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307Tennessee Colleges of Applied Technology Master Plan: Memphis

The Tennessee College of Applied Technology Memphis Main Campus is located on Alabama Avenue, just across Interstate 40 from St. Jude’s Hospital and only half a mile from downtown Memphis. The campus consists of two main buildings, including the only building taller than four stories in the TCAT system, and a storage barn. Buildings total 140,546 gross square feet. There is also an additional building at 3435 Tchulahoma Road next to the Memphis airport; it totals 49,045 gross sq. ft. During the 2012-2013 academic year, both campuses combined had an adjusted full-time equivalent enrollment of 611 students.

TCAT Memphis FAYETTE

TIPTON

Workforce Investment Area 13

HAYWOOD

TCAT Memphis is located in the two-county area of Local Workforce Investment Area 13

SHELBY

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Aviation Campus

Memphis

308 Tennessee Colleges of Applied Technology Master Plan: Memphis

Regional Context

The Tennessee College of Applied Technology Memphis is located in Local Workforce Investment Area 13, which includes Shelby and Fayette Counties. This region contains nearly one million residents and 445,531 primary jobs.

Between 2010 and 2020, population in the region is expected to grow at less than half the rate of the state as a whole. This indicates that job growth may also be moderate. Worker age profiles mirror those for the state as a whole, but the percentage of higher paying jobs is above the state average.

Educational attainment in the region is higher than in Tennessee as a whole. Compared to the statewide average, 5% more residents have completed a four-year or higher degree program. About 2.5% more have completed a high school degree or equivalent.

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: wholesale trade; transportation & warehousing; and administration & support, waste management & remediation.

LWIA 13 Tennessee2000 Population 926,278 5,689,2832010 Population 966,057 6,346,1052020 Population (projected)

999,606 6,894,708

Annual Growth (projected)

0.3% 0.8%

Population

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

LWIA 13 TennesseeTotal Primary Jobs 445,531 2,478,765Jobs held by those age 29 and younger

22% 23%

Jobs held by those age 30 to 54

58% 57%

Jobs held by those age 55 and older

20% 20%

Jobs with salary of $15,000 or less

19% 22%

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

38% 42%

Jobs with salary of $40,000 or higher

43% 37%

Employment by Age and Salary (2011)

Source: U.S. Census On The Map


According to this data, all industry demand clusters related to programs taught at TCAT Memphis are expected to grow between 2012 and 2020 except for Aviation Maintenance and Graphic Design. Most Aviation Maintenance graduates do not remain in the region for jobs, and interviewees expressed that the industry is growing nationwide, so this figure does not negatively affect demand for graduates. Interviews confirmed that the graphic design field is competitive.

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

• Number of annual job openings

The following industry sectors occupy a significantly lower percentage of the regional labor pool compared to the statewide average: construction, manufacturing, and information.

The regional employment outlook by industry cluster shown on the following page 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 13, which includes Memphis, except for Industrial Maintenance data, which is only available for the state as a whole.

LWIA 13 TennesseeAgriculture, Forestry, Fishing & Hunting

0.1% 0.3%

Mining, Quarrying, & Oil & Gas Extraction

0% 0.1%

Utilities 0.6% 0.7%Construction 3.3% 4.1%Manufacturing 8.2% 12.4%Wholesale Trade 6.2% 4.7%Retail Trade 11.1% 12.1%Transportation & Warehousing

11% 5.0%

Information 1.2% 1.8%Finance & Insurance 3.7% 4.1%Real Estate & Rental & Leasing

1.7% 1.2%

Professional, Scientific, & Technical Services

3.6% 4.3%

Management of Companies & Enterprises

1.3% 1.2%

Administration & Support, Waste Management & Remediation

8.9% 6.5%

Educational Services 8.8% 9.4%Health Care & Social Assistance

14% 14.3%

Arts, Entertainment, & Recreation

0.8% 1.0%

Accommodation & Food Services

7.8% 8.7%

Other Services (excluding Public Administration)

2.9% 2.7%

Public Administration 4.8% 5.3%

Employment by Industry Sector (2011)

Source: U.S. Census On The Map

Slow population growth and an educated workforce contribute to a competitive regional labor market. Technical education, particularly in key sectors, will remain vital for expanding individual and regional opportunity.

