Sie sind auf Seite 1von 60

The Sanilac Region

Higher Education Center


Market and Feasibility Analysis Study

Final Report and Recommendations


EDA University Center for Economic Diversification University of
Michigan Ross School of Business

April 2005

THE SANILAC REGION


H I G H E R E D U C AT I O N C E N T E R
MARKETAND FEASIBILITYANALYSIS STUDY

FINAL REPORT

Lawrence Molnar, Director, EDA University Center Program


Principal Investigator
September 2004- April 2005:
David Leopold, Graduate Student Manager
Michael Chia, Student Research Assistant
Wentao Hu, Student Research Assistant
Nick Owens, Student Research Assistant
Alzeira Pereira, Student Research Assistant
Aidan Ryan, Student Research Assistant
Morgan Williams, Student Research Assistant
April 2003- August 2004:
Mark Johnson, Graduate Student Manager
Scott Albrecht, Student Research Assistant
Diana Bejasa, Student Research Assistant
Ravi Perry, Student Research Assistant

Sanilac Higher Education Center Feasibility Study Final Report 2

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

Sanilac Higher Education Center Feasibility Study Final Report 3

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

Sanilac Higher Education Center Feasibility Study Final Report 4

The Sanilac Region Higher Education Center


Market and Feasibility Analysis Study

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.

Sanilac Higher Education Center Feasibility Study Final Report 5

DATA ANALYSIS OF STUDENT RESPONDENTS


Of the 1726 students surveyed, 34% indicated high interest in attending a vocational/technical training
center upon graduation, while 25% indicated medium to high interest in attendance.
The top four benefits students looked for in a vocational/technical training center were flexibility in
class schedules (68%), financial assistance (66%), qualified faculty and staff (61%), and work/study
opportunity (60%). Distance to the vocational/technical training center was not found to be a large
factor for students provided the center is within 26 miles of student residence.
The five highest ranked subject areas of interest to students were education (35% expressing high
interest), Business Administration (27%), Criminal Justice (27%), Health Care (26%), and Graphic Arts
(26%). These represent non-traditional vocational training subjects. While non-traditional subjects
interested a greater percentage of students, traditional vocational subjects were favored when students
were asked whether they would attend a higher education center for their educational training. For three
subject areas, students expressed a high interest in attending the center after demonstrating interest in a
subject: Welding (50% expressing high interest), Plumbing/Pipefitting (48%), and Automotive Service
and Repair (46%). Given the respondent and non-respondent high school student data, a conservative
estimate of enrollment based off of student interest would be 199 students enrolled in Welding, 89
enrolled in Plumbing and Pipefitting, and 194 enrolled in Automotive Service and Repair. Note that
while non-traditional vocational subjects ranked higher than traditional subjects in overall interest,
students interested in traditional vocational subjects were more likely to attend a vocational/technical
training center.

DATA ANALYSIS OF TEACHER RESPONDENTS


Of the 175 teachers surveyed, 55% placed a high importance on the offering of graduate level courses at
a higher education center, 52% emphasized the high importance of technology workshops, and 49% of
teachers indicated high interest for in service subject specification. The three most demanded forms
of assistance a higher education center could provide were flexibility of class hours (85% indicating
high importance), tuition reimbursement (80%), and compensation for time spent in class (65%). When
asked about distance, 76% of respondents were willing to travel at least 20 miles to a higher education
center. The majority (64.6%) of respondents were not willing to take a shuttle to the potential center.
Of those that said they were willing to take a shuttle, the maximum price respondents were willing to
pay each way was 3 dollars.
The survey showed that 34.3% of respondents had more than 20 years of experience, compared to
15.4% with less than 5 years of experience. There is an indication of a disproportionate number of older
teachers (21% aged 51-55) compared to younger teachers (5% aged 21-25). The present disproportion
in age suggests a future infusion to young teachers to fill the gap left by older retiring teachers. Note
that teachers with 3-5 years of experience who havent received their professional certification must
complete 18 graduate credit hours, while teachers who have already acquired certification only need to
take 6 graduate credits every 5 years. This indicates significant future demand for graduate credits.
Of the teachers less than 45 years old, the five most demanded subject areas were Computer
Science/Technology (35%), English (20%), General Sciences (15%), Technology Education (11%), and
Social Studies (11%). Of the teachers 45 years and older, the five most demanded subject areas were
Computer Science/Technology (35%), Technology Education (22%), English (14%), Special Education
Sanilac Higher Education Center Feasibility Study Final Report 6

(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.

DATA ANALYSIS OF EMPLOYER RESPONDENTS


Of the 27 employers surveyed, 81.5% indicated medium to high interest in a vocational/technical
training facility, and 59.3% expressed high interest. Out of the responding employers, a moderate
estimate of 353 employees was calculated for their likelihood of attending the center. However, when
calculating the non-responding major employers in the area (the list of employers can be found in
Appendix A), it would increase that conservative estimate by 140 employees to a total of 493. A
majority, 63.0%, of employers surveyed were in the manufacturing sector, while 14.8% of employers
were in the service industry and 14.8% were in health care. The five highest ranked employment
barriers identified were poor employee attendance and punctuality (85.2% indicated medium to high
importance), lack of technical skills (85.1%), low employee educational level (81.4%), lack of prior
employment or experience (70.3%), and lack of educational facilities to supply trained employees
(66.6%). Employers were willing to allow flexible employee hours to permit the attendance of a
vocational/technical center (66.7%), as well as help defray costs (88.9%), but were not willing to offer
incentives, such as vacation time and bonuses, or pay for employee time spent in class. The five most
important expectations employers had of a vocational/technical center were flexible class scheduling
(74% indicating high importance), convenient location (66.6%), financial assistance (62.9%), input
regarding courses/training (62.9%), and computer access (55.5%).
The five most demanded subject areas were Machine Repair (50% expressing high interest),
Engineering (50%), Computer Programming (45.8%), Welding (37.5%), and Business Administration
(37.5%). Note the crossover between employer demands and student interests. Business Administration
ranked second in overall student interest, while students interested in Welding were most likely to attend
a vocational/technical center.

