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Title A name given to the resource LBTrail Source A related resource from which the described resource is derived http://www.westshore.edu/about/facilities/Labyrinth.html Disc Golf Sports https://wsccarchives.org/files/original/12d6f5e06e46be4b82b77eda2ba333fa.pdf 25220bb660018f047351acc338021c7c PDF Text Text 2006-2007 WSCC FOUNDATION CULTURAL ARTS FUND DRIVE W S C C P E R F O R M I N G A RT S S E R I E S P R E S E N T S THE WORLD PREMIERE OF SPONSORS $5,000+ PLATINUMBank • Yellow Book USA West Shore $3,000+ GOLD SPONSORS • Ludington Daily News DTE Energy Foundation SPONSORS $1,000+ SILVER Mansion Bed & Breakfast and Conference Center • Gockerman • Wilson • Saylor & Cartier Hesslin PC • Lake Osceola State Bank • Meijer • Inc. • Metalworks • Inc. • National City Bank • Northwestern Bank $1,000+ INDIVIDUAL SPONSORS - SILVER Don & Jolly Birtwistle • David & Christine Hall • Milan & Dorothy Reed $500+ BENEFACTORS • Interim Associates Counseling/Patrick S. McFarlane DCSW/LMSW/LLP Fifth Third Bank DIRECTOR’S CIRCLE LIFE MEMBERS $5000+ Jim Frost & Amy Trebilcock • Robert Trebilcock & Marion Carol DIRECTOR’S CIRCLE & Valarie Bergstrom • Judy Don & Jolly Jack & Janet Bulger $500+ Mark & Kelly Burwell • DeanHeinz & BuschBertram&•Jane CarpenterBirtwistle&•Arlene Chinworth • • Vic & Joan • Bill • Herb Robert Claflin • Hank & Marty Cupp • Jean Deal • Charles & Rosemerie Dillon • Alan & Annette Doerr • Mike & Sue Ennis • John Feliczak & Ann Linski • Curtis Frost • David Gabrielson & Vicki Rapp Gabrielson • Kent Gage & Peg Haskins Gage • Lloyd Gearhart • Roy & Sue Hackert • David & Chrissie Hall • Debbie Hannig • Pete & Sherry Heyse • Jim & Jeanne Holzbach • Ray & Lois Janish • Jim & Judy Jensen • Bob & Linda Johnson • Greg & Harriet Jones • Jim Kieszkowski • Daniel King & Kelly Aloe • Roger & Connie Krusniak • Kang Hoon & Inja Lee • Barbara Maclean • Bob & Kay Neal • Fred & Sarajane Ockerlund • Chuck & Glenna Paukstis • Bill & Marty Paine • Tom & Laura Paine • Andrew & Jennifer Peterson • Jim & Marilyn Pinkerton • Rick Plummer & Christine BanholzerPlummer • Dick & Alison Puffer • Rick & Mary Ann Randall • Jack & Shirley Rasmussen • Milan (Bud) & Dorothy Reed • Milan S. (Budde) & Sheryl Reed II • Jim & Sue Riffle • Jurgen Schnepel & Carolyn Clardy Schnepel • Lee & Joan Schoenherr • Shirley Smedley • Larry & Julie Snyder • Ann Stahelin • Jerry Svendor • Mike & Maria Urka • Tom & Lorraine Van Buren • Shirley Wenger • Karen Worten $300+ PATRONS Bill & Anna Anderson • Henry & Delores DeGood • Bruce & Jennifer Micinski $100+ SPONSORS Dean & Doris Anderson • Stephen & Brenda Begnoche • Robert & Michal Brody • Keith & Ruth Crompton • Wilson & Valoyce Dean • Dennis Fast • Leonard & Beverly Gavigan • Jack & Phyllis Hayden • Lynn & Diana Hoepfinger • Harold & Virginia Madden • Sam and Kay Miller • John & Joan Nelson • Betty Noteware • Vicki Oddo • Wilma Paulus • Donald & Audrey Strouf • William & Barbara Vaughan $1-$99 FRIENDS J. Dean & Maureen Gustafson • Elizabeth Harrison • Tim & Debbie Heinrich • Arlen & Marcie McCloskey • Robert & Carla Ohse • Charles & Janet Pollard Significant public relations and advertising opportunities accrue to our Platinum ($5,000) • Gold ($3,0004,999) and Silver ($1,000-2,999) sponsors. The Director’s Circle members are individuals or couples that support cultural arts at $500 or more and are invited to participate in unique opportunities. A Celtic Tragedy Adapted from Shakespeare Adapted & Directed Rick Plummer Costume Design Nancy Estola Lighting & Scenic Design Thomas Davis Wigs & Makeup Sharon Steward Dramaturge Tandy Sturgeon Music Arrangement & Piping (based on traditional Irish folk music) Séan Henne Sponsored in part by �CAST Queen Lear _______________________________________ Chris Plummer Cordelia __________________________________________ Kathleen Dillon Lady Kent ________________________________________ Natalie Gigante Lady Gloucester __________________________________ Cynthia Maguire Edgar _____________________________________________ Cody Hodges* Edmund ____________________________________________ Matt Dutton* Regan __________________________________________ Margretta Dumas Duke of Cornwall _______________________________________John Gerts Goneril ____________________________________________ Kathy Hansen Duke of Albany ____________________________________ Charles Dillon Fool & Warrior ______________________________________ Dee Payment Oswalda ______________________________________ Rebecca Parmentier King of Brie _____________________________________________Al Harris Duke of Celtica & Warrior __________________________ Elliot Plummer Curan, Captain, Messenger ___________________________ Sierra Britton Doctor & Messenger ________________________________ Carrie Powers Senior Captain ____________________________________ Renee Humrich Warriors _______________ Jenna Sanders, Myriah Gasa, Kelly Machiniak PRODUCTION TEAM Technical Director _____________________________________ Tom Davis Production Assistant _____________________________Cheryl Whitehead Stage Manager ______________________________________ Emily Cupp* Stage Manager __________________________________ Jonathan Smalley Light Board Operator ______________________ Matthew Warmuskerken Sound Board Operator _____________________________ Breanna Lebrun Box Office Manager _________________________________Sandi Williams Publicity _________________________________________ Thomas Hawley There will be one ten-minute intermission. Reproduction of this performance, either through flash photography, audio or video recording, is strictly prohibited. Please turn off all cell phones and pagers. te Celebra dness the ma c si and mu one, of the y… the onl Saturda y April 14 8 pm roucho! G Ludingt on Peterso ’s Auditor n ium Tickets: 4 845-334 du re.e westsho Award-winning actor/director/playwright Frank Ferrante recreates his PBS, New York and London acclaimed portrayal of legendary comedian Groucho Marx in 90 minutes of fast-paced hilarity. Featuring the best of Groucho’s one-liners, anecdotes and songs, like “Hooray for Captain Spalding,” and “Lydia, the Tattooed Lady.” A show for all ages! Sponsored p in part by *Denotes Performing Arts Scholarship recipient. 2 15 �aren’t immortal, and will die a physical shell of your former self. Could Lear have actually been a gender-bent Elizabeth, as well as the precursor of an aged James? Possibly. If so, perhaps we are returning Lear, as Queen Lear, to something verging upon her rightful role. The point of Lear has been debated for hundreds of years: is it simply a lesson in pride going before a fall, of the debasement of royal power through selfishness? Or is Lear Everyman, and does our fate, in confronting the twin trials of aging and inheritance, become Lear’s and Gloucester’s fate: the betrayal of the “thankless child” and the abandonment of a maddened parent (driven mad, or plagued with dementia?) to the cold wilderness? We hope our interpretation might shed some little light upon these old questions. In our version, we ask: what if Lear is Everywoman, or a mother queen, whose power base is the wisdom and fertility of the female gender, rather than the forceful reasoning and physical prowess of the male? Further, what if the male gender of most of the original characters in the play is reversed, with the exception of the three daughters, Goneril, Regan, and Cordelia, the two husbands, Albany and Cornwall, the two sons, Edgar and Edmund, and the two suitors to Cordelia’s hand in marriage? And so we find ourselves with a tale of mothers, partners, daughters, and sons; and we hope you are affected by what Shakespeare still says to all of us, mothers and fathers, sons and daughters, who listen carefully and with our whole heart. SETTING The play is set in Ancient Celtic Britain, in 180 BC, just at the tipping point when a female warrior, matriarchal society is about to give way to a male-dominated, patriarchal culture. PLAY SYNOPSIS Lear, the aging Queen of Celtic Britain, decides to step down from the throne and divide her kingdom evenly among her three daughters. First, however, she puts her daughters through a test, asking each to tell her how much she loves her. Goneril and Regan, Lear’s older daughters, give their mother flattering answers. But Cordelia, Lear’s youngest and favorite daughter, remains silent, saying that she has no words to describe how much she loves her mother. Lear flies into a rage and disowns Cordelia. The king of Brie, who has courted Cordelia, says that he still wants to marry her even without her land, and she accompanies him to France without her mother’s blessing. Lear quickly learns that she made a bad decision. Goneril and Regan swiftly begin to undermine the little authority that Lear still holds. Unable to believe that her beloved daughters are betraying her, Lear slowly goes insane. She flees her daughters’ houses to wander on a heath during a great thunderstorm, accompanied by her Fool and by Kent, a loyal warrior in disguise. Meanwhile, an elderly noblewoman named Gloucester also experiences family problems. Her illegitimate son, Edmund, tricks her into believing that her legitimate son, Edgar, is trying to kill her. Fleeing the manhunt that his mother has set for him, Edgar disguises himself as a crazy beggar and calls himself “Poor Tom.” Like Lear, he heads out onto the heath. When the loyal Gloucester realizes that Lear’s daughters have turned against their mother, she decides to help Lear in spite of the danger. Regan and her husband, Cornwall, discover her helping Lear, accuse her of treason, blind and scar her, and turn her out to wander the countryside. She ends up being led by her disguised son, Edgar, toward 14 3 �the city of Dover, where Lear has also been brought. In Dover, a French army lands as part of an invasion led by Cordelia in an effort to save her mother. Edmund apparently becomes romantically entangled with both Goneril and Regan, whose husband, Albany, is increasingly sympathetic to Lear’s cause. Goneril and Edmund conspire to kill Albany. The despairing Gloucester tries to commit suicide, but Edgar saves her by pulling the strange trick of leading her off an imaginary cliff. Meanwhile, the Celtic troops reach Dover, and the Celts, led by Edmund, defeat the Cordelia-led French. Lear and Cordelia are captured. In the climactic scene, Edgar duels with and kills Edmund; Goneril poisons Regan out of jealousy over Edmund