Short Title of Request

Brief Description of Request

Active Request?

Original Request Date

Resource Request Type

CE Eligible?

Quantity (equipment) or FTE (staff) Requested

Total Cost

Priority Type

Is this request related to

If Other selected above, please describe.

Remaining Questions - STAFFING REQUESTS ONLY

FT Faculty Staffing Requests Only - Completed?

Current FT Faculty FTEf

Current Total FTEf

Current Number of FT Faculty

Enrollment Trends

Topic Areas

Projected Growth

CE Only - Employment Trends

Equity Needs

Effects of Lacking FT Faculty

Current PT Pool Size

Link to College Needs

Proposed Schedule

Specialty

Permanent Classified Staffing Requests Only - Completed?

Classified Position Official Job Title

Number of Months per Year

FT or PT Position

PT Position Only: Weekly Hours

Link to College Goals

Link to Mandates

Link to Program Growth

Link to Physical Needs

Unit/Department Ranking

Conversion of EDC A105 to CE Shared Lab Space (SWF)

Conversion of EDC A105 to CE Shared Lab Space using SWF funds. This would include new furniture, as well as plumbing and electrical infrastructure.

MLT, Wastewater, and Viticulture are hosted at EDC and currently do not have a designated space for their required laboratories. Instead, these programs must work with Biology and Chemistry departments to use their space when available. These programs also have specialized equipment that Biology and Chemistry classes do not use, and thus much of the equipment for the CE programs is placed on carts to move it in and out of the Chemistry and Biology classrooms. Ultimately, we'd like to convert EDC A105 to a CE shared lab space for the programs listed previously, as well as future CE programs. As a positive consequence there would be more opportunity for Biology and Chemistry to add further sections to EDC. Funding from SWF.

Program Growth

Student Success Need

Deer Fence for the Teaching Vineyard - EDC

A vineyard adjacent to Building A at the El Dorado Center, to be used for hands-on teaching of VITI courses, has been established. A deer fence is vital to ensuring grapes make it to harvest.

A teaching vineyard has been designed and foundations laid on the west side of A-building at the El Dorado Center. The current VITI classes have also begun planting cover crops to enrich the soil and mapping where future grape vines will be planted. Ultimately, this teaching vineyard will serve as a living lab where students can learn to work and observe the fruiting cycle of grapevines, identify different grape varieties, and be able to experience the practices necessary to maintain a vineyard, from planting to harvesting and through wine production (enology). The VITI program is obligated to create an environment that makes students immediately capable of going out and working hands-on in the wine industry. While many of the program’s advisors and friends have been gracious enough to host us since the start of the program, the role as guests at their vineyards has several limitations that leave gaps in the VITI program’s preparation of students.

The proposed vineyard will include three areas of academic interest: Mature vines, mature rootstocks and vine nursery.

All care and maintenance will be done by students enrolled in the Program. The Program runs courses in all three terms (summer, fall, spring). Therefore, no upkeep from District maintenance or facilities personnel will be required.

However, in order for students to have material to work with, this precious area must be protected from deer. If left open to nature, the vineyard made possible by so many gracious donors will not have vines/material left to work with, as deer are notorious herbivores that eat all they can access. Deer have already been observed within the limits of the teaching vineyard, and it will cost additional time and money to continuously replace vines and cover crop that is eaten by the deer. Thus, to ultimately make the space unusable for the students in enrolled in VITI classes and protect the donors investment, installation of a deer fence is of critical importance.

SLO Assessment Need; Equity Need; Student Success Need

EDC A105 - Room Remodel

Room A105 at EDC needs to be remodeled, as to better serve the VITI program and its students. Currently, the classroom is used for mixed storage and has outdated features.

The VITI program's enrollment has returned to pre-pandemic numbers, and has just graduated its first three completers. In order to best accommodate the growing program and its students, Room A105 at EDC needs to be renovated for VITI use.
This remodel will have to include optimal storage space for fermenting must, fermented wine, processing equipment, lab bench/desk areas with seating, and stable surfaces for analytical instrumentation. Also, flooring that can handle liquid spills and be cleaned easily will likely be required.

Student Success Need

Lecture/Lab Room Arrangements

Oak Hall has provided beautiful space to educate the next generation of scientists. However, a few design choices have made it difficult to effective teach Chemistry in particular, in both the Lecture and the Laboratory spaces. These choices were enforced even with department input early in the design process saying it would not work for the Chemistry department. We are therefore requesting two lecture rooms be rearranged and the laboratory boards be updated.

A few design choices have made it difficult to effective teach Chemistry in particular, in both the Lecture and the Laboratory spaces.

In the lecture rooms:
The orientation of the room and placement of the sliding whiteboards and projectors makes it impossible for all students to clearly see all of the boards. We would like to request that two lecture rooms have their orientations flipped, with whiteboards installed on the narrower side of the rooms (on the hallway side) and the desks oriented so the backs are towards the windows. Flipped this direction, we could still fit two sets of sliding whiteboards between the doorways, and maintain access to the smaller display case by omitting the third stationary board on that side. We request that the sliding whiteboards also be wider and a projector/screen be offset on one side (like the boards and projector set-up present in FL2-211).

In the lab rooms:
While the storage space behind the boards is amazing, the sliding boards themselves are difficult to work with. They are too tall and too narrow to use effectively, and rattle incessantly when anyone is writing on them. The ideal solution would be to have two sets of vertical sliding whiteboards like in the old laboratory spaces. This would require removing/adjusting the bulkhead and/or projector screen. If this version is not feasible, then replacing the horizontal sliding whiteboards with a wider set of 3 would at least enable professors to write an entire chemical equation on one board, and the extra weight would likely diminish the boards rattling.

Student Success Need

ADP/Program Review - Communication and Media Studies

Rooms, pods or spaces for students participating in synchronous online classes and activities while on campus.

Many of our students are Zooming/teleconferencing from their cars and outdoor spaces when they have sync online classes in the midst of on-ground classes. Faculty in shared offices are disturbing their office mates when teaching sync online classes or attending meetings from campus. Some public speaking instructors host speech sessions from campus (and the Zoom Room was converted to a faculty office).

SLO Assessment Need; Equity Need; Student Success Need

ADP/Program Review - Computer Information Science

Additional Computer Lab

Repurposing a regular classroom to a computer lab by adding computers in said classroom to create a space for additional computer classes to be taught.
It is difficult to teach many CIS courses in non-lab environments. Having students interact with the technology is far better than just showing students the technology.
Finally, this is a serious constraint to offering courses, especially evening courses. We can find the faculty to teach them, we just don't have the room. This meets the colleges goals of Increasing Student Engagement, Providing High Quality Education, Supporting Community Engagement, Incorporating Innovation and Technology, and Fostering an Outstanding Working and Learning Environment.

Computer lab time is going to be a constraint to teaching more computer science courses.

Student Success Need

Facilities space for Honors Courses program

Lisa Sapra is developing an Honors Courses program at FLC beginning with 3 Honors writing classes: ENGWR 40, 481, and 482. In the future other departments will be developing their own, and they will need a space to coordinate.

Space needed to administer and coordinate new Honors Courses program at FLC

Program Growth

Student Success Need

Open the FL2 second story patio

It's unused space that could benefit both the student and faculty community.

Program Growth

The need for community on campus.