DATA ANALYSIS OF HEALTH CARE RESPONDENTS


Of the 4 employers that identified their industry as health care, all expected growth within their
organizations in the next decade. The five health care positions with the highest projected growth were
Registered Nurse, Nurse Assistant, Licensed Practical Nurse, Rehabilitation Therapist, and Assisted
Living Specialist. There appears to be large projected growth amongst medical support staff. This may
be a natural consequence of the expanding health care industry within the Sanilac County region. The
high level of projected demand for nurses warrants consideration in the curriculum of a higher education
vocational/training center.

Sanilac Higher Education Center Feasibility Study Final Report 7

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).

BUSINESS AND OPERATING PLAN


Seven year operating budgets and income statements were constructed for conservative, moderate, and
optimistic enrollment scenarios (based on attendance of 1095, 1709, and 2113 students, respectively).
Net income of the facility varied heavily based on the differing enrollment scenarios, but a positive net
income was projected in each case. First year net income for the conservative, moderate, and optimistic
enrollment figures were projected at $311,423, $805,939, and $1,131,321, respectively. The facility is,
therefore, deemed to be financially feasible.
Construction and acquisition costs for the facility were based on an outside contractors (French
Associates) estimates, which were verified with other construction firms. An inflation adjusted figure of
$189 per square foot was used to estimate construction costs of the approximately 35,000 square foot
facility, resulting in a building cost of $6.615 million. After allowances for lighting/parking/drainage,
departmental equipment, classroom equipment, and initial information technology setup, the total initial
cost of the facility was calculated at $8.77 million.

Sanilac Higher Education Center Feasibility Study Final Report 8

Sanilac Higher Education Center Project Overview


PROJECT INTRODUCTION
The Sanilac Intermediate School District and the Thumb Higher Education Authority are assessing the
possibility of establishing a Higher and Continuing Education Vocational/Technical Training Center
within the Sanilac region. There are currently limited opportunities for advanced, higher, continuing
and vocational/technical training and education in the area. The establishment of a Sanilac Regional
Higher Education Center could help alleviate problems of employers such as lack of access to skills
training for current employees and a lack of skills in new hires. The proposed center could alleviate this
issue by providing residents with valuable job training needed by current and emerging industries. The
center could also serve to help retain young students in the area who otherwise after high school would
leave the community to pursue educational opportunities elsewhere. Another component of the Center
would be to provide teachers in the K-12 systems in the region with continuing education opportunities
and classes to meet certification requirements.

MOTIVATION AND GOAL OF THE STUDY


The goal of this study is to determine whether there is a sufficient market demand to establish and
operate a Sanilac Regional Higher Education Center within the Sanilac County region of Michigan.
Given a sufficient market demand for such a center, the study also identifies the prospective curriculum,
the necessary facilities, equipment, instrumentation, and projected enrollments. The purpose of building
a vocational/training higher education center is to help revitalize and stabilize the Sanilac Countys
population and work force through the provision of education and training programs leading to increased
numbers of skilled workers in the labor force.

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

Sanilac Higher Education Center Feasibility Study Final Report 9

Table 1: Population Statistics


Population
County

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%

Source: US Census Bureau

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.

Sanilac Higher Education Center Feasibility Study Final Report 10

Table 2: Regional Education and Income Statistics


Compared to State Average
County
Bachelors
Per Capita
Median Household
Degree/Higher Income ($)
Income
10.9%
17,851
35,315
Huron
12.7%
21,462
51,717
Lapeer
10.0%
17,089
36,870
Sanilac
10.6%
17,985
40,174
Tuscola
Regional
Average
11.4%
19,174
43,379
Michigan
Average
21.8%
22,168
44,667

A BRIEF ECONOMIC HISTORY


Settlers first arrived to the Sanilac region in the 1830s. These early settlers were attracted to the regions
vast abundance of natural resources, and lumber soon became the primary industry of the region.
Unfortunately, the regions resources soon became depleted by the 1860s, and a massive fire swept
through Huron, Lapeer, Sanilac, and Tuscola counties in the spring of 1881 and weakened the remaining
lumber industry.
At this time, agriculture became the predominate industry and largely remains so today. In the mid1800s, wheat and wool became the regions most important crops. After westward expansion,
however, these crops became less important. The region then began to focus on other crops, including
sugar beets.
Other industries of early importance to the region included fishing, salt mining, and grindstone
manufacturing. Fishing and salt mining were of primary importance to the coastal counties.
Unfortunately, the fishing industry reached capacity near 1920 and collapsed by the 1940s. Salt mining
grew in the late nineteenth century and still remains an important industry today in Huron County.
Interestingly, the region became the grindstone capital of the world in the 1840s after the discovery of a
unique mineral source that could be used to manufacture grindstones. The industry boomed and
Grindstone City (Huron County) also grew around it. The city and industry underwent a sharp decline,
however, when carborundum (silicon carbide crystals) replaced grindstone following the First World
War.

Sanilac Higher Education Center Feasibility Study Final Report 11

CURRENT ECONOMIC CONDITIONS


As shown below in Table 3, several critical industries have left the Sanilac Region since 1990. These
plant closures have resulted in declining employment opportunities in the region. The cause of these
closures could be attributed to the overall decline of automotive and general manufacturing facilities
throughout the state.