and then kills herself when her treachery is revealed to Albany; Edmund’s betrayal of Cordelia leads to her needless execution in prison; and Lear finally dies out of grief at Cordelia’s passing. Albany, Edgar, and Kent are left to take care of the country under a cloud of sorrow and regret. Special Thanks Area media; Vic Burwell & Floracraft; James Newkirk; Deb & Dave Laskonis BIOGRAPHIES CHRISTINE PLUMMER (Queen Lear)—Chris says she is happy to return to the WSCC stage once again after performing the role of Flawless Fox in The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. Chris has also been seen at WSCC as Maggie in Dancing at Lughnasa, and in the female lead in the Adult After Hours series production of How I Learned to Drive. One of her favorite roles, apart from those she’s played here at WSCC, is that of Meg in Brenden Behan’s The Hostage. She also had the extreme good fortune of playing Josie Hogan in Eugene O’Neil’s Moon for the Misbegotten, which was her MFA Acting thesis performance at Southern Illinois University. On leave from her host union—The Screen Actor’s Guild—Chris is a professional actress with extensive stage, film, and television commercial credits. Her husband claims that she is “the real talent” in the family, and 4 dramaturgy, as she has clearly bitten off more than she can chew.” None of us in the cast would agree at all. Her contribution to this production has been invaluable! PRODUCTION NOTES by Tandy Sturgeon, PhD. Queen Lear, our adaptation of Shakespeare’s King Lear (first performed before James I on Dec. 26, 1606), is set in Celtic Britain in roughly 180 BC, during the waning years of Celtic civilization, and before the Roman patriarchal culture conquers (and/or is absorbed by) the matriarchal Celts. It is a period about which archeologists and historians know relatively little, since the written records, only begun after the Romans invaded, are invariably second- and third-hand. Because Shakespeare, who adopted the Lear tale from Holinshed by way of Geoffrey of Monmouth, intended to locate the play in a ‘barbarous,’ pre-Christian time period, our choice of the Celts is not that much of a stretch. Following as much as possible the language of Shakespeare’s Lear, our story is that of an aging royal person, who decides to divide the kingdom and retire early in the care of three daughters, only to be betrayed and disappointed by two of the three. And as in the original Lear (and many of Shakespeare’s other plays), the story is paired with a sub-plot, the tale of a loyal subject (Gloucester), who is betrayed and disappointed by one of two sons. All unravels, and Lear is left with the remnants of power, the chaos in the universe, and the steadfastness of one loyal daughter’s love to contemplate. As for Gloucester, it is too late to right the wrong she has been tricked into committing against her one loyal son. To use one of the cruelest metaphorical puns in Shakespeare, Gloucester loses both eyes because she cannot “see” the truth. Like Lear, in the end she must look into her heart. There is a teacherly, or didactic quality about this play, as if it is trying to instruct or even warn us about something. But what? It has been supposed that King James might have felt instructed by the play, coming so soon after the defused Gunpowder plot of 1601 and the death of Elizabeth I in 1603: don’t mistake your enemies for allies; don’t underestimate the power of us Catholics; oh, and don’t forget that you 13 �companies and independent producers in addition to work for television, film and photographers. Tom earned an MBA from Western Michigan University, and in addition to his duties in Theater and Performing Arts, Tom teaches Economics here at WSCC. NANCY ANTHONY ESTOLA (Costumer)—Nancy returned to WSCC a few years ago after twenty years away. Originally from Ludington, she obtained a BA in Clothing and Textiles from Central Michigan University. She costumed her first show for WSCC in 1984. In the past four years she has costumed for Oceana Youth Theatre and has also worked for Letha Fulton School of Dance for sixteen years. Nancy was last seen onstage in the hilarious and often poignant musical, Smoke on the Mountain. Nancy was also the costumer for the WSCC hit summer musicals, Some Enchanted Evening, Annie, and The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea, as well as for past productions of Guys on Ice and Smoke on the Mountain. Nancy is married to Bart Estola and has two teenage children, Evan and Brigette. SHARON STEWARD (Wigs & Makeup)— Sharon first appeared on the WSCC stage in the 1980’s as Marion in Don’t Drink The Water. Since then she has appeared as Clairee in Steel Magnolias, Miriam Ruth in Agnes of God, Quince in A Midsummer Night’s Dream, first Grave Digger in Hamlet, Big Mama in Cat on a Hot Tin Roof, and Madame Parnell in Tartuffe: Born Again. Along with designing hair and makeup and working in many other design/technical capacities, Sharon has also directed The Compleat Wrks of Wm Shkspr, Abridged, Dancing at Lughnasa, Greater Tuna, Jack Tales, and How I Learned to Drive for WSCC. he should know: he met her during one of her seasons with the Illinois Shakespeare Company, where she played Beatrice in Much Ado About Nothing and created what he insists is the definitive performance of Mrs. Malaprop in Sheridan’s comic classic The Rivals. Chris is the Drama advisor at Ludington High school and can be heard on Oldies 101.5, Monday-Saturday, 2-7 pm. KATHLEEN DILLON (Cordelia)—Kathleen is 17, a Manistee High School senior, and a WSCC dual-enrolled student. She has been in many productions at WSCC, the Ramsdell, and her high school, but this is her first try at serious, Shakespearian acting. In the fall, she plans on attending WSCC full-time, pursuing an English major. She would like to thank Dr. Plummer for always pushing her and her Dad for all of his support. NATALIE GIGANTE (Kent)—Natalie hails from Dallas, TX where she landed her first professional acting job at the Dallas Children’s Theatre. After four years with DCT she and her husband Phil moved to Chicago and spent twelve years working on Chicago stages and forming their own theatre company, Gigantic Productions/Little Giant Productions which the couple relocated to Ludington in 2004. Eight years ago Natalie landed her biggest role to date…”Mommy” and left the stage to care for her two boys Preston and Ryland. Natalie is thrilled to make her comeback on the WSCC stage performing the work of the master playwright William Shakespeare. She would like to thank her adoring husband Phil for his constant love and support. CYNTHIA MAGUIRE (Gloucester)—Cynthia began her acting Woodstock, New York, and Los Angeles, California. Both of her parents were writers. Tandy received her BA in Literature, from Bard College, spent a year abroad at the University of York, England, before receiving her MA in Writing, at Colorado University - Boulder. She holds a PhD in English (Poetry in English), from the University of Wisconsin-Madison. Dr. Sturgeon has published poetry and critical/reference essays, and has taught writing and literature at the above institutions, as well as at Idaho State University, Hebei University, in China, and at the University of Montana, Missoula. She claims to be an early retired frivolous bon vivant and poetaster, and she writes that “this is evidently her first attempt at career with the Farmington, MI Players at age 16. Following a degree in Speech & Theatre from the University of Michigan and graduate work at the Yale Drama School, she did summer stock, children’s musical repertory at the Charles Playhouse in Boston, and toured with the Carriage House Players in Louisville, bringing Shakespeare to Appalachia! She was in Hansel & Gretel at the Provincetown Playhouse in Greenwich Village, NY and worked as an extra on Another World on NBC for several days. In Ludington, she has performed with the Lake Forest Performing Arts Dinner Theatre, has played Lady Capulet in Romeo & Juliet and Lee Ann in A Piece of My Heart at WSCC, and was in Talking With at the People’s Church. Now retired from advertising agency work as a Media professional, she is the Deputy Clerk/Treasurer for the 12 5 TANDY STURGEON (Dramaturge)—Dr. Sturgeon grew up in �Village of Pentwater. Speaking as an actor, Cynthia feels this adaptation of one of Shakespeare’s most difficult plays is a wonderful way to stretch all of the actor’s “muscles”… voice, body and mind. CODY HODGES (Edgar)—Cody is a recent graduate of Mason County Central High School and is a performing Arts Scholarship student at WSCC. In the past, Cody has been in Beauty and the Beast, Snoopy, Smoke on the Mountain, Footloose, To Kill a Mocking Bird, and many other plays. Cody loves to be on stage and hopes to make a career of it. Last summer, Cody played Big Chicago in The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. Cody was seen most recently in the hilarious fall production of The Compleat Wrks of Wm Shkspr, Abridged. MATTHEW DUTTON (Edmund)—Matthew is a Ludington native and 2002 graduate of Ludington High School. He has been seen onstage in WSCC productions of It’s a Wonderful Life and Damn Yankees. He is a 2004 graduate of the American Musical and Dramatic Academy in NYC, where he performed in their off-off-Broadway musical and drama graduation showcases. Shortly after graduation, he was in The Scarlet Pimpernel and Jesus Christ Superstar, with Phoenix Productions. He was also seen as the Lord High Underling in The Wiz and in Disney’s Aida, in which he was understudy for Mereb and in the male ensemble, covering nine different characters. Matt was also cast in Julie Taymor’s film Across the Universe, which will be released by Columbia Pictures this fall. Matt is completing his A.A. degree at WSCC as a Performing Arts scholarship student, and is looking forward to pursuing a B.F.A. in musical theater. MARGRETTA DUMAS (Regan)—Margretta has appeared in several West Shore productions—most recently as Agnes in Dancing at Lughnasa. Some of her favorite roles at West Shore include Jenny in Chapter Two and Kate in Sylvia. Other area performances have included Faith Healer at Bohemian Productions and Cemetery Club and Steel Magnolias at Lake Forest Dinner Theater. She also appeared as Kate in the Grand Rapids Production of Sylvia. When Margretta isn’t doing theater you will find her at Lindsay’s Furniture. “It’s been very rewarding working with such a talented group of