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 13 Tennessee

Some College/Associates Degree

No High School Diploma


Regional Employment Outlook by Industry Cluster (2012-2020)

Program Related Industry Demand Cluster(s)Graduates to

Jobs RatioAverage Annual Growth in Jobs Job Outlook

Animal Lab Technology Veterinary Technology 1.1 2.8% A (Excellent)Auto Body/Collision Repair

Collision Repair Technology 1.1 1.6% C (Favorable)

Automotive Technology Automotive Technology 1 1.1% C (Favorable)Aviation Maintenance Technology

Aviation Maintenance (Aircraft Mechanics and Service Technicians)

3.3 -0.9% Ungraded

Avionics Aviation Maintenance (Avionics Technicians)

0 0 Ungraded

Barbering Cosmetology and Barbering 6.6 1.8% E (Very Competitive)

Building Construction Technology

Construction Carpenters 2.5 0.1% D (Competitive)

Business Systems Technology

Administrative and Information Support 0.5 1.1% B (Very Good)

CAD Technology Drafting and Design Technology 3.7 0.2% E (Very Competitive)

Computer Information Technology

Web/Multimedia Management Programming

0.7 1.8% A (Excellent)

Cosmetology Cosmetology and Barbering 6.6 1.8% E (Very Competitive)

Dental Assistant Dental Assisting 5.1 1.8% E ( Very Competitive)

Dental Laboratory Technology

Dental Laboratory Technician 6.6 0.8% Ungraded

Diesel Technology Diesel Technology 1.4 1.2% C (Favorable)Electronics Technology Electronic/Computer Engineering Tech. 9.1 1.3% E (Very

Competitive)Graphic Design Graphic Communications and Printing 1.1 -1.2% UngradedHealth Information Technology

Medical Records Tech. 0.4 2.9% A (Excellent)

Heating, Ventilation, A/C & Refrigeration

Construction HVAC/R 8.3 2.3% E (Very Competitive)

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

Precision Production Pathway 0.1 1.3% A (Excellent)

Masonry Construction Masonry & Concrete 1.2 2.2% C (Favorable)Pharmacy Technician Pharmacy Assisting 2.3 2.8% D (Competitive)Practical Nursing (LPN) Practical Nurse (LPN) 0.6 2.1% A (Excellent)Truck Driving Truck, Bus, Rail, Water Transportation,

and Heavy Equipment0.3 1.5% A (Excellent)

Welding Technology Construction Welding 1.0 1.0% C (Favorable)Data shown is for Local Workforce Investment Area 13 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


• 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 following programs are predicted to have an excellent job outlook in the region: Animal Lab Technology, Computer Information Technology, Health Information Technology, Machine Tool Technology, Practical Nursing, and Truck Driving.

The following programs are expected to have very good or favorable job prospects: Auto Body/Collision Repair, Automotive Technology, Business Systems Technology, Diesel Technology, Industrial Maintenance, Masonry, and Welding Technology.

Source: Tennessee Board of Regents Central Office*This is the only program of its kind in the state

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: Barbering, Building Construction Technology, CAD Technology, Cosmetology, Dental Assistant, Electronics Technology, HVACR, and Pharmacy Technician.