Miwok Dance Arbor

The Ethnic Studies department supports the creation of a Miwok Dance Arbor at the bottom of the Environmental Staircase where Miwok dancers can come to campus and have a specific location where they can dance and do ceremony. The development of a Miwok dance arbor will allow for future Big Times to occur on campus and increase community involvement specifically with the Shingle Springs Band of Miwok Indians.

$10,000.00 estimated

The creation of a Miwok Dance Arbor in the location where the previous child development center was located would be an amazing addition to campus and would show our dedication to local California Native students as well as to our local tribes including the Shingle Springs Band of Miwok Indians.

Program Growth

Equity Need; Student Success Need

A Miwok Dance Arbor would be a wonderful addition to our campus and would show our dedication to equity and our Native American students.

Native American Student Center

A Native American Student Center is needed to support this DI population to continue the retention of this DI student population. Native American students have requested that the center be at the FLC main campus instead of the ElDorado Center due to many Native students living in Rancho Cordova and Sacramento who attend Folsom Main Campus. It was explained to students that we do not have room at the main campus unless fundraising is done to build a new building. Students then asked about annex sites (rooms) located at each College Center and the main campus. This idea needs to be discussed with administration.

Native American students are one of the most at risk DI populations at FLC who need immediate intervention. By establishing a Native center with a dedicated classified staff person, we can turn this around and make a difference in this student population.

Program Growth

Equity Need; Student Success Need

Permanent Classified

Native student enrollment trends are fewer and fewer. We need to recruit and retain more Native students and with a Native student center, this dedicated resource will help.

Equity gaps are directly apparent with Native American students especially with retention rates.

Meeting the needs of DI student populations is part of FLC's strategic plan.

New Equity Center Space

Request for the Equity Center to have more space and move to where the current Innovation Center is in FL1 when/if the Innovation Center moves to FL2.

The Equity Center is small and can not hold the larger events it wants to have so because of this we need to move it to a larger space. With a larger space there can be offices for NASSSP, APIDA, Umoja and Puente.

Program Growth

Equity Need; Student Success Need; Professional Development Need

Permanent Classified

No: Discipline Profile Questions are still in draft status and are not completed

The Equity Center needs a larger space to house a hub of offices and provide a larger space for students and student centered BIPOC programs.

BIPOC art/murals on campus

Funding to support BIPOC art/murals on campus. Campus climate is important to student success and with a more welcoming environment that is visually representative of diverse populations, this goes a long way to having students feel more 'at home'.

Facilities; Base Budget Increase; Other

$10,000.00 estimated each year

Changing the campus climate by showcasing BIPOC art /murals on campus has been researched and shown to lead to greater student retention and success rates. We need murals around campus specifically in FL1 - main hall, upstairs hallway, Welcome Center, Equity Center, Library, and more to make this change.

Equity Need; Student Success Need

Outdoor classroom with storage space located near the wetland area in the current parking lot near the Tennis Courts - part of Wetland Restoration Project

An outdoor classroom with storage space located near the Wetland area at the bottom of the Environmental Staircase, will further support the development of new courses in Native American Studies as well as the Native American Studies degree. Biology, Environmental Science/Technology and Fire Technology are other departments that will be collaborating with the development of additional courses in each of their programs. We are looking into developing a California Indian Environmental Policy/Ethnobotany/Wetland & Watershed/Fire Technology certificate together with dovetailed courses added to each of our programs.

Initially, the six tribes in our local area (Shingle Springs, United Auburn Indian Community, Ione Band Miwok, Wilton, Jackson, and the Yocha Dehe Wintun Nation), may be interested in this certificate program, not to mention tribes statewide and the state of California: CalEPA, California Biodiversity Council, Coachella Valley Mountains Conservancy, the California Coastal Commission, State Coastal Conservancy, the Colorado River Board of California, the California Conservation Corp, Department of Conservation, Cool California, Delta Protection Commission, Delta Stewardship Council, California Energy Commission, Board of Professional Engineers Land Surveyors and Geologists, Fish and Game Commission, Department of Fish and Wildlife, Board of Forestry and Fire Protection, CALFire, California State Lands Commission, Native American Heritage Commission, California Natural Resources Agency, California State Parks and Recreation Commission, Depatment of Parks and Recreation, Department of Pesticide Regulation, Sacramento-San Joaquin Delta Conservancy, San Diego River Conservancy, and so many more departments and agencies.

Facilities; One time only equipment request (more than $5000 per item); One time only supply request (less than $5000 per item)

We have been wanting to build an 'outdoor classroom' by the wetland area for a while in order to support faculty and students in STEM as well as Native Studies and our k-12 outreach and recruitment.

Equity Need; Student Success Need; Professional Development Need; Other

Our need to outreach into the community and get k-12 students interested in our middle college. In addition with the new science building, we will need an 'outside' classroom to accommodate our student's needs.

Equity and Student Success - recruiting more BIPOC students into STEM fields and working in community with our local tribes.

This outdoor classroom will be used all year - Fall, Spring and Summer semesters by Native Studies, Biology, Chemistry, Environmental Science/Technology, Fire Technology, and we can develop a Certificate around the Wetland Restoration Project with an outdoor classroom. In addition, the Shingle Springs Tribe could also do professional development and training utilizing this classroom as well.

DI Water on Tap: FL2-212, 210 - DO NOT REMOVE until Corrected

Requesting the continuation of DI water to FL2,- 210, 212 as it is needed for labs and lab prep

laboratory needs - - there is the potential that DI water will be shit off in FL2 once CHEM / BIO is officially shut down. PHYSCI and GEOSCI do not have their own system - the building was plumbed to one system source

Facilities - Storage space and additional classroom for Geoscience.

There is not enough space in FL2-210 for the Phys/Astro and GEO programs to store their collective equipment nor space to use the room as it was originally intended - a collaborative faculty workspace and storage area. During the college planning meetings and the MSE area meetings in 2012-17 it was decided that when the New Science Building came to fruition the Phys/Astro program would move from its current location (FL2 - 208/210) downstairs to the lecture and storage room space vacated by BIO/CHEM. GEO would then solely occupy the current shared prep/storage room (FL2-210) and the instructional space of FL2 - 208 and 212. This plan was a compromise as there was not enough space in the new building for the physical science programs. It would also allow those programs to grow and plan at a measured pace. GEO and Phys/Astro have metered their program growth in anticipation of someday gaining these new facility assignments. Staffing and resource planning to a large extent have been constrained fro both programs by the lack of space in FL2. IN addition the volume of storage in FL2-210 is making the space unusable for faculty and supply room staff. GEO requests that the facility plans from 2017 be honored to allow for program growth and a safer working environment.

See narrative above. Original facility assignment plans are referenced in the following planning docs:

https://docs.google.com/spreadsheets/d/1RLeQA7CayFETnfJGZvBTplL8z7ddcebWYno7MZlfiSs/edit?pli=1#gid=1891291648

file:///C:/Users/Jason/Downloads/FLC_Instructional%20Facilities%20Requests_%202015-16.pdf

Program Growth

Student Success Need; Equity Need

GE courses, degree support courses (see catalog).

