EDUCATIONAL PLANT SURVEY

February 8-10, 2011

UNIVERSITY OF CENTRAL FLORIDA

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Table of Contents

Page

List of Tables 2

Educational Plant Survey Team 3

I. Introduction 4

II. Overview of The Educational Plant Survey Process 5

III. The Facilities Inventory Validation 8

IV. The Space Needs Assessment 10

V. Overview of the University 12

VI. Academic Programs of the University 19

VII. Analysis of Student Enrollment 23

VIII. Inventory of Existing Sites and Buildings 25

IX. Quantitative (Formula) Space Needs 34

X. Recommendations of the Survey Team 39

XI. Funding of Capital Projects 41

Appendices

A. Educational Plant Survey Process Overview 45

B. Explanation of the Space Needs Generation Formula 52

C. Executive Summary of UCF Campus Master Plan 60

D. Building Systems Condition Inventory 61

E. Letter for the President 64

F. State University Checklist 67

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List of Tables

Page

Table 1 Educational Plant Survey Activities 7 Table 2 Buildings Included in UCF Inventory Validation 9 Table 3 University of Central Florida Academic Degree Programs 20 Table 4 Five Year Enrollment Plan 24 Tables 5 Inventory of Academic and Support Buildings 27 Table 6 Physical Facilities Space File Eligible Assignable Square Footage of Satisfactory Space by Category By Bldg. 31 Table 7 Comparison of Existing Satisfactory Space Needs With Formula Generated Net Assignable Square Feet by Category for Site 1: Main Campus 35 Table 8 Analysis of Space Needs by Category (Form B) 36 Table 9 Facilities Inventory Validation and Space Needs Assessmentent Recommendations 39 Table 10 Five Year Capital Improvement Plan (CIP-2) and Legislative Budget Request 42

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Educational Plant Survey Team

Facilities Inventory Validation September 27-30, 2010

Space Needs Assessment February 8-9, 2011

Survey team members participating in the Educational Plant Survey for the University of

Central Florida are as follows:

Survey Leader Dave Heather

University of Florida

Team Members Robin Anderson

University of West Florida

Teira Farley Florida Board of Governors

Ken Ogletree

Florida Board of Governors

Maria Caspary Florida State University

Karen Brown

Florida Agricultural & Mechanical University (Facilities Inventory Validation Only)

Survey Facilitator

Jose Castrillo Office of Space

Planning Analysis and Administration University of Central Florida

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I

Introduction

An Educational Plant Survey is required by Florida Statutes for all public educational

entities. The State University System required that, at a minimum of every five years, each

university report on its existing facilities and project its future facilities needs for the next

five years. The projections are based on an assessment of existing facilities relative to

future needs from anticipated University growth.

A. Definition and Requirement for the Educational Plant Survey

An Educational Plant Survey is defined in s.1013.01 (8) Florida Statutes (F.S.) as a systematic study of present educational and ancillary plants and the determination of future need to provide an appropriate educational program and services for each student based on project capital outlay FTE’s approved by Florida Board Governors. The term “Educational Plant” is defined in s.101301(7) F.S. as those areas comprised of the educational facilities, site, and site improvements necessary to accommodate students, faculty, administrator’s staff and the activities of the educational program. The term “ancillary plant” is defined in s. 1013.01(1) F.S. as an area comprised of the buildings, site, and improvement necessary to provide such facilities as vehicle maintenance, warehouse, maintenance, or administrative buildings necessary to provide support to an educational program. A Survey is required at least every five years pursuant to s. 1013.31 (1) F.S. In addition, 1013.64(4)(A) F.S. requires that each remodeling and renovation project included in the Florida Board of Governors Three Year Public Education Capital Outlay (PECO) Project Priority List be recommended in a Survey and that the educational specifications for new construction be approved by the Florida Board of Governors before appearing in the first year of the list. PECO Funds are the primary source available to universities for academic and support facilities. By definition, as found in Section 1013.01(16) F.S., a PECO Funded Project is any “site acquisition, site improvement, renovation, remodeling, construction project, funded through this source of revenue and all buildings, equipment, other structures, and educational use area that are built, installed or established must be necessary to accommodate and serve the primary educational institutional program of The University’s Board of Trustees.” Surveys may be amended if conditions warrant a change in the construction program. Each revised Educational Plant Survey and each new Educational Plant Survey supersedes the previous Survey. This report may be amended, if conditions warrant, at the request of the Board of Trustees (s.1013.31 (1)(a) F.S.). Recommendations contained in a Survey Report are null and void when a new Survey is completed.