Program Enrollment Headcount

Completion Count

Completion Rate

Statewide Average

Animal Lab Technology 15 9 60% 60%*Auto Body/Collision Repair Technology 15 9 60% 79%Automotive Technology 18 15 83% 82%Aviation Maintenance Technology 159 102 64% 78%Avionics 20 13 65% 65%*Barbering 56 35 63% 63%*Brick, Block, Stone, and Masonry unknown unknown unknown unknownBuilding Construction Tech/Carpentry 20 19 95% 74%Business Systems Technology 33 28 85% 80%Computerized Graphic Design 23 14 61% 77%Computer Information Technology 33 24 73% 84%Cosmetology 40 28 70% 73%Dental Assistant 30 23 77% 75%Dental Laboratory Technology 12 10 83% 74%Diesel Powered Equipment Technology 15 14 93% 87%Drafting and CAD Technology 16 12 75% 80%Electronics Technology 23 23 100% 90%Health Information Technology 28 24 86% 88%Heating, Ventilation, A/C & Refrigeration 38 28 74% 84%Industrial Maintenance 8 5 63% 87%Machine Tool Technology 25 21 84% 87%Pharmacy Technician 25 21 84% 85%Practical Nursing 48 45 94% 79%Truck Driving 60 56 93% 93%Welding Technology 21 14 67% 89%Total/Average 797 607 76% 80%

Completion Rates by Program (2012-2013)


The Animal Lab Technology program, the only one of its kind in the state, is expected to have steady enrollment in the next five years.

Demand for graduates from the Auto Body/Collision Repair program is expected to remain constant in the next five years.

Significant increase in the demand for Automotive Technology graduates is expected. Interest in this program is consistently high.

The Aviation Maintenance Technology program is expected to experience an increase in demand for graduates due to strong industry demand and existing workers nearing retirement age.

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 Aviation, Barbering, Computer Information Technology, and Cosmetology programs are offered during the evening as well as during the day.

Program Available for Placement

Placement Count

Placement Rate

Statewide Average

Animal Lab Technology 9 7 78% 78%*Auto Body/Collision Repair Technology 9 7 78% 86%Automotive Technology 12 9 75% 87%Aviation Maintenance Technology 54 46 85% 90%Avionics 13 12 92% 92%*Barbering 10 10 100% 100%*Brick, Block, Stone, and Masonry unknown unknown unknown 71%Building Construction Tech/Carpentry 16 13 81% 91%Business Systems Technology 26 15 58% 76%Computerized Graphic Design 14 10 71% 69%Computer Information Technology 22 18 82% 77%Cosmetology 6 6 100% 86%Dental Assistant 22 20 91% 90%Dental Laboratory Technology 10 7 70% 71%Diesel Powered Equipment Technology 13 10 77% 86%Drafting and CAD Technology 12 9 75% 84%Electronics Technology 23 18 35% 81%Health Information Technology 23 8 35% 66%Heating, Ventilation, A/C & Refrigeration 22 16 73% 85%Industrial Maintenance 4 3 75% 83%Machine Tool Technology 18 17 94% 88%Pharmacy Technician 19 18 95% 86%Practical Nursing 39 35 90% 90%Truck Driving 46 36 78% 94%Welding Technology 13 10 77% 85%Total/Average 469 370 79% 84%

Placement Rates by Program (2012-2013)

Tennessee Board of Regents Central Office*This is the only program of its kind in the state


The Health Information Technology program is expected to increase in enrollment as changes in the health care industry bolster demand.

Strong job growth is expected to lead to an increase in demand for graduates of the HVACR program over the next five years. Interest in this program remains consistently high.

The Machine Tool Technology program is expected to show some increase in enrollment as manufacturing jobs in the region increase.

The Avionics program, the only one of its kind in the state, is expected to experience a significant increase in demand for graduates

Enrollment in the Barbering program is expected to increase during the next five years as demand remains strong. Interest in this program is consistently high.

Demand for graduates of the Building Construction Technology program is expected to begin to increase as the construction sector emerges from the recession.

The Business Systems Technology program is expected to experience an increase in demand as the new curriculum is implemented statewide and the job sector remains strong.

Enrollment in the Drafting and CAD Technology is expected to remain constant during the next five years as the industry remains steady.

Demand for graduates of the Computer Information Technology program is expected to increase slightly in the coming years. Interest in this program is consistently high.

The Cosmetology program is expected to add enrollment in the next five years as demand remains strong in this industry. Interest in this program is consistently high.

