Beruflich Dokumente
Kultur Dokumente
April 2005
FINAL REPORT
Table of Contents
EXECUTIVE SUMMARY ....................................................................................................................................................... 5
MOTIVATION ....................................................................................................................................................................... 5
PURPOSE ............................................................................................................................................................................... 5
GOALS ................................................................................................................................................................................... 5
DATA ANALYSIS OF STUDENT RESPONDENTS ........................................................................................................... 6
DATA ANALYSIS OF TEACHER RESPONDENTS ........................................................................................................... 6
DATA ANALYSIS OF EMPLOYER RESPONDENTS ........................................................................................................ 7
DATA ANALYSIS OF HEALTH CARE RESPONDENTS .................................................................................................. 7
PROPOSED CURRICULUM ................................................................................................................................................. 8
PROJECTED ENROLLMENT............................................................................................................................................... 8
BUSINESS AND OPERATING PLAN .................................................................................................................................. 8
PROJECT INTRODUCTION ................................................................................................................................................. 9
MOTIVATION AND GOAL OF THE STUDY ..................................................................................................................... 9
AREA BOUNDARIES ........................................................................................................................................................... 9
DEMOGRAPHIC INFORMATION ..................................................................................................................................... 10
A BRIEF ECONOMIC HISTORY ....................................................................................................................................... 11
CURRENT ECONOMIC CONDITIONS ............................................................................................................................. 12
FUTURE ECONOMIC CONDITIONS ................................................................................................................................ 14
STUDENT SURVEY METHODS........................................................................................................................................ 15
TEACHER SURVEY METHODS ....................................................................................................................................... 15
EMPLOYER SURVEY METHODS .................................................................................................................................... 15
ANALYSIS ........................................................................................................................................................................... 15
RESULTS AND FINDINGS ................................................................................................................................................... 16
HIGH SCHOOL STUDENT SURVEY KEY FINDINGS .................................................................................................... 16
Overall Interest ................................................................................................................................................................ 16
Interest by Future Occupation ......................................................................................................................................... 16
Agriculture ....................................................................................................................................................................... 20
Potential Benefits Offered by a Vocation/Technical Training Center .............................................................................. 20
Distance Willing to Travel ............................................................................................................................................... 20
TEACHER SURVEY KEY FINDINGS ............................................................................................................................... 21
Distance ........................................................................................................................................................................... 26
Potential Benefits Offered by a Vocation/Technical Training Center .............................................................................. 26
EMPLOYER SURVEY KEY FINDINGS ............................................................................................................................ 27
Overall Interest ................................................................................................................................................................ 27
Interest by Geography ...................................................................................................................................................... 27
Interest by Industry .......................................................................................................................................................... 27
Employment Barriers ....................................................................................................................................................... 27
Subject Area Demand ....................................................................................................................................................... 29
Employer Assistance ........................................................................................................................................................ 29
Higher Education Center Assistance ............................................................................................................................... 30
Healthcare Sector............................................................................................................................................................. 31
DISCUSSION OF RESULTS AND RECOMMENDATIONS ............................................................................................ 33
ENROLLMENT ................................................................................................................................................................... 33
CURRICULUM .................................................................................................................................................................... 34
EDUCATIONAL INSTITUTION FINDINGS ..................................................................................................................... 37
STRATEGIC PLAN FOR FACILITY .................................................................................................................................. 38
THE VISION ........................................................................................................................................................................ 38
THE MISSION...................................................................................................................................................................... 38
THE GOALS......................................................................................................................................................................... 38
THE OBJECTIVES .............................................................................................................................................................. 38
IMPLEMENTATION STEPS............................................................................................................................................... 38
BUSINESS AND OPERATING PLAN ................................................................................................................................. 40
ANNUAL OPERATING BUDGET ..................................................................................................................................... 40
CONSTRUCTION AND ACQUISITION COSTS ............................................................................................................... 45
POTENTIAL SOURCES OF FUNDING ............................................................................................................................. 46
APPENDICES........................................................................................................................................................................... 47
APPENDIX A: PRINCIPAL ECONOMIC BASE EMPLOYERS ....................................................................................................... 47
APPENDIX B: ECONOMIC OUTLOOK ...................................................................................................................................... 47
APPENDIX C: HIGH SCHOOL CONTACTS ............................................................................................................................... 47
APPENDIX D: HIGH SCHOOL RESPONSE LIST ........................................................................................................................ 47
APPENDIX E: HIGH SCHOOL STUDENT SURVEY COVER LETTER ........................................................................................... 47
APPENDIX F: HIGH SCHOOL STUDENT SURVEY .................................................................................................................... 47
APPENDIX G: HIGH SCHOOL STUDENT SURVEY CODE BOOK ............................................................................................... 47
APPENDIX H: HIGH SCHOOL STUDENT SURVEY DATA ......................................................................................................... 47
APPENDIX I: TEACHER SURVEY ........................................................................................................................................... 47
APPENDIX J: TEACHER SURVEY CODE BOOK ........................................................................................................................ 47
APPENDIX K: TEACHER SURVEY DATA ................................................................................................................................. 47
APPENDIX L: EMPLOYER SURVEY CONTACTS....................................................................................................................... 47
APPENDIX M: EMPLOYER SURVEY........................................................................................................................................ 47
APPENDIX N: EMPLOYER SURVEY CODE BOOK .................................................................................................................... 47
APPENDIX O: EMPLOYER SURVEY DATA .............................................................................................................................. 47
APPENDIX P: MDLEG COMMUNITY COLLEGE PROFILES ..................................................................................................... 47
APPENDIX Q: CURRICULUM AVAILABILITY .......................................................................................................................... 47
APPENDIX R: IT START-UP COSTS ........................................................................................................................................ 47
APPENDIX S: DEPARTMENT START-UP COSTS....................................................................................................................... 47
ABRIDGED APPENDICES ......................................................................................................................................................... 47
APPENDIX A: PRINCIPAL ECONOMIC BASE EMPLOYERS ....................................................................................................... 48
APPENDIX B: ECONOMIC OUTLOOK ...................................................................................................................................... 49
APPENDIX P: MDLEG COMMUNITY COLLEGE PROFILES ...................................................................................................... 51
APPENDIX Q: CURRICULUM AVAILABILITY .......................................................................................................................... 52
APPENDIX R: IT START-UP COSTS ........................................................................................................................................ 59
APPENDIX S: DEPARTMENT START-UP COSTS....................................................................................................................... 60
Executive Summary
MOTIVATION
In recent years the Sanilac County region has experienced a trend of young people leaving the area in
pursuit of post-high school higher education. The reduction in the youth population (18-35 years) has
put a strain on the economic vitality of the region. The lack of options for graduating high school
students has contributed to a shortage of a skilled labor pool in the region and a lack of access for
current employees needing to upgrade work-skills. In an increasingly competitive world market, area
employers have been disadvantaged by the shortage of access to skills-related education for existing
employees. The emerging healthcare sector may also suffer from a shortage of medical assistants and
nurses if the region is unable to increase the supply.
PURPOSE
The purpose of this study is to assess whether there is sufficient market demand to establish and operate
a Regional Higher Education Center within the Sanilac County region of Michigan. Given sufficient
demand, the study proposes a comprehensive set of recommendations including prospective curriculum,
necessary facilities, equipment, instrumentation, projected enrollments, and a business and operating
plan.
GOALS
An important goal of this study is to determine the viability of the creation of a Higher and Continuing
Education Vocational/Technical Training Center to provide graduating high school students with
expanded higher education options within the county, and to meet student demands for vocational and
alternative education coursework. Other high-priority goals are to provide local K-12 system teachers
with convenient access to a higher education facility for continuing certification requirement
coursework, and to provide area employers with a competitive and skilled labor force.
The long term goals of this study include economic revitalization, community building, and educational
enrichment. It is hoped that a skilled employee labor force will attract more employers to the region and
promote the growth of existing industries. The retention of a greater number of high school graduates in
the area and the consideration given to teacher continuing education needs will encourage residence
within the region, building and nourishing the Sanilac Region community. The center will not only
provide core competency vocational and continuing education training, but special interest classes, such
as graphic design or criminal justice, as well to enrich the educational value it brings.
(14%), and Math (10%). There appears to be emphasis in both groups of teachers on subjects dealing
with Technology and English. Once again, given the respondent and non-respondent data from the
teachers surveys the following numbers are conservative estimates on teacher enrollment in the Higher
Education Center. Computer Science/Technology would have 278 teachers enrolled in the class, 167 in
Technology Education, 135 in English, 80 in General Science, and 72 teachers enrolled in Math classes.