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II

Overview of the Educational Plant Survey Process

A. Purpose of the Educational Plant Survey

The purpose of the survey is to aid in the formulation of five-year plans to house the

education program and student population, faculty, staff, and auxiliary and ancillary

services of the campus. Specific recommendations are provided to assist in the facilities

planning process. The Survey should be considered as one element in the overall facilities

planning process, which begins with the master planning process, includes the capital

improvement element of the master plan for the long term physical development of the

university, the shorter term Five-Year Capital Improvement Program, and the

development of specific building programs prior to submitting a request for funding.

B. Types of Facilities Addressed in the Survey

The following ten categories of space have been identified as those needed to meet

educational program requirements: Classroom, Teaching Laboratory, Study, Research

Laboratory, Office, Auditorium/Exhibit, Instructional Media, Student Academic Support,

Gymnasium, Campus Support Services. These categories are included within the

nationally recognized space classifications, as identified within the Postsecondary

Education Facilities Inventory and Classification Manual, dated May, 2006. The need for

merchandising, facilities, residential facilities, and special purpose non-credit facilities,

such as demonstration schools, continuing education centers, or dedicated intercollegiate

athletic facilitie, are not addressed within this report. An evaluation of facilities needs

associated with these activities would require a separate analysis of demand measures

and program requirements.

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C. The Survey Process

The Survey process comprises of two main components: the Facilities inventory Validation

component and the Space Need Assessment component. The fieldwork portion of the

process is carried out by a Survey Team, which is directed by the Survey Leader from one

of the University’s sister institutions. Others survey team members include an architect

from the Florida Board of Governors and professional staff from other state universities.

A Survey Facilitator is assigned by the subject university to facilitate logistics, collection of

data for inventory validation, development of the survey workbook used by the survey

team, cordination of university activities and final preparation and publication of this

document. Significant preparation is necessary before each of the two survey

components are carried out. Table 1 identifies the main Survey activities and lead

responsibilities.

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Table 1

EDUCATIONAL PLANT SURVEY ACTIVITIES

RESPONSIBILITY

UNIVERSITY BOG SURVEY TEAM

ACTIVITY

Establish Schedule x x

Letter to President x

Dates, Procedures, Responsibilities, Designation of Univ.Rep. x

Determine Inventory Sample for Validation x

Identification of Existing/Proposed "Ineligible" Space x x

Prepare Facilities Inventory Reports

(Site/Building/Room Reports)

Coordinate Logistics for Validation Field Work x x

Perform Validation (On-Site Field Work) x x x

Update Inventory Based on Validation x

Compile and Verify Enrollment Project ? x

Prepare Formula Space Needs Analysis x

Develop Proposed Projects and Justification x

Develop Survey Workbook (Schedule,Mission Statement,Site x

Data, Academic Programs, Enrollment, Space Needs, Inventory

Data, Project Summaries and Justifications)

Develop Comment regarding Degree Program Facility Needs x

Develop Comment regarding Proposed Projects (CIP and Master x

Plan)

Coordinate Logistics for Needs Assessment Field Work x x

Perform Needs Assesment ( On-Site Field Work) x x

(Review Proposed Project in Relation to Programs,Space Needs,

Data, Current Inventory, and Any Special Justification)

Prepare Initial Summary of Survey Recommendations x x

Exit Meeting x x

Prepare Electronic and Written Report x

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III

The Facilities Inventory Validation

A. Purpose of Validation The main purpose of the validation component is to ensure that the facilities inventory data used in the subsequent space needs assessment component fairly present the existing facilities available to support educational programs.