actors, including my husband John, who with each new acting experience, inspires me more and more.” 6 KELLY MACHINIAK (Warrior)— Kelly Jo is a Mason County Eastern junior and is pleased to be making her acting debut at the Center Stage Theater as one of Queen Lear’s warrior/attendants. Kelly is an aspiring young artist and writer, and is always up for trying new things. She says “This has been a great experience… and I will defiantly be doing it again. Something about being on stage is freeing for me. For a moment, I’m not myself; I get to play this whole other person. For a while I can forget all my problems… and just get lost in the story. This particular story moves me; I have a lot of empathy for the relationship between Queen Lear and Cordelia. Also, everyone on the cast is wonderful… I’ve made a lot of friends and learned a lot about acting, theater and all the hard work that goes into a production like this.” She would like to thank her mother, who has pushed her forward in this adventure. Also she’d like to thank Alan Harris, who plays Brie and is soon to become her stepfather, for being involved in this with her. Also, she would like to thank her friends and boyfriend, for supporting her in this. RICK PLUMMER (Adaptation, Director)—Rick has directed over 150 productions and played as many roles in a twenty-eight year career as a professional actor, director, and theater educator. Rick’s acting and directing credits include stock, tour, television, outdoor historical drama, dinner theater, Shakespeare festival, university and community theater. Directing assignments include Fiddler on the Roof, Much Ado About Nothing, To Kill A Mockingbird, The Music Man, Grease, and others at WSCC; elsewhere he has directed Bent (starring Keil Martin from Hill Street Blues), a university production of Our Town (which was selected as an alternate finalist in the national American College Theater Festival), and the world-premiere of a musical he co-authored based on the life of Hans Christian Andersen—As Long As the Cuckoo Sings! among many others. He can be seen on tour around the country in his own one-man play, Live From the Front: Byline Ernie Pyle. THOMAS DAVIS (Scenic/Lighting Designer & Tech Director)— Tom has enjoyed a 30 year career in the theater and related performing arts. After graduating from the University of Wisconsin-Green Bay, he worked for several years as a set designer for a Chicago area television production company and then went on to form Stagecraft, Incorporated. With Stagecraft, he built sets for many prominent Chicago Theater 11 �master, costumer, and backstage coordinator for The Compleat Wrks of Wm Shkspr, Abridged—and her other current project is beginning the ninth season of co-producing and directing the MCC Middle School’s Performance Showcase group of plays with her ‘other half’ Greg Kjolhede, (something she looks forward to all year). She feels fortunate to have been asked to join the cast last month, (to replace another actor—get well soon, Nancy!) and is very happy to work with so many talented folks again, and meet some wonderful new ones! RENEE HUMRICH (Senior Captain)—Renee returns to Ludington from ventures which took her north to Alaska and south to the US Virgin Islands. She returns to the theater and her enjoyment of performing again in this production. After debuting on the stage of Peterson Auditorium in the 80’s in the wonderful stage musicals Wizard of Oz and Dames at Sea, and the moving drama The Miracle Worker, Renee was involved in community theatre in Leelanau County including the lead in A Place Where We Can Go, the musical written for Northport’s Sesquicentennial celebration. “I love the point during rehearsing for a production when something clicks and you become your character—that is when the production becomes real to me and I can’t wait for opening night!” Renee lives in Ludington with her husband and daughter where she is building a home and works as an agent with Carriage House Real Estate. JOHN GERTS (Duke of Cornwall)—John touched lightly on Shakespeare in The Compleat Wrks of Wm Shkspr, Abridged in the fall. Other roles on Center Stage at West Shore include Gooper in Cat on a Hot Tin Roof, Manager in Damn Yankees and Greg in Sylvia. Queen Lear marks a fourth rendezvous on stage with his wife, Margretta Dumas. “Sharing my life with Margretta both on and off the stage is a daily delight and honor,” says John. “I have looked forward to working with many of these Lear actors since experiencing their strong performances in the Ludington production of Talking With.” KATHY HANSEN (Goneril)— Kathy is a recently retired English teacher from Mason County Central, where she taught Shakespeare for more years than she cares to admit. She has been involved in numerous West Shore Performing Arts productions over the years. She played Desdemona in Othello, Mae in Cat on a Hot Tin Roof and Mrs. Frank in The Diary of Ann Frank. She was involved in the AAUW production of Alice in Wonderland and Sharon Steward’s production of Talking With. The role which had the most impact on her was without a doubt that of Sissie in A Piece of My Heart, a tribute to the nurses who served in the Vietnam War. She feels honored to have the opportunity to play the role of Goneril, who is considered by many to be one of Shakespeare’s greatest female villains. Now that she is retired, she looks forward to being able to devote more time to theater in her future. JENNA SANDERS (Warrior)—Jenna is a freshman at WSCC CHARLES DILLON (Albany)—Chuck has appeared a number studying art and design and lives in Ludington with her husband Bryan and their pitbull Willie. She has been seen onstage at WSCC in It’s a Wonderful Life and worked lights for Annie. Jenna has also performed in Joseph and the Amazing Technicolor Dreamcoat, You’re a Good Man Charlie Brown, Pippi Longstocking, and Story Theatre at Ludington High School. Jenna was also the lighting designer for Guys and Dolls and School House Rock at LHS. of times on the West Shore stage, most recently as FDR in the College’s production of Annie. Last summer he played the Russian constable in the Ramdell’s production of Fiddler on the Roof. He particularly enjoys performing with one or both of his daughters. Lear has been great, Chuck says, because it combines working with Kathleen, a wonderful cast and crew, and the very talented Rick Plummer. MYRIAH GASA (Warrior)—Myriah was seen this summer as Little Lucy Ludington in The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. She has also been seen on many a stage in Indiana, where she was in productions of Beauty and the Beast as Papa, Fiddler on the Roof, as Tzietel, and The Secret Garden, as Mrs. Winthrop. Right now Myriah is attending WSCC and planning on majoring in Vocal Performance. 10 DEE PAYMENT (Fool)—Dee started her career with Dance training at the Detroit Conservatory of Music and performed as a dancer/singer with the Matt Gouze Tamburitzans, touring the Midwest and performing at the Top Hat Supper Club in Windsor, Ontario. She also danced/ sang the lead in Chiara, at the Detroit Art Institute. Dee received her undergraduate degree in Theatre and her teaching certificate, at Mercy College of Detroit. While there, she performed the leads in Bernstein’s Wonderful Town, The Bohemian Girl, and Cinderella. In the summer of her 7 �senior year she did an internship in Manistee at the Ramsdell Theatre, playing Julie in Carousel, Sally in The Tavern, Julie in Write Me a Murder. Dee’s post graduate work at Wayne State University included the role of Luisa in the Fantastiks and direction of No Exit. Away from the University, Dee performed the role of Amahl in Menotti’s opera Amahl and the Night Visitors with the St. Bede’s Players and Yum Yum in Gilbert and Sullivan’s The Mikado. Dee taught Theatre and English at Rosary High School, and directed plays that won first place 5 years in a row at the National Theatre Conference Competition in Detroit. She also taught at Roeper City and Country School for the Gifted and directed many plays there. After moving to Ludington, Dee taught at WSCC and directed One Flew Over the Cuckoo’s Nest, Carnival, The Sunshine Boys, You Can’t Take It With You, Equus and other plays. Dee also served on the Manistee Civic Theatre Board of Directors, performed Rosa Bella in The Most Happy Fella, Sister Amnesia in Nunsense I and II, the Witch in Into the Woods, directed numerous plays. With Lake Forest Performing Arts, she played Mildred in Squabbles, was solo vocalist in Cole Porter’s Anything Goes Review, played Mildred in The Cemetery Club, and wrote the lyrics for an original musical comedy. While teaching at Pentwater Public Schools Dee directed many school plays and musicals, and taught drama, English and French. Dee retired in 2003 and has been away from theatre for awhile, but is now thoroughly enjoying the role of the Fool in WSCC’s current production. Dee’s other interests include travel, (Dee and her husband Pat are planning a trip to France in the fall), gardening, skiing, reading, photography, and family fun. Dee has two children, Meaghan, who just had a baby in Dec. (first grandbaby) and Sean, who is financial director for the Red Cross in Kalamazoo, and is on the Kalamazoo City Council. She’s a member of Madrigals (16th century singers), and is a realtor with 3 Lakes Realty. REBECCA PARMENTIER (Oswalda)—Returning to Irons after a very adventurous tour in the U.S. Army Band, Becky is excited to be back doing what she enjoys best… acting! Becky was seen this past summer in The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. AL HARRIS (King Brie)—Al is a native of Battle Creek, Michigan, and a 1985 graduate of Bellaire High School in Bellaire, Michigan. He is the oldest of five, a father of three children and grandfather to one 8 granddaughter. A veteran of the U.S. Coast Guard and Ludington Fire Department, Al is pursuing a Bachelor Degree in Business. Al was last seen this summer as Chief Ottawa in The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. As an accomplished writer of prose and poetry, Al takes his love of expression to the stage. He is making his second appearance onstage as King of Brie in this adaptation of Shakespeare’s King Lear. Al is taking advantage of Ferris’ degree program at WSCC and will be a familiar face on campus for many years, and many plays to come. Watch for him! ELLIOT PLUMMER (Prince of Celtica)—This is Elliot’s second performance at WSCC, having