PROPOSED CURRICULUM
The proposed curriculum for the higher education vocation/technical training center was established by
combining anticipated emerging industries with the interests of students, teachers, and employer
interests. The Michigan Department of Labor and Economic Growth predicted emerging industries in
the Sanilac region to be: Personal Care & Service, Construction & Extraction, Healthcare
Practitioners/Technical Occupation, Healthcare & Support, and Sales-Related Occupations. Curriculum
considerations were classified into first priority and second priority subject areas. First priority subject
areas are those that were common to student and employer survey respondents, while fitting the
anticipated emerging industries in the region. Second priority subject areas are those special interest
subject areas that were highly demanded by a particular group.
First priority subject areas are as follows: Engineering, Computer Science/Technology/Programming,
Construction, Health Care (primarily nursing staff), Business Administration, Welding, and Machine
Repair. Second priority subject areas are: Education, Criminal Justice, Graphic Arts, Advertising,
Automotive Service Repair, Electrician, Carpentry/Millwright, and Teacher Certification Classes
(primarily English, General Sciences, and Math).
PROJECTED ENROLLMENT
Projected enrollment figures were calculated for high school students, non-traditional students (defined
as those who attend classes but are not pursuing specific degrees, or those older than typical college
students), teachers, and employees. Figures were based on survey respondents as well as estimated
response rates for non-respondents, and were divided into conservative, moderate, and optimistic
enrollment numbers. The projections for high school students were 508, 678, and 762 (conservative,
moderate, and optimistic). Projections for non-traditional students were 99, 340, and 495. Projections
for teachers were 173, 231, and 260. Lastly, projections for employees were 319, 638, and 957. Total
enrollment figures across demographic categories were 1099, 1887, and 2474 (conservative, moderate,
and optimistic).
AREA BOUNDARIES
The primary focus area of the study consists of all of Sanilac County, along with portions of Huron,
Lapeer, St. Clair and Tuscola Counties. As indicated in Figure 1, the study boundary consists of an
approximately 30-40 mile radius around the current location of the Sanilac Career Center. The major
cities in this area are Bad Axe, Brown City, Capac, Croswell, North Branch, Marlette, Lexington and
Sandusky.
Figure 1: Study Area Map
Source: Mapquest.com
Huron
Lapeer
Sanilac
Tuscola
Total
2003
Population
35,216
91,314
44,583
58,382
229,495
Age
% Growth
(2000-2003)
--2.4%
3.9%
0.1%
0.2%
1.62%
Age 19
and
Under
26.3%
30.6%
29.5%
29.5%
29.45%
Age 2044
29.4%
35.9%
32.2%
33.6%
33.60%
Age 4564
24.7%
23.9%
23.1%
24.4%
23.99%
Race
Age 65
and
Over
19.9%
9.6%
15.3%
12.8%
13.10%
White
98%
96.20%
96.90%
96%
96.56%
Hispanic
1.60%
3.10%
2.80%
2.30%
2.61%
African
American
Other
0.30%
0.40%
0.30%
1.10%
0.54%
0.10%
0.30%
0.00%
0.60%
0.29%
DEMOGRAPHIC INFORMATION
The population statistics for the counties located in the Sanilac region are shown below in Table 1. As
shown below, Lapeer is the largest county with 91,314 residents.
The population of the region is predominately white, and very few minority communities exist. That
said, Hispanics represent the largest minority population (2.61% of the total regional population).
African-Americans represent the next largest minority population (0.54%).
With the exception of Lapeer County, the elderly represent a greater share of the total population of the
Sanilac region compared to the state. We hypothesize that this greater share of elderly population is
largely due to stagnating population growth. For example, Lapeer County has consistently experienced
strong population growth, including a 17.6% growth between 1990 and 2000. By attracting families to
the county, Lapeer has increased tax revenues and reduced the burden placed on social services by an
overwhelming elderly population. An important goal of the proposed higher education center would be
to retain the regions youth population while attracting more young people and families to the region.
The population in the Sanilac region is also predominately rural. For example, the United States Census
Bureau estimates that of the 44,583 residents in Sanilac County, approximately 31,000 residents reside
in rural areas while the remaining reside in small cities, which include Sandusky, Croswell, Marlette,
Brown City, and Lexington. This fact highlights the challenge of developing a center that will be able
to service a dispersed population.
Compared to the rest of the state, fewer people within the Sanilac region hold bachelors degrees, and
residents have a lower average per capita and median household income. We hypothesize that this
education gap acts as a driver of the lower average income of residents compared to the state average.
Again, Lapeer County stands as an outlier in these observations with a greater median household income
than the state average. This may be due to the fact that Lapeer County is home to many commuters that
work in the metro-Detroit and Flint areas.
Sandusky
Marlette
Deckerville
Marlette
Snover
Croswell
Brown City
Deckerville
Sandusky
Port Sanilac
Croswell
Peck
Croswell
Lexington
Deckerville
Croswell
Deckerville
Sandusky
Marlette
Deckerville
Croswell
551
550
362
220
214
200
150
143
100
100
75
70
65
400
285
285
258
125
71
65
56
Rubber products
Auto parts
Auto wire harnesses
Auto soft trim parts
Automobile parts, trim
Pickles
Motor homes/RV's
Molding/trims
Peat/Horticulture products
Custom limousines
Injection molding-auto
Electronic controls
Automotive parts
Auto supplier, fittings
Auto molding/decorating
Beet sugar
Rubber products
Valves
Clamping technology
Auto decorating/trim/window
Conveyor & parts
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Running
Running
Running
Running
Running
Running
Running
Running
3500
3000
2500
2000
1994
1500
2005
1000
500
0
AUTOMOTIVE
HEALTH CARE
RUBBER PRODUCTS
Major Employers
1
600
500
400
300
1994
200
2005
100
0
HOSPITAL
SUPPLIES
GOVERNMENT
RESTAURANT
PEAT/
HORTICULTURE
DEPARTMENT
STORE
TRUCKING
HOTEL/MOTEL
LIGHTING
FIXTURES
BEAT SUGAR
MARKET
CONSULTING
ALUMINUM
FABRICATOR
ELECTRONIC
CONTROLS
GROCERS
PICKLES
INDUSTRIAL
MACHINERY
FITNESS
RECREATION
MOLDINGS
TRIMS
ELDERLY CARE
Major Employers
Data compiled from the MEDC Economic profile in conjunction w/ Reference USA
1,000
600
400
200
Installation,
Maintenance, & Repair
Occup
Building/Grounds
Cleaning/Maint Occup
Healthcare Support
Occupations
Production
Occupations
Transportation &
Material Moving Occup
Healthcare
Practitioners/Technical
Occup
Construction &
Extraction Occupations
0
Sales and Related
Occupations
New Jobs
800
Occupational Category
ANALYSIS
The responses to student, employer, and teacher surveys were entered into a statistical analysis
computer program, SPSS (Statistical Package for the Social Sciences), and a variety of
comparative and descriptive statistics were generated. By compiling and cross-tabulating the
students and teachers responses, we were able to examine issues such as the relationship
between gender and interest in the Sanilac Regional Higher Education Center, the relationship
between career interests and the interest in attending the Center, and the distance there are
willing to travel versus their interest in the Center. Employers responses were also compiled
and analyzed to examine projected future increases in employment, skill and training
deficiencies in the labor force, and the value to employers of establishing a vocational/technical
training center.
To further explore the curriculum that the proposed higher education center might offer, similar
educational facilities were examined. Statewide institutions were researched based on the
academic and vocational programs offered and the number of students which attended the
programs. These programs were then matched to the most requested programs by the high
school students that were surveyed.
Health Care
451 students indicated a high interest in pursuing a career in healthcare.
Higher Educational training: Of these 451 students, 184 (41%) indicated a high interest and 94
(21%) indicated a medium interest in pursuing vocational/technical training after graduation.
Graphic Arts
450 students indicated a high interest in pursuing a career in graphic arts.
Higher Educational training: Of these 450 students, 178 (40%) indicated a high interest and 128
(29%) indicated a medium interest in pursuing vocational/technical training after graduation.
Advertising
424 students indicated a high interest in pursuing a career in advertising.