B. Sampling Technique The validation component of the Survey is accomplished by a sampling technique. The sample of buildings and rooms is selected from the Physical Facilities Inventory file, a mainframe based inventory system that contains data about sites, buildings, and rooms. Annually, changes in the file are reconciled to specific project activity. The buildings selected for validation include all buildings constructed since the last Survey, all buildings affected by major renovation or remodeling, all buildings for which the University desires to change the designated condition, and additional buildings necessary to achieve a reasonable representation of all space categories. An analysis of past legislative appropriations is conducted to ensure that all new buildings and buildings affected by major renovation are included. Table 2 identifies the buildings included in the sample for validation. Facilities inventory reports with room details and schematic floor plans are prepared to aid the Survey Team as they inspect rooms within the selected buildings.

C. Function of the Survey Team During Validation The main function of the Team is to compare existing conditions, identified by viewing the space, with the reported inventory data. Identification of condition changes, variance in room sizes, and proper room-use or space category classifications are the objectives of the Team. A list of variances is prepared and used to update the facilities inventory. If significant classification errors are detected, a complete inventory validation is scheduled. No significant variances were identified during this validation process

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The Resulting Adjusted Inventory Data

The resulting inventory file, with any required adjustments, enables, preparation of reports used in the needs assessment portion of the survey. Summary reports of buildings and net assignable space information are included in Section VII of this report.

Table 2 Buildings Included in Inventory Validation

September 27-30, 2010 University of Central Florida

Building Number Building Name Year GSF

Main Campus

12 Math & Physics (sample) 1970 106,523

27 Counseling Center (renovation) 1980 15,250 44 Engineering Field Lab (addition) 1986 10,932

48 Laboratory & Environmental Support (addition)

1986 9,569

53 CREOL Building (addition) 1996 111,891 99 Psychology Building (New Bldg.) 2007 76,257

116 Harris Corp. Engineering Center (New Bldg.) 2006 113,891 119 Performing Arts Center (New Bldg.) 2010 77,400

121 Physical Sciences (New Bldg.) 2010 119,081

126 Fairwinds Alumni Center (New Bldg.) 2005 26,953 150 Public Safety Building (New Bldg.) 2010 36,240

153 Visitor & Parking Information (New Bldg.) 2010 2,260 8126 Partnership3 (New Bldg.) 2010 117,442

Off Campus 906 Florida Interactive Entertainment Academy 2005 130,000

1001 Burnett Bio Medical Sciences (New Bldg.) 2009 198,200 1002 College of Medicine (New Bldg.) 2010 175,000

1010 Lake Nona Maintenance Building (New Bldg.) 2010 900

Prepared by : Jose Castrillo –Office of Space Utilization &Analysis Restorations/Renovations/New Additions/New Buildings

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IV

The Space Needs Assessment

A. Objective The objective of the Survey Team during the space needs assessment component is to develop specific project recommendations consistent with approved programs in the Campus Master Plan. The space needs assessment activity includes an evaluation of the following elements:

1- Projects proposed by the University 2- The results of applying a quantitative space needs model 3- Any special justification presented by the University

University officials provide supporting information, and any special justification for the proposed projects, to the Survey Team in the form of a Survey Workbook and presentations.

B. Types of Recommendations

The projects proposed by the University include site acquisition, site improvements, renovation, remodeling, and new construction. The projects are presented as part of an overall development plan that include identification of proposed uses of spaces to be vacated as a result of occupying new buildings and remodeling of existing buildings.

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Space Needs Formula The space needs model applied is the State University System Space Needs Generation Formula (Formula). The Formula was designed to recognize space requirements for a site based on academic program offerings, student levels, and research programs. A more complete explanation of the Formula is provided as Appendix B. The most important measure in the Formula is student full-time equivalent enrollment. Other important measures include positions, research activity, and library materials. The following space categories are included in the Formula:

Instructional Academic Support Institutional Support Classroom Study Facilities Student Academic Support

Teaching Laboratories Instructional Media Office/ Computer Research Laboratories Auditorium/ Exhibition Campus Support

Teaching Gymnasium

Application of the Formula results in unmet space needs that are then compared to the effect of proposed projects on the facilities inventory. In cases where the Formula does not support a proposed project, the justification provided by the university is considered. Such justification may include the unique space requirement associated with a particular program. In some cases, the proposed facilities meet program requirements that are not addressed in the Formula. An example of such a case is a large wind tunnel facility or linear accelerator facility that far exceeds the space allowances provided for in the Formula. This type of space is regarded as ineligible to meet the space needs generated by the Formula. Similar treatment is given to unique facilities within the existing facilities inventory to ensure that Formula space needs are compared to facilities designed to meet those needs. The results of applying the Formula for the subject Survey are identified within Section IX of this report.