Enrollment in the Dental Assistant program is expected to grow slightly in the next five years as demand for graduates remains strong.

The Dental Laboratory Technology is also expected to grow slightly in the next five years. There are few programs like this in the state.

Demand for graduates of the Diesel Technology program is expected to increase as relevant sectors of the regional economy expand.

The Electronics Technology program, which includes Industrial Maintenance and Industrial Electricity students, is expected to increase its enrollment in the next five years as local industry expands.

Demand for the Graphic Design program is expected to remain stable, without significant growth in the next five years.

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


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

The Pharmacy Technician program is expected to increase in enrollment as this job sector remains strong. Interest in this program is consistently high.

Demand for graduates of the Practical Nursing (LPN) program is expected to increase significantly as workers reach retirement age and the health care industry continues to change. Interest in this program is consistently high.

The Truck Driving program is expected to decrease in enrollment in the next five years due to competition from private schools.

The Welding Technology program is expected to increase in the next five years due to both a regional shortage of workers and industry growth.

Potential Future Programs

The TCAT Memphis main campus hopes to add a logistics program in the near future. Demand in this industry is extremely strong in the region.

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 Memphis that meet these industries’ needs: medical records tech, personal and home care, psychiatric tech and aids, plumbing, agribusiness and operations, nursing assistants and home health, and warehousing & distribution center operations.

Local industry leaders and/or the campus identified the potential for a logistics/heavy equipment operations and sonogram/x-ray technician program. The addition of a composites component to the Aviation Maintenance program was also discussed.

There is the potential for enrollment to increase in many programs

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

Main Campus2012-2013

EnrollmentAnimal Lab Technology 14Auto Body/Collision Repair 14Automotive Technology 19Barbering 37Building Construction Technology 19Business Systems Technology 20CAD Technology 11Computer Information Technology 21Cosmetology 32Dental Assistant 22Dental Laboratory Technology 13Diesel Technology 17Electronics Technology 23Graphic Design 13Health Information Technology 15HVACR 22Machine Tool Technology 15Masonry 16Pharmacy Technician 19Practical Nursing (LPN) 55Truck Driving 9Welding Technology 13Total 440

Airport Campus2012-2013

EnrollmentAviation Maintenance Technology 155Avionics 16Total 170


Space Needs

The master planning team performed a detailed space audit of the Tennessee College of Applied Technology Memphis 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 previous 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. All numbers include both the airport and the main campus.

As shown in the chart at right, the model shows that existing faculty office space is adequate. Faculty surveys confirmed this fact, although offices for some programs are too small, and the lack of private offices to meet with students is an issue for some programs.

The model also shows a significant surplus of administrative office space. This is likely because the model does not fully account for support space such as storage and conference rooms. For this reason, and based on discussions with the campus, the surplus of administrative office space is likely not as significant as shown, but there may be a possibility for more efficient use of space.

The chart at center right compares four existing types of space with modeled space needs in those categories. Open computer lab space, which includes space for Technology Foundations, testing, and open computer labs, shows a need for slightly more space.

The model shows a significant existing surplus of food service space. This category includes student lunch rooms or lounges, vending machine areas, and the like. This number is likely high because of the large former cafeteria space, which has potential to be partially converted to other uses.

Meeting space includes space available for community use, staff meetings, and large gatherings of students. The model indicates a significant need for more space on the TCAT Memphis campus. This space may be especially important on an urban campus for its role in marketing to the regional community.

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 8,145Faculty Offices 6,144Open Computer Labs 4,321 563Food Service 4,836 -2,394Meeting Space 2,088 1,575Central Service/Storage 9,134 -1,251


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 this type of space is currently adequate.

The chart below 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.

• The Animal Lab Technology program is the only program of its kind in the state and so is not in the model. The campus did not indicate the need for any additional lab space. There is currently no classroom space for this program.

Teaching Space Needs

Auto Body/Collision Repair

Surplus NeedMinimum space neededMaximum space needed

sq. ft.