Higher Educational training: Of these 424 students, 178 (42%) indicated a high interest and 98
(23%) indicated a medium interest in pursuing vocational/technical training after graduation.
Engineering
375 students indicated a high interest in pursuing a career in engineering.
Higher Educational training: Of these 375 students, 140 (38%) indicated a high interest and 98
(26%) indicated a medium interest in pursuing vocational/technical training after graduation.
Computer Programming
365 students indicated a high interest in pursuing a career in computer programming.
Higher Educational training: Of these 365 students, 138 (38%) indicated a high interest and 106
(29%) indicated a medium interest in pursuing vocational/technical training after graduation.
Table 4: Interest in Higher Education for the Top Selected Occupations
Occupation
Number of
Students Highly
Interested in
Occupation
Students with a
Medium Interest in a
Vocational/Technical
Training Center
Total Interest
of High and
Medium
Interest in
the Center
Education
600
217 (36%)
154 (26%)
371
Business
Administration
465
174 (37%)
121 (26%)
295
Criminal Justice
459
178 (39%)
121 (26%)
299
Health Care
451
184 (41%)
94 (21%)
278
Graphic Arts
450
178 (40%)
128 (29%)
306
Advertising
424
178 (42%)
98 (23%)
276
Engineering
373
140 (38%)
98 (26%)
238
Computer Programming
365
138 (38%)
106 (29%)
244
Other Careers
The careers indicated above received the most interest from students that indicate a high interest
in attending a vocational/technical training center after graduation, which indicates a small shift
away from the traditional vocational/technical careers.
However the traditional
vocational/technical careers still had a sizeable response rate. Welding had 246, 14% of total
respondents indicate a high interest, Automotive/Service Repair had 327, 18% of total
respondents, and Construction had 345, 19% of total respondents indicate a high interest in the
occupation. Interestingly, these more traditional vocational/technical occupations had a higher
percentage of those interest respondents also indicate that they would like to attend a
Vocational/Technical training Center.
43% if the students highly interested in
Automotive/Service repair (148 respondents) indicated that they had an interest in attending a
vocational/technical training center. Whereas the highest occupation response of Education (600
respondents indicating high interest in occupation) had 36% (217 Respondents) indicate that they
would like to attend a vocational/technical training center. Therefore, although there is a higher
demand for nontraditional vocational/technical training classes, the traditional classes have a
higher percentage of those students interested in the occupation also interested in attending a
vocational/technical training center for that occupation. Table 5 shows an expanded ranking of
both student subject of interest and overall interest in attending a higher education center.
Subject Area
Education
600 (35%)
217 (36%)
Business Administration
465 (27%)
174 (37%)
Criminal Justice
459 (27%)
178 (39%)
Health Care
451 (26%)
184 (41%)
Graphic Arts
450 (26%)
178 (40%)
Advertising
424 (25%)
178 (42%)
Engineering
373 (22%)
140 (38%)
Computer Programming
365 (21%)
138 (38%)
Cook/Chef
363 (21%)
150 (41%)
360 (21%)
132 (37%)
Nursing
358 (21%)
159 (44%)
354 (20%)
143 (40%)
Restaurant Management
349 (20%)
133 (38%)
Construction
345 (19%)
148 (43%)
Social Work
344 (19%)
127 (37%)
327 (18%)
151 (46%)
Secretary/Office Assistant
297 (17%)
133 (45% )
Electrician
291 (17%)
124 (43%)
Carpenter/Millwright
268 (15%)
119 (44%)
Machine Repair
256 (15%)
110 (43%)
Welding
246 (14%)
Dental Hygiene
231 (13%)
86 (37%)
Logging/Forestry
161 (9%)
65 (21%)
Plumbing/Pipefitting
135 (7%)
66 (48%)
Table 6: Students Highly Interested in Attending a Higher Education Center Given Subject Area
Subject Area
Education
Students
With High
Level Of
Interest Of
Subject Area
Students W/ High
Level Of Interest In
Subject And High
Level Of Interest In
Attending A Higher
Education Center
Estimated Student
Response For High
Level Of Interest From
No Response
Schools(From A
Population Of 765)
Estimated Student
Response For High
Interest In Center
600 (35%)
217 (36%)
268
96
313
465 (27%)
174 (37%)
207
77
251
459 (27%)
178 (39%)
207
81
259
451 (26%)
184 (41%)
199
82
266
450 (26%)
178 (40%)
199
80
258
424 (25%)
178 (42%)
191
80
258
373 (22%)
140 (38%)
168
64
204
365 (21%)
138 (38%)
161
61
199
363 (21%)
150 (41%)
161
66
216
360 (21%)
132 (37%)
161
60
192
358 (21%)
159 (44%)
161
71
230
354 (20%)
143 (40%)
153
61
204
349 (20%)
133 (38%)
153
58
191
345 (19%)
148 (43%)
145
62
210
344 (19%)
127 (37%)
145
54
181
327 (18%)
151 (46%)
137
63
214
Secretary/Office Assistant
297 (17%)
133 (45% )
130
59
192
Electrician
291 (17%)
124 (43%)
130
56
180
Carpenter/Millwright
268 (15%)
119 (44%)
115
51
170
Business Administration
Criminal Justice
Health Care
Graphic Arts
Advertising
Engineering
Computer Programming
Cook/Chef
Hotel/Ski Resort
Management
Nursing
Childcare and
Development
Restaurant Management
Construction
Social Work
Automotive/ Service Repair
Machine Repair
256 (15%)
110 (43%)
115
50
160
Welding
246 (14%)
123 (50%)
107
54
177
Dental Hygiene
231 (13%)
86 (37%)
99
37
123
Logging/Forestry
161 (9%)
65 (21%)
68
14
79
Plumbing/Pipefitting
135 (7%)
66 (48%)
54
26
92
The previous Table 6 indicates the number of students who would be highly interested in
attending a higher education center given their occupational interest. It also projects student
interest in the center for schools that did not return surveys based on those schools that did not
respond. Education, Business Administration, Criminal Justice, Health Care, and Graphic Arts
all had above 250 students responding with a high interest also in attending a higher education
center. However traditional occupations such as Welding, Automotive/Service Repair, and
Carpenter/Millwright had a sizeable amount of students (greater than 150 respondents) interested
in attending such a facility
As mentioned in the future economic conditions portion of this report, it is predicted that certain
industries will be emerging in Sanilac in the near future. Once again these industries include:
Personal Care & Service, Construction and Extraction, Healthcare Practitioners/Technical
Occupation, Healthcare & Support, and Sales-Related occupations. Combined with the student
data, it appears there is a correlating interest between the students having a high interest in
occupations such as Nursing and Health Care and the general shift in the economy with the
increase in Healthcare & Support Industry/ Healthcare Practitioners. Correspondingly, the
Construction and Extraction industry has been gaining speed, with the students also
demonstrating of a high interest in construction occupations as well.
Agriculture
Agriculture was the second highest industry in terms of the number of currently employed
students. Second to the food service industry, which had 28% of the student population
employed, agriculture had 10% of students part-time employed. Agriculture is and will continue
to be a main component of the economy, however, the way in which workers will participate in it
will evolve over time. Such adaptations might take the form of getting a degree or certification,
which would incorporate knowledge and skills of heavy farm machinery, or for example an
Agribusiness degree.
Potential Benefits Offered by a Vocation/Technical Training Center
Over 60% of the students responded with a high level of interest in the following benefits of a
vocational/technical training center: Flexibility in class schedule (68%), Financial Assistance
(66%), Qualified Faculty and Staff (61%), and Work/study opportunity (60%). Convenient
location also ranked a high priority of the respondents (54%).
Distance Willing to Travel
Students were asked how far they would be willing to travel to a vocational/technical training
facility, if they were interested in obtaining such training. The available choices were: 0-5miles,
6-10 miles, 11-25 miles, and over 26 miles. 5% of students surveyed indicated they were willing
to travel 0-5 miles to a training facility. 12% of students indicated they would be willing to
travel 6-10 miles to a training facility. 34% of students indicated that they would be willing to
travel 11-25 miles to a training facility. Lastly 49% of students in indicated that they would be
willing to travel 26 miles or more to a training facility. These findings indicated that distance is
not a factor with these given ranges. When asked how important a convenient location was in
determining whether they would attend such a facility, 55% indicated that it was very important.