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OVERVIEW OF THE UNIVERSITY

A. Purpose and Mission

The University of Central Florida is a public, multi-campus, metropolitan research university, dedicated to serving its surrounding communities with their diverse and expanding populations, technological corridors, and international partners. The mission of the university is to offer high-quality undergraduate and graduate education, student development, and continuing education; to conduct research and creative activities; and provide services that enhance the intellectual, cultural, environmental, and economic development of the metropolitan region, address national and international issues in key areas, establish UCF as a major presence, and contribute to the global community.

“The University offers undergraduate education rooted in the arts and sciences, providing a broad liberal education, while developing competence in fields of special interest. Unique aspects of UCF’s approach are its commitment to educate students for a world in which cooperation is as important as competition; in which societal and environmental impacts of new developments are as important as their technical merits; and in which technology, the arts, sciences, humanities, and commerce work together to shape the future. The complexity of modern society requires comprehensive graduate and professional programs. UCF provides advanced education that matches institutional strengths with evolving regional, state, national, and international needs. It supports these advanced programs by recruiting excellent faculty, staff and students and by supplying the infrastructure that enables these programs to achieve national prominence. Basic and applied research, as well as creative activity, are integral parts of a quality education. UCF faculty members are scholar-teachers. As such, they create new knowledge, new points of view, and new means of expression in a broad range of academic, professional, and socially significant areas. Their creativity fosters innovations as they convey theirs results, methods, values, and expressions to students, colleagues, and the public.

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UCF works actively to build partnerships that promote development of Central Florida’s economy through carefully targeted programs of graduate study and research. The I-4 High-Technology Corridor Council, whose goal is to attract, retain, and expand high technology investment and jobs, is but one example of UCF’s collaboration with partners from industry , state and local government, and higher education. Service to its community is an important extension of the metropolitan mission of the University. Public service is prominent at UCF, with the University developing partnerships with the community to enrich the educational, artistic, cultural, economic, and professional lives of those whom it serves in Central Florida and beyond. Education is more than classroom experience at UCF. Students are involved in cooperative research and participate in artistic, social, cultural, political, and athletic activities. The University provides academic diversity by bringing to its campus national and international leaders who expose students and the community to a wide range of views on issues. UCF achieves cultural diversity by using its multi-campus facilities to serve a diverse population of traditional and non-traditional students from various races, cultures, and nationalities. UCF is committed to the free expression of ideas, the equality of all people, and the dignity of the individual.

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Historical Perspective

The University of Central Florida opened in the fall of 1968 as the Florida Technological University. The Florida Legislature changed the name on December 6, 1978. This name change reflects the changing role of the University of Central Florida in the area. Initially, the university was developed in response to the Cape Kennedy space complex, but with its enthusiastic acceptance by the Central Florida community and its rapid growth, the University began to acquire a broader educational mission. The University’s presently assigned role within the Florida Board of Education – Division of Colleges and Universities, is that of a general-purpose institution offering degree programs at all levels of instruction. In addition, the University has the responsibility of assisting in the economic development of the Central Florida region, especially in the areas of high technology and tourism. The University offers educational and research programs, which complement a diverse economy with strong components in such field as aerospace, banking, electronics, health, and tourism. Central Florida Research Park, the first of its kind in the state, is located on 1,400 acres of land contiguous to the campus. Created by UCF in partnership with Orange County, the facility is home to the U.S. Naval Training Systems Center, Harris Corporation’s Government Support Systems Division and more that 60 other research and development tenants. According to Site Selection Handbook, the Central Florida Research Park ranks among the nation top business parks. Enrollment has increased substantially since the University opened in 1968. When classes began, 1,948 students were enrolled. Today, there are over 56,235 students attending classes on the main campus and four area campuses. There are twelve colleges offering over 213 academic programs. More than 207,242 degrees have been awarded since the first commencement on June 10, 1970.