played Mac Enawe in this summer’s The Wake of the Schooner Westshore, or A Lonely Logger Lass Lost Upon the Sweet Water Sea. Elliot is a freshman at LHS, where he is a trombonist in the Orioles’ marching and jazz bands and where he has been onstage in LHS Drama Club productions of Twain by the Tale and Seussical. His favorite leisure time activities include music, gaming, and graphic arts. SIERRA BRITTON (Warrior & Curan)—Sierra is a WSCC student and is returning to the stage after a five year hiatus. She is extremely excited to be in her very first WSCC production, and says she is greatly inspired by the talent of the cast. Sierra has performed in Grease and Music Man at MCC. Her other extracurricular activities include ballet and reading. CARRIE POWERS (Priestess & Doctor)—Carrie has been seen “trodding the boards” on the WSCC stage since shortly after moving to Ludington in 1989. Her roles here have included: Truvey in Steel Magnolias; Mary Tyrone in A Long Day’s Journey into Night; Kate in Brighton Beach Memoirs; Leonatta in Much Ado About Nothing; Hipollyta in A Midsummer’s Night Dream; Wolf Moon Dance in Escanaba in da Moonlight; and Rose in Dancing at Lughnasa, among others. She has been involved “backstage” on more shows than she can remember, as technical support; assistant director; props; and most often costuming, (some of her favorite costume endeavors were Much Ado…, Music Man, To Kill a Mockingbird, Escanaba…, Romeo & Juliet, Enemy of the People, Pirates of Penzance, Lost in Yonkers, and Greater Tuna). She was also involved for several years with the Lake Forest Performing Arts Company dinner theater group, as well as other local independant productions. Her last project at WSCC. was as assistant director, prop 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Media Description An account of the resource Photos, slides, negatives, audio clips, and other media. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 600dpi Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD-ROM Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context WS3996 Source A related resource from which the described resource is derived 3-2007QueenLear Title A name given to the resource lear_layout Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Still Image Publisher An entity responsible for making the resource available West Shore Community College Subject The topic of the resource Queen Lear Performance March 2007 Performance https://wsccarchives.org/files/original/352cf604057a5bd0c588dcec9614f1f2.pdf e49b10a1cc21d5b2d3ec68c67a47b135 PDF Text Text WEST SHORE COMMUNITY COLLEGE LONG RANGE DEVELOPMENT PROGRAM �BOARD OF TRUSTEES Term Expires Mr. Oliver J. DeJonge, Chairman Mr. E. Dean Raven, Vice Chairman Mrs. Dennis E. McCarthy, Secretary Mr. John L. Ham, Treasurer Mrs. Byron Elder. Mr. Jerome J. Mathieu Mr. Donald A. Olson July, July, July, July, July, July, July, 1971 1973 1973 1975 1973 1971 1975 Former Members Term Expired Mr. Barry Bourdo Mr. Bruce Draper Mr. A. Ivan Pelter October 1967 July 1969 July 1969 ADMINISTRATION JANUARY 1970 John M. Eaton, Ph.D. Robert D. Bradley, M.A. James L. Rassi, M.A. John Schwetz, M.A. President Dean of Business Services Dean of Student Personnel Dean of InstructionTechnical Studies WEST SHORE COMMUNITY COLLEGE LONG RANGE DEVELOPMENT PROGRAM �SUMMARY I. HISTORY II. NEEDS OF THE AREA III. THE REGIONAL PICTURE IV. INSTRUCTIONAL PLAN V. PHYSICAL DEVELOPMENT NEEDS VI. PHYSICAL PLANNING OBJECTIVES VII. PHYSICAL PLANNING PROPOSALS APPENDIX �SUMMARY West Shore Community College was established in March of 1967 in response to a growing need for academic and occupational education beyond the high school level in the area served by the Manistee and Mason Intermediate School Districts and neighboring districts on the west coast of Michigan. Located about nine miles from Ludington and some eighteen miles from Manistee in the lower half of its service area, West Shore as a comprehensive community college is dedicated to the service of the community. The curriculum is designed to provide the first two years of a four-year program for those interested in a bachelor's degree as well as to provide programs in occupational and technical areas. Both innovative teaching techniques and the traditional approaches to learning will be practiced. The physical development needs of West Shore as outlined through 1979 include a Student Services Building, Technical-Vocational Center, Instructional Media Center, General Studies Building, an Area Vocational Center, and a Health, Physical Education and Recreation Building with related facilities. Imposing the physical needs of the instructional plan on the site is to be done with the utmost care in the interest of preserving the natural beauty of the site. Toward this goal the concept of a "pedestrian campus" was established very early in the planning process. The automobile is to be relegated to the perimeter of the campus, where its unreasonable demand for space will do little in the way of destroying the maturb woods, open meadow land, and wooded ravine all of which are an inherent part of the campus of West Shore Community College. 1 �I. HISTORY II. NEEDS OF THE AREA Estimated Enrollment West Shore Community College, a public community college, was organized in accordance with Act No. 331 of the Public Acts of 1966 in the State of Michigan and established by a vote of the people on March 6, 1967. The establishment of this college district, comprised of Manistee Intermediate School District and Mason Intermediate School District, represents the culmination of several years of study and dedicated effort on the part of the citizens of the two county area. From the Feasibility Study 1 for the formation of the West Shore Community College, and through the insight provided relative to student, industrial, and business needs in the Area Vocational Education Study,2 it is apparent that the area of Western Michigan to be served by the college can profit from the services of a comprehensive community college. The West Shore Community College District includes the areas inscribed by the boundaries of the Manistee Intermediate School District and the Mason Intermediate School District plus the Walkerville and Weare-Crystal School Districts in Oceana County, on the west coast of the State of Michigan. This 1146 square mile area, plus several contiguous counties and school districts, are currently outside the service area of existing community college districts. In fact, the closest college to any community in the new West Shore Community College District is at least forty-five miles distant. The campus plan calls for a complement of 1,050 fiscal year full-time equated students by 1979. The estimated breakdown of general academic and technical-vocational students is 65% and 35%, respectively. The college district is governed by a seven member board of trustees elected at large from the District. It is financed by legislative appropriation, a district-wide tax levy, and student tuition. The administrative organization of the college was started in October of 1967 when the president assumed office; subsequently, other staff members have been selected to assist with the planning and development of the college program and the campus facilities. This staffing includes: dean of business services, dean of instruction—technical studies, dean of student personnel services, and the director of the instructional media center. On June 10, 1969, the voters of the Walkerville School District and the Weare-Crystal School District approved a referendum to annex to the West Shore Community College District. The population of the college district, according to the 1960 U.S. Census, is 43,086. Demographic studies indicate that college age population (18 and 19 year olds) in the district is expected to average to at least 1,500 young men and women for several years. All measures of potential students, including the number of 18 and 19 year olds, the number of high school graduates, the total high school enrollments, and the student interest—all of which have been documented in the aforementioned studies —indicate that an adequate number of students to operate a community college are available in the West Shore Community College District. By 1978-79, the enrollment of the college can be expected to be about 1,050. 1. 2. 2 S m i t h , M a x S . , Community College Feasibility Study for County Intermediate School Districts of Manistee and Mason. M i c h i g a n S t a t e U n i v e r s i t y , East L a n s i n g , M i c h . , 1 9 6 6 . S m i t h , M a x S . , V o c a t i o n a l - Technical Education Study: West Shore Community College, Mason - Manistee Area. Michigan State University, 1967. The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Quarter at West Shore. 1969-70 1970-71 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 1978-79 675 750 850 950 1,050 Note; Enrollment calculations are based upon an equated student representing 46.5 hours per fiscal year. The Area Vocational Education Study presents additional evidence that there is great need for new and expanded programs of occupational education in the Manistee and Mason County area. This need derives from the population to be served, the changing nature of occupations and employment, and the expressed training requirements of employers and the individual aspirations of parents for their children, student educational and occupational goals, and adult interests in continuing education for occupational and personal improvement. The need for a community college exists wherever large numbers of capable students cannot afford to go to college because of the costs of living away from home, the commuting distance, the high tuition, or the entrance requirements are geared to the academic elite. All of these, as well as some other barriers, have been cited in our studies of post-high school educational needs in the West Shore Community College area. Existing Physical Facilities and Enrollments The first classes at West Shore Community College were conducted on a part-time basis in the facilities of the local public school systems. Classes in September, 1968 met in the cities of Manistee and Scottville. Enrollment for the 1968-69 year generated a FTE count of 30.4. West Shore Community College opened full-time classes in the 1969-70 school year in six relocatable buildings located on campus in Victory Township. These provided 4,852 square feet for instructional purposes which, in effect, gave the college eight classrooms. The technical programs, at this time, were housed in a rented facility three miles south of the campus, which provides 4,552 square feet and houses A u t o m o t i v e Technology, Industrial Drafting, Marine Engine Repair, and Machine Tool Technology. The practical nursing course was quartered in the Mercy Hospital of Manistee. The above listed facilities accommodated an opening student head count of 323 which converts to an FTE of 224.322. This may be broken down as 231 college transfer students, 92 career occupational students, plus 48 community and adult education students. A faculty consisting of eighteen full-time and eight part-time instructors comprise the present staff. 