300
250
200
150
100
50
0
21
-2
5
26
-3
0
31
-3
5
36
-4
0
41
-4
5
46
-5
0
51
-5
5
56
-6
0
O
ve
r6
0
Number of Repondents
Age
Number of Respondents
Figure 5 indicates the spread of teachers tenure in the field of education. 60 teachers (34.3%)
had more than 20 years employed in education, 22 teachers (12.6%) had 16-20 years of
employment, 26 teachers (14.9%) had 11-15 years of employment, 39 teachers (22.3%) had 510 years of employment, and 27 (15.4%) have less than 5 years of employment in the field of
education.
It is interesting to note that beginning
Figure 5: Lenth of Employment: Respondents
teachers with 3-5 years teaching
and Non-Respondents
experience still havent received their
professional certificate and must still
400
350
complete 18 graduate credit hours.
300
Whereas teachers who have already
250
acquired their professional certificate
200
only need to take 6 graduate credits
150
100
every 5 years. Therefore due to the
50
aging teacher population in Sanilac
0
County, it is reasonable to assume that
11
16
M
Le
5or
10
-1
-2
ss
e
5
0
the demand for certification classes in
th
th
an
an
5
20
the future will increase as a result of the
new teachers replacing those who
Years Em ployed
retire.
This trend can be seen in the level of educational aspiration for respondents. As indicated below
in Figure 6, 78 teachers (44.6%) would like to obtain their masters, 20 teachers (11.4%) said they
would like to obtain a doctorate, and 20 teachers (11%) are content with their Bachelors degree.
Figure 6: Educational Aspiration: Respondents
Number of Respondents
90
80
70
60
50
40
30
20
10
0
Bachelor's
Degree
Master's
Degree
Doctorate
Other
Table 7 indicates the educational areas where the teachers have recently taken continuing
education classes. Many of the teachers have recently taken Computer Science/Technology
classes, which could indicate a future demand for such courses. The next strongest area of
interest is Technological Education, followed by English, General Science, and Math. Some of
the other classes not listed that teachers mentioned that they took were, Classroom Teaching,
Counseling, Administration, Teaching Methods and Library Sciences. Although the General
Education courses show a high and constant demand, newer educational areas such as Computer
Science and Technology have a higher demand.
Table 7: Recent Courses Teachers Have Taken (Grouped by Age)
Course/Training
Computer Science/Technology
Technology Education
English
Special Education
General Sciences
Social Studies
Math
Art
Foreign Language
Music
History
Physical Education/Health
Industrial Arts
Other
Table 7 breaks up the teaching population into two subgroups; teachers less than 45 years
old, and teachers 46 years and older. The rationale for dividing the population into 2 groups
based on age was to determine whether different teaching generations have divergent interests
in specific continuing education classes. The second column in the table shows the teaching
population ages 21-45, which was composed of 95 teachers (54% of the teaching population).
The third column represents the older teaching population, 46 and over, which had 79 teachers
(45% of the teaching population).2 Starting in the second row labeled Computer
Science/Technology, we see there are 33 teachers, or 35% of the population 21-45 years old, that
have a high interest in continuing education in Computer Science/Technology. The third column
indicates that the older teaching population had 28 teachers, or 35% of the older teaching
population highly interested in Computer Science/Technology. These numbers indicate that both
age groups have an equal interest in Computer Science/Technology. However, data concerning
Technology education class interest showed a generational gap between the older and younger
teachers. The older population of teachers had 17 respondents, 22%, indicate a high interest in
Technology education classes, where as the younger population had 19 respondents, which was
only 11% of their teaching population, indicate a high interest. Most Technology education
classes would include training on how to incorporate technology knowledge to classroom
experiences using up-to-date resources such as Microsoft Excel and Powerpoint. The older
population had a higher interest in these types of classes. This may be a result of the younger
population already having sufficient knowledge due to recent college education or growing up
with the emerging technology. Other educational training classes, such as English and General
Sciences, also show a differentiation between the two age populations. As mentioned before by
Figure 4, a large portion of the teaching population is reaching retirement, indicating that
younger teachers will become more abundant. Due to this factor, focusing on the needs of the
younger teachers might be one course of action.
Table 8 on the next page describes the same data as table 7, however, it includes what the
demand would be if the non-responding teachers had indicated their preferences. The example
of Technology Education can be clearly seen from this data. The older teaching population
would have 100 teachers interested in Technology classes, where as the younger teachers would
only have 68 respondents interested in Technology classes. Also, as previously mentioned, this
table also confirms the diverging interests in General Science and English classes. The younger
population would have 108 teachers interested in taking English classes whereas the older
population only had 64 teachers interested. Accordingly there would be 80 younger teachers
interested in continuing general sciences classes, where as only 18 older teachers are interested.
There was one survey that chose not to respond to the question regarding their age, which explains the discrepancy
in the percentages.
Survey
Respondents
Less Than 45
Years Old
Portion of nonrespondents
less than 45
years old
Computer Science/
Technology
33 (35%)
155
188
28 (35%)
132
160
Technology
Education
19 (11%)
49
68
17 (22%)
83
100
19 (20%)
89
108
11 (14%)
53
64
9 (9%)
40
49
11 (14%)
53
64
14(15%)
66
80
3 (4%)
15
18
10 (11%)
49
59
7 (9%)
34
41
8 (8%)
35
43
8 (10%)
38
46
4 (4%)
18
22
5 (6%)
23
28
7 (7%)
31
38
1 (1%)
4 (4%)
18
22
4 (5%)
19
23
2 (2%)
11
4 (5%)
19
23
3 (3%)
13
16
1 (1%)
1 (1%)
21 (22%)
97
118
11 (14%)
53
64
Course/Training
English
Special Education
General Sciences
Social Studies
Math
Art
Foreign Language
Music
History
Physical
Education/Health
Industrial Arts
Other
Total
population of
less than 45
years old
Survey
Respondents
Age 46 and
Older
Total
Population
of age 46
and Older
9
8
7
6
5
4
3
2
1
0
Bachelors
Master's
Doctorate
Fi
rs
Se t
co
nd
Th
ird
Fo
ur
th
Fi
fth
Other
Pr
eK/
K
Number of Respondents
Grades Taught
25
20
Sixth
15
Seventh
10
Eighth
th
er
O
D
oc
to
ra
te
M
as
t
er
's
Ba
ch
el
or
s
Number of Respondents
Grades Taught
60
50
Ninth
40
Tenth
30
Eleventh
20
Tw elveth
10
th
er
O
D
oc
to
ra
t
M
as
te
r's
Number of Respondents
Ba
ch
el
or
s
Grades Taught
Distance
When the respondents were asked about the distance they were willing to travel to obtain
additional educational or accreditation training 79 teachers (45.1%) said 21-40 miles, and 54
teachers (30.9%) said 40+ miles, with only 31 teachers (17.7%) only willing to travel less than
20 miles to a facility. Their responses to whether they would be willing to take a shuttle bus to a
regional education institution yielded 49 yes (28%) and 113 no (64.6%). Those who answered
yes to the later question said the most amount of money they would be willing to pay each way
was 3 dollars.
Potential Benefits Offered by a Vocation/Technical Training Center
Teachers responded to those benefits that addressed time management and compensation for
their time. 150 teachers (85%) indicated that they place a high level of importance of the
flexibility of class hours. Therefore, due to rigorous teaching schedules that can often include
teaching, administrative meetings, and coaching, teachers would need scheduling to
accommodate their already busy schedules. Night courses, summer courses and weekend
courses should be taken into consideration. 141 teachers (80%) indicated that they place a high
level of importance on tuition reimbursement. 114 teachers (65%) indicated a high level of
importance of compensation for time spent in class.
Interest by Industry
A majority (63.0%) of employers surveyed were in the manufacturing sector, 14.8% of
employers were in the service industry, 14.8% were in health care, and 7.4% identified other.
When asked from which sector employers hire their employees, 74.1% said manufacturing,
40.7% said automotive, and 33.3% said construction. Emphasis on a manufacturing related
curriculum with automotive and construction components is indicated by the results of the
employer surveys.
Employment Barriers
The Figure 10 shows the percentage distributions of barriers to recruiting and training employees
ranked at medium to high importance.