Automotive Technology

Building Construction Technology

Business Systems Technology

CAD Technology

Computer Information Technology

Cosmetology

Dental Assistant

Electronics Technology

Graphic Design

Health Information Technology

HVACR

Machine Tool Technology

Pharmacy Technician

Practical Nursing (LPN)

Welding Technology


• The Avionics program could benefit from more lab space and dedicated classroom space, according to the campus. Among other things, additional space would prevent students from having to double up on computers.

• Barbering lab space is currently not adequate according to the campus and should be expanded. Classroom space is adequate for the current enrollment.

• The Building Construction Technology program shows a need for more than double the amount of indoor lab space that currently exists. The campus confirmed this need. This program shares lab space with the Masonry program. Some activities currently occur outside (weather permitting) because indoor space is too small. The amount of classroom space is currently adequate.

• According to the model, the amount of teaching space for the Auto Body/Collision Repair program is at the low end of the acceptable range. The campus confirmed the need for more space, including space for tool storage and paint mixing.

• Teaching space for the Automotive Technology program would need to expand by between approximately 1,400 and 2,500 square feet to adequately serve current enrollment according to the model. There are currently five active bays. The campus indicated the need for more bays and more space for equipment.

• The amount of teaching space for the Aviation Maintenance Technology program is adequate according to the campus, although additional space to teach composites is desired.

Teaching Space NeedsTotal Existing

Classroom & Lab SpaceMinimum Additional

Space NeededMaximum Additional

Space NeededAnimal Lab Technology 1,271 adequate adequateAuto Body/Collision Repair 6,208 -32 1,103Automotive Technology 4,404 1,363 2,491Aviation Maintenance Technology 15,718 adequate adequateAvionics 2,220 more needed more neededBarbering 2,419 more needed more neededBuilding Construction Technology 2,502 3,633 4,760Business Systems Technology 1,838 -823 -620CAD Technology 2,095 -1,249 -1,144Computer Information Technology 1,501 731 946Cosmetology 2,290 1,388 2,034Dental Assistant 2,309 926 1,488Dental Laboratory Technology 2,042 more needed more neededDiesel Technology 5,059 more needed more neededElectronics Technology 2,205 1,874 2,578Graphic Design 1,764 -859 -729Health Information Technology 1,037 157 307HVACR 3,533 927 2,609Machine Tool Technology 3,733 1,297 2,203Masonry 2,502 more needed more neededPharmacy Technician 1,229 1,194 1,579Practical Nursing (LPN) 5,217 -603 1,044Truck Driving 1,810 adequate adequateWelding Technology 3,887 -173 470

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 Cosmetology program would need to expand its teaching space by between approximately 1,400 and 2,000 square feet to be adequate according to the model. The campus confirmed the need for more space.

• Teaching space for the Dental Assistant program needs to expand by between approximately 900 and 1,500 square feet according to the model, a need confirmed by the campus.

• According to the campus, the amount of lab space for the Dental Laboratory Technology program is currently not adequate. The existing space is difficult to use because it is divided into several rooms.

• Teaching space for the Business Systems Technology program is adequate according to the model and the campus.

• CAD Technology lab space is significantly more than adequate according to the model, due to currently low enrollment. There is no existing classroom space for this program, as is typical for other CAD programs in the TCAT system.

• Teaching space for the Computer Information Technology would need to expand by up to 946 square feet to adequately serve current enrollment according to the model. The campus confirmed this need.