Table 3: Principal Economic Base Employers (Sanilac County Profile 1990)


2005
Firm
City
Employees Product/Service
Status
Yale Rubber Mfg.
Lear Corp
Clements Mfg.
Plastafiber Industries
Snover Stamping
Aunt Jane's Pickle
Xplorer Motor Homes
Deckerville Die Form
Michigan Peat
National Coach
Croswell Plastics
Magnetek
D & A Industries
Huron Mfg.
Dott Mfg.
Michigan Sugar
Mid-West Rubber
Numatics
Oetiker
Deckerville Plastics
Conveyor Components

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

Source: Michigan Economic Development Corporation and Reference USA

Sanilac Higher Education Center Feasibility Study Final Report 12

Figure 2 highlights the motor vehicle and parts industry, and


while accounting for more than one third of the state of
Michigans manufacturing jobs, is a source of weakness for
Sanilac regions manufacturing industries. The increased cost
of metal and petroleum-based products are dampening
profitability of auto-parts suggesting that the county is
unlikely to see near-term job growth in this sector (data from
FDIC). However, Figure 2 also indicates a large advance in
the demand for jobs in elderly care and health care such as
nursing aides, orderlies, and attendants as well as a growth in
the market consulting workforce. This data corresponds with
Figure 3 that suggests a significant growth in healthcare and
healthcare support in the following years.

Figure 2: Change in Composition of Economy


S iz e o f W o rkfo rce

3500
3000
2500
2000
1994

1500

2005

1000
500
0
AUTOMOTIVE

HEALTH CARE

RUBBER PRODUCTS

Major Employers
1

Figure 2.1: Change in Composition of Economy


Size of Workforce

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

TOOL & DIE

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

Sanilac Higher Education Center Feasibility Study Final Report 13

FUTURE ECONOMIC CONDITIONS


Despite the recent closure of some large manufacturers, the job outlook for the Thumb area is
promising, particularly in the service sector of the economy. Figure 3 presents information on
net job increase in the Thumb area (defined as Sanilac, Huron, Lapeer, and Tuscola Counties) for
both occupational categories as well as specific occupations between 2000 and 2010. The data
below shows that the greatest growth will come from the Sales and Related Occupations,
Construction and Extraction, Personal Care and Service, and Healthcare Practitioners and
Technical Occupations. Sales and Related Occupations are expected to grow by over 1000 in
jobs such as sales representatives, telemarketers, sales engineers, real estate, as well as parts and
retail salespersons. Construction and Extraction Occupations are anticipated to grow by over
600 jobs for carpenters, tapers, roofers, sheet metal workers, stonemasons, and earth drillers.
Personal Care and Service Occupations such as animal caretakers, recreation workers, and child
care workers are estimated to rise by over 450 jobs. Healthcare practitioners and technical
occupations are predicted to rise over 400 in jobs such as medical transcriptionists, psychiatric
aides and dental and medical assistants. To foster this growth, the Thumb Region must ensure
they are adequately prepared to meet the needs of an evolving economic base. More information
about the future economic conditions of Sanilac County can be found in Appendix B.
Figure 3: Largest Growing Occupational Categories (2000-2010)
1,200

1,000

600

400

200

Installation,
Maintenance, & Repair
Occup

Building/Grounds
Cleaning/Maint Occup

Healthcare Support
Occupations

Production
Occupations

Transportation &
Material Moving Occup

Food Preparation &


Serving Related Occup

Healthcare
Practitioners/Technical
Occup

Personal Care &


Service Occupations

Construction &
Extraction Occupations

0
Sales and Related
Occupations

New Jobs

800

Occupational Category

Sanilac Higher Education Center Feasibility Study Final Report 14

Methods and Analysis


STUDENT SURVEY METHODS
In order to determine the demand for a Sanilac Regional Higher Education Center, a survey
designed to determine the interest of students in such a center was distributed to eighteen high
schools in the region. Of the eighteen schools, thirteen distributed and returned the completed
surveys. The students, 960 juniors and 756 seniors, were surveyed to determine issues (For
complete High School List and survey related documents see Appendix C, D, E, F, G, and H)
such as overall interest in the possible higher education center, interest in future occupations, and
the distance they were willing to travel to attend a higher education center. The analysis of the
student demand for a higher education center was based on the 1726 surveys completed by the
high school students, and the projected demand of student responses from the five nonparticipating schools which was calculated at 765 students.

TEACHER SURVEY METHODS


A second survey was designed to determine the interest that teachers in Sanilac County would
have in an education center. Teachers from grades K-12, as well as guidance counselors, school
staff, and special education teachers were asked to rate their interest in attending continuing
education or certification requirement classes. In addition, they were asked to comment on the
potential benefits of such as center, what types of classes they would be willing to take, and the
overall availability and convenience of existing institutions. The analysis of the teacher demand
for the proposed center was based on the response of 175 teachers from Sanilac, Lapeer, Huron,
and Tuscola Public Schools. (For teacher survey related documents see Appendices I, J, and K)

EMPLOYER SURVEY METHODS


In addition to high school students and teachers, a survey designed to explore the interests of
employers regarding the establishment of and support for a higher education center was
distributed to employers in the region (see Appendix L). The analysis of the employers demand
was based on surveys completed by the businesses owners and employers. Employers were
asked questions regarding their overall interest in the proposed higher education center, their
perceptions of barriers in recruiting and training employees, various important employee skills,
and the types of assistance they would be willing to provide to their employees to attend a higher
education center. (For the complete information about the employer surveys, see Appendices L,
M, N, and O)

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

Sanilac Higher Education Center Feasibility Study Final Report 15

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.