SAFETY PPE: High Impact Face Shields

High Impact Face Shields

Student Success Need; SLO Assessment Need

SAFETY Signage FL2-210, 212

Signage required: NFPA diamonds, Magnetism warning, Prop65 warning (lead, asbestos/talc, silica, crystalline,

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Professional Laboratory Dishwasher in FL2-210 - DO NOT REMOVE until Corrected and Abated

Professional lab grade dishwasher in FL2-210 Prep room with DI water rinse which is needed for laboratory glassware

Lack of drying space, sink is too shallow for larger glassware creating a sharps hazard

EHS (CCR Title 8, Sections 5110 and 5120)

SAFETY: Chemical Fume Hood in FL2-210, 212 - DO NOT REMOVE until Corrected and Abated

Chemical fume hood necessary for labs and prep where chemicals are used.

USE of HCL. Faculty requests to expand labs to growing crystals and other activities which will require a fume hood. These developing labs cannot get through Risk / Haz assessment in current setting. Safety EHS (CCR Title 8, Sections 5191 and 5154.1)

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Electrical and Magnetism issues - DO NOT REMOVE until Corrected or Abated

Upgrade electrical to meet lab and prep needs in FL2-210, 212, correct static and electrical shock issues FL2-210, Correct magnetism issues FL2-210, 212 GFCI overloaded tripping with use – conduits packed per FM (CCR Title 8, Sections 2274 – 2299, 3390)

Electrical upgrade to fix hazards such as electrical shock and fire:
Relocatable Power Strips (RPTs) used as permanent outlets (CCR Title 8, Section 2500.8)
GFCI overloaded tripping weekly conduits packed per FM (CCR Title 8, Sections 2274 2299, 3390)
Left light switch arcs; high static from unknown source causing shocks (CCR Title 8, Sections 2274 2299, and 3390)

Environmental, health, and safety (EHS) potential violations involve multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Emergency Eyewash station - station FL2-210, 212- DO NOT REMOVE until Corrected and Abated

Install Emergency eyewash in FL2-212, 210 (CCR Title 8, Section 5162)

EHS Safety - Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Emergency Shower equipment - DO NOT REMOVE until Corrected and Abated

Install Emergency shower equipment FL2-210, 212

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Fire Extinguisher in FL2-210, 212 - - DO NOT REMOVE until Corrected and Abated

Install / add fire extinguisher in FL2-210, 210 (CCR 8 Section 5543, NFPA 45)

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies NFPA OSHA

SAFETY: Flammable Cabinets - DO NOT REMOVE until Corrected and Abated

Flammable cabinets to store flammable liquids such as acetone and IPA

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Install deep sink in FL2- 210, 212 with pulldown flexible faucet DO NOT REMOVE until Corrected or Abated

deep sink in FL2- 210, 212 with pulldown flexible faucet for oversize glassware

Safety and Breakage Glassware is over 20in high and distance between faucet and sink bottom is 13in non-flexible

SAFETY: Obstructed Cabinets FL2-212 - DO NOT REMOVE until Corrected and Abated

Rearrange lab benches in the lab

Safety: student benches are blocking safe access to approximately a third of the upper cabinets making the cabinets unusable for storage without climbing up on the furniture creating fall and ergonomic hazards (CCR Title 8, Section 3273, 5110, and 5120)

Ergo hazards, fall hazards, and increases need for usable storage space since these cabinets are not accessible unless standing on the lab bench, chair or counter.

SAFETY: Seismic restraints for shelving - DO NOT REMOVE until Corrected and Abated

Seismic restraints for shelving - all shelving lipped

Seismic restraints for shelving (California Governors Office of Emergency Services, California Seismic Safety Commission, California Department of General Services-Division of State Architect, and the Department of Education: Government Code Section 8587.7 (SB 1122 Alarcon, Statutes of 1999) Section 5(a)(1), the General Duty Clause of the Occupational Safety and Health Act (OSHA))

Environmental, health, and safety (EHS) potential violations involve multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

SAFETY: Temporarily RELOCATE FL2-210, 212 - DO NOT REMOVE until Corrected and Abated

Temporarily relocate GEO Sciences and their associated Prep room out of FL2-210, 212. until the retrofits to our current spaces is completed, to a safe and appropriate instructional area with the appropriate environmental, health, and safety infrastructure in place and the electrical and magnetism issues are corrected and abated and until all EHS issues are corrected

OSHA mandates the right to work and learn in a safe and healthy environment.
FL2-210 Deemed unsafe by VPAs, FM Electricians far back as Jan 2016.
NO mitigation efforts made although tested and recommendations made as far back as to 2016.
FL2-210, 208, 212 Magnetic and electrical issues have persisted over 10yrs

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

A facility or space to offer proctored exams for students enrolled in online courses.

The use of AI platforms to complete online coursework is (or will soon) render that learning modality obsolete. Online coursework can still serve FLC students but AI technologies will regularly outpace any efforts to maintain course integrity. Online courses that require on ground assessment could still create effective learning environments and preserve a learning modality that benefits students.

SLO Assessment Need; Student Success Need; Equity Need

Permanent Classified

ENVT - Storage for program and industry materials.

The WWM program will need appropriate storage and safety controls and infrastructure for program and industry materials to support planned labs and instructional activities.

Facilities; One time only equipment request (more than $5000 per item)

Industry advisors have reached to the FLC WWM program (ENVT) to provide career education that will require the acquisition of new lab materials and dedicated storage space.

Program Growth

Student Success Need

SAFETY: Corrosives Cabinets - DO NOT REMOVE until Corrected and Abated

Necessary for storage of corrosives such as HCL

Facilities; One time only supply request (less than $5000 per item)

Safety EHS (CCR Title 8, Sections 5191, 5154.1, and 6822)

EHS compliance mandate - Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

Faculty Pedagogy & Innovation Center

The center would inspire faculty to innovate, promote equity, enhance teaching practices, and support student success.

FLC course success rates are only 76.8%. FLC course retention rates are 87.5%. I believe if we invested in more professional development, we could improve both of these numbers.

Professional Development Need

Proctoring Center

A proctoring center would support working students who need to take make-up exams outside of regular hours, student-athletes with scheduling conflicts due to games, and online instructors who wish to administer on-campus exams, helping maintain academic integrity in the era of AI.

Facilities; Staffing (FT Faculty / Classified / Administrator / Temp Classified/Other Staffing)

The student success rate at FLC is 76.8%. I believe this center will assist students to

Equity Need; Student Success Need

ADP/Program Review - Innovation Center/Maker Space

Outdoor Classroom

The Outdoor Classroom at Folsom Lake College is a multidisciplinary space, designed to support a variety of curricular projects and initiatives, including emerging undergraduate research projects in Biology, Chemistry, Ethnic Studies, Geosciences, Native American Studies, and other disciplines. The Outdoor Classroom will provide a staging and demonstration area for field studies and wetlands restoration activities, and support Native American Student Support & Success Program (NASSSP) initiatives and ongoing partnerships with the Shingle Springs Band of Miwok Indians. A complex of structures adjacent to the wetlands, the Outdoor Classroom will provide shade; work surfaces and seating; power, network, and projection capabilities; restrooms, a dance arbor; and a shipping container for storing field equipment and supplies.

The request for an Outdoor Classroom space has emerged from a variety of discipline, and supports ongoing projects, proposed courses, and college equity goals.

Program Growth

Equity Need

ADP/Program Review - Innovation Center/Maker Space

Outdoor Project Space

In order to increase capacity and the types of projects that can be undertaken in the makerspace, a fenced area in the outdoor space behind the Innovation Center needs to be created.

The space in question is largely a junkyard. We have used the space since the HVAC equipment was removed and placed in the Physical Plant building, which I believe was Phase 1B. It is valuable and critical space that will increase our ability to create innovative programs and projects, enhancing the materials and processes we are able to provide for students.