Percentage
Lack o f
technical
skills
Lo w
emplo yee
educatio nal
level
Lack o f prio r
Lack o f
Poor
emplo yment educatio nal
emplo yee
o r experience facilities to
selfsupply trained presentatio n
and
emplo yees
appearance
Lack o f
fo rmalized
training
pro gram
within yo ur
co mpany
Lack o f
info rmatio n
abo ut
available
vo catio nal
pro grams
Barriers
Upon examination of the data provided by the Sanilac County employers, it is evident that
barriers exist for the recruitment and training of employees. Employee skills and education
level are a main deterrent in the area of recruitment, but a lack of formalized training and
information about available vocational programs also plays a significant role in inhibiting the
recruitment process. Recruiting qualified and skilled employees is essential for area businesses
to build a quality workforce. Figure 10 outlines those barriers most pertinent to employers,
ranked at medium to high importance by a majority of employers. The Table 9 below shows a
more detailed analysis of the five highest ranked barriers.
Percentage Ranking As
Medium To High Importance
85.2
85.1
81.4
70.3
66.6
As Table 9 indicates, Poor Employee Attendance and Punctuality is listed as a high concern of
employers. Selected coursework at a higher education center not only would address work
related skills, but also issues such as attendance and punctuality. The center would educate and
reiterate the importance of these issues, as well as other topics that relate to work ethic. Other
barriers to recruitment that employers found equally important were lack of technical skills, and
low employee educational level. One of the main functions of the Center would be to raise the
level of employee skills and education in the Sanilac County Region. The seminars and classes
provided by the center could help alleviate problem areas such as these. Lastly, lack of prior
employment or experience, and lack of educational facilities to supply trained employees also
concerned the employers. Although it is not possible for the center to specifically address the
Sanilac Higher Education Center Feasibility Study Final Report 28
problem of prior employment, the hands on experience that the students will receive would
strengthen future employment applications.
Health Care
Accounting
Secretary/Office
Assistant
Subject Area
Electrician
Computer
Science
Business
Administration
Welding
Computer
Programming
Machine Repair
60
50
40
30
20
10
0
Engineering
Percentage
The five most demanded subject areas are Machine Repair, with 50% of employers expressing
high interest, Engineering (50%), Computer Programming (45.8%), Welding (37.5%), and
Business Administration (37.5%). These results follow closely with the results from interest by
industry. There is a correlation between interest in machine repair and engineering subject areas
and the large proportion of manufacturing-related companies. This reinforces the importance of
industrial and manufacturing related job skills in the region. In addition to direct skilled labor is
a high interest in indirect skilled labor as evidenced by the interest in Computer Programming
and Business Administration. The general pattern indicates a high demand for technical skills.
Employer Assistance
Table 10 below shows the percentage of employers who were willing to offer specific types of
assistance for employees who were enrolled in a vocational/technical training center.
Percent
88.9
66.7
25.9
14.8
As indicated in Table 10, the most widely accepted type of assistance is help in defraying
training costs (88.9%). Such a large percent of the employers responding positively to helping
the employees pay for the costs indicates a high level of interest in the center for employee
training and education. Allowing flexible hours to permit attendance is the second highest
concession employers are willing to make. Employers are willing to assist employees who are
enrolled in a vocational/technical training facility, but will limit it to those who require the
assistance. This may reflect the attitude of area employers as expecting and needing skilled
labor, rather than merely rewarding employees who happen to be skilled.
Transportation
Assistance
Job
Recruitment
Seminars
Child Care
Facilities
Computer
Access
Input
Regarding
Courses/
Training
Financial
Assistance
Convenient
Location
80
70
60
50
40
30
20
10
0
Flexible Class
Scheduling
Percentage
Type of Assistance
Further analysis of this data reveals, as shown in the following table, flexible class scheduling
and convenient location are top priorities, where as job recruitment seminars and transportation
assistance dont seem to be an issue. The five most important types of service and or assistance
that employers look for in a higher education center are located in the Table 11 below.
Type of Service/Assistance
Flexible Class Scheduling
Convenient Location
Financial Assistance
Input Regarding Courses/Training
Computer Access
Flexible class scheduling and a convenient location remain important for employers, showing a
trend in the importance of successful integration of a vocational/technical training center with
normal work hours. Employers want to use a training facility, but emphasize the importance of
not letting the attendance of such a facility interfere with the normal operations of the company.
Flexibility in scheduling and location should be a high priority in facility planning to
accommodate these needs.
Geriatrician
Eldercare
Specialist
Nutritionist
Respiratory
Therapist
Medical
Transcriptionist
Medical
Records
Rehabilitation
Therapist
Assisted Living
Specialist
LPN
RN
Physical
Therapist
Occupational
Therapist
60
40
20
0
Receptionist
120
100
80
Nurse
Assistant
Percentage
Healthcare Sector
Special attention was paid in the employer survey to the healthcare sector due to its potential as a
sector of high growth in the region under study. Of the employers who identified their industry
as healthcare, 2 had 100% expected growth rate in their organizations within the next decade.
The following chart shows a distribution of percentage of healthcare employers expecting any
kind of growth in a particular position over the next five years.
Position
Our results indicate projected growth in nearly every healthcare position over the next five years,
concurrent with the predicted growth in the healthcare sector overall. Table 12 below ranks the
top five most heavily demanded healthcare positions in terms of projected growth in number of
employees over the next five years.
Table 12: Top Five Positions in Projected
Growth
Position
Registered Nurse
Nurse Assistant
Licensed Practical Nurse
Rehabilitation Therapist
Assisted Living Specialist
Rank
1
2
3
4
4
There is a very high demand in the numbers of Registered Nurse, Nurse Assistants, and Licensed
Practical Nurses to fill positions over the next five years, which seems to indicate a pattern of
high demand for medical support staff. This may reflect a shortage and growing demand for
nurses in the region that follows closely with the national trend in shortage of nursing staff.
Additionally, the relatively high number of assisted living specialists needed may signify a
growing number of retiring elderly in the region that require assisted living.
Correlations between employers who identify with the healthcare sector and employer attitudes
and assistance for a vocational/technical center were indicative of the general trend. All of the
employers in healthcare responded they would encourage employees to use a Higher Education
Center, if available. A majority of healthcare employers said they would allow flexible hours to
permit attendance and help defray costs associated with a vocational/technical training center
(both 75%). Healthcare employers also expressed disinterest in offering incentives (75%
against) and paying for employee time spent in classes (75% against).
Moderate
Estimate
508
98
173
316
1095
Optimistic
Estimate
678
307
231
493
1709
762
422
260
669
2113
The projected enrollment for the student population is between the ranges of 508-762, as
indicated in Table 15. The data was derived using the following parameters: Out of the 847
students who indicated a strong interest in attending the center (calculated using data from both
respondents and non-respondents), we took low, medium and high estimate to determine a
conservative, moderate, and optimistic expectation on the amount of students that will actually
attend the center. These estimates were calculated by using 60%, 80%, and 90% respectively. A
similar methodology was used in calculating the projected enrollment for the teachers. The
population of teachers (respondent and non-respondents) who indicated a high interest in taking
educational classes at the center consisted of 289 respondents. Again 60%, 80%, and 90% of
those teachers was calculated to determine the corresponding low, medium, and high projected
enrollment numbers. The next stakeholders that the center would target are non-traditional
students. A non-traditional student would be defined as those who attend classes but are not
pursuing a specific degree, or those older than the typical college student. The estimated
enrollment percentages were based on data taken from a study done by the Michigan Department
of Labor and Economic Growth on Michigan Community College Profiles (See Appendix P).
The state level average enrollment for non-traditional students was 18% of the total enrollment
population. That number was used to determine low, medium, and high estimates of projected
enrollment for non-traditional students, which were 9%, 18%, and 20% of the total enrollment.
Lastly, the projected enrollment for the employees were calculated based off the aggregate
demand that the employers had for such a center. The data showed that 90% of employers
would encourage their employees to attend such a facility. Therefore, out of the top 20
employers, 5%, 10%, and 15% of their employees (out of a total of 3529 employees) was
determined for the different estimates of enrollment in the center. To account for the nonresponding employers in the region, there was an 140 employee estimate calculated, which
would provide an additional 140 students to the aforementioned scale (5%, 10%, and 20%) of
total employees in the region that would attend the center.
CURRICULUM
Surveyed students indicated a strong interest in attending a higher education center in the
following fields: Education, Business Administration, Criminal Justice, Healthcare, Graphic
Arts, Advertising, Engineering, and Computer Programming. These fields showed both a high
interest in the occupation as well as a high interest in attending the center. It is particularly
interesting to note that although traditional vocational/technical job training were less popular
among students, those that expressed interest demonstrated a significantly higher interest in
attending such a higher education center. Traditional vocational/technical fields that follow this
trend include: Construction, Automotive/Service Repair, Carpenter/Millwright, Machine Repair,
Welding, and Plumbing/Pipefitting. In order to meet the needs of a diverse student body, the
Sanilac Higher Education Center must balance both student interest and demand in order to offer
a successful curriculum mix.