3 �MA50N COUNTY LINE III. THE REGIONAL PICTURE Access to Campus The site selected for West Shore Community College is well related to the median point of population as defined by the Community College consultants from Michigan State University. Ten alternative sites in the college District were considered prior to the final selection by the West Shore Community College Board of Trustees. The campus site has excellent access from Sugar Grove Road on the south, and Stiles Road to the west. North-south traffic on U.S. 31 will use Sugar Grove Road for direct access to the campus. When U.S. 31 is relocated to a new alignment in the western section of the two county area, access will be available along Stiles Road north of the campus. A decision has not been reached on the exact location of the interchange, but the new U.S. 31 expressway will provide an improved linkage with the land areas on the north and south edges of the Manistee-Mason County area. The reduction in driving time from the northern townships will be important to the long term development of the Community College and the future growth of this section of Mason County. Manistee & Mason Intermediate School District Access from Ludington, Scottville, Manistee and other communities will be via existing State and County roads. Minor road improvements have been completed to establish comparable linkages to all areas within the College District. Zoning Presently, all land contiguous with the West Shore Community College property is either undeveloped or is being utilized for farming purposes. However, the land along the western side of Stiles Road adjacent to the campus is zoned commercial, residential, or farming while all other land that abuts the college property is zoned residentialfarming. The nature of development that will eventually occur adjacent to the campus will undoubtedly exert a profound effect upon the college. The development of spontaneous and haphazard land use patterns adjacent to the campus could conceivably have a negative effect on both the physical campus environment and the quiet dignity which is normally associated with an institution of higher learning. Consequently, the college should keep itself informed of all land use development proposals in the vicinity and should work with the community in an effort to formulate land use patterns which will be beneficial to all concerned. Although the college has no direct control over the zoning of land outside its boundaries, it can exert a strong influence on zoning decisions which will directly affect the campus environment. 5 �IV. INSTRUCTIONAL PLAN Educational Philosophy The Board of Trustees for the West Shore Community College has approved a series of policies which establish the framework for the organization and operation of the college. The preface to these policies is the educational philosophy for the institution. Some definition of the phrase "comprehensive community college" should be made at this point to explain the comments which follow in the statement of this philosophy of education. "The comprehensive community college" means an educational institution providing, primarily for all persons above the twelfth grade level, within commuting distance, collegiate and non-collegiate level education including area technical-vocational education programs which may result in the granting of diplomas and certificates including those known as associate degrees but not including baccalaureate or higher degrees. An area vocational-education program means a program of organized systematic instruction designed to prepare the following individuals for useful employment in recognized occupations: (a) As a point of departure and as an aid in setting the stage for a report of the educational plan, we believe it important to state and, in some measure, interpret this philosophy. West Shore Community College, as a comprehensive community college, is dedicated to the service of its community. The college shall make education beyond the high school level available to all students interested in, and capable of, benefiting from such a program of higher education. In addition, it shall provide the program and facility for an area vocational school of both secondary school and college levels. The quality and effectiveness of instruction offered by the college is important to all those interested in higher education—students, teachers, administrators, alumni, and the general public. It is the responsibility of the administration of the college to facilitate instruction and lead its staff and students to personal and group fulfillment in their educational endeavors. Free communication, a free flow of ideas and feelings among the administration, the faculty, the students, and the community is essential for the realization of personal and institutional goals. 6 Persons who have completed or left high school and who are available for full-time study in preparation for entering the labor market; (b) Persons who have already entered the labor market and who need training to achieve stability or advancement in employment; (c) Persons enrolled in high school. When programs or courses are provided for persons enrolled in high school, the provision of the programs or courses shall be requested for each of the individuals by the superintendent or his designated representative of the school district in which the person is enrolled. The word "area," in the phrase "area technicalvocational education program," refers to the geographical territory within the district, and whatever territory without the district as is designated as the service area of the district by the state board of education. A community college is eligible to receive such state aid and assistance as may be appropriated by the legislature for the aid and support of junior colleges or community colleges.1 1. 3 9 0 . 8 7 2 General Schools Laws of State of M i c h i g a n . C o m m u n i t y College A c t o f 1 9 6 6 . As a "community college," West Shore Community College will serve the college-age-population in the college district (the Intermediate School Districts of Mason and Manistee Counties, and portions of Oceana and Newaygo Counties), the counties adjacent to the college district, which the State Plan for Higher Education suggests should be a part of the West Shore District or Service area, and those from the State of Michigan and other states in the nation. The main purposes and objectives of West Shore Community College are: The term "comprehensive" implies that education beyond the secondary school should be made available in a v a r i e t y of curriculums— developmental, vocational, technical and transfer, to serve the whole population, not restricting itself to "college age" population, through various kinds of community service activities, including, but not restricted to, the area vocational school. The educational philosophy further states that education at West Shore Community College will be available to all students interested in, and capable of, benefiting from higher education. This commitment to an open admissions attitude and the resultant heterogeniety of the student population in the college suggests a strong responsibility for excellence in teaching. Therefore, the college must recognize its responsibility to modify its systems of communication, instruction, and evaluation to provide environments conducive to desirable learning experiences. A deep concern for individual students is incorporated in the general educational theory at West Shore Community College. Simply stated, this institution's theory of general education is based on a belief that human learning evolves out of the blending of previous experience with new knowledge, skills, and abilities in academic, cultural, or vocational areas. At this point in the development of the college, the administration and the board of trustees have jointly formulated a list of eight purposes and objectives for West Shore Community College designed to promote educational activities and programs which will lead toward the fulfillment of a comprehensive community college. This formalized statement of institutional objectives serves as a guide to policy making, to administration of programs and activities, and to orientation and direction of all personnel concerned with institutional activities. 1. 2. To provide a program of general education which encompases the common knowledge, skills and attitudes needed by each individual to be effective as a person, a member of a family, a worker, and a citizen in our democratic society. To assist students in orienting themselves to adult and college life by providing a program of counseling which enables the student to discover his aptitudes and interests, and assists him in the choice of a vocation. A strong well-planned program of student personnel services involving students in counseling and self-evaluation in vocational, academic, and social activities is one of the most important aims of the college. 3. To provide educational opportunity in several occupations for those students who wish to prepare for immediate employment upon completion of the program. The programs will be designed to enable students to achieve occupational competence and to provide them with opportunities for achieving skills for living in a contemporary society. The programs offered in career studies are designed to prepare men and women for employment upon completion of two years of education, or less, rather than to satisfy the course requirements essential for transfer to a four-year college or university. 