Results and Findings


HIGH SCHOOL STUDENT SURVEY KEY FINDINGS
Overall Interest
Students were asked to rate their interest level on a scale from 1 to 5, in attending vocational
training and continuing education center after graduation. The responses were classified as high
interest (4 or 5), medium interest (3), and low interest (1 or 2). Results showed that 590 students
(34%) indicated a high interest in obtaining vocational/technical training after graduation while
429 students (25%) indicated a medium interest. Both males and females responded similarly to
this question.
Interest by Future Occupation
Students were asked to rate their interest in pursuing a variety of occupations and careers.
Interest in pursuing specific careers was correlated with interest in attending vocational/technical
training after graduation. The data contained in the table indicates the highest student interest in
a higher education center for students interested in several of the most frequently selected
occupations. A detailed description of each career occupation follows.
Education
600 students indicated a high interest in pursuing a career in education.
Higher Educational training: Of these 600 students, 217 (36%) indicated a high interest and 154
(26%) indicated a medium interest in pursuing vocational/technical training after graduation.
Business Administration
465 students indicated a high interest in pursuing a career in business administration.
Higher Educational training: Of these 465 students, 174 (37%) indicated a high interest and 121
(26%) indicated a medium interest in pursuing vocational/technical training after graduation.
Criminal Justice
459 students indicated a high interest in pursuing a career in criminal justice.
Higher Educational training: Of these 459 students, 178 (39%) indicated a high interest and 121
(26%) indicated a medium interest in pursuing vocational/technical training after graduation.

Sanilac Higher Education Center Feasibility Study Final Report 16

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 High


Interest in a
Vocational/Technical
Training Center

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

Sanilac Higher Education Center Feasibility Study Final Report 17

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.

Table 5: Interest in Higher Education for the Top Selected Occupations

Subject Area

Students With High Level


Of Interest Of Subject Area

Students W/ High Level Interest In


Attending A Higher Education Center
That Had A High Level Interest In Subject

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%)

Hotel/Ski Resort Management

360 (21%)

132 (37%)

Nursing

358 (21%)

159 (44%)

Childcare and Development

354 (20%)

143 (40%)

Restaurant Management

349 (20%)

133 (38%)

Construction

345 (19%)

148 (43%)

Social Work

344 (19%)

127 (37%)

Automotive/ Service Repair

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%)

Sanilac Higher Education Center Feasibility Study Final Report 18

Subject Area (Continued)

Students With High Level


Of Interest Of Subject Area

Welding

246 (14%)

Dental Hygiene

Students W/ High Level Interest In


Attending A Higher Education Center
That Had A High Level Interest In Subject
123 (50%)

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

Response And Estimated


Total Number Of Students
Highly Interested In
Attending A Higher
Education Center/High
Interest In Subject

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

Sanilac Higher Education Center Feasibility Study Final Report 19

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.

Sanilac Higher Education Center Feasibility Study Final Report 20

TEACHER SURVEY KEY FINDINGS


Out of the 995 teacher surveys sent out, there were 175 respondents and 820 non-respondents,
indicating a response rate of 18%. Demographically, the data shows that the mean age of
teachers in the Sanilac region is between the years 41 and 45. The age bracket with the most
frequent number of respondents was 51-55, which had 36 respondents (21%). Figure 4 shows
the number of respondents with respect to their age.

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

Figure4: Age of Teaching Population:


Respondents and Non-Respondents

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.

Sanilac Higher Education Center Feasibility Study Final Report 21

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

Type of Educational Degree

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

Less Than 45 Years Old


33 (35%)
19 (11%)
19 (20%)
9 (9%)
14(15%)
10 (11%)
8 (8%)
4 (4%)
7 (7%)
4 (4%)
2 (2%)
3 (3%)
0
21 (22%)

Age 46 and Older


28 (35%)
17 (22%)
11 (14%)
11 (14%)
3 (4%)
7 (9%)
8 (10%)
5 (6%)
1 (1%)
4 (5%)
4 (5%)
1 (1%)
1 (1%)
11 (14%)

Sanilac Higher Education Center Feasibility Study Final Report 22

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.

Sanilac Higher Education Center Feasibility Study Final Report 23

Table 8: Recent Courses Teachers Have Taken (Grouped by Age)


Portion of
nonrespondents
age 46 and
older

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

Sanilac Higher Education Center Feasibility Study Final Report 24

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

Figure 7: Educational Aspiration

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

Figure 8: Educational Aspiration

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

Figure 9: Educational Aspiration

Ba
ch
el
or
s

The data concerning the grades taught and


the educational level aspired were graphed to
visually present the trend found. It can be
asserted that certain groups of teachers feel
more highly pressured for certification
requirements and educational advancement
than other groups. Grade levels Pre-K
through 5 had a lower level of response for
teachers aspiring to obtain their masters. For
instance the first grade teachers had 4
respondents indicate they want to acquire
their masters, the fourth grade had six
respondents do the same, and the fifth grade
had eight. It is noticeable that the higher the
level of education taught, the stronger the
interest in taking continuing education
classes to obtain their masters. Grades 6-8,
middle school, continues this trend, with the
number of respondents wishing to obtain
their masters increasing noticeably. In the
sixth grade 13 respondents replied positively
to wanting their masters, 19 in the seventh
grade, and 20 in the eighth grade. The
number of respondents who wanted their
doctorate also starts to become visible: one
respondent in the sixth, 2 in the seventh, and
3 in the eighth. When the high school
teachers (grade 9-12) were surveyed, fixed
with the ongoing trend, the responses
significantly increased in regard to wanting
their masters or doctorate. In the ninth grade
45 teachers wanted their masters, in the tenth
46 teachers, eleventh 49 and twelfth had 47.
In response to acquiring their doctorate
degree, there were 14 teachers in the ninth
grade, 13 in the tenth, 14 in the eleventh, and
16 in the twelfth indicated that it was an
aspiration.

Grades Taught

Sanilac Higher Education Center Feasibility Study Final Report 25

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.

Sanilac Higher Education Center Feasibility Study Final Report 26

EMPLOYER SURVEY KEY FINDINGS


Overall Interest
Interest in the establishment of a higher education center was high among employers. 81.5% of
employers surveyed expressed medium to high interest in a training facility and 59.3% expressed
high interest. Out of the employer respondents, 88.9% said they would encourage employees to
use a training facility, if available. The employers in the region seem very willing to utilize such
a facility.
Interest by Geography
The majority of businesses surveyed were based in Sanilac and Lapeer counties, 37.5% based in
Sanilac and 27.8% in Lapeer. Of the 13 out of 36 business locations that had employees
exceeding 70, 5 (38.5%) were from Sanilac and 3 (23.1%) were from Lapeer. The majority of
large business locations are also based in Sanilac and Lapeer Counties, which means the largest
potential sources of students for a training facility would be in these two counties. Employers
with a medium to high interest in a Vocational and Technical Education facility were crosstabulated with the primary counties in which their employees reside. The result was a majority,
59.3%, of the employers with medium to high interest in a training facility identified Sanilac as a
primary county for employee residence, and 37.0% of employers identified Lapeer as a primary
county of employee residence. A logical location for the facility would include Sanilac County,
because both business locations and employee residences are located there.

