial lease or purchase a building from a private owner.

A determination of physical size of the proposed Colorado Honors College building and the land capacity of existing urban community college campuses was not part of this feasibility study. As Paulien & Associates, Inc. completed master plans for each of the six urban community colleges that are part of this study, it is assumed that land is available to house the Colorado Honors College on an existing campus site.

Given the level of innovation of the instructional model and visionary student services approach, there is an attraction in creating a 14th community college that is independent of an existing urban campus location.

Adjectives that describe the architecture of the building include, “visually stimulating, striking, distinctive, timeless, clean, open, uniting sustainability and style.” Many of the existing urban community colleges have facilities that were constructed in the 1960’s, and lack the visual appeal commonly found in contemporary architecture that is envisioned for Colorado Honors College.

The architecture of the facility must not only reflect the innovative approaches within, but also accommodate the activities of its inhabitants. In reviewing the first year core curriculum, all freshmen will be required to take the college’s first year core curriculum, which will require full-time attendance for 22 hours a week. City seminars and professional studies courses round out the first year curriculum and will require additional time on campus working in groups.

To accommodate full-time students, the Colorado Honors College can build appropriate leaning spaces such as classrooms and laboratories, group study or collaborative learning areas, administrative and faculty offices, and other academic spaces that support innovative pedagogies. These are usually cost effective spaces based on the number of student credits hours or FTE generated.

Assessment of options


Full-time students also require spaces for eating, social interaction, and study. Food service and dining areas, student and recreation centers, and libraries or learning commons are typically not as cost effective due to size and frequency of use. While public transportation is viable in an urban corridor, faculty and staff and many students will prefer to drive with an expectation of convenient parking. Both the building footprint and space for parking will require acreage at a stand-alone location. Mechanical systems and maintenance facilities are also be required in a stand-alone facility. With existing campuses, both land and student support spaces could be shared with Colorado Honors College students, thus reducing the size and cost of new facilities.

While a shared site at an existing urban college has cost advantages, stand-alone community colleges have found a way to reduce construction and operational costs, yet still provide crucial student support services. As with many progressive campuses, partnerships allow institutions to do more with less space. With the right location, food service, recreation, and library access can be arranged through partnerships with businesses and the community, reducing the need to duplicate these services on site.

One of the disadvantages of constructing a new facility for the Colorado Honors College is time. The procurement of capital funds, architecture and engineering design, and construction of the facility could take three to five years. A strategy could be to secure a short-time commercial lease (3 to 5 years) while a new faculty is being planned, funded and constructed. One disadvantage of this approach will be the difficulty in finding a lease facility with the correct type of spaces that support the innovative instructional model and visionary student services approach. While renovation is possible, these costs will increase lease rates and/or upfront costs.

Office and retail lease space for Denver, Colorado has been increasing. According to LoopNet, Inc., an online resource for commercial real estate, the average office asking lease rate on May 14, 2014 in the City of Denver was $20.57 per square foot per year. Asking rent for retail lease space for the same time period for the City of Denver was $20.75 per square foot per year. Costs for parking spaces, utilities, and building renovations could increase the yearly rate.

A final strategy between lease and new construction is the purchase of an existing building. In some instances, the purchase and renovation of an existing facility could be more timely and cost effective than new construction. Given the number of properties on the market and their varied locations, identification of active listings would not be feasible.

The selection of a preferred option is dependent on a host of factors: student enrollment projections, availability of land at existing campuses, capital construction costs, funding model, and timeframe for implementation.


Overview of Next Steps

There are several key steps that need to be accomplished before the Colorado Honors College can become a reality. Many of these steps are required based on state statutes.