7 �Curriculum 4. To offer the lower division studies which may be used in transfer to other institutions of higher education for the purpose of securing a bachelor's degree. Students may enroll in West Shore Community College in one of many courses of study. It is the purpose of the college to present as broad a curriculum as possible in order to meet both community and regional needs and also to give the general, specialized, and technical training so necessary in our society. 5. To provide for the educational needs of mature and receptive adults. Continuing education is essential to many facets of survival in our society. The comprehensive nature of the West Shore Community College philosophy of education provides encouragement to both the institution and its adult students. 6. To make available community services for the enrichment of the lives of the citizens of the college district through lectures, forums, plays, concerts, art exhibits, and other cultural activities. As a community college, West Shore Community College wishes to extend its educational services to the needs of the entire college service area. Community service is that phase of the educational program which provides educational, cultural, and recreational services over and beyond the regular curriculum. 7. 8 To provide a program of guided studies which will enable students in need of developmental work to pursue studies appropriate to their individual needs and to promote honors study programs for students with superior academic capabilities. Another facet of the "comprehensive community college" is the guided studies program which can unite curricular programs with the needs of individual students as identified through counseling and testing activities. The student who is disadvantaged because of cultural and environmental factors, and the superior student who can benefit from independent study and other forms of advanced study, should be served through planned programs of instruction. 8. To cooperate with other schools and colleges, with civic groups, with educational foundations, and with private individuals and corporations in any proper endeavor likely to result in an educational advantage to the citizens of the college and the community. The college will maintain lines of communication and cooperation with other institutions in the state. Articulation with the secondary schools and the colleges and universities will allow students greater ease and security in transferring from one institution to another. Citizens advisory committees, educational foundations, and other interested parties can contribute to the educational planning and financial support of college programs. Since West Shore is a community college, certain attributes, common to community colleges, will be found in this college. First, low cost to the student is achieved by the very fact that the college is dedicated to teaching without carrying on research and writing, which is so necessary to a university. Consequently, community college instructors are hired as full-time teachers. Second, since West Shore will remain a relatively small community college, as indicated in the projection of student enrollment, the student body will necessarily be an intimate student body with a common core of academic subjects scheduled for both day and evening students. Finally, it is reasonable to expect that no program will enjoy more prestige than another. Certainly the administration will not favor one program at the expense of another. As an institution of higher education dedicated to the comprehensive community college concept and the accompanying concern for excellence in its program of instruction, West Shore Community College is making plans for operation and development of its educational program. The development of the educational program at West Shore Community College will be dedicated to the establishment of a climate for education which will have a learner-centered approach, an approach which will allow each student an opportunity to secure educational guidance and intellectual achievement commensurate with his interests and abilities. In some instances, the incorporation of the learner-centered approach and its implications for individualized study will involve innovational program designs. Where the development of the educational program suggests new instructional program designs, care will be exercised to see that course objectives are meaningful and educationally sound. Attention will be directed to the learner and learning. The skillful teacher will be considered the medium through which learning takes place, and he will be encouraged to utilize educational facilities, technical devices (tapes, films, laboratories, television, learning resource center materials, programmed instruction), and time to the best advantage he can devise in relation to stated course objectives. The occupational programs at West Shore have been instituted on the basis of findings of an Area Vocational Study and the diligent deliberations of numerous advisory committees. These local advisory committees provide sensitivity to the pulse of local business and industry in their needs for trained personnel. The initial occupational offerings at the college are in areas that are common to many community colleges. As time progresses, programs will be developed that will be unique to West Shore. Throughout the planning and development of these programs we must recognize the fact that West Shore will cooperate with the other institutions in the northwestern portion of the lower peninsula to assure that needless duplication of occupational programs, high or low cost, will not occur. The Instructional Media Center at West Shore Community College will provide multi-media to students and faculty who are involved in a mutual learning-teaching process accomplished by the means best suited to their needs. Students will be provided with study carrels, listening and film viewing areas, and open study spaces. Through the use of media (books', pamphlets, periodicals, newspapers, tapes, films, filmstrips, microfilms, slides, transparencies, video tapes, etc.) innovative as well as traditional approaches to learning may be practiced. The use of media may also provide for a systems approach to learning in selected curriculums. �Area Vocational School Enrollment Estimates 1969-70 V. PHYSICAL DEVELOPMENT NEEDS 8 (actual) 1970-71 1971-72 30 40 1972-73 50 1973-74 60 1974-75 Program Enrollment Estimates It is estimated that the campus will serve a fiscal year full-time equated enrollment of 1,050 students by 1979. Half of these students may be enrolled in the technical-vocational curriculum with an area vocational school population of approximately 100-150 students by the year 1975. Enrollment Estimates* 1969-70 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 1978-79 675 The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Quarter at West Shore. 1970-71 750 850 950 1,050 1969-70 1970-71 1971-72 1972-73 1973-74 18 (actual) 25 32 39 45 1974-75 1975-76 1976-77 1977-78 1978-79 55 60 65 70 75 Estimated enrollment, i.e., aggregate of enrollment count for the three regular quarters and summer school, by subject matter groups and occupationcentered programs are as follows: 1969-71 A. B. C D. E. 1971-73 1973-75 1975-77 1977-79 400 750 1,150 1,450 1,750 300 185 325 525 560 345 610 980 865 535 800 1,500 1,000 600 950 1,800 1,200 750 1,100 2,050 0 0 0 20 0 10 30 20 20 40 30 30 50 40 40 90 25 20 120 50 40 140 50 50 160 50 60 180 50 90 60 100 180 260 330 EDUCATION Communications & Language Health, Physical Education and Recreation Humanities & Fine A r t s Science & Mathematics Social Sciences OCCUPATIONAL EDUCATION** 1. Agriculture & Natural Resources I I . A p p l i e d & Graphic A r t s I I I . Apprentice Programs I V . Business & Office Occupations V . Health Care Occupations V I . Personal Services V I I . Trade & Technical Occupations * * T h e g r o u p i n g in I t h r o u g h V I I is t h e same as used i n p r o j e c t i o n b y the Bureau of Higher E d u c a t i o n . 10 1976-77 1977-78 1978-79 100 100 100 100 A list of programs proposed for West Shore Community College and their probable inception dates may be found in the appendix. Existing Facilities and Enrollment Full-Time Instructional Personnel Estimates • E n r o l l m e n t calculations are based upon an equated student representing 46.5 quarter hours per fiscal year. GENERAL 1975-76 80 Student Services Center 26,020 gross square feet To provide instructional and administration spaces for the initial year of operation, West Shore Community College will serve area needs for post-secondary education, through the construction of an educational facility designed as unit I of a long-range campus plan. This facility will provide temporary spaces for instruction of both technical and academic programs and allow for the housing of student service and administrative activities of this new institution. The instructional uses of this facility will be moved to other buildings as the campus is developed and the Students Services functions, food services, student activities, and campus bookstore will be expanded to accommodate the student population. The temporary instruction spaces provided in this facility are designed to accommodate the anticipated enrollment of the first year of operation (224 F.Y.E.S.). However, the planning for student service, counseling and administrative spaces of this facility have been done anticipating an eventual full-time equated enrollment of 1,050 students, thus when converted to its projected permanent use, this facility will serve the entire campus through its spaces allotted to Student Service and Student Personnel activities. The student Services Center is planned to facilitate a quick and inexpensive change from a multipurpose building in 1969-70 to a student u n i o n administrative office complex during the 1970's. Special Features 1. The Student Services Center is planned to service the entire campus population as it grows to a student body of 1,050. 2. Food service areas are to be designed to accommodate instruction "lab" spaces for students in the Hospitality careers program. 3. One wing of the building will be designed to accommodate all administrative functions, including student personnel, bookstore, and registration facilities. 4. The instructional services division accommodations will include a seminar room for use by instructional planning committees, general administrative and advisory groups, and a community services meeting room. 5. Student lounge and activity areas will incorporate facilities for dancing, games, and student government offices. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this copy is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on the copy will vary from the exact square feet in the building as a natural result of architectural planning. 11 �Technical-Vocational Center 25,952 gross square feet In an effort to provide instructional and learning spaces for vocational education programs designed to meet the needs of the West Shore Community College area, it is proposed that a TechnicalVocational Center be constructed on the college campus as a part of the second phase of the development of the institution. The facility is necessary in order to provide permanent spaces for certain occupation centered programs and to allow for expanded curricular offerings to students in the community college and high school students who will participate in the area vocational center programs established for their benefit. Because of the unique nature of the programs and services to be provided in the Technical-Vocational Education Center, there are no facilities near the campus, or in the communities of the college district, which could meet adequately the educational objectives to be accommodated by this facility. For the first year of operation, the technical-vocational courses will be in temporary housing leased for this purpose. Special Features 1. A satellite Instructional Media Center will be the hub of this building. 2. The lab areas will radiate from the hub. 3. The Instructional Media Center will also serve the faculty by providing tutorial spaces and work areas. 4. All lab spaces will be open and so any individual space may be enlarged without interfering with other spaces. 5. Outside service areas, such as parking for the auto lab, will be between two shop wings thus requiring less fencing and also removing these areas from sight. 7. The three general classrooms in this building may be used not only for technical instruction but for general studies as well. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Instructional Media Center 28,203 gross square feet In order to provide students, instructors, and citizens of the West Shore Community College service area with an Instructional Media Center facility commensurate with their needs and in keeping with the service function of the college, it is proposed that the third phase of construction include an Instructional Media Center (library) which will serve a projected student body of 1,050 F.T.E. students. The proposed structure will incorporate a large group instruction area, temporary classroom space, and faculty offices in addition to the multi-purpose space essential to the operation of a college library and instructional media center. Flexibility will be the key to space utilization in the Instructional Media Center and many of the accommodations planned for future library and Instructional Media Center uses will be used initially as classroom and office spaces. As the college population grows, as new instructional programs are introduced, and as the library collection grows, this facility will be converted to more complete use as an Instructional Media Center (library). Special 6. The existing trees on the campus provide an excellent background against which this center will be placed and also provide screening and wind shelter for the necessary service drives and areas to the rear of the building. 12 Features 1. This building will serve the entire campus as a library and instructional media center with books, periodicals, reference materials, audiovisual aids, seminar rooms, reading rooms, and individual study carrels. 2. A large group instruction facility with rear screen projection, demonstration platform, fine arts and humanities exhibition capabilities will serve the student body and related community service program activities. 3. A group of faculty offices designed to accommodate the personnel from the divisions of humanities and fine arts, communications and foreign languages, and social sciences will be a part of this structure. 4. Convertible general classroom space will consume a portion of this building in the first years of its use with consideration for the incorporation of a planetarium in a portion of the convertible area. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Health, Physical Education & Recreation 25,000 gross square feet It is the philosophy of West Shore Community College, as set forth in Board Policy No. 3003.1, that in the area of athletics every college-age student (with certain exceptions) be required to accumulate three (3) credits (one year) in physical education activities. The physical education program will stress the participant carry-over sports rather than spectator sports. The activities that will be offered initially will be summer and winter outdoor and indoor sports which are available through the facilities found in neighboring communities. As can be seen in the campus plan, a Health, Physical Education and Recreation building is planned in the fourth phase of campus development. This building will provide instructional spaces for recreation activities, physical education classes, and intramural sports. The topography of the campus suggests many outdoor sports and recreation activi- ties such as a beginner ski slope, skating pond, archery, tennis, golf, curling, a skeet range, fish ponds and plots for use in conservation and agricultural classes. A small bore rifle and pistol range will also be available for use in conjunction with law enforcement programs. Today one of the growing employment fields is that of the public service occupations including careers in the parks and recreation management fields. Accordingly, an important part of the total program at West Shore Community College will be a curriculum in parks and recreation management. It is envisioned that portions of the eastern 200 acres of the campus will be used as an outdoor laboratory for instruction in the parks and recreation field. Note: The space designated is merely an estimate at this time, while the educational specifications, for this building, are being developed. General Studies Buildings # 1 - 25,000 square feet #2 - 30,600 square feet To this point, the buildings proposed for the West Shore Community College campus provide mainly for the facilities required by the TechnicalVocational studies program and the Instructional Media Center. Within the Technical-Vocational Center and the Instructional Media Center are classrooms which will be incidental to their-programs until the full-time, equated enrollment reaches 525 students. Up to that time, it is intended that these classrooms will fulfill the needs of the academic and general studies. In 1972-73, when the equated enrollment exceeds 575, it will be necessary to provide separate buildings to house laboratory and studio space for all the academic subjects. It is anticipated that the academic classroom facilities may very well be housed in two separate buildings. These buildings will accommodate a number of laboratories, studios, and classrooms to serve the needs of a wide range of courses from communications through the humanities and into mathematics and the exact sciences. Space will be provided for all the normal classroom activities as well as special activities in the area of fine arts. It is expected that these two buildings together will contain a total of 55,600 square feet. 13 �locate an area vocational center somewhere north of the City of Manistee. The first academic classroom building will be constructed to meet the needs of the campus population in the humanities, communications, science mathematics and social sciences. Both added student stations and faculty office accommodations will need to be expanded as the student population reaches a full-time equated student enrollment of 575-600. The Area Vocational Center will provide shops, laboratories,- and classrooms to facilitate such programs as auto mechanic instruction, an advanced secretarial program, commercial food preparation, business studies, and others. Note: The space designated is merely an estimate at this time, while the educational specifications for this building are being developed. Housing Facilities Area Vocational Center Facilities Some of the secondary school districts located in the northern portion of the West Shore Community College district have neither the enrollment nor the resources available to adequately provide the vocational training that is so essential for today's youth as they move away from their educational years into their productive years. The schools make a very good start in several exploratory areas but are unable to give the depth of instruction that is needed. The area vocational unit of the college, by combining the students and resources of the several school districts, will provide the additional training necessary to insure the students a better chance to achieve successful business or industrial career placement during their productive years. The college district Vocational Study indicates the number of students that will be in the secondary school population during the period 1969-75. Referring to a study made in Kent County by a Kent County school administrator, it may be determined that 15% of the students would attend an area vocational school. Basing our figures on this percentage factor, it appears that the college should provide a vocational school capable of serving 300 students in four to five basic service areas. The location of the Area Vocational Center must be convenient to the area high schools. The present campus will adequately serve the southern portion of the college district but several schools in the northern areas of the district might find the driving distance too great for daily transportation of students. Therefore, it may be desirable to 14 The philosophy of the Board of Trustees of West Shore Community College regarding housing is in conformity with that of the State Plan for Higher Education, which states, "that the presence of a residence hall at a community college is contradictory to the fundamental principle underlying the community college concept as a commuting institution." However, there may be circumstances under which a residence hall is appropriate. At such time that circumstances may justify a residence hall on campus, the Board of Trustees will want to consider the construction