ADP/Program Review - Innovation Center/Maker Space

Innovation Center Expansion as a result of Phase 2.1 Secondary Effects

For an updated version of our proposal, please see https://drive.google.com/file/d/1cQsWoCQBvF05g9CFrcKvAQwKFP5BY8FG/view?usp=sharing

The proposal was presented to the Budget and Facilities Planning Committee on October 14th, 2024. Answers to the Committee's Request for Information were submitted on November 14th, 2024.

The Innovation Center has forwarded a proposal (first presented to the Budget and Facilities Committee at their meeting on December 8, 2022) to expand into the Biology and Chemistry labs and associated storage, office, and preparation areas in FL2 that will be vacated as a secondary effect of the construction of the new science building. The proposed expansion will place the Innovation Center in direct proximity to the new science building, and will provide a classroom to house the MAKR and MITECH programs (which have specialized software and hardware requirements); a space to offer workshops, and to host visits from students from our feeder institutions (we can currently only accommodate a limited number of, for example, high school students from Cordova High School for hands-on recruitment activities, and have to shut down the Innovation Center to FLC's students for such visits); a wet lab, which will allow us to continue development of biomaking/biohacking efforts while providing additional partnership opportunities (including proposed collaborations with Psychology); dedicated space for fiber arts, which as a historically-gendered making activity gives us the opportunity to provide additional STEAM-rich experiences for our female students; space to support the many clubs and organizations who call the Innovation Center home; dedicated space for VR/AR/XR, an area of increasingly important instructional innovation; and dust-controlled work space, enabling us to expand the kinds of resources and fabrication technologies we can provide for students.

Facilities; Other; Staffing (FT Faculty / Classified / Administrator / Temp Classified/Other Staffing)

The Innovation Center hosts a vibrant and innovative student community, a reason for students to return to the college. The Innovation Center's programs are a model for similar programs throughout the region, the state, and the nation. The Innovation Center has attracted hundreds of thousands of grant and philanthropy dollars as a result of our innovative work with students. The Innovation Center is the locus of the emerging Manufacturing and Industrial Technology (MITECH) program, and the proposed expansion would provide a home for that program, and for the Center's MAKR programs and courses. We are well-regarded and looked to as a leader in maker-centered learning by local employers, economic development organizations, and K-12 partners. A sampling of letters of support for the expansion of the Innovation Center (detailed below) can be found at https://drive.google.com/drive/folders/1vYqtVqSMXfRUq4537cmbpU0dmTIguCa2?usp=sharing

Jared Amalong - Director, Computer Science and Digital Learning - Sacramento County Office of Education
David Chun - Director, Mathematics Curriculum and Instruction - Sacramento County Office of Education
Joseph P. Gagliardo - President & CEO - Choose Folsom
Alicia Caddell - CTE Coordinator - Folsom Cordova Unified School District
Faith Caplan - Engineering Educator - Cordova High School
Thomas Cappelletti - Faculty Coordinator - Sacramento City College Makerspace
Livia Castro - Engineering Educator - Vista Del Lago High School
Stephanie Couch - Executive Director - Lemelson-MIT Program
Daniel Kaye - CEO - Bekonix, Inc.
Stephanie Santoso - President - MakerUSA
Nicole Shuman - Product Manager - Bekonix, Inc.

Program Growth

Student Success Need; Other; Equity Need

Community engagement and support of the regional innovation ecosystem; expansion of partnerships with local employers and K-12 districts

ADP/Program Review - Kinesiology, Health, and Athletics

Baseball locker/team room facility in the athletic complex

The department would like to have a clubhouse facility built out by the baseball field. There would be no plumbing or data needs. Just a facility to house lockers and storage.

We have reached a critical state regarding the capacity of our current locker room facilities in the gym. The very next sport we add we will not have enough lockers to accommodate them. This would remedy that situation.

Program Growth

Student Success Need

ADP/Program Review - Kinesiology, Health, and Athletics

Center volleyball court in practice gym

Addition of a center volleyball court in the practice gym to include cemented support sleeves for the net standards and all boundary lines for a regulation court.

The center court is needed to support the women's volleyball SPORT courses which includes training and competition.

ADP/Program Review - Kinesiology, Health, and Athletics

Installation of rubber flooring in PE-211

Replacing the carpet in PE-211 with rubber flooring more suitable for fitness courses.

With the development of our Open Entry/Open Exit fitness classes, we are in need of making PE-211 into a more suitable and fully functional fitness center for students. The carpet that is in there right now is not the proper flooring for such a space. It doesn’t perform as well as a rubber flooring from a safety aspect, and is more difficult to keep clean over time with large number of students in the class.

ADP/Program Review - Kinesiology, Health, and Athletics

Outdoor athletic complex enclosure

A chain link fencing surrounding the soccer complex, softball stadium and baseball stadium that will establish spectator and crowd control.

There is currently no way to manage the spectators and crowds that visit and utilize the outdoor athletic complex. The enclosure will help manage people visiting or using the complex.

ADP/Program Review - Kinesiology, Health, and Athletics

Proctoring Center

Proctoring center for students to take exams

A proctoring center with flexible hours would support working students who need to take make-up exams, student-athletes with scheduling conflicts due to games, and online instructors who wish to administer on-campus exams, helping maintain academic integrity in the era of AI.

ADP/Program Review - Kinesiology, Health, and Athletics

Reconfiguration PE-119 for Adapted PE

Create a unique space for our new Adapted Physical Education courses

We are starting an Adapted Physical Education program at FLC and we have goals of using PE-119 as the hub for our future APE courses. The room will be used as a class meeting space and also a place to house the specialized/modified exercise equipment that APE courses require.

ADP/Program Review - Kinesiology, Health, and Athletics

Recovering the Veterans Resource Center back to the KHA department

The department wants the Veterans Resource center space to return to the KHA department for office space for Full time Faculty and Adjunct Faculty.

We currently don't have enough faculty work spaces. Our adjuncts are give 3 computers in a break room to work from, which is a highly unprofessional space, but was a last resort options to accommodate our growing department. We also have a coach working in a closet space as an office. We have outgrown the small space allotted to our department and need the space back.

Program Growth

Equity Need

ADP/Program Review - Kinesiology, Health, and Athletics

Remodel of locker rooms in the gym to a true team room for women's and men's basketball and women's volleyball.

Team rooms create a more team environment where the student athletes can meet to have meetings along with getting prepared for practice and competitions.

The original construction of the rooms were the old fashioned locker rooms similar to a general population locker room. Team rooms create a more team environment where the student athletes can meet to have meetings along with getting prepared for practice and competitions.

ADP/Program Review - Kinesiology, Health, and Athletics

Retro fit the current batting tunnels with a roof structure.

Roofing retrofitted over the existing tunnels.

Currently the softball and baseball programs share two batting tunnels in the athletic complex. Baseball has requested two new covered tunnels be built to alleviate shared space issues. Retrofitting the current tunnels would provide equitable facilities for both softball and baseball should baseball receive funding for the new tunnels.