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 these programs do not need separate classroom space **The model assumes that the Truck Driving program does not need indoor lab space

Existing Classroom

Space

Additional Classroom Space

Needed

Existing Lab

Space

Minimum Additional Lab Space Needed

Maximum Additional Lab Space Needed

Animal Lab Technology 0 500 1,271 not in model not in modelAuto Body/Collision Repair 1,032 -532 5,176 500 1,635Automotive Technology 1,038 -538 3,366 1,901 3,029Aviation Maintenance Technology 4,343 -630 11,375 not in model not in modelAvionics 863 -363 1,357 not in model not in modelBarbering 896 -10 1,523 not in model not in modelBuilding Construction Technology 632 -132 1,870 3,765 4,892Business Systems Technology 0 0* 1,838 -823 -620CAD Technology 0 0* 2,095 -1,249 -1,144Computer Information Technology 0 515 1,501 216 431Cosmetology 820 -46 1,470 1,434 2,079Dental Assistant 594 -55 1,715 981 1,543Dental Laboratory Technology 650 -150 1,392 not in model not in modelDiesel Technology 731 -231 4,328 not in model not in modelElectronics Technology 530 33 1,675 1,842 2,545Graphic Design 0 0* 1,764 -859 -729Health Information Technology 0 0* 1,037 157 307HVACR 1,035 -497 2,498 1,425 3,106Machine Tool Technology 348 152 3,385 1,145 2,051Masonry 632 -132 1,870 not in model not in modelPharmacy Technician 657 -157 572 1,351 1,736Practical Nursing (LPN) 2,056 -738 3,161 135 1,782Truck Driving 1,810 -1,310 0 0** 0**Welding Technology 1,268 -768 2,619 595 1,238


• The amount of teaching space for the Welding Technology is at the low end of the acceptable range according to the model. The campus indicated the need for additional space.

• The campus indicated the need for additional teaching space for the Diesel Technology program.

• The space model calculations for the Electronics Technology program, which also count enrollment from the Industrial Maintenance program, show a need for between approximately 1,900 and 2,600 square feet of additional teaching space.

• The amount of Graphic Design teaching space is more than adequate for current enrollment according to the campus and the model.

• The model and the campus indicate a need for additional lab space for the Health Information Technology program. There is no existing classroom space for this program, and none is assumed to be needed by the model.

• Teaching space for the HVACR program would need to expand by between approximately 900 and 2,600 square feet to adequately serve current enrollment according to the model. The campus confirmed this need. Additional space would allow a building automation program to be added.

• The Machine Tool Technology program needs to expand its teaching space by between 1,300 and 2,200 square feet according to the model. The campus confirmed that more space is needed today and would be needed to accommodate machinery that is being acquired. There is also a need for more classroom space.

• Lab space for the Masonry program, which is shared with the Building Construction Technology, needs to increase significantly according to the campus to be adequate for current enrollment.

• According to the space model, the Pharmacy Technician program would need to at least double to adequately serve existing enrollment. The campus confirmed this need.

• The amount of teaching space for the Practical Nursing program is currently within the acceptable range according to the model and the campus. There is a desire to increase enrollment in this program in the future, which would require more space.

• The Truck Driving program does not need indoor lab space and so is not addressed by the model, although existing classroom space is shown as more than adequate. The campus expressed that the amount of existing teaching space is adequate.

Most programs have significant needs for more lab space


• The Automotive Technology, Diesel Technology, and Welding Technology programs should be relocated to a new building. The existing Automotive space should be backfilled by expanding the Auto Body/Collision Repair program. The existing Diesel space should be backfilled by expanded the Masonry program (allowing the Building Construction Technology exclusive use of their existing space, with a renovated upstairs classroom). The existing Welding space should be backfilled with an expansion of the Machine Tool program.

• The Truck Driving classroom should be relocated to the proposed building. The HVACR program should expand to backfill the existing Truck Driving classroom.

• In the long term, an Allied Health Building should be constructed to accommodate the Dental Assistant, Dental Laboratory Technology, Practical Nursing, and/or Pharmacy Technician programs. Backfill uses for these programs’ existing spaces would need to be identified.

• Space should be identified somewhere on campus for a flexible room that could be used for meeting space, continuing education/industrial training, or potential future programs.

• While an expansion is not needed on the Aviation Campus at this time, additional restrooms should be provided.