A detailed market and location strategy analysis should be completed to identify locations that offer the best access to potential students and fulfill the requirements of Colorado Honors College. Using Geographic Information System (GIS) and historical student data as a baseline, a series of demographic assessments surrounding existing urban colleges should be completed. Existing acreage, utilities, and availability of additional land at each of the urban community college campuses should also be investigated. From this data, a narrowed list of potential markets based on population thresholds and projected student penetration rates, as well as other factors like transportation linkages, highway visibility, access, and proximity to other urban areas should be developed. From this narrowed list, specific sites should be evaluated based on specific criteria with the goal of recommending a single location strategy that aligns the College’s facility requirements with market opportunities and available resources.

After site selection, a program plan will need to be completed. The purpose of the program plan is to justify programmatic needs and describe space requirements for the new facility. The information contained in the document is also used to obtain approval to proceed, to estimate the project budget and to provide a general schedule for implementation. The program plan not only addresses general design criteria, but also identifies the location, type, and quantity of space to meet a specific need as well as cost estimates, financial analysis, and project schedule.

The program plan document must conform to the Colorado Department of Higher Education’s Facility Program Planning Guidelines for Higher Education Capital Construction Projects outline, dated April 5, 2007, per C.R.S. 23-1-106. The Colorado Department of Higher Education (CDHE) has specific forms with regard to capital construction request for state-assisted projects. The completed program plan must be approved by the State Board for Community Colleges and Occupational Education (SBCCOE) and the Colorado Commission on High Education.

After program plan approval and funding sources have been identified, a request for proposal (RFP) can be developed with the goal of selecting an architectural/engineering firm to design the facility. Once design and construction documentation is complete, another RFP is typically developed to select a general contractor for construction of the facility. The design and construction phase could take two to three years before building occupancy.


Planning Costs and Fundraising Model Overview

As this feasibility study could not identify size of facility, number of staff, and total cost to construct or lease space, the size and duration of fundraising activities is difficult to quantify. The Honors College will eventually have its own 501(c)3 foundation with appropriate staffing. Until that time, all fundraising required to continue the planning process for this project will be conducted by the Foundation for Colorado Community Colleges. Additional allocated funds needed for the planning process include:

1) Developing a detailed Market and Location Strategy Analysis to review availability of land on existing campuses, or look at new sites or existing properties for space with a cost estimate of $40,000 – $50,000 depending on how large a geographic area will be surveyed.

2) Completing a Program Plan (aligned with C.R.S. 23-1-106) for the State to justify programmatic needs and describe space requirements for the new facility, whether based on purchase, renovation, lease, or new construction. The cost estimate for a Program Plan is in the $50,000 range for this type of facility. A cost estimate would come from a registered architect or cost estimator, usually for a fee of approximately $5,000.00.

3) Once the Program Plan is approved (State Board for Community Colleges and Occupational Education, Colorado Department of Higher Education, Capital Construction Legislative Committee, other), then a fund raising model would be identified and a capital campaign implemented based on known costs and renderings of the facility. After the Program Plan obtains state approval, a request for proposal can be developed with the goal of selecting an architectural/engineering firm to design the facility.

Additionally, the Foundation can serve as an incubator once the Honors College is approved to move forward and until it has its own foundation. It is likely that this would entail the design of a capital campaign, the size of which will be determined once final decisions are made about location and space requirements. It is also likely the incubation period would include identification and solicitation of qualified donor prospects to make at least one lead gift to enable the project to move forward to completion.