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.

Sanilac Higher Education Center Feasibility Study Final Report 27

Percentage

Figure 10: Barriers to Recruiting and Training Employees


90
80
70
60
50
40
30
20
10
0
Poor
emplo yee
attendance
and
punctuality

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.

Table 9: Five Highest Ranked Employment Barriers


Barrier
Poor Employee Attendance And Punctuality
Lack Of Technical Skills
Low Employee Educational Level
Lack Of Prior Employment Or Experience
Lack Of Educational Facilities To Supply Trained
Employees

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

Figure 11: Distribution of Employer Reccomendations for


High Subject Area Interest

Engineering

Percentage

Subject Area Demand


The Figure 11 shows the percent distributions for high interest levels in the top ten subject areas
of interest to employers who had specified they would recommend the use of a Higher Education
Center

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.

Table 10: Percentage of Employers Willing to Offer Assistance


Type of Assistance
Help Defray Costs
Allow Flexible Hours To Permit Attendance
Pay For Employee Time Spent In Class
Offer Incentives (i.e. Vacation Time, Bonuses)

Percent
88.9
66.7
25.9
14.8

Sanilac Higher Education Center Feasibility Study Final Report 29

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.

Higher Education Center Assistance


The Figure 12 shows the percentage distribution of employers who ranked certain types of
assistance a higher education center could provide at a high or medium level of importance.

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

Figure 12: Importance of Vocational/Technical Center


Assistance

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.

Sanilac Higher Education Center Feasibility Study Final Report 30

Table 11: Top Five Most Important Forms of Assistance


Percentage of Employers Ranking
Service/Assistance at High Importance
74
66.6
62.9
62.9
55.5

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

Figure 13: Percentage of Employers Expecting


Growth Over the Next Five Years

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

Sanilac Higher Education Center Feasibility Study Final Report 31

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).

Sanilac Higher Education Center Feasibility Study Final Report 32

Discussion of Results and Recommendations


ENROLLMENT

Table 13: Projected Enrollment


Conservative
Estimate
Total Enrollment
High School Students
Non-traditional Students
Teachers
Employees
Total

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.

Sanilac Higher Education Center Feasibility Study Final Report 33

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

Figure 14 represents the


data taken from the
student surveys
corresponding to the
students with a medium
to high interest in
attending a vocational
center and a high
interest in a certain
subject area. However
they are weighted by
80%, to account for
those who said they
were likely to attend,
and those who actually
do attend.

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

Figure 15 represents the


data taken from the
teacher surveys
corresponding to the
recent further training in
education classes.
However they are
weighted by 80%, to
account for those who
said they were likely to
attend, and those who
actually do attend.

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

Sanilac Higher Education Center Feasibility Study Final Report 35

high interest and demonstrated sufficient demand to bring students to the Higher Education
Center.

Table 14: Recommended Curriculum


First Priority Curriculum
Subject Areas
Engineering
Computer Science/
Programming/ Technology
Construction
Healthcare
Business Administration
Welding
Machine Repair

Second Priority Curriculum


Subject Areas
Education
Criminal Justice
Graphic Arts
Advertising
Automotive Service Repair
Electrician
Carpenter/Millwright
Teacher Certification

*Specific Healthcare curriculum includes programs for


Registered Nurses, Nurse Assistants, Licensed Practitioner
Nurses, Rehabilitation Therapy, and Assisted Living.
**Certification Courses in most demand include English,
General Sciences, and Math.

Sanilac Higher Education Center Feasibility Study Final Report 36

EDUCATIONAL INSTITUTION FINDINGS


Instruction within the Higher Education Center can come through a variety of partnerships with
area community colleges and/or institutions of higher learning in the region. Table 14 shows
select area institutions that offer curriculum that matches those that are recommended for the
Sanilac Higher Education Center. Appendix Q provides further information about specific
course and degree offerings by area schools for the recommended curriculum.

Table 15: Educational Institutional Findings


Colleges

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

Sanilac Higher Education Center Feasibility Study Final Report 37

Strategic Plan for Facility


THE VISION
The vision for the proposed higher education center is to provide the region with a center that
will serve to help strengthen the local economy by providing students with a local means to
acquire and enhance training and skills that will enable them to enter a career path. The center
will also serve the employers of the region by producing a labor force and employee workforce
that has critical skills necessary to keep employers competitive and to ensure they do not leave
the region because of a lack of a qualified or unskilled employee pool. This vision is one that
results in the youth of the area remaining in the area because they are given employment training
opportunities, a career path, and employment opportunities locally. This vision also results in
providing employers with a means to enhance training and skills in the existing employee
population and also have a stream of skilled dependable workers graduating out of the higher
education center programs.

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.