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Organization of the University

The University of Central Florida is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award degrees at the associated, baccalaureate, masters and doctoral levels. The University consists of twelve colleges: Arts & Humanities, Business Administration, Education, Engineering & Computer Sciences , Graduate Studies, Health & Public Affairs, Honors College, Hospitality Management, College of Medicine, College of Nursing, Optics and Photonics, College of Sciences.

A. Campuses, Centers, and Other Locations

1. Main Campus ( Site1) The University of Central Florida is located in East Central Florida (Orange Co.), a region with a population of about two million people. Known principally for its tourist attractions, the area is one of the fastest growing regions in the nation. The Main Campus, Site 1, is located in the Orlando suburbs, in the 4000 block of Central Florida Boulevard, 13 miles east of downtown Orlando on 1,415 acres of land. The campus consists of 176 buildings. The center for Research and Education in Optics and Lasers is located at this campus. 2. UCF South Orlando Campus ( Sites 2) The South Orlando Center (Orange Co.), Site 2, known as “UCF South Orlando Campus,” is located at 7300 Lake Eleanor Drive, Orlando Florida. The Center consists of two permanent buildings set on 20 acres of land and is used primarily for noncredit courses, conferences, seminars, short courses, workshops, and undergraduate, graduate, and Florida Engineering Education Delivery System credit courses.

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3. UCF Brevard Campus (Sites 3 and 13) The Brevard Joint-Use Facility, Site 3, known as “UCF Brevard Campus,” is located at 1519 Clearlake Road in the northwest part of Cocoa (Brevard Co.). The facility operates in partnership with the Brevard Community College (BCC) District System. Although the UCF Brevard Campus is housed primarily at the BCC Cocoa campus, programs and courses are also delivered by UCF faculty Brevard faculty at the BCC Melbourne and Palm Bay campuses and Site 13. The UCF Brevard Campus offers upper-division (junior, senior) and graduate course programs. 4. UCF Daytona Beach Campus (Sites 4 and 6) The Daytona Beach Campus (Volusia Co.) houses joint-use facilities at two different sites in the west central part of Daytona Beach. The first Joint-Use Facility, the Daytona Beach Center, Site 4, is located at 215 South Clyde Morris Boulevard, Daytona Beach Florida, on 21 acres of land. This special purpose center site contains one UCF, owned building. A second Joint-Use-Facility, Site 6, known as the “Higher Education Center” is located at 1200 W. International Speedway Blvd., on 1 acre of land, and was established in 1987. The UCF Daytona State College allows students to earn an Associate of Arts degree at DBSC and a baccalaureate degree at UCF. 5. Florida Solar Energy Center (Sites 8 and 10) The Florida Solar Energy Center(Brevard Co.) has two sites. The first site, Site 8 is owned by the University and is located at 800 Greensboro Road, in Brevard County. This site, approximately 2.05 miles from Brevard Community College Campus on ten acres of land, consists of two permanent and 20 relocatable buildings used for offices, labs, and the Central Florida Energy Plant. The second site, Site 10, is located at Brevard Community College Campus on 20 acres of land. This site consists of five permanent buildings which house the administration offices and tests laboratories.

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6. UCF Downtown ( Site 11) The UCF Downtown (Orange Co.), a Historical Site, is located at 36 West Pine Street in downtown Orlando, half a block from Orlando’s main street, Orange Avenue. The Center is within easy walking distance from City Hall, the Federal Building, and the County Courthouse, making it particularly convenient to employees who work downtown. The two story brick building was built in 1920. The City of Orlando purchased the building in 1995 and donated it to the University. The Center offers a variety of courses including undergraduate courses in computer science, public administration and liberal studies; graduate courses in business administration; and non-credit courses in personal and professional development. The Center is also a resource to corporate trainers, offering video conferencing capabilities and classroom space. The facility consists of one permanent building set on a 0.3 acre parcel of land. 7. Orlando Area ( Site 12) The Orlando area site includes various leased spaces in Orange County and Seminole Community, including, Soldiers to Scholars, UCF / Seminole Incubator, UCF Pegasus Health and three Student Housing complexes. 8. UCF Brevard – Palm Bay (Site 13) The UCF Brevard Palm Bay instructional site is located at 250 Community College Parkway, Palm Bay, Florida (Brevard Co.). UCF does not own any building at this site but has entered into a partnership with Brevard Community College to provide a seamless transition from freshman-sophomore to junior-senior level course work.