ADP/Program Review - Kinesiology, Health, and Athletics

Sand volleyball courts facility

Sand volleyball courts

$20,000.00 ea

- It will foster the development of a women's beach volleyball program at FLC.
- CRC is currently building sand courts and SCC has plans to build sand volleyball courts as well. FLC should be prepared compete with the other campuses.
- It is a very popular sport with participation not only with athletics but largely in the community.
-It provides a venue for the community to participate in beach volleyball.
-It will be a money maker for the college.
-It would allow the KHA department to offer courses for the general student population.
-Beach volleyball is one of the fastest growing sports.
-It is a CCCAA sanctioned sport offering a state championship.

Program Growth

ADP/Program Review - Kinesiology, Health, and Athletics

Soccer Complex Press Box

An enclosed structure sitting above the bleachers to house the follow practice and match personnel; match announcer, audio equipment manager, score board operator, statistician, and video operator. The press box would be similar to the softball and baseball complexes.

Adding a press box to the soccer stadium would add the following to the soccer program:
- Provide a better vantage point to video record practices, class activities, and matches.
- Increase student success by meeting SLO's through video analysis.
- Provide the department opportunity to achieve equity between the outdoor venues. currently softball and baseball are the only venues with a press box.
- The addition will match the standards of soccer programs from competing conferences.
- The structure will securely house valuable equipment needed for class activities, training sessions and matches..
- It will allow the soccer personnel to live stream match statistics which is a common practice with collegiate programs.
- It will include an up to date permanent sound system.
- It will provide additional storage.
- The structure will also contain restroom facilities.

Program Growth

ADP/Program Review - Kinesiology, Health, and Athletics

Soccer Team Rooms

A classroom and team room - The classroom/ team room would be a room located near the field that has a tactical board and space for student athletes and coaches to meet in a safe and enclosed area.

The addition of a team room would allow the KHA department to do the following:
- Currently, there isn't a viable location for the soccer program to meet with their team outside.
- It would help the soccer instructors and coaches increase student athletes success by effectively teaching tactics away from the field, review video analysis, provide private space to conduct pre match, half time, a post match team meetings.
- It will provide a sheltered space for teams participating in outdoor activities allowing them to have; meetings, classroom sessions, group and individual sessions.
- Allow the instructors and coaching staff to utilize their time more effectively by reducing the amount of loss time from the transition between the indoor facilities.

Program Growth

ADP/Program Review - Kinesiology, Health, and Athletics

Softball Team Room

The softball team room will be a structure housed in the outdoor athletic complex that will be a space for student athletes and coaches to meet in a safe and enclosed area.

The addition of a softball team room will:
- Provide a safe learning environment with access to the internet, tv monitors, video analysis, use of a white board and other important tools to promote student athlete success.
- It will allow student to learn, process and apply advanced softball tactics that are appropriate to intercollegiate level of athletic competition and SLO's.
- It will provide space for the coaching staff to maximize their effectiveness and connection to the student athletes.

Program Growth

ADP/Program Review - Kinesiology, Health, and Athletics

Sound Speakers for room PE 103

Stereo speakers that configure with existing system to replace old existing speakers.

The current speakers at the rear of the classroom PE 103 don't work and need to be replaced with two new ones. The speakers haven't work for over 5 years.

Student Success Need

EDC Library - Carpet Replacement

Replace carpet in the Library. In all public and employee spaces (library, study rooms, circulation, librarian office, library workroom/archives).

The carpet in the library is showing wear and will need to be replaced soon.

Space on FLC Main Campus for the college archives

The college archives need to be moved to Main Campus.

The college archives are at risk in their current location at the EDC library and will need to be moved to Main Campus.

EDC Library - Window Blinds Replacement

EDC Library's window blinds are old and broken. We are unable to shade from the sun many areas adjacent to our windows.

Facilities; One time only equipment request (more than $5000 per item)

The existing blinds are very old and broken. Unable to move or adjust.

Related to a safe and well-functioning learning environment

EDC - Biology lab space upgrade

The biology lab at EDC is in dire need of an update. Lab benches are old and stained, lab chairs are very bulky and a safety hazard, better ventilation is needed in the lab

An upgrade is needed for safety, student success, and improvement of SLOs. The space makes it hard for instructors to move around the area and assist students that need any extra help, the update can facilitate reaching students (equity).

SLO Assessment Need; Equity Need; Student Success Need

EDC - repurposing A105 to a lab

EDC is in need of additional lab spaces. Purchase of 15 rolling lab benches with electrical ability for microscope use with proper lab chairs, accommodating 30 students . redoing the electrical to accommodate the electrical need of the benches.

Number of science class offered at EDC has increased, additionally multiple CE programs such as MLT and CNA are also using spaces at EDC.

Program Growth

SLO Assessment Need; Equity Need; Student Success Need; Professional Development Need

FLC Outdoor Classroom

The Outdoor Classroom at Folsom Lake College is a multidisciplinary space, designed to support a variety of curricular projects and initiatives, including emerging undergraduate research projects in Biology, Chemistry, Ethnic Studies, Geosciences, Native American Studies, and other disciplines. The Outdoor Classroom will provide a staging and demonstration area for field studies and wetlands restoration activities, and support NASSSP initiatives and ongoing partnerships with the Shingle Springs Band of Miwok Indians. A complex of structures adjacent to the wetlands, the Outdoor Classroom will provide shade; work surfaces and seating; power, network, and projection capabilities; a dance arbor; and a shipping container for storing field equipment and supplies.

Justification:
Without dedicated greenhouse space for a teaching collection, the next best asset we have is outdoor learning spaces. Currently, taking classes outside can be a fairly spartan learning environment. These outdoor learning spaces would be used by many Biology courses, STEM courses, and disciplines beyond STEM. Outdoor learning spaces supports interdisciplinary collaboration, student authentic learning experiences, student agency, and student engagement.

SLO Assessment Need

ASTRO Viewing Pad and Equipment storage with electricity at EDC

Viewing Pad and Equipment storage with electricity at EDC

Light Pollution in Folsom and with addition of new building and mall across the street. This problem increases even in the field beyond the parking lots and will further increase with the intent to add a hotel to district property for Hospitality tract degree program

Program Growth

Student Success Need; SLO Assessment Need

Continue DI Water on Tap - FL2-210, 208 - DO NOT REMOVE until Corrected and Abated

Continue DI Water on Tap - FL2-210, 208

laboratory needs - - there is the potential that DI water will be shit off in FL2 once CHEM / BIO is officially shut down. PHYSCI and GEOSCI do not have their own system - the building was plumbed to one system source

DI Water access/plumbed in FL2-210 - DO NOT REMOVE until Corrected and Abated

Install and plumb a DI Water faucet to the DI water system

DI water needed in labs and for prepping labs and DI rinse of lab glassware - poor architectural planning

laboratory needs -

Increase Lab and Storage Space for Physics

The Current FL2-210 storage space that is shared with Geology/Geography no longer meets the needs of the Physics department.

The department needs more space if it is to continue to grow.

