MPC Education Center
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MPC Education Center
Progress to date, March 2007
Information provided by Dr. John Gonzalez, Vice
President of Academic Affairs
Monterey Peninsula College
is on the verge of significant institutional change related to
implementation of long-awaited plans for the
MPC Education Center
at Marina and the
This discussion document is intended to provide an historical
context for these initiatives and an overview of the issues associated
with successful implementation.
The College received the 20+ acres Imjin Road property in August 2005.
In fall 2006, discussions with the City of Marina regarding potential traffic impact on the Education Center resulted in property adjustments
that eliminated potential negative impact to the site.
These property adjustments were
approved by the MPC Board of Trustees at the February 27, 2007 meeting.
MPC had a strong presence at Ft Ord during the
years leading up to the base’s closure in 1993 by providing general
education curriculum to the troops and their dependents.
The regional demand for educational services remains, and now the
College has the opportunity to fulfill the demand for courses from the
communities of Marina, Seaside,
The MPC Education Center
at Marina offers a high profile location
which is centrally located to serve new developments including
Villages, Cypress Knolls, Marina
Heights, and CSUMB housing.
When built out, it is expected that those four developments will
provide 7000+ housing units, all of which will have immediate access to
MPC. The University
Villages development plan also includes retail shops, big box stores and
a hotel/conference center.
Additional economic development projects are also being planned.
MPC will be there to assist in
training employees through a variety of business skills and general
The College formed the Ft. Ord Advisory Committee
in the fall of 2005 to establish the preliminary master plan for the
site and to select the architects who will help guide the process.
Out of this process, two subcommittees were formed in the spring
of 2006, the Education Center Project Team, and the Public Safety
Project Team, with approval of the Academic Senate.
In the fall of 2006, the
Education Center Project Team was expanded to include four additional
faculty members from different segments of the College, in cooperation
with the Academic Senate.
The Education Center Project Team will serve as an
advisory body to recommend a general mission for the Center including
overall programmatic directions, based on input from division surveys,
the community needs assessments, and institutional goals.
Conversations regarding co-planning are also
underway between the College, the City of
Marina, CSUMB, and the private developers.
The intent is to develop strong win-win partnerships between and
amongst the College and the agencies to best share resources and
The initial enrollment target for the Center is 500
full-time equivalent students (FTES) per year, including winter and
summer sessions at both MPC’s Education Center at Marina and
The 500 FTES figure stems from a review of the community needs
assessment and the programmatic size required for operational efficiency
at a satellite center. Thus, the project team used that number as its
base for calculating space in any initial buildings.
The designation of “Education Center”
has specific meaning to the State.
holds that status from its years operating on the old Fort Ord.
Education center status establishes minimum enrollment targets
and support services.
Center designation entitles the College to State funding to help support
the operation, and it allows the College to apply for State building
funds for the Center independently of the main campus.
As a result, the College may apply for State funds for future Education Center building projects without
impacting main campus projects.
COMMUNITY NEEDS ASSESSMENT
During February 2005, the Office of Institutional
Research (OIR) at MPC conducted a survey to determine the educational
and support service needs of residents in the
The OIR mailed 6,000 surveys to a random, representative sample
of households in Marina
As of March 21, 2005 the OIR received over 400 surveys, a 7%
response, which is typical for mail surveys.
The resulting information was used by the initial
Education Center Project Team to plan space needs for curriculum and
services that might be on site from the opening of the new center.
The information was also used as a guide for the College’s
transition to the Education
through leasing of space in the City of Marina
at UC’s Monterey Bay Education, Science, and Technology Center
community needs assessments are being conducted in spring 2007,
involving mail surveys to residents and businesses, as well as
interviews of selected groups. The course offerings on the old
Ord will also be reviewed.
Collectively, this information will guide initial programmatic
planning for the Education Center,
with careful attention to ensuring a complementary relationship to the
offerings at the main campus.
In addition, the Office of Academic Affairs is surveying the
divisions to gather their thoughts about what and how their areas might
be represented at the Center.
The division responses are a critical element in developing an
institutional perspective for the Education Center.
The original site planning anticipated offering general education
transfer and basic skills classes, as well as a basic skills lab.