Space Recommendations

The following recommendations offer a potential set of solutions to address the space needs identified above. Many of the changes reflect migrations that make use of currently vacant space as shown in the diagrams on the following pages; others are based on the construction of new buildings or additions that allow programs to expand. These expansions would also involve backfilling of space vacated by programs that move into the proposed buildings.

• The Cosmetology program should expand to take over the existing Barbering lab and classroom. The Barbering program should be relocated into a portion the existing cafeteria and former kitchen, which should be renovated and preserve dining space.

• The former print shop (Administration Building room 123) should be renovated for use by the Health Information Technology program. This room is nearly twice as large as the current HIT space. The Business Systems Technology program could then expand to take over the existing HIT space.

• Room 111 in the Education building is currently used for storage and should be renovated to accommodate the proposed Logistics program.

• Room 212 in the Education building is currently not used and should be converted to a classroom for the Pharmacy Tech program. This would allow their existing lab to expand into their existing classroom space.

• Room 208 in the Education building is currently not in use. It should be converted to faculty offices so that the existing faculty offices in rooms 322-327 can be converted to teaching space for the dental programs. The south side of the third floor of this building, as well as rooms 301-303 on the north side, should be renovate to remove existing partitions and increase the efficiency of space for both dental programs.

• An addition to the Administration Building should be constructed to fill in its southeastern corner. This rooms should be used as Technology Foundations space. The Electronics Technology program could then expand to fill the existing Technology Foundations space on the second floor of the Education Building.

The proposed migrations, renova-tions, and new construction will provide space for those programs with the highest needs. A new building will provide high bay space, while other improvements will address the needs of allied health and other programs.


CosmetologyLab

Proposed Migration Plan: Administration Building

CAD Lab

Graphic Design Lab

Training Room

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

A

B


Proposed Migration Plan: Administration Building Rear

Key Existing Use Proposed UseA Vacant Health Information

Technology LabB Barbering Lab and

ClassroomCosmetology Expansion

C Masonry and Building Construction Technology (shared)

Building Construction Technology (exclusive)

D Diesel Technology Lab and Classroom

Masonry Lab and Classroom

First Floor

Second Floor

Building Construction Technology Classroom


C

D


Proposed Migration Plan: Education Building 1st Floor

Key Existing Use Proposed UseE Storage Logistics LabF Lunch Room &

Former KitchenBarbering Lab & Classroom, Lunch Room

G Welding Lab Machine Tool Expansion

H Automotive Technology Lab & Classroom

Auto Body/Collision Repair Expansion

I Technology Foundations Lab

Electronics Technology Expansion

J Truck Driving Classroom

HVAC Expansion

K Vacant Pharmacy Technician Classroom

L Vacant Faculty OfficesM Pharmacy Technician

ClassroomPharmacy Technician Lab Expansion

N Faculty Offices Dental Assistant Lab Expansion

Machine Tool Lab

Auto Body/Collision

Repair Lab


E

F

G

H


Proposed Migration Plan: Education Building 2nd Floor Rear

Electronics Technology Lab

& Classroom

Welding Classroom

HVACR Lab


I

J


Proposed Migration Plan: Education Building Tower

Second Floor

Third Floor

Fourth Floor

Health Information Technology Lab

Business Systems Technology Lab

Pharmacy Technician

Lab

Faculty Offices

Business Systems Technology Lab

Animal Lab Technology Lab

Dental Lab Technology

Lab

Dental Lab Technology

Lab

Dental Lab Technology Classroom

Dental Assistant

Lab

Dental Assistant

Lab

Practical Nursing Lab

Faculty Offices

Practical Nursing Computer Lab

Practical Nursing

Classroom

Practical Nursing

Classroom

Practical Nursing

Classroom

Practical Nursing

Classroom


K

L M

N


Proposed Expansions and Land Acquisition

Alabam

a Ave

nue

°

Administration Building (101)

Education Building (102)