Sanilac Higher Education Center Feasibility Study Final Report 38

TABLE 16: Implementation Steps


Implementation
Step
Time Frame
1

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

Sanilac Higher Education Center Feasibility Study Final Report 39

Business and Operating Plan


ANNUAL OPERATING BUDGET
We used the initial assumptions below to model the projected annual income for the center.
Note that the number of students listed in the table below (1,095) is in the conservative case, and
we will project annual income for moderate and optimistic cases as well.
Table 17:
Assumptions Made for Projecting Income
Assumption
Allowance for Unexpected Expenses
Average Courses per Student
Average Credits per Student
Courses per Year
Credits per Year Paid to Instructors
Fees per Student
Inflation
Instructor Fee per Credit-hour
Number of Students
Student Growth Rate
Students per Course
Students in All Courses (Students per
Course * # of Students)
Tuition Revenue per Credit-hour

Value
8%
6.67
20
513
1095
$60
3%
$450
1,095
5%
20
10,260
$64

To ensure a conservative estimate, we added an 8% allowance expense item. We also


incorporated an annual 5% student growth rate as well as accounted for inflation at 3% annually.
We also assumed that students will take, on average, ten credits per semester. Traditional
students will likely take 12-18 credits while non-traditional students, such as those employed
full-time, will likely enroll in 3-9 credits per semester
We determined that adjunct instructors would charge a fee of $450 per credit hour taught based
on data collected from regional community colleges. This implies that a faculty member that
teaches one three-credit course for one semester will be paid a total of $1,350 for teaching the
course.
Tuition revenue per credit-hour was set at $64 based on data collected from regional community
colleges. For example, Delta College currently charges $63.70 per credit hour while St. Clair
Community College charges $64 per credit hour.
Statement One on the following page projects net income for seven years based on the most
conservative enrollment figures in which only 942 students attend the center. We have
concluded that the center is feasible from a financial standpoint due to the high expected demand

Sanilac Higher Education Center Feasibility Study Final Report 40

that exists within the community. Statements Two and Three contain projected income
statements based on moderate and optimistic enrollment numbers.

Sanilac Higher Education Center Feasibility Study Final Report 41

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

Earnings Before Deprecation Expense


Annual Depreciation Expense

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

Sanilac Higher Education Center Feasibility Study Final Report 42

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

Earnings Before Deprecation Expense


Annual Depreciation Expense

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

Sanilac Higher Education Center Feasibility Study Final Report 43

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

Earnings Before Deprecation Expense


Annual Depreciation Expense

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

Sanilac Higher Education Center Feasibility Study Final Report 44

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.

CONSTRUCTION AND ACQUISITION COSTS


The construction costs for the center are based on architect David Frenchs estimates, verified
with other construction firms. David provided a square foot estimate of $175 per square foot for
construction and site preparation. We used a figure of $189 per square due to anticipated
inflation in prices prior to actual construction.
The center itself will be approximately 35,000 square feet, making a total construction cost equal
to $6.62 million dollars. This cost includes all internal infrastructures for utilities but excludes
loose equipment such as tables, chairs, and supplies. We also added $243,000 for lighting,
parking, sidewalks, and drainage based on a three acre campus. Classroom material costs add to
approximately $17,000 per room, for a total of $255,000. Finally, initial IT costs sum to $51,238
(see Appendix R for a detailed IT start-up budget). Appendix S includes detailed start-up
budgets for specific departments.
Table 19:
Construction and Acquisition Costs
Expense
Building Construction
Lighting/Parking/Drainage
Departmental Equipment3
Classroom Equipment
Initial Information Technology
Total Initial Costs

Amount
6,615,000
243,000
1,606,480
255,000
51,238
8,770,718

See Appendix S for an itemized departmental budget.

Sanilac Higher Education Center Feasibility Study Final Report 45

POTENTIAL SOURCES OF FUNDING

Table 20: Potential Sources of Funding


Name
US Department of
Commerce Economic
Development Administration
(EDA)
US Department of Housing
and Urban Development
(HUD)

Potential
Funding Level

Description
Supports local economic development
projects that lead to job creation. Funds
construction projects.

$1,500,000

Community Development Block Grant


(CDBG) program funds economic and
community development projects.

$500,000

US Department of
Agriculture (RBEG)

Rural development program funds


economic and community development
projects.

$500,000

US Department of Labor
Employment and Training
Administration (ETA)

Funds labor force development and job


training projects and programs.

$1,000,000

US Department of
Education
US Department of Health
and Human Services (HHS)
US Department of Energy

Funds career development projects and


programs.
Funds health-related education and
training projects and programs.
Funds energy-related education and
training

$500,000
$500,000
$250,000

US Environmental
Protection Agency

Funds projects and programs related to


environmental management, site
remediation, and training.

US Department of
Homeland Security

Funds education and training for all


aspects of homeland security such as
transportation, food systems, and
infrastructure.

Michigan Economic
Development Corporation
(MEDC)

Funds economic and community


development projects.

Michigan Department of
Education
Michigan Department of
Agriculture

Funds educational and training projects


and programs.
Funds food-system related education
and training.

Foundations

Award grants for educational programs.

$1,500,000

Fundraising Campaign

Obtaining funds from individual donors,


corporate contributions, and other
sources.

$4,000,0006,000,000

$250,000

$1,000,000

$500,000

Total

$100,000
$100,000

$12.2-$14.2
Million

Sanilac Higher Education Center Feasibility Study Final Report 46

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

Sanilac Higher Education Center Feasibility Study Final Report 47

Appendix A: Principal Economic Base Employers


Principal Economic Base Employers (2005- companies with 50+ employees)
Current Firms

City

Employees

Sales

Laydon Co.

Brown City

50 to 99

$10 to $20 MILLION

Beginning Year
1995

Llink Technologies

Brown City

50 to 99

$50 to $100 MILLION

2002

Marlette EMS Brown City Base

Brown City

100 to 249

$10 to $20 MILLION

2000

Tri County Bankcorp

Brown City

50-99

N/A

1996

Black River Farm and Ranch

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

Material Control Inc.

Croswell

50 to 99

$5 to $10 MILLION

1999

MI Sugar Co

Croswell

100 to 249

$50 to $100 MILLION

1997

Paramount Industries Inc

Croswell

50 to 99

$2.5 to $5 MILLION

1988

Plastech

Croswell

100 to 249

$20 to $50 MILLION

1988

Eastern Michigan Financial

Croswell

100 to 249

N/A

1997

Lakeview Hills Country Club

Lexington

50 to 99

$2.5 to $5 MILLION

1991

Lexington Plastics Inc.