For support of the growing number of businesses in the immediate
proximity to the Center, the plan is to have a business skills lab to
support career/technical and training needs.
The results of the community needs assessments and division
surveys will clarify the Center’s mission and initial program planning.
The MPC Education Center
will be developed as a satellite site of the College.
Its primary role is to serve as a gateway center, providing
students access to initial basic skills and general education courses,
as well as discrete skills training opportunities.
In most instances, students will complete their programs of study
at the main campus.
As stated earlier, the Education Center Project
Team will serve as an advisory body to recommend a general mission for
the Education Center including programmatic directions by taking into
consideration input from division surveys, the community needs
assessments and institutional goals.
As a part of the College’s effort to serve the
communities of Seaside and
Marina, the College signed a lease with the
Center for classroom and
office space for the 2006-2007 year, and the Public Safety Training
programs moved to their site on
Colonel Durham Road.
General Education classes have been offered at the
MBEST site over the 2006-2007 academic year, by mutual agreement between
the divisions and the Office of Academic Affairs.
Continued use of the
Center for classes is not
anticipated to go beyond the 2006-2007 school year. The College is
developing a transitional presence on its own property while the
permanent Center is being planned and built. Two temporary classrooms of
960 sq ft, one office building of similar size for clerical support as
well as faculty/staff work and meeting space, and one bathroom building
will be installed at the corner of 3rd Avenue and 12th Street.
We expect to offer classes in the facility starting in fall 2007.
Program planning for fall 2007 courses and services
will be based on currently available information, including the results
of the previous community needs assessment and division surveys.
Course offerings will be developed incrementally as enrollment
grows. However, it is
important that initial offerings be coordinated to provide students the
opportunity to take multiple classes.
The Office of Academic Affairs will review the suggested
offerings to ensure maximum flexibility for students and efficient use
of the limited facilities.
EDUCATION CENTER SITE AND
MPC is looking forward to the development of the Education Center with an initial eight
classroom/office building which will house five Smart classrooms, one
basic skills lab, one business skills lab, faculty offices, Student
Services and administrative offices, and a lounge/study hall for
The size of the initial building and the number of
classrooms/labs were derived by balancing three factors; community
needs, budget, and the FTES target of 500.
First, the project team looked at courses, programs, and services
that were identified by the community survey of 2005 and matching those
with what the team thought could reasonably be offered at the Center
without major duplication of expensive labs.
Second, there was a limited budget available through the bond
funds. Finally, to determine the number of instructional spaces needed,
the project team worked backward from the target of 500 FTES by
calculating the square-foot room capacity needed by regular lecture
classrooms as affected by State minimum capacity/load ratio standards.
The limited space of the Education Center’s
first phase suggests several planning principles:
The primary role of the
Center is to provide
initial courses in program sequences, after which students will
enroll at the main campus.
Self-contained programs at the
Center will be
limited and based on evidence of community need.
Facilities will be designed and scheduled on a multi-use basis.
Adherence to the class schedule template is essential to ensure
maximum use of classrooms and labs.
Through effective use of technology and strategic scheduling of
support services, students taking classes at the
Center should be able
to access most services without having to travel to the main campus.
Initial planning for faculty, classified, and
administrative staffing at the Education Center has been limited to the transitional offerings
at the UC-MBEST Center.
However, with the impending move of the Public Safety Training
programs to the Seaside site and plans to locate temporary Education
Center classrooms and services at the Marina site,
Academic Affairs, Student Services, and Administrative Services
have been asked to examine facility and program needs to develop an
initial staffing strategy.
This strategy will be tied to the results of the community needs
assessments, responses from division surveys, the requirements of
incremental program growth, and the availability of institutional
funding. All staffing
recommendations will be presented for collegial review through the
College’s resource planning and allocation process through College
Council. As the
programmatic directions for the Education Center become clearer, a multi-year
staffing strategy will be developed allowing for effective fiscal
planning and consideration of related issues.
The College has communicated progress of the
development of the
Education Center site regularly to the Academic
Senate, the Academic Affairs Advisory Group, and the Board.
At this stage of program planning, it is important that this
communication broaden to involve all components of the College. This
discussion document is an attempt to provide needed background for the
coming discussions, and the College will continue to make the campus
aware of what is happening by expanding how and where the information is