Mos

by A

venu

e

Jones Street

Inte

rsta

te 4

0

LegendA

B

C

D

Potential Automotive, Diesel, and Welding Building locations

Potential Health Sciences Building

Potential Technology Foundations Addition

Relocated Storage Barn

Truck Driving Area

Potential Land

AcquisitionA1

B

C

D

A2


TCAT Memphis

FAYETTE

TIPTON

Home Zip Code of Existing Students

HAYWOOD

SHELBY


A R

K

A

N S

A

S

LAUDERDALE

1-45-1011-2526-5051-76

Students per Zip Code

55

40

240

TCAT Memphis

FAYETTE

TIPTON

Memphis Area Population Density

HAYWOOD

SHELBY


A R

K

A

N S

A

S

LAUDERDALE

55

40

240

Existing students live mostly in western and southern Shelby County

Population density patterns indicate residents of central Shelby County that are potentially not being served

Potential Future Campus

The campus and the Board of Regents expressed a desire to explore the possibility of an additional future campus. While it is beyond the scope of this Master Plan to identify a site for a potential new campus, the lower than average participation rate within the region suggests the potential for additional enrollment. Most of the existing TCAT students come from southern and western Shelby County, but there are significant amounts of population in central Shelby County that are potentially not being served. A leased facility could allow for an incremental approach to expansion.

The potential need for technical education at a scale below the region is very difficult to estimate. Reliable workforce data are also not available below the scale of the region, so determining which programs should be taught at that campus would be based on the strength of programs at the existing site, as well as the discretion of the campus.

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:

• In the Administration Building there were a number of stained ceiling tiles, and some fire escape doors had been chained shut.

• Cast iron drain-waste-vent piping in the Administration Building is rusting. The original variable air volume system is aging and difficult to maintain, along with the boiler and pumps. The electrical system is also not adequate for current loads.

• The exterior walls of the Educational Building: were in poor condition. There was also cracking in the floor and walls noted on the upper stories.

• Cast iron and galvanized piping and drain lines in the Education Building are rusted and clogging. HVAC controls, fan coil units, and variable air volume boxes are also aging. The electrical system is also not adequate for current loads. Americans with Disabilities Act upgrades should be completed.


• The chiller on the roof of the Aviation Building is approaching 20 years and needs replacing. HVAC controls, fan coil units, and variable air volume boxes are also aging.

• At the Aviation Building, the fire alarm system needs upgrading. The electrical system is also not adequate for current loads.

Site Needs

In addition to the proposed buildings and building expansion shown above, a few other site improvements are recommended The parking lot on the Main Campus should be resurfaced, lighting in the courtyard should be improved, and additional security cameras should be added to eliminate blind spots.

On the Aviation Campus, a small outdoor gathering space with shelter should be provided, outdoor lighting should be improved, and additional security cameras should be added to eliminate blind spots.

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, there is currently a deficit of 76 parking spaces. This includes the assumption that a small percentage of students bike or ride the bus to campus.

Three residential properties along Mosby Avenue are recommended for acquisition, since they are currently surrounded by TCAT property.

TCAT Participation Rates by LWIA

Calculated by dividing the total population of each Local Workforce Investment Area by the total TCAT enrollment at campuses within that areaSource: U.S. Census, Tennessee Board of Regents Central Office


System Admin. Building Education Building Aviation BuildingSubstructure Foundation 80% 70% 90%

Basement Construction 90% 90% 90%Shell Superstructure 100% 80% 100%

Exterior Enclosure 50% 50% 60%Roofing 60% 60% 80%

Interiors Interior Construction 80% 90% 90%Stairs 90% 90% 100%Interior Finishes 50% 70% 100%

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

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

Weighted Average 83% 81% 85%

Physical Facilities Survey Ratings Summary

Existing Buildings

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

Source: Tennessee Board of Regents Physical Facilities Survey online database

Building ID Building Name Year Built Use Code Gross Sq. Ft.101 Administration Building 1976 14 (Instructional Shop) 46,067102 Education Building 1964 10 (Classroom/Office) 92,963151 Storage Barn 1989 32 (Storage) 1,516801 Aviation Facility 1997 14 (Instructional Shop) 49,045

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