Lexington

100 to 249

$10 to $20 MILLION

1984

Ultimate Fitness Inc

Lexington

50 to 99

$1 to $2.5 MILLION

1997

US Manufacturing Corp

Lexington

100 to 249

$20 to $50 MILLION

1988

Autumnwood of Deckerville

Deckerville

100 to 249

$5 to $10 MILLION

1997

Deckerville Community Hospital

Deckerville

50 to 99

$5 to $10 MILLION

1984

Deckerville Hospital

Deckerville

100 to 249

$10 to $20 MILLION

2000

Deckerville Plastics

Deckerville

100 to 249

$10 to $20 MILLION

2000

Midwest Rubber & Plastic Inc

Deckerville

250 to 499

N/A

1992

Rumble Tire Inc

Deckerville

50 to 99

$5 to $10 MILLION

2002

Trim Trends Co LLC

Deckerville

100 to 249

$20 to $50 MILLION

1984

Adams IGA

Marlette

50 to 99

$5 to $10 MILLION

1991

Oetiker Inc

Marlette

100 to 249

$50 to $100 MILLION

1984

Ametek Patroit Sensor

Peck

50 to 99

$10 to $20 MILLION

1995

Farmer Jack Market

Sandusky

50 to 99

$10 to $20 MILLION

2001

Graff Chevrolette Buick Old

Sandusky

50 to 99

$5 to $10 MILLION

1992

Jerry's Foodland

Sandusky

50 to 99

$10 to $20 MILLION

1990

Kmart

Sandusky

50 to 99

$10 to $20 MILLION

2001

McDonalds

Sandusky

50 to 99

$1 to $2.5 MILLION

1984

McKenzie Family Planning

Sandusky

100 to 249

$10 to $20 MILLION

2003

McKenzie Memorial Hospital

Sandusky

100 to 249

$20 to $50 MILLION

1984

Numatics

Sandusky

100 to 249

$20 to $50 MILLION

1988

Trelleborg Automotive Americas

Sandusky

250 to 499

$100 to $500 MILLION

1988

Sanilac County Medical Care

Sandusky

100 to 249

$5 to $10 MILLION

1995

Sanilac County Community Mental Care

Sandusky

100 to 249

$2.5 to $5 MILLION

2001

Sanilac County Health Department

Sandusky

50 to 99

$10 to $20 MILLION

2003

Sheldon Pharmacy and Medical Supplies

Sandusky

50 to 99

N/A

1991

Sanilac Higher Education Center Feasibility Study Final Report 48

Appendix B: Economic Outlook


The most updated information regarding the economic outlook of the Thumb area comes from
the 2000-2010 projections provided by the Michigan Department of Labor and Economic
Growth (MDLEG). MDLEG defines the Thumb area as the counties of Sanilac, Huron, Lapeer,
and Tuscola. Figure A-1 shows the occupational categories which are expected to add the most
jobs to the local economy.
Figure A-1: Largest Growing Occupational Categories (2000-2010)
1,200

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

Food Preparation &


Serving Related Occup

Healthcare
Practitioners/Technical
Occup

Personal Care &


Service Occupations

Construction &
Extraction Occupations

Sales and Related


Occupations

Occupational Category

Figure A-2 shows the occupational categories which will add the fewest jobs to the local
economy.

Sanilac Higher Education Center Feasibility Study Final Report 49

Radiologic Technologists & Technicians

First-Line Sup/Mgrs:
Mechanic/Instll/Repr

Plumbers, Pipefitters, & Steamfitters

Hairdressers/Hairstylists/Cosmetologists

Welders, Cutters, Solderers, & Brazers

Electricians

New Jobs

Business & Financial Operations


Occup

Community & Social Services


Occupations

Computer & Mathematical


Occupations

Education/Training/Library
Occupations

Management Occupations

Legal Occupations

Architecture & Engineering


Occupations

Farming, Fishing, & Forestry


Occupations

Protective Service Occupations

Life, Physical, & Social Science


Occup

Arts/Design/Entertain/Sports/Media
Occup

-250

Automotive
Technicians/Mechanics/Repair

Production Workers, All Other

First-Line Sup/Mgrs:
Construction/Extract

Computer Support Specialists

-200

Assemblers/Fabricators, All Other

-150

Truck Drivers, Heavy & Tractor-Trailer

-100

Office & Administrative Support


Occup

-50

Carpenters

New Jobs

Figure A-2: Twelve Smallest Growing Occupational Categories (2000-2010)

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.

Figure A-3 highlights the largest growing vo-tec occupations.

Largest Growing Vo-Tec Occupations (2000-2010)

250

200

150

100

50

Occupation

Sanilac Higher Education Center Feasibility Study Final Report 50

Appendix P: MDLEG Community College Profiles


Source: Michigan Department of Labor and Economic Growth, Michigan Community Colleges
Demographic Enrollment Profile, March 2004.

Sanilac Higher Education Center Feasibility Study Final Report 51

Appendix Q: Curriculum Availability


Education
o St. Claire Community College
Certificate in early childhood education 15-16 credits
Associates Degree in early childhood education 62 credits
o Delta Community College
Certificate in automotive technical service education 64 credits
Associates in health and fitness education 64 credits
Associates Degree in industrial technology education 62 credits
Associates Degree in automotive service education 76 credits
o Saginaw Valley State University
Certification in education 58 credits
Bachelors Degree in education 102 credits
Bachelors Degree in special education 102 credits
o Baker
Certificate in Education
Child Care Assistant 42 credits
Associates Degree in Education
Early Childhood Education 91-97 credits
Interpreter Training 91-97 credits
Paraprofessional in Instructional Technology 91-97 credits
Bachelors Degree in Education
Elementary Education 200-236 credits
Secondary Education 200-236 credits
Early Childhood Education 200-236 credits
o Michigan State University
Bachelors Degree in education with teaching certificate with specialties in
certain programs such as learning disabilities, deaf education, and
kinesiology 144 credits
o Central Michigan University
Counseling and special education 124 credits
Educational administration and community leadership 124 credits
Teacher education and professional development 124 credits
o Ferris State University
Associates Degree in early childhood education 63 credits
Bachelors Degree in elementary, secondary education as well as subject
specific education 40-46 credits