Figure 14: Projected Student Enrollment
tr a
tio
Co
n
He
m
pu
al
th
te
ca
rP
re
ro
gr
am
m
in
Co
g
ns
tru
ct
io
n
En
g
Co
in
ee
m
rin
pu
g
te
rS
ci
M
en
ac
ce
hi
ne
Re
pa
ir
W
el
di
ng
Bu
sin
es
s
Ad
m
in
is
Number of Students
400
350
300
250
200
150
100
50
0
Subject Area
Curriculum choices for teachers interested in the Higher Education Center will be
influenced by long-term changes in their demographics as well as mandated teacher certification
requirements. With an aging group of certified teachers approaching retirement, the teaching
workforce may be replaced by younger and/or uncertified teachers who have greater education
needs. Teachers with 3-5 years experience and still havent received their professional certificate
must complete 18 graduate credit hours, as opposed to 6 graduate credits every 5 years for
certified teachers. These requirements are reflected in the educational aspirations of the
surveyed teachers, where 45% indicated a desire to attain a Masters Degree. Based on recent
courses taken by surveyed teachers, demand for certification-related curriculum is strongest in
English, General Science, and Math. This curriculum should be considered because it will meet
current needs as well as the long-term anticipated need for teacher certification-related courses.
Sanilac Higher Education Center Feasibility Study Final Report 34
In addition to the need for these courses, the largest amount of courses recently taken by area
teachers is in Computer Science/Technology, followed by Technological Education. Courses in
these two areas will receive strong support from all teachers in the short-term, as well as benefit
the future long-term needs of new teachers to the school system.
Figure 15: Projected Teacher Enrollment
Number of Teachers
300
250
200
150
100
50
0
Computer
Science/
Technology
Technology
Education
English
General
Science
Math
Subject Area
Employers that were surveyed showed a strong interest in a higher education center.
When identifying the most significant barriers to recruiting and training employees, over 80% of
employers indicated the following three priorities: poor employee attendance and punctuality,
lack of technical skills, and low employee educational level. Each of these barriers can be
directly addressed through coursework at a higher education center. When asked which subject
areas employers would recommend their employees to pursue, the top five subject areas
included: Engineering, Computer Programming, Welding, and Business Administration. Special
attention was also given to the healthcare industry, where 100% of surveyed employers expected
growth in their organizations within the next decade. The top five heavily demanded healthcare
positions in terms of projected employment growth for the region are: Registered Nurses, Nurse
Assistants, Licensed Practical Nurses, Rehabilitation Therapists, and Assisted Living Specialists.
When determining the curriculum for the Higher Education Center, the predicted growth
of area industries is an important consideration for identifying priorities within student, teacher,
and employer demand. The Michigan Department of Labor and Economic Growth predicts that
emerging industries in the Sanilac region will be: Personal Care & Service, Construction &
Extraction, Healthcare Practitioners/Technical Occupation, Healthcare & Support, and SalesRelated Occupations.
When combining the anticipated needs of the region with the interest demand from
students, teachers, and employers, curriculum priorities can be established as shown in Table 14.
First Priority subject areas roughly include those topics that are common to all survey recipients
and fit the anticipated need within the region. Second Priority areas include topics that received
high interest and demonstrated sufficient demand to bring students to the Higher Education
Center.
St. Claire
Community
College
Delta
Community
College
Saginaw
Valley
State
University
Davenport
Education
Engineering
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Computer
Programming
Welding
Y
Y
Macine Repair
Business
Administration
Health Care
Construction
Baker
Michigan
State
University
Central
Michigan
University
Ferris
State
University
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
Y
N
N
N
N
N
Y
Y
THE MISSION
The mission of the vocational and training center is to provide a high quality facility, curriculum,
equipment, and instruction that meet the needs of the student population as well as the needs of
the employers in the region. The mission is also to ensure that optimal transportation options are
met, that scheduling of classes meets student and employer needs, and that communication
channels be established and maintained with local high schools, employers, students, and other
institutions that may provide instructors or other resources.
THE GOALS
The goals of the Higher Education Center are unique to each individual stakeholder involved
with the center. For graduating high school students, the goal is to provide challenging and
relevant higher education and vocational opportunities in the Sanilac County region. Area
teachers will have access to continuing education opportunities to fulfill teaching certification
requirements and bolster their teaching abilities. The goal for area employers is to strengthen and
expand the skills of current employees and potential job applicants.
THE OBJECTIVES
Objectives of the center include retaining a greater proportion of the youth in the region by
providing opportunities for vocational and technical training and employment opportunities and
to keep and attract employers to the region by providing existing and potential employees with
the means to acquire and enhance career related skills.
IMPLEMENTATION STEPS
The process of bringing the Higher Education Center from a proposed phase to an operational
phase requires achieving several milestones that will result in a successful center. These
implementation steps are outlined in Table 16, and include suggested time frames for their
completion beginning from the outset of proposal activities.
Identify Funding
Sources
Month 1-2
Develop Funding
Proposals
Month 2-3
Conduct
Preliminary
Engineering,
Architecture, and
Design Activities
Month 4-6
4
5
6
Conduct Funding
Campaign
Obtain Funding
Begin Marketing /
Registration
Activities
Month 3-15
Month 6-18
Month 16-30
Begin Site
Preparation
Begin
Construction
Month 20-28
Construction
Complete
10 Begin Operations
Month 28-30
Month 30-34
7
8
9
Month 18-22
Value
8%
6.67
20
513
1095
$60
3%
$450
1,095
5%
20
10,260
$64
that exists within the community. Statements Two and Three contain projected income
statements based on moderate and optimistic enrollment numbers.