Appendix - Calculating Instructional Staffing Unit Value for Budget Building

With access to appropriate cost data or latest CCCS salary/compensation plan for full-time, temporary and adjunct faculty, an instructional staffing unit value can be calculated. Such data was not available for this project; however, the methodology can be described. First, tabulate a fiscal or calendar year’s salaries and all employer-paid fringe benefits (including workers’ comp and unemployment insurance). The salary data must include all base salaries plus all overload, supplemental, and sabbatical dollars paid to every Education and General (E&G) full-time, temporary, and adjunct faculty member teaching credit classes. For the same employees, their collective workload must be tabulated into full-time equivalencies (per CCCS policy on what constitutes a full-time equivalent workload even if there are multiple options). When both figures are tallied, a system or institution-wide instructional staffing unit value can be calculated. The calculation approach can span all instructional disciplines or target only the STEM and General Education/Core disciplines. When the single instructional staffing unit value is calculated, it will approximate a range of $45,000 to $60,000 range (salary plus benefits) and the figure can then be used to estimate an allotment for this portion of the annual operating budget for the Honors College. This calculation is not required to create an annual Honors College operating budget as total revenues will set the upper limit; however, internal allocations are always required and such a calculated approach may become useful. All other budgeted instructional or other functional costs can be derived from CCCS based costing studies, or the initial Honors College senior management team charged with finding an alternate acceptable approach, within the limits of their total REVENUEs (noted previously).

First Year Costs: The total costs cannot exceed the total calculated first year REVENUES previously calculated for budgeting purposes - $4,931,686

1) Fall Semester Instructional Staffing Units: Based on 800 students in the fall semester in STEM and Pre-Nursing disciplines, generating 150,000 credit hours for the fall semester is projected (i.e., 800 students X 15 [full-time student credit hour load per semester to earn 60 credit hours in 2 academic years] X 12.5 [hours per Carnegie Unit at 750 minutes equals 1 credit hour per semester]) in STEM disciplines of Mathematics (25%), Sciences (25%), and Interdisciplinary (50%) and General Education/Core, so instructional staffing units can be calculated. These calculations produced 34.86 instructional staffing units (which can be any combination of full-time and adjunct faculty) to stay within budgeted costs while equitably providing coverage for the projected disciplines.

2) Spring Semester Instructional Staffing Units: In the spring (second) semester, for the same STEM disciplines and distribution percentages (i.e., 25%, 25%, and 50%),and General Educaiton/Core (eight disciplines with 12.5% each) with 85% to 90% student persistence rates, between 29.6 and 31.4 instructional staffing units are calculated. In summary, between 3.5 and 5.3 fewer instructional staffing units are calculated for spring than for fall.

Appendix - CAlCulAting instruCtionAl stAffing unit VAlue for Budget Building


Second Year Costs:The total costs cannot exceed the total calculated second year REVENUES previously calculated for budgeting purposes - $8,713,527.

1) Fall Semester Instructional Staffing Units: For Year Two (fall) semester, there will be two cohorts of students. A second Year One cohort of 800 new students in STEM and General Education/Core disciplines is projected. This cohort (like the one before) is calculated to need 34.86 instructional staffing units. Additionally, the roll-out Year One cohort of students now in their third semester (with a portion enrolled in General Education/CORE disciplines) have calculated instructional staffing units of 17.51 (85%) to 19.64 (90%). The balance of returning Year One students will be enrolled in STEM disciplines in their Year Two (fall) semester, with instructional staffing units calculated to be 9.17 (85%) and 10.28 (90%). The combined instructional staffing units in Year Two for fall semester ranges between 61.54 (85%) and 64.78 (90%), with a blended total of 63.16.

2) Spring Semester Instructional Staffing Units: For Year Two (spring) semester, the second Year One cohort of 800 new students is projected to decline to 680 (85%) or 720 (90%) students. These numbers are based on projected persistence rates noted above, and are then used to calculate 29.63 (85%) to 31.38 (90%) instructional staffing units for second year one cohort STEM and General Education/Core studets. The Year Two (spring) semester roll-out cohort of both General Education/Core and STEM students is projected at 491 (85%) and 583 (90%). Their related instructional staffing units are calculated at 14.89 (85%) to 17.68 (90%) for General Education/Core disciplines, and 7.99 (85%) to 9.25 (90%) for STEM disciplines. The combined instructional staffing units for the second cohort of Year One second semester students plus returning Year Two fourth semester roll-out student totals are between 53.31 (85%) and 58.30 (90%), with a blended total of 55.30.