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

Associates Degree in general business or management 62 credits


Delta Community College
Certificate in small business management 34 credits
Associates Degree in:
Marketing 62-63 credits
General business 62-63 credits
Merchandising 62-63 credits
Office Services 62-63 credits
Small business management 62-63 credits
Retail 62-63 credits
Saginaw Valley State University
Bachelors Degree in business administration with concentrations in
finance, marketing, accounting, economics, and management law 79
credits
Davenport
Associates Degree in:
Accounting 63 credits
Management 63 credits
Entrepreneurship 63 credits
Finance 63 credits
Marketing 63 credits
Bachelors Degree in:
Accounting 123 credits
Management 121 credits
Entrepreneurship 121 credits
Finance 121 credits
Marketing 121 credits
Baker
Certificate In:
Baking and Pastry 54 credits
Clerical Bookkeeping 45 credits
Office Support 49 credits
Small Business Management 24 credits
Truck Driving 41 credits
Associates Degree In:
Accounting 91 credits
Accounting Computer Information Systems 105 credits
Accounting Management 105 credits
Administrative Assistant 97 credits
Human Resource Management 93 credits
Management 93 credits
Marketing 97 credits
Paralegal 93 credits
Small Business Management 93 credits
Transportation Management 97
Sanilac Higher Education Center Feasibility Study Final Report 53

Bachelors Degree In:


Accounting 183 credits
Business Administration 180 credits
Food and Beverage Management 212 credits
Human Resource Management 185
Management 189 credits
Marketing 189 credits
o Michigan State University
Bachelors Degree in:
Finance 120 credits
Accounting 120 credits
Marketing 120 credits
Supply chain management 120 credits
General management 120 credits
Human resource management 120 credits
o Central Michigan University
Accounting 124 credits
Business Information Systems 124 credits
Economics 124 credits
Finance and Law 124 credits
Management 124 credits
Marketing 124 credits
o Ferris State University
Associates in general business 63-64
BA Business admin. Finance, marketing, accounting, e-commerce

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

Associates Degree in:


Dagnostic medical sonography 81 credits
Nursing 72 credits
Surgical technology 66 credits

Sanilac Higher Education Center Feasibility Study Final Report 54

o
o

Dental assisting 65 credits


Saginaw Valley State University
Bachelors Degree in nursing, RN and BSN 124 credits
Davenport
Diploma in:
Medical Billing 32 credits
Clinical Massage Therapy 38 credits
Medical Assisting 37 credits
Medical Coding 41 credits
Medical Transcription 35 credits
Practical Nursing 38 credits
Associates Degree in:
Health Insurance Claims Management 60 credits
Medical Assisting 61 credits
Health Information Technology 66 credits
Nursing 75 credits
Bachelors Degree in:
Health Services Administration 120 credits
Nursing Bachelors Degree 132 credits
Medical Case Management 120 credits
Michigan State University
BS in nursing 120 credits
BSN in nursing 75 credits
Accelerated BSN in nursing 45 credits
Central Michigan University
Communication disorders 124 credits
Health sciences 124 credits
Rehabilitation 124 credits
Education and sport 124 credits
Ferris State University
Associates 85 credits
Bachelors Degree in nursing 121 credits

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

Sanilac Higher Education Center Feasibility Study Final Report 55

Electrical engineering 124 credits


And Mechanical engineering 124 credits
o Michigan State University
Bachelors Degree in electrical, mechanical, civil engineering 120
credits
o Central Michigan University
Bachelors Degree In:
Electronic engineering technology 124 credits
Mechanical engineering technology 124 credits
Industrial safety 124 credits
Industrial technology management 124 credits
Manufacturing engineering technology 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

Sanilac Higher Education Center Feasibility Study Final Report 56

Network Security 61 credits


Bachelors Degree in:
Administrative Management 121 credits
Web Development/ Design 121 credits
Computer Networking 121 credits
Computer Information Systems 121 credits
Information and Computer Security 121 credits
Network Security 120 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

o Michigan State University


Bachelors Degree in computer science and computer engineering 120
credits
o Central Michigan University
Bachelors Degree in computer science 124 credits
o Ferris State University
Certificate in computer programming 14 credits
Associates Degree in Computer Science 42 credits
Bachelors Degree in Computer networks and information systems
126-35 credits

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

Sanilac Higher Education Center Feasibility Study Final Report 57

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

Sanilac Higher Education Center Feasibility Study Final Report 58

Appendix R: IT Start-up Costs


Appendix V: Initial IT Start-up Costs
Computer Lab PCs
Administrative PCs

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

Unit Price Quantity


988.85
2,999.00
349.00

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

Sanilac Higher Education Center Feasibility Study Final Report 59

Appendix S: Department Start-up Costs


Construction Department:
Name
Industrial Saw Set
Tool Station
Drills, Vices, Etc.
Master toolbox
Safety Equipment
Miscellaneous

Estimated Start-up Cost: $556,500

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

Estimated Start-up Cost: $582,980


Estimated Operational Budget: $5,150

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 Start-up Cost: $309,000


Estimated Operational Budget: $24,720
Cost/Unit
$92,700
$1,648
$25,750
$18,540
$5,150
$10,300
$3,605
$3,090

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:

Estimated Start-up Cost: $8,000


Estimated Operational Budget: $8,000

Healthcare Department:

Estimated Start-up Cost: $8,000


Estimated Operational Budget: $8,000

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.

Sanilac Higher Education Center Feasibility Study Final Report 60

Das könnte Ihnen auch gefallen