Program Growth

Student Success Need; Other

lack of overall storage space to purchase and develop current curriculum to meet technology changes. Longer, larger equipment that cannot be stored vertically - Lack of storage:
Long / heavy items are stored on top of cabinets (CCR Title 8, Section 3241, 3241.1)
Excess equipment/material obstructing walking/working surfaces and aisleways (CCR Title 8, Section 3273)

SAFETY: Antistatic Flooring

Antistatic flooring in FL2-208, 210

Static discharge and shock issues associated with FL2-208, 210 - Recommended by FACS and other "investigators" since 2014

Related to the Electricity and Magnetism issues in FL2-210, 208, 212

SAFETY: Beta/Gamma radiation lead lined box storage

Beta/Gamma radiation lead lined box storage (Lead-shielded box min size to hold current samples 5”x14”x5” or larger – OR sample shielding sleeves and a locking box – currently in locked cabinet) (CCR Title 8, Group 14, Sections 4649 – 5085 active)

Currently No storage for radioactive beta decay samples

SAFETY: Chemical fume hoods in FL2-208, 210; FL5-09, 10; FL4-220, 219 - DO NOT REMOVE until Corrected and Abated

Chemical fume hoods needed in labs and prep rooms

EM Spectra and other labs have the potential of bulb and unit breakage releasing chemicals such as mercury, bromine, etc vapors into the room unless in a fume hood. SAFETY EHS (CCR Title 8, Sections 5191 and 5154.1)

EHS compliance mandate Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: Corrosive Cabinet FL2-210, 208 NO NOT REMOVE until Corrected and Abated

Corrosive Cabinet

(CCR Title 8, Sections 5191, 5154.1, and 6822)

SAFETY: Deep sink with pulldown faucet nozzle FL2-210, 208

deep sink and pulldown faucets needed for washing large glassware and aquariums

large lab glassware and aquariums used in labs do not fit in ADA sinks with fixed faucets

SLO Assessment Need; Student Success Need; Other

Sharps / Breakage hazard (CCR Title 8, Sections 5110 and 5120)

SAFETY: Dishwasher with DI rinse for lab glassware - DO NOT REMOVE until Corrected and Abated

purchase and install dishwasher in FL2-210

HOT water wash - faucet is luke warm - dishes do not get lab clean; lack of space to wash 100+ beakers; needs DI rinse; easier to wash safety glasses etc ; Large oversize glassware is safer to wash in dishwasher - diminish breakage and sharps hazard. Ergo issue with sink height and time spent washing over 100+ beakers a week.

SAFETY: Electrical Upgrade - DO NOT REMOVE until Corrected and Abated

Upgrade electrical in FL2-210, 208, FL5-09, 10 with all CLEAN power and add additional outlets to avoid use of multiple RPT/PowerStrips at each lab bench.

GCFI tripping with equipment use; Per FM Electricians conduits packed to capacity; (CCR Title 8, Section 2274-2299, 3390); RPTs used as permanent outlets (CCR Title , Section 2500,8) High static from unknown source, spreading magnetism and arcing light switches, electrical shock when using outlets on workbench in 210 since 2014 (CCR Title 8, Sections 2274-2299, 3390)

Not getting someone severely injured or killed or starting an electrical fire in rooms with a known issues for a decade

SAFETY: Ergo evaluation of sink and work areas in FL2-210

Ergo eval of sink counter - too low for taller staff

With need for added deep sink, the sink bottom will be at the staff's knee level - not ergo correct

bad lab design; only 1 sink installed in lab prep so was made ADA

Safety: Fire Extinguisher in FL2-208, 210, FL4-220, 219, FL5-09, 10 - DO NOT REMOVE until Corrected and Abated

Fire Extinguisher required in FL2-208, 210, FL4-220, 219, FL5-09, 10

necessary esp with lab rooms and prep areas with pipped gas (CCR 8 Section 5543, NFPA 45)

Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: FL2-208, 210, FL4-219, 220, FL5-09, 10 Fire Blankets - DO NOT REMOVE until Corrected and Abated

fire blankets for labs and preprooms FL2-208, 210, FL4-219, 220, FL5-09, 10

potential for fires in the labs - (CCR 8 Section 5543, NFPA 45)

Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: Flammable Cabinet - FL2-210, 208, FL4-220, 219, FL5-09, 10 DO NOT REMOVE until Corrected and Abated

Flammable cabinet with self-closing door (small)

Needed for IPA and Acetone - EHS (CCR Title 8, Sections 5533 and 5535)

Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: Ground Level Storage for oversize lab equipment FL2-210, 208 - DO NOT REMPOVE until Corrected and Abated

storage space for long equipment that cannot be stored vertically

lack of space or appropriate horizontal storage for long heavy equipment ; cannot be stored on top of cabinets ; cannot be safely retrieved from on top of cabinets without ladders and multiple people so unable to use lab equipment

(CCR Title8, Section 3214, 3214.1)

SAFETY: Longer Benches in FL2-208

Longer lab benches - they are too short for the equipment (dynamics tracks, Air Tracks) potential for student industry on sharp cornered tracks extending into the walkways

SAFETY: Obstructed Cabinet - DO NOT REMOVE until Corrected and Abated

rearrange lab benches to be able to access cabinets without standing on benches or counters

Ergo and falling object hazards (CCR Title 8, Section 3373, 5110, 5120)

Student Success Need; Other

Ongoing lack of space issue - over half the cabinets are not accessible safely or are too high to use over 3.4 of the cabinets

Safety: Seismic restraints for shelving FL2-210, FL4-220, FL5 09, 10 - DO NOT REMOVE until Corrected and Abated

Seismic restraints for shelving

California Governors Office of Emergency Services, California Seismic Safety Commission, California Department of General Services-Division of State Architect, and the Department of Education: Government Code Section 8587.7 (SB 1122 Alarcon, Statutes of 1999) Section 5(a)(1), the General Duty Clause of the Occupational Safety and Health Act (OSHA))

EHS mandate - Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY:Emergency Drench Shower in FL2, 208, 210, FL4-220, 219. F:5-09, 10 - DO NOT REMOVE until Corrected and Abated

Emergency Drench Showers needed in FL2, 208, 210, FL4-220, 219. F:5-09, 10

EHS compliance mandate - Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: Debris Shields - DO NOT REMOVE until Corrected and Abated

Debris shields for equipment that twists, smashes, breaks and splinters materials and Open 3D printers

Facilities; One time only supply request (less than $5000 per item)

blocking flying debris when materials are crushed or snapped

Student Success Need; Other

SAFETY: Emergency Eyewash station in FL2-208, 210, FL5-09, 10; FL4-220, 219 - DO NOT REMOVE until Corrected and Abated

Install Emergency eyewash in FL2-208, 210, 212; FL5-09, 10; FL4-220, 219 (CCR Title 8, Section 5162)

Chemicals, glass, hot resin, etc are in the labs (CCR Title 8, Section 5162)

EHS compliance mandate Environmental, health, and safety (EHS) violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.)

SAFETY: Temporarily RELOCATE PHYS/ASTRO/ENGR Prep rooms and labs until conditions are Corrected and Abated DO NOT REMOVE

Temporarily relocate PHYS GEO and their associated Prep rooms out of FL2-210, 208, 212. until the retrofits to our current spaces is completed, to a safe and appropriate instructional area with the appropriate environmental, health, and safety infrastructure in place AND electrical and magnetism issues are corrected and abated and until all EHS issues are corrected
Temporarily relocate ASTRO and ENGR until the retrofits to our current spaces is completed, to a safe and appropriate instructional area until the retrofits to our current spaces is completed, to a safe and appropriate instructional area with the appropriate environmental, health, and safety infrastructure in place FL4-220, 219 FL5-09, 10 until all EHS issues are corrected

OSHA mandates the right to work and learn in a safe and healthy environment.
FL2-210 Deemed unsafe by VPAs, FM Electricians far back as Jan 2016.
NO mitigation efforts made although tested and recommendations made as far back as to 2016.
FL2-210, 208, 212 Magnetic and electrical issues have persisted over 10yrs causing irregular and bad data in PHYS lab

Environmental, health, and safety (EHS) potential violations involving multiple regulatory and governing agencies (e.g., CalOSHA, CalEPA, CDPH, CalOES, California Department of Education, California Air Resources Board, etc.