9. Research Park (Site 14)

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The Central Florida Research Park, adjacent to the main UCF Campus, is a University-related research park established as a result of legislation passed by the Florida Legislature in 1978. The Research Park is a cooperative effort between UCF, the Orange County Research and Development Authority, and the Orange County Board of County Commissioners. This site consists of 1,027 acres of land, with 52 permanent building housing over 112 Companies and more than 10,000 employees. UCF owns three buildings, the Center for Public Safety and Security, Partnership II Building and Partnership III. All three Buildings share space with the US Armed Forces. The University leases from the UCF Foundation space for a variety of activities including research laboratories, the Nanoscience Technology Center, the Human Resources office, The College of Nursing, Purchasing offices, Regional Campuses offices, and others. 10. Rosen College of Hospitality ( Site 15) Rosen College of Hospitality Management is located at 9907 Universal Blvd., Orlando Florida (Orange Co.), and consists of a State Of The Art Educational Building and two housing complexes in the largest learning laboratory in the world for hospitality and tourism, Orlando! Students at the Rosen College of Hospitality Management benefit from studying in a city that boasts 42 million visitors each year and has 120,000 hotel rooms, 4,000 restaurants, and 75 theme parks and attractions. 11. Lake Nona Campus (Site 16) The UCF Health Sciences Campus at Lake Nona (Orange Co.) is a state-of-the-artcomplex for medical educational, health sciences education and biomedical research. The 50-acres campus is located about 25 miles south of the UCF Orlando campus and includes the Medical Education Building; and the Burnett Biomedical Sciences Building; it will include the UCF College of Nursing in the future. The medical school has proved to serve as a magnet for a medical city. Within walking distance is the Burnham Institute for Medical Research, a University of Florida research facility, the Orlando Veterans Affairs Medical Center, the Nemours Children’s Hospital, the M.D. Anderson Cancer Center Orlando Cancer Research, Institute and more.

VI

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Academic Programs of the University

The academic degree programs of the University and student enrollment within the programs generate the primary demand for facilities. The approved programs for the University are identified within Table 3.

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VII

Analysis of Student Enrollment

Student enrollment is the most important measure used to develop facility requirements for a university. Enrollment is measured using full-time equivalent (FTE) enrollment. Each FTE is equivalent to 40 credit hours per academic year for undergraduates students and 32 credit hours for graduate students. First, FTE enrollment is reported by site, and then all enrollments not requiring facilities are deducted to determine the Capital Outlay FTE (COFTE). The level of enrollment used for Survey purposes is the level for the fifth year beyond the year the Survey is conducted. For this Survey, the projected enrollment used is for academic year 2015-2016. Table 4 identifies the 2010-2011 actual enrollment and 2015-2016 projected enrollment by level and discipline. Enrollment for the other site, on which UCF offers instructional programs (Brevard Campus, Daytona Beach Campus, and other off campus sites) is not included within this report, since the combined project enrollment for year 2015-16 is less than 10% of the total for UCF. In addition, a separate survey process is required for joint-use sites, and no projects were requested by the University for the remaining sites.

The UCF 2010-2015 Enrollment Plan combines growth on the Orlando Campus with growth within the regional campus system, as well as distributed learning strategies. It is aligned with the Campus Master Plan and support initiatives in the UCF Strategic Plan. The growth rate in the regional campus system is projected to be more than twice as great as the Orlando Campus over the planning horizon, reflecting the opening of a new center, and accommodating increasing numbers of transfer students. FTE estimates associated with UCF’s Medical College, which opened in 2009, are also included in the 2010-2015 UCF FTE Enrollment Plan.

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Table 4 Five Year Enrollment Plan

The Projected annual fundable annual FTE and Fall headcount are summarized here.