Statement One: Projected Seven-Year Income Statement Under Conservative Scenario (1095 students)
1
1,401,600.00
65,700.00
0.00
20,000.00
1,487,300.00
2
1,818,996.48
71,054.55
0.00
20,600.00
1,910,651.03
3
1,967,244.69
76,845.50
0.00
21,218.00
2,065,308.19
Year
4
2,127,575.14
83,108.40
0.00
21,854.54
2,232,538.08
5
2,300,972.51
89,881.74
0.00
22,510.18
2,413,364.42
6
2,488,501.77
97,207.10
0.00
23,185.48
2,608,894.35
7
2,691,314.66
105,129.48
0.00
23,881.05
2,820,325.19
100,000.00
80,000.00
100,000.00
30,000.00
45,000.00
492,750.00
60,290.00
103,000.00
82,400.00
103,000.00
30,900.00
46,350.00
639,490.95
62,098.70
106,090.00
84,872.00
106,090.00
31,827.00
47,740.50
691,609.46
63,961.66
109,272.70
87,418.16
109,272.70
32,781.81
49,172.72
747,975.63
65,880.51
112,550.88
90,040.70
112,550.88
33,765.26
50,647.90
808,935.65
67,856.93
115,927.41
92,741.93
115,927.41
34,778.22
52,167.33
874,863.90
69,892.63
119,405.23
95,524.18
119,405.23
35,821.57
53,732.35
946,165.31
71,989.41
50,000.00
14,400.00
49,275.00
81,737.20
1,103,452.20
51,500.00
14,832.00
53,290.91
90,685.73
1,277,548.29
53,045.00
15,276.96
55,955.46
96,041.01
1,352,509.05
54,636.35
15,735.27
58,753.23
101,771.67
1,432,670.75
56,275.44
16,207.33
61,690.89
107,906.48
1,518,428.34
57,963.70
16,693.55
64,775.44
114,476.49
1,610,208.01
59,702.61
17,194.35
68,014.21
121,515.22
1,708,469.69
383,847.80
72,424.00
633,102.74
74,596.72
712,799.14
76,834.62
799,867.33
79,139.66
894,936.09
81,513.85
998,686.34
83,959.27
1,111,855.50
86,478.04
Net Income
311,423.80
558,506.02
635,964.52
720,727.67
813,422.24
914,727.08
1,025,377.46
Revenues
Tuition
Fees
Grants/State Funding
Gifts/Contributions
Total Revenues
Operating Expenses
Salary and Benefits
Director
Academic Support/Student Services
Clerical Admin (2)
IT (part-time)
Custodial/Maintenance
Instructor Fees (paid by credit)
Departmental Operating Expenses
Utilities
Energy Costs
Telecom
Information Technology
Allowance for Unexpected Expenses
Total Operating Expenses
Statement Two: Projected Seven-Year Income Statement Under Moderate Scenario (1709 students)
1
Year
4
2,187,520.00
102,540.00
0.00
20,000.00
2,310,060.00
2,838,963.46
110,897.01
0.00
20,600.00
2,970,460.47
3,070,338.98
119,935.12
0.00
21,218.00
3,211,492.09
3,320,571.60
129,709.83
0.00
21,854.54
3,472,135.97
3,591,198.19
140,281.18
0.00
22,510.18
3,753,989.55
3,883,880.84
151,714.10
0.00
23,185.48
4,058,780.42
4,200,417.13
164,078.79
0.00
23,881.05
4,388,376.97
100,000.00
80,000.00
100,000.00
30,000.00
45,000.00
769,050.00
60,290.00
103,000.00
82,400.00
103,000.00
30,900.00
46,350.00
998,073.09
62,098.70
106,090.00
84,872.00
106,090.00
31,827.00
47,740.50
1,079,416.05
63,961.66
109,272.70
87,418.16
109,272.70
32,781.81
49,172.72
1,167,388.45
65,880.51
112,550.88
90,040.70
112,550.88
33,765.26
50,647.90
1,262,530.61
67,856.93
115,927.41
92,741.93
115,927.41
34,778.22
52,167.33
1,365,426.86
69,892.63
119,405.23
95,524.18
119,405.23
35,821.57
53,732.35
1,476,709.15
71,989.41
50,000.00
14,400.00
76,905.00
106,051.60
1,431,696.60
51,500.00
14,832.00
83,172.76
119,372.30
1,694,698.85
53,045.00
15,276.96
87,331.40
127,065.53
1,802,716.10
54,636.35
15,735.27
91,697.97
135,324.69
1,918,581.33
56,275.44
16,207.33
96,282.86
144,194.07
2,042,902.87
57,963.70
16,693.55
101,097.01
153,721.52
2,176,337.57
59,702.61
17,194.35
106,151.86
163,958.73
2,319,594.68
878,363.40
72,424.00
1,275,761.62
74,596.72
1,408,776.00
76,834.62
1,553,554.64
79,139.66
1,711,086.67
81,513.85
1,882,442.85
83,959.27
2,068,782.29
86,478.04
Net Income
805,939.40
1,201,164.90
1,331,941.38
1,474,414.98
1,629,572.82
1,798,483.58
1,982,304.25
Revenues
Tuition
Fees
Grants/State Funding
Gifts/Contributions
Total Revenues
Operating Expenses
Salary and Benefits
Director
Academic Support/Student Services
Clerical Admin (2)
IT (part-time)
Custodial/Maintenance
Instructor Fees (paid by credit)
Departmental Operating Expenses
Utilities
Energy Costs
Telecom
Information Technology
Allowance for Unexpected Expenses
Total Operating Expenses
Statement Three: Projected Seven-Year Income Statement Under Optimistic Scenario (2113 students)
Revenues
Tuition
Fees
Grants/State Funding
Gifts/Contributions
Total Revenues
Year
4
2,704,640.00
126,780.00
0.00
20,000.00
2,851,420.00
3,510,081.79
137,112.57
0.00
20,600.00
3,667,794.36
3,796,153.46
148,287.24
0.00
21,218.00
3,965,658.70
4,105,539.96
160,372.65
0.00
21,854.54
4,287,767.16
4,440,141.47
173,443.03
0.00
22,510.18
4,636,094.67
4,802,013.00
187,578.63
0.00
23,185.48
5,012,777.12
5,193,377.06
202,866.29
0.00
23,881.05
5,420,124.40
Operating Expenses
Salary and Benefits
Director
Academic Support/Student Services
Clerical Admin (2)
IT (part-time)
Custodial/Maintenance
Instructor Fees (paid by credit)
Departmental Operating Expenses
Utilities
Energy Costs
Telecom
Information Technology
Allowance for Unexpected Expenses
Total Operating Expenses
100,000.00
80,000.00
100,000.00
30,000.00
45,000.00
950,850.00
60,290.00
103,000.00
82,400.00
103,000.00
30,900.00
46,350.00
1,234,013.13
62,098.70
106,090.00
84,872.00
106,090.00
31,827.00
47,740.50
1,334,585.20
63,961.66
109,272.70
87,418.16
109,272.70
32,781.81
49,172.72
1,443,353.89
65,880.51
112,550.88
90,040.70
112,550.88
33,765.26
50,647.90
1,560,987.24
67,856.93
115,927.41
92,741.93
115,927.41
34,778.22
52,167.33
1,688,207.70
69,892.63
119,405.23
95,524.18
119,405.23
35,821.57
53,732.35
1,825,796.62
71,989.41
50,000.00
14,400.00
95,085.00
122,050.00
1,647,675.00
51,500.00
14,832.00
102,834.43
138,247.51
1,969,175.76
53,045.00
15,276.96
107,976.15
147,479.07
2,098,943.54
54,636.35
15,735.27
113,374.96
157,401.93
2,238,300.99
56,275.44
16,207.33
119,043.70
168,070.60
2,387,996.87
57,963.70
16,693.55
124,995.89
179,543.99
2,548,839.76
59,702.61
17,194.35
131,245.68
191,885.73
2,721,702.98
1,203,745.00
72,424.00
1,698,618.60
74,596.72
1,866,715.17
76,834.62
2,049,466.17
79,139.66
2,248,097.81
81,513.85
2,463,937.36
83,959.27
2,698,421.42
86,478.04
Net Income
1,131,321.00
1,624,021.88
1,789,880.55
1,970,326.51
2,166,583.96
2,379,978.09
2,611,943.38
In summary, the projected net income of the center varies widely based on the number of
students that plan to enroll. Table 18 below summarizes the first year net income under multiple
scenarios.
Table 18: Summary of Financial Projections
Scenario
Students First Year Net Income
Optimistic
2113
1,131,321.00
Moderate
1709
805,939.40
Conservative
1095
311,423.80
Break-even
709
0
Based on our assumptions, 709 students are required to enroll for the center to break-even during
the first year.
Amount
6,615,000
243,000
1,606,480
255,000
51,238
8,770,718
Potential
Funding Level
Description
Supports local economic development
projects that lead to job creation. Funds
construction projects.
$1,500,000
$500,000
US Department of
Agriculture (RBEG)
$500,000
US Department of Labor
Employment and Training
Administration (ETA)
$1,000,000
US Department of
Education
US Department of Health
and Human Services (HHS)
US Department of Energy
$500,000
$500,000
$250,000
US Environmental
Protection Agency
US Department of
Homeland Security
Michigan Economic
Development Corporation
(MEDC)
Michigan Department of
Education
Michigan Department of
Agriculture
Foundations
$1,500,000
Fundraising Campaign
$4,000,0006,000,000
$250,000
$1,000,000
$500,000
Total
$100,000
$100,000
$12.2-$14.2
Million
Appendices
Appendix A: Principal Economic Base Employers
Appendix B: Economic Outlook
Appendix C: High School Contacts
Appendix D: High School Response List
Appendix E: High School Student Survey Cover Letter
Appendix F: High School Student Survey
Appendix G: High School Student Survey Code Book
Appendix H: High School Student Survey Data
Appendix I: Teacher Survey
Appendix J: Teacher Survey Code Book
Appendix K: Teacher Survey Data
Appendix L: Employer Survey Contacts
Appendix M: Employer Survey
Appendix N: Employer Survey Code Book
Appendix O: Employer Survey Data
Appendix P: MDLEG Community College Profiles
Appendix Q: Curriculum Availability
Appendix R: IT Start-up Costs
Appendix S: Department Start-up Costs
Abridged Appendices
City
Employees
Sales
Laydon Co.