Additional classroom projector and computer screen.

Additional classroom projector and computer screen in our dedicated classroom.

In order to take advantage of our information landscape and help to attach the relevancy of our instruction to current events it would be helpful to have the ability to show both our PowerPoint presentations on one screen while sharing current events on the other.

Faculty Pedagogy & Innovation Center

The Faculty Pedagogy & Innovation Center would offer a dynamic space featuring tech stations, a video/audio recording space, a pedagogy library, a coffee/tea station, microwave and sink, a reading corner with comfortable seating, and a communal lunch table for 12–15 people. This is a dedicated space designed to foster human connection, ongoing collaboration, content creation, and instructional development. The center would inspire faculty to innovate, promote equity, enhance teaching practices, and support student success.Year-round support would include:
Video/audio content creation
AI training
Equity workshops
ZTC workshops
Canvas and UDL trainings
Curriculum development and SLO training
Conference and Sabbatical planning

The rapid evolution of teaching and learningespecially with the integration of artificial intelligence and new technologieshas created an urgent need for faculty support, collaboration, and renewal. Faculty are continuously adapting curricula, redesigning assessments, and developing new instructional approaches to meet changing student needs. These efforts, while vital to student success, require significant time, creativity, and emotional energy. Many educators are experiencing fatigue as they navigate these demands within systems not originally designed for such rapid transformation.

A dedicated Faculty Pedagogy & Innovation Center would provide the structure and community needed to sustain this work. It would offer space and resources for collaboration, content creation, and professional learningensuring faculty have the support to remain innovative, equitable, and effective in their teaching. By investing in this Center, the college would not only address faculty burnout but also affirm its commitment to instructional excellence, equity, and the long-term success of students and educators alike.

Professional Development Need

Teaching and Learning Center

The Faculty Pedagogy & Innovation Center would offer a dynamic space featuring tech stations, a video/audio recording space, a pedagogy library, a coffee/tea station, microwave and sink, a reading corner with comfortable seating, and a communal lunch table for 12–15 people. This is a dedicated space designed to foster human connection, ongoing collaboration, content creation, and instructional development. The center would inspire faculty to promote equity, enhance teaching practices, and support student success.Year-round support would include:
Video/audio content creation
AI training
Equity workshops
ZTC workshops
Canvas and UDL trainings
Curriculum development and SLO training
Conference and Sabbatical planning

Our college is the only LRCCD college (I believe) without a teaching and learning support program and space. We are currently developing the Professional Development office space, but this is not sufficient for long term support and creative development. The PD space should become part of a larger space to support the development of our employees.

Additional Power outlets in Theatre Dept Hallway

We request additional outlets be installed by FM in the theatre dept hallway. There is only 1 duplex outlet in the hallway, and it is currently taken up by 2 vending machines. Students often sit on the benches in the hallway to do work, and there is nowhere for them to plug in laptops.

Additional power outlets in the hallway will help improve student success by providing an ability to plug in laptops so students can complete homework in a safe place close to their peers.

Student Success Need

Additional Storage for Props/Costumes/Scenery

Theatre Dept storage is full and overflowing. We require some additional storage for props and costumes. It doesn't have to be in the Harris Center necessarily. It could be anywhere on campus. A closet or storage room somewhere? Or a couple of storage containers? This is a HIGH priority for the theatre dept and a safety issues. It is currently difficult for students and staff to safely navigate current dept storage.

Need identified in program review.

Adding a second art room at EDC: Preferred space EDC Community Room or similar option.

For EDC, the department proposes adding a second room to the EDC Art Program. Currently, the EDC art lab has major storage and safety issues.

Costs for carpet removal, added lighting, storage for supplies, equipment/tools and artwork, additional large sink, vertical files and flat files, wall coverings for display, possibly additional outlets..

The Dept. needs to expand its current facilities to give the students a well-rounded experience. Another concern is safety for students, instructors, equipment, and the facility itself. For example, many SLOs for art classes require that students learn about various techniques and mediums. This means having access to tools and equipment, working on large scale projects, and a safe space to work on said projects. Because we are sharing rooms with multiple art disciplines, these cannot be left in the room. The resulting clean-up time intrudes upon lab time necessary for successful student learning. Expensive equipment such as slab rollers and pottery wheels must be moved at the beginning and end of each class session. This shortens the lifespan of said equipment.

SLO Assessment Need; Equity Need; Student Success Need

Acquire the enclosed courtyard behind the Innovation center to house the raku kiln and future gas kiln.

The raku kiln is currently stored in the Theatre Arts facility. It requires coordination and flexibility on behalf of both departments. The kiln can only be used once a semester. It is a large item that takes up space in the Theatre Dept. that could be used for their own items. There would need to be a covered area added to the courtyard to protect the kiln from the weather. This space would also allow the Dept. to acquire a large gas kiln to support the program. The costs would involve a shed structure and chain link fence to demark the area.

Program Growth

SLO Assessment Need

Student Storage lockers

Because of the nature of studio art, storage for student artwork, tools, materials, and supplies, is an important component to student success.
The lack of storage facilities for students' art supplies affects equity for students who use public transportation, walk, or bicycle to campus. Additionally, it provides a hardship for students with physical disabilities to carry often cumbersome supplies from their cars to the classroom.
Since we do not have room for storage lockers inside the current art labs, the first step is to identify locations in hallways or in sheltered outdoor areas. Once an area (square footage) has been established, the Dept. can look into suitable storage locker sizes and quantities. Total number of lockers listed below would be for all three campuses. The exact number still needs to be determined as the listed number is very conservative.

unknown at this point

FLC Student Success & Equity data indicates that minority and low income students perform at a lower percentage rate than other student populations. Students who take public transportation or walk/bicycle to campus are impacted by the lack of storage facilities. Students with physical disabilities are also disproportionally impacted by the lack of lockers.

Equity Need; Student Success Need

Facilities Need CFE Storage (CalWORKs, DSPS, EOPS, CARE NextUp)

Secured, on-campus storage space for outreach and student aid materials (backpacks, school supplies, etc.). The CFE programs continue to use multiple areas across campus to store inventory: CFE cabinets, Nutrition Workroom cabinets, SS Workroom, FL2 storage room, and a section of the Receiving Warehouse.

Secured, on-campus storage space for outreach and student aid materials (backpacks, school supplies, etc.). The CFE programs continue to use multiple areas across campus to store inventory: CFE cabinets, Nutrition Workroom cabinets, SS Workroom, FL2 storage room, and a section of the Receiving Warehouse.

Program Growth

Environmental Staircase Stage

A stage/platform at the bottom of the Environmental Staircase lawn to be used for campus events ranging from Graduation to Student led entertainment. Stage should have some component of shade and power.

FLC has very limited opportunities for medium to large scale outdoor impromptu events that draw students and staff together. This facility improvement would allow for the campus community to gather, share and improve the student and overall campus experience

Program Growth

Flooring replacement in Roost (upstairs)

The marmoleum flooring in the upstairs Roost (front entry way) has been damaged for several years from chairs digging into it. This needs to be replaced with a similar but more sturdy product or it needs to be removed and the concrete stained.