Annual Fundable Full Equivalent Enrollment

Update 12 April 2010 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Level based on course level, not student statud Actual Detailed Prediction Model Lower (Fresh + Soph) FTEs 11,573 11,713 11,894 12,113 12,283 12,505 12,739

Upper (Jr + Sr) FTEs 19,106 20,299 20,598 20,680 20,735 20,801 20,886

Total Undergraduate FTEs 30,678 32,012 32,492 32,793 33,018 33,306 33,624

Grad I (Master) FTEs 3,328 3,454 3,561 3,565 3,577 3,599 3,625

Grad II (Doctoral FTEs 762 792 816 818 820 825 831

Total Graduate FTEs 4,090 4,246 4,377 4,383 4,397 4,425 4,456

Med Prof FTEs 41 101 181 281 360 420 460

Total FTE 34,809 36,358 37,049 37,457 37,776 38,151 38,540

Fall Fundable Headcount Enrollment

Update 12 April 2010 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Level based on course level, not student statud Actual Detailed Prediction Model

Non-Degree 905 915 931 943 955 968 981

Lower (Fresh + Soph) HC 15,377 14,930 14,937 15,050 15,079 15,120 152,190

Upper (Jr + Sr) HC 29,563 32,203 32,937 33,538 34,083 34,715 35,317

Total Undergraduate HC 44,940 47,133 47,874 48,588 49,163 49,835 50,507

Beg Grad (Master ) HC 5,749 5,970 6,177 6,164 6,207 6,233 6,260

Adv Grad (Doctoral) HC 1,507 1,565 1,619 1,616 1,627 1,634 1,641

Total Graduate HC 7,256 7,535 7,796 7,780 7,834 7,867 7,901

Med Prof HC 41 101 181 281 360 420 460

Total HC 53,142 55,684 56,781 57,591 58,312 59,090 59,849

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VIII Inventory of Existing Sites and Buildings

The overview of the University includes a general description of the sites where educational program activity is carried out by the University. This section provides information about buildings located at the sites. The building information provided in Table 5 includes Status, Condition, Assignable Square Feet (ASF), Non –Assignable Square Fee (Non-ASF), and Gross Square Feet (GSF). Status identifies a building as permanent or temporary, based on structural materials and life expectancy. A permanent building is a facility of either non-combustible or fire resistive construction designed for a fixed location with a life expectancy of more than 20 years. A temporary building is usually of wood frame type construction with a life expectancy of less than 20 years. Building condition identifies whether a building is satisfactory or unsatisfactory for its intended use. Determination of condition is based on the last Survey validation and any changes proposed by the University and recommended by the Survey Team. Buildings considered satisfactory are classified as either satisfactory or in need of remodeling. Buildings considered unsatisfactory are classified as those to be terminated for use or scheduled for demolition. The size of building spaces is provided as ASF, Non-ASF or GSF. Building ASF refers to the sum of all areas on all floors assigned to, or available to be assigned to, and functionally usable by, an occupant or equipment that directly support’s the program activities of the occupant. Building Non-ASF refers to the sum of all areas on all floors that are not available for programs activities, such as circulation areas, custodial space, and mechanical areas. GSF is the sum of all floor areas included within the outside faces of exterior walls and other areas, which have floor surfaces. The assignable space within educational buildings accommodates instructional, academic support, and instructional support functions of the University. As indicated within the Space Needs Assessment section, the following types of assignable spaces accommodate these functions: Instructional Academic Support Institutional Support Classroom Study Facilities Student Academic Support Teaching Laboratories Instructional Media Office/Computer Research Laboratories Auditorium/Exhibition Campus Support Teaching Gymnasium

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Table 6 identifies the amount of satisfactory eligible space, by space type, for each building which supports the above stated functions. As stated within the Space Needs Assessment section eligible space refers to whether the space meets a need identified as a Formula Generated Space Need. The buildings included within these tables are only those located on land the University leases from the State of Florida or land leased for a longterm to the University on which buildings have been constructed by the University. Title to State land is vested in the Internal Improvement Trust Fund for the State of Florida. Facilities inventory data for the Brevard Campus and Daytona Beach Campus sites is not included within this report because the sites are not owned by UCF; the facilities are shared by UCF and Brevard Community College and Daytona Beach Community College, respectively. UCF is the lead higher education institution at these sites, and any analysis of facilities needs would required a comprehensive assessment of facilities inventory and facilities needs for all educational institutions at the respective site. A separate joint-use survey process would include such analysis.