Brown City
50 to 99
Beginning Year
1995
Llink Technologies
Brown City
50 to 99
2002
Brown City
100 to 249
2000
Brown City
50-99
N/A
1996
Croswell
50 to 99
$2.5 to $5 MILLION
2000
Conveyor Components
Croswell
50 to 99
$5 to $10 MILLION
1988
Cotterman Co
Croswell
50 to 99
$5 to $10 MILLION
1988
Croswell
50 to 99
$5 to $10 MILLION
1999
MI Sugar Co
Croswell
100 to 249
1997
Croswell
50 to 99
$2.5 to $5 MILLION
1988
Plastech
Croswell
100 to 249
1988
Croswell
100 to 249
N/A
1997
Lexington
50 to 99
$2.5 to $5 MILLION
1991
Lexington
100 to 249
1984
Lexington
50 to 99
$1 to $2.5 MILLION
1997
US Manufacturing Corp
Lexington
100 to 249
1988
Autumnwood of Deckerville
Deckerville
100 to 249
$5 to $10 MILLION
1997
Deckerville
50 to 99
$5 to $10 MILLION
1984
Deckerville Hospital
Deckerville
100 to 249
2000
Deckerville Plastics
Deckerville
100 to 249
2000
Deckerville
250 to 499
N/A
1992
Deckerville
50 to 99
$5 to $10 MILLION
2002
Deckerville
100 to 249
1984
Adams IGA
Marlette
50 to 99
$5 to $10 MILLION
1991
Oetiker Inc
Marlette
100 to 249
1984
Peck
50 to 99
1995
Sandusky
50 to 99
2001
Sandusky
50 to 99
$5 to $10 MILLION
1992
Jerry's Foodland
Sandusky
50 to 99
1990
Kmart
Sandusky
50 to 99
2001
McDonalds
Sandusky
50 to 99
$1 to $2.5 MILLION
1984
Sandusky
100 to 249
2003
Sandusky
100 to 249
1984
Numatics
Sandusky
100 to 249
1988
Sandusky
250 to 499
1988
Sandusky
100 to 249
$5 to $10 MILLION
1995
Sandusky
100 to 249
$2.5 to $5 MILLION
2001
Sandusky
50 to 99
2003
Sandusky
50 to 99
N/A
1991
1,000
New Jobs
800
600
400
200
Installation,
Maintenance, & Repair
Occup
Building/Grounds
Cleaning/Maint Occup
Healthcare Support
Occupations
Production
Occupations
Transportation &
Material Moving Occup
Healthcare
Practitioners/Technical
Occup
Construction &
Extraction Occupations
Occupational Category
Figure A-2 shows the occupational categories which will add the fewest jobs to the local
economy.
First-Line Sup/Mgrs:
Mechanic/Instll/Repr
Hairdressers/Hairstylists/Cosmetologists
Electricians
New Jobs
Education/Training/Library
Occupations
Management Occupations
Legal Occupations
Arts/Design/Entertain/Sports/Media
Occup
-250
Automotive
Technicians/Mechanics/Repair
First-Line Sup/Mgrs:
Construction/Extract
-200
-150
-100
-50
Carpenters
New Jobs
300
250
200
150
100
50
Occupational Category
Please note that the decrease in management occupations is a result of a projected decrease in
farm/ranch managers of 580 persons.
250
200
150
100
50
Occupation
Business Administration
o St. Claire Community College
Certificate in general business or management 31-32 credits
Sanilac Higher Education Center Feasibility Study Final Report 52
Health Care
o St. Claire Community College
Associates Degree in nursing with articulation in LPN or ADN 68.7555.5 credits
o Delta Community College
Certificate in:
Dental assisting 48 credits
CDA/RDA Transition Track 45 credits
Dental hygene 101 credits
Massage therapy 6 credits
Surgical technology 55 credits
Diagnostic medical sonography 68 credits
Post Associate Certificate in massage therapy 6 credits
o
o
Engineering
o St. Claire Community College
Associates Degree in engineering 64-70 credits
o Delta Community College
Associates Degree in Stationary Boiler Engineering 63 credits
Associates Degree in mechanical engineering technology 63 credits
o Saginaw Valley State University
Bachelors Degree in:
Chemistry 124 credits
Biochemistry 124 credits
Chemical physics 124 credits
Computer Programming
o St. Claire Community College
Certificate in computer applications 31 credits
Associates Degree in computer applications, computer networking, and
computer programming 63-64 credits
o Delta Community College
Certificate in:
Computer applications 29 credits
Network Technology 31 credits
PC support systems 24 credits
Associates Degree in:
Computer Applications 63 credits
Network Technology 65 credits
PC Support Systems 64 credits
Business Information Technology 63 credits
o Saginaw Valley State University
Bachelors Degree in computer science 105 credits
o Davenport
Diploma in:
Computer Support 30 credits
Desktop Application 32 credits
Electronics Application 31 credits
Web Applications 30 credits
Associates Degree in:
Computer Support Technology 61 credits
Administrative Office Technology 61 credits
Electronics Technology 61 credits
Web Development 61 credits
Computer Networking Technology 61 credits
Systems Application Development 61 credits
Information and Computer Security 61 credits
o Baker
Certificate in Computer Information Systems
Certified Novell Engineer 44-48 credits
Microsoft Certified Systems Engineer 44-48 credits
Linux/Unix Systems Technology 44-48 credits
Associates in Computer Programming
Computer Programming 93-97 credits
Java and other software 93-97 credits
Animation Programming 93-97 credits
Bachelor of Computer Science
Computer Science 186-190
Database Technology 186-190
IT and Security 186-190
Welding
o St. Claire Community College
Certificate in welding and cutting technology 33.5 credits
Associates Degree in welding and cutting 62.5 credits
o Delta Community College
Certificate in Welding Engineering Technology 46 credits
Associates Degree in Welding Engineering Technology 73 credits
o Ferris State University
Associates Degree in welding technology 67 credits
Construction
o Delta Community College
Certificate in residential construction 29 credits
Associates degree in construction management 61 credits
Associates Degree in residential construction 68 credits
o Baker
Certificate in Architecture/Construction Technology 37 credits
Associates Degree in Construction Technology 101 credits
o Ferris State University
Certification in construction administration 12 credits
Associates in construction technology 65 credits
Machine Repair
o St. Claire Community College
Certificate in machine tooling 44.5 credits
Associates degree in industrial automation technology 101 credits
Associates Degree in manufacturing technology 16 credits
o Delta Community College
Certificate in refrigeration, heating, air conditioning Technology 24-36
credits
Certificate in refrigeration, heating, air conditioning Technology 69-73
credits
Associates Degree manufacturing and industrial technology 65-69
credits
Associates Degree in machine building, repair 38-40 credits
o Baker Community College
Certification as computer service technician 42 credits
Associates in refrigeration technology 93 credits
Associates in manufacturing systems technology 101
Associates in mechanical technology 101
25
10
Item
Hardware
Dell Optiplex GX280 SDT Workstations
Xerox WorkCentre C2424 Multifunction Printer/Scanner/Copier
Xerox Phaser 3150 Laser Printer
Total Hardware
Software
Microsoft Office Professional
Visual Studio .NET Professional
Minitab
Symantec Anti-virus 9.0
Adobe Photoshop CS
Total Software Budget
Total Initial IT Budget
67.00
67.00
130.00
21.70
150.00
Total
35 34,609.75
1
2,999.00
1
349.00
37,957.75
35
25
25
35
35
2,345.00
1,675.00
3,250.00
759.50
5,250.00
13,279.50
51,237.25
Cost/Unit
$20,600
$11,330
$13,390
$12,360
$1,030
$154,500
Machinery Department:
Name
Manual Mill
Manual Lathe
Surface Grinder
CNC Machine
CNC Lathe
CAD Station
Miscellaneous
Total Cost
$61,800
$113,300
$40,170
$12,360
$10,300
$154,500
Cost/Unit
$10,300
$14,420
$12,360
$51,500
$51,500
$9,785
$18,540
Welding Department:
Name
Thermal Machine
Welder
Large Sheerer
Iron Welder
Oxy-Setting
Hand Band Saw
Plasma Cutter
Secondary Machine
Estimated Need
3
10
3
1
10
--
Estimated Need
8
8
4
2
2
12
--
Total Cost
$82,400
$115,360
$49,440
$103,000
$103,000
$117,420
$18,540
Estimated Need
1
30
1
1
1
1
2
1
Total Cost
$92,700
$49,440
$25,750
$18,540
$5,150
$10,300
$7,210
$3,090
Engineering Department:
Healthcare Department:
In the cases of healthcare and engineering, costs vary considerably depending on the curriculum
track implemented at the center. From our survey of local community colleges, equipment costs
varied from less than $10,000 to upwards of $150,000 for these departments.