The flooring is very damaged and looks horrible. The damage from the chairs occurred over six years ago and it really needs to be fixed.

Program Growth

New carpet for the Harris Center

Need new carpet in the Harris Center.

Current carpet is almost 15 years old, it is fading and we have stains. It is time to update it.

Program Growth

New office carpet in FL1-12 & FL2 offices

Need new carpet where there had been a leak in FL1-12 and FL2 where carpet continues to bubble.

Carpet is old and water damaged and needs to be replaced.

Program Growth

DSPS Facilities space

Carrying over from the previous academic year(s), a dedicated test proctoring space with workstations suitable for up to 25 students would support DSPS’s facility needs. While DSPS has a space, it has not been consistent or solely dedicated to DSPS. This request will accommodate staggered DSPS test proctoring times. Securing a dedicated test proctoring space will allow DSPS to effectively and consistently support students with disabilities in administering test proctor sessions based on reasonable academic accommodations. Inconsistency in test proctoring space makes it difficult for DSPS students to receive the appropriate support.

Similar to a dedicated large test proctoring space, a specialty test proctoring space suitable for 5+ students for individual test-taking accommodations will enhance DSPS services. Some students' disabilities require a staff member to scribe their exam or read their exam out loud to them making it impossible for them to take tests in a room with other students. Other student's disabilities prevent them from concentrating when testing with multiple students in the same room. Other students have ticks, stimming, and/or behaviors where they need a private space is needed in order not to disrupt or distract other students from taking their exams. These disabilities include ADHD, Tourettes, anxiety disorders, PTSD, OCD, and certain reading-based learning or processing disabilities. Other students need assistive computer technology that must be installed on designated computers. Additional space needs to be obtained to provide accommodations for our students.

Campus will need to designate a specific space to accommodate adequality the needs of the DSPS program

Carrying over from the previous academic year(s), a dedicated test proctoring space with workstations suitable for up to 25 students would support DSPSs facility needs. While DSPS has a space, it has not been consistent or solely dedicated to DSPS. This request will accommodate staggered DSPS test proctoring times. Securing a dedicated test proctoring space will allow DSPS to effectively and consistently support students with disabilities in administering test proctor sessions based on reasonable academic accommodations. Inconsistency in test proctoring space makes it difficult for DSPS students to receive the appropriate support.

Similar to a dedicated large test proctoring space, a specialty test proctoring space suitable for 5+ students for individual test-taking accommodations will enhance DSPS services. Some students' disabilities require a staff member to scribe their exam or read their exam out loud to them making it impossible for them to take tests in a room with other students. Other student's disabilities prevent them from concentrating when testing with multiple students in the same room. Other students have ticks, stimming, and/or behaviors where they need a private space is needed in order not to disrupt or distract other students from taking their exams. These disabilities include ADHD, Tourettes, anxiety disorders, PTSD, OCD, and certain reading-based learning or processing disabilities. Other students need assistive computer technology that must be installed on designated computers. Additional space needs to be obtained to provide accommodations for our students.

Equity Need

Safety and growth of DSPS

Resource Request for Testing Accommodations

Carrying over from the previous academic year(s), a dedicated test proctoring space with workstations suitable for a minimum of 25 students would support DSPS’s facility needs. While DSPS has a space, it has not been consistent or solely dedicated to DSPS. This request will accommodate staggered DSPS test proctoring times. Securing a dedicated test proctoring space will allow DSPS to effectively and consistently support students with disabilities in administering test proctor sessions based on reasonable academic accommodations. Inconsistency in test proctoring space makes it difficult for DSPS students to receive the appropriate support.

Similar to a dedicated large test proctoring space, a specialty test proctoring space suitable for 5+ students for individual test-taking accommodations will enhance DSPS services. Some students' disabilities require a staff member to scribe their exam or read their exam out loud to them making it impossible for them to take tests in a room with other students. Other student's disabilities prevent them from concentrating when testing with multiple students in the same room. Other students have ticks, stimming, and/or behaviors where they need a private space is needed in order not to disrupt or distract other students from taking their exams. These disabilities include ADHD, Tourettes, anxiety disorders, PTSD, OCD, and certain reading-based learning or processing disabilities. Other students need assistive computer technology that must be installed on designated computers. Additional space needs to be obtained to provide accommodations for our students.

DSPS is required to provide ADA reasonable accommodations, one of which is to provide a reduced distraction setting.

Program Growth

Facility Expansion / Space Request

Expansion of our basic needs pantry and storage.

The primary location for basic needs resources, storage, and operations is in the back workroom of the Welcome and Student Success Center. While the existing space is being utilized to its full potential, additional space would allow for more basic needs resources and functions. An ideal space would be close in proximity to the Welcome and Student Success Center to permit easy access by our Welcome Center team and students visiting the space. The close proximity allows for basic needs to be fulling integrated in the functions of the Welcome Center - allowing for the sharing of employees and facilitating a greater degree of anonymity for our students utilizing the services (a student can approach the front counter without their needs being instantly disclosed because our services range from ID cards and study rooms to housing requests and food assistance).

Program Growth

Equity Need; SLO Assessment Need

Facility Expansion / Space Request (Copied on 11/20/2024, 13:19:03)

Expansion of our basic needs pantry and storage.

The primary location for basic needs resources, storage, and operations is in the back workroom of the Welcome and Student Success Center. While the existing space is being utilized to its full potential, additional space would allow for more basic needs resources and functions. An ideal space would be close in proximity to the Welcome and Student Success Center to permit easy access by our Welcome Center team and students visiting the space. The close proximity allows for basic needs to be fulling integrated in the functions of the Welcome Center - allowing for the sharing of employees and facilitating a greater degree of anonymity for our students utilizing the services (a student can approach the front counter without their needs being instantly disclosed because our services range from ID cards and study rooms to housing requests and food assistance).

Program Growth

Equity Need; SLO Assessment Need

Carpet/Flooring Replacement

New carpet/flooring requested to elevate and upgrade existing. Carpet in lobby, stage 1, 2 & 3 as well as flooring in the concessions area.

Carpet is now end of life, 15 years old. Stains and frays are visible

Program Growth

Touch up painting backstage

walls and surface areas need touch up paint both backstage and front of house

Program Growth

Expand and Consolidate IT Facilities

As we grow, we need to expand and consolidate the physical space allocated to IT while being mindful of the need to balance office, storage, and technical workbench area.

The IT department has 2 distinct locations for office, storage, and technical workbench space. Several IDF closets, hallways, and various other clandestine locations are utilized for storage areas spread out across the campus. The combined spaces are not conducive to a helpdesk environment where several conversations need to take place simultaneously. There is no space where group communication can occur and no real workbench where systems can be diagnosed, repaired, or imaged. Staff will often use their desk space to perform technical tasks. The supervisor's office does not have privacy measures that allow for confidential, secure communications to take place. As the campus expands and resources are added or re-allocated, the IT department needs proper facilities in order to best service the needs of the campus community. Ideally if the innovation Center FL1-130 or possibly FL1-104 and FL1-105. THose areas both have reaised flooring sutable for IT. Ideally we would combine IT and Media Services in one location improving colaboration for support of all technology locat ot the college and its centers. Those two opbtions (or somthing simular) would provide enough room for all 9 permanent staff, plus the 1 TCL, 1 Student Help and 2 visiting staff like the EDC IT Technician and RCC IA that works in IT during the Summer and more recently on Fridays.

Program Growth