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IX

Quantitative (Formula) Space Needs

The basic method used to determine the facilities required by a university to

accommodate educational programs, student enrollments, personnel, and services is the

Fixed Capital Outlay Space Needs Generation Formula. The Space Needs Formula

(Formula) provides the three general classifications of Space: instructional, academic

support, and institutional support. Within these classifications, ten categories of space are

included: classroom, teaching laboratory, research laboratory, study, instructional media,

auditorium and exhibition, gymnasium, student academic support, office and

administrative data processing, and campus support services. While the FTE enrollment

projection acts as primary generator, the formula recognizes variations in space

requirements derived from discipline grouping, course levels, research programs, and

library holdings, as well as faculty, staff, and contract and grant positions. The outcome of

running the Formula is a campus-wide aggregate of the ten categories of space, based on

individual university’s, make-up of students, programs, faculty and staff.

Table 7 reports the result of comparing the generated space needs to the existing

satisfactory and eligible facilities inventory for the main campus.

Table 8, also known as the “Form B”, shows the details of these comparison results.

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Table 7

Comparison of Existing Satisfactory Space Needs With Formula Generated Net Assignable Square Feet

By Category For Site 1: Main Campus

Space Category Generated Need Existing Space* Unmet Need

Instructional

Classroom 328,899 188,499 108,620 Teaching Laboratory 455,990 245,587 216,064

Research Laboratory 714,838 289,453 425,922

Academic Support

Study 504,722 151,776 352,946 Instructional Media 24,366 9,727 14,639

Auditorium/Exhibition 94,932 26,951 60,656

Teaching Gymnasium 131,955 14,438 117,517

Instructional Support Student Academic Support 18,986 0 18,986

Office/ Computer 764,203 674,348 86,996 Campus Support Services 139,866 99,497 36,369

Total 3,178,757 1,700,276 1,438,715

*Includes projects under construction and projects funded though construction.

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XI

Funding of Capital Projects

The projects recommended by the Survey team may be funded based on the availability of funds authorized for such purposes. The primary source available to the University is Public Education Capital Outlay (PECO). PECO funds are provided pursuant to Section 9 (a)(2),Article XII of the State Constitution, as amended. These funds are appropriated to the State University System pursuant to Section 1013.64(4), Florida Statutes, which provides that a list of projects is submitted to the Commissioner of Education for inclusion within the Commissioner’s Fixed Capital Outlay Legislative Budget request. In addition, a lump sum appropriation is provided for remodeling, renovation, and maintenance, repair, and site improvements for existing satisfactory facilities. This lump sum appropriation is then allocated to the universities. The projects funded from PECO are normally for institutional, academic support, or institutional support purposes. Another source for capital projects is the Capital Improvement Trust Fund. University students pay Building Fees and Capital Improvement Fees. This revenue source is commonly referred to as Capital Improvement Fees and is used to finance university capital projects or debt services on bonds issued by the State University System. Projects financed from this revenue source are primary student-related, meaning that the project provides facilities such as student unions, outdoor recreation facilities, and athletic facilities. Periodically, a funding plan is developed for available and projected revenues. Universities receive an allocation and develop a list of projects that are submitted to the Division of Colleges and Universities for inclusion within a request to the Legislature for appropriation authority. The Facilities Enhancement Challenge Grant, “Courtelis Program,” established pursuant to Section 1013.79, Florida Statues, provides for the matching of private donations for facilities projects that support instruction or research. Under this program, each private donation for a project is matched by state funds. Section 1013.74, Florida Statues, provides authority to accomplish capital projects from grants and private gifts. In addition, authority is provided within this section to finance facilities to support auxiliary enterprises from the issuance of bonds supported by university auxiliary revenue. Legislative approval of the proposed projects is required.

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APPENDICES

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APPENDIX A

Educational Plant Survey

Process Overview

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APPENDIX B

STATE UNIVERSITY SYSTEM OF FLORIDA

EXPLANATION OF THE SPACE NEEDS

GENERATION FORMULA

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APPENDIX C

UCF CAMPUS MASTER PLAN Because of the large size of the Master Plan, please see the URL below linking you to the 2010-2020 Campus Master Plan. http://www.fp.ucf.edu/mp2010/

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