of such housing to serve the requirements of students from within or from outside the college service area. The campus is large enough to accommodate housing in the event that circumstances require it. Although not shown graphically on the Long Range Development Plan map, it is anticipated that it would be located immediately east of student parking lot "C." Future Expansion Funding Technical-Vocational Center The funding for construction of the several phases of campus development will be met through a combination of local, state and federal resources. Phase I of construction, the Student Services Center, is being constructed entirely with local funds gained through a $750,000 bond program. Full-time enrollments (based on the projections of the 18 and 19 year old population 1969-79) should reach 1,050 by 1978-79. In order to accommodate the additional student body and faculty personnel, additional technical-vocational spaces will be needed. These spaces will be used not only for the post-secondary teaching courses and the adult evening classes but also for the area vocational center offerings. This construction will provide additional spaces for Technical-Vocational units that will be added to meet the growing enrollment at the college. It is anticipated that this addition will provide space for auto-body repair, fluid power instruction, heavy equipment repair shop, law enforcement, data processing, civil technology, graphics, conservation, and food services. Phase I I , the construction of the TechnicalVocational Center and Phase I I I , the Instructional Media Center, will be financed through a 1.5 million dollar bond supported by local tax revenues, capital grants from the Michigan Legislature, and Higher Education Facilities Act monies granted the college under Title I of the United States Office of Education. It is also expected that subsequent phases of construction will be supported through local funds augmented by state and federal grants. Instructional Media Center Eventual F.Y.E.S. enrollment (based on projections of the 18 and 19 year old population 1969-79) will be at least 1,050. The eventual capacity of the book collection is between 75,000-100,000 volumes. In order to accommodate the additional student body, faculty personnel, and increased book collection, additional seating space and shelving space will be necessary. The development of the educational program at West Shore Community College is geared to the incorporation of new instructional media such as video-tape and instructional television, with possible eventual inclusion of computer-assisted instruction. A fully developed tele-communications center of this magnitude will also require additional space. The Instructional Media Center addition will be a single story structure of approximately 8,300 square feet designed to accommodate all of these expansion needs. Included also will be additional seminar and group study rooms. Suqtv- Grove Read 15 �VI. PHYSICAL PLANNING OBJECTIVES Site Characteristics The 370 acre site selected for West Shore Community College is indicative of the outstanding natural beauty which is common to western, central Michigan. It is endowed with heavy stands of pines, mature hardwoods, gently rolling meadow land, and a beautifully wooded ravine with a creek running down to the South Branch of the Lincoln River. The most outstanding single asset of the site is the wooded ravine which runs north and south dividing the campus into two distinct land units. Starting near Sugar Grove Road, it runs in a northwesterly direction and opens on the South Branch of the Lincoln River Valley. The dramatic change in elevation created by this ravine provides exciting views of the creek as it meanders down to the river. The greater portion of the site east of the ravine is composed of gently rolling, open meadow land. To the west is a smaller rolling meadow bordered on the west side by a large plantation of pines and on the north by a heavy stand of mature hardwoods. The rolling topography provides the area with a sense of enclosure and separation from Sugar Gove Road to the south. Site Analysis �Development Concept Very generally, the site breaks down into three possible zones of development: the two areas of open meadow land and the ravine slopes. The recommended approach to the campus development exploits the aesthetic advantages offered by the ravine and the excellent deciduous tree cover which occupies the land sloping toward the South Branch of the Lincoln River. This concept is structured around two very important premises: 1. In the interest of preserving the natural beauty of the site, the campus should be devoted to the pedestrian. 2. In order to take best advantage of this beauty, most development should relate directly to the ravine. �VII. PHYSICAL PLANNING PROPOSALS OlM*fV£ infer/or *>ludenf 'Services Sdg. fauin6 Building Organization The total complex of buildings focuses on a "campus green" around which the campus is organized. Each of the buildings has been located with respect to its function, and the total complex is tied together by a strong, well-ordered pedestrian walkway network. Such a network is essential to a well organized "pedestrian campus." vietu (Urn \m iops — ' 1%d6S+riouA tualH "let-race allows vietu Wo rcwme — Student Services Center - ravine relationship Instructional Media Center Student Services Center The Student Services Center is located very near the geographic center of development and is oriented toward the ravine. Here it is within an easy five minute walking distance from all other buildings where it can effectively serve both the administrative needs of the college and the social needs of the student body. The lounge and dining room, interior spaces which serve the "leisure time" activities of the student, are positioned so that they receive full benefit of the views into the ravine. Technical-Vocational Center Pedestrian Circulation 20 The Technical-Vocational Center is located to the west of the "campus green" with its shops and outdoor service yard oriented away from the campus interior. The pine plantation to the west of the building helps to screen the auto storage and service area from view. Room for expansion of this facility has been provided immediately to the north. Oriented to the public and located with relation to the major campus vehicular circulation system is the Instructional Media Center. This facility serves both the campus and related community service program activities. From an academic standpoint, this is probably the most important building on the campus and as such should establish the visual image of West Shore Community College. Its location makes this possible. Health, Physical Education & Recreation Building and Facilities The facilities will be located on the east side of the ravine near the pedestrian bridge. The open meadow there provides space for open field games (soccer, baseball, track, tennis, etc.) and a physical education and recreation building. Both are within an easy five minute walking distance to the Student Services Building at the center of the campus development. The greater portion of the 200 acres to the east of the ravine will be devoted to outdoor sports and recreation activities such as skating, archery, golf, skeet shooting, conservation and agricultural classes as well as serving as an outdoor laboratory for courses in parks and recreation management. 21 �Circulation and Parking St*)* Grose Opxt Madato General Studies Buildings Vehicular penetration into the site is from both Sugar Grove Road on the south and Stiles Road on the west. The major campus circulation pattern consists of one loop road which connects these two entry points to the campus. All parking lots and dropoff points are served from this major vehicular circulator. The visual attention of the motorist entering the campus by way of Sugar Grove Road or Stiles Road is focused on the Instructional Media Center and the major point of arrival adjacent to it where visitor parking is available. This major "point of arrival" is intended to serve as a reception point for the visitor to the campus. Here busses will stop to allow groups (school classes, community clubs, etc.) to disembark as they arrive to visit the planetarium or attend a lecture or other community oriented program in the Instructional Media Center. The "point of arrival" is convenient also for visitors who are destined for the administrative offices in the Student Services Center. Mowd t 6nffer Ra«tmq i fftrfaw| Lot "C" Vehicular Circulation Two building groups housing general academic classroom space have, like the Student Services Building, been given choice physical environments. One is located on the wooded slope which orients toward the South Branch of the Lincoln River Valley. The other occupies the ravine slope to the southeast of the Student Services Building. Because of the slope of the land, these buildings could be a two story-split level design. The main entrance could be at the upper level on the uphill side of the slope with the lower level opening onto the ravine. i A pedestrian bridge links the two open meadows near the Student Services Building. This link is strategically located in that it is near the geographic center of development and, as such, provides easy access to the athletic facilities to the east. Access to potential future college development to the east would also be convenient. •cOa S E C T I O N L C O N N O NCftTH s Q g PPOM S U S A R G R O V E R P Student Parking In keeping with the initial premise that West Shore Community College should be a pedestrian campus, three large student parking lots are provided on the perimeter of the building zone. Each of these lots is, to a large degree, visually screened from the major vehicular circulator. Lot " A " accommodates approximately 205 cars and is tucked into the pine plantation on the west side of the Technical-Vocational Center. Lot " B " is located in the extreme southwest corner of the site. This facility will handle about 280 cars. Located just east of the Sugar Grove Road entrance is Lot " C " which accommodates about 320 cars. The total parking count for student parking Lots " A " , " B " , and " C " is 805 cars. Based on a 2 to 1 parking ratio of students to cars, the number of parking spaces required to serve 1,500 students is 750. The 55 car excess in these lots will be spaces assigned to faculty, staff, or visitor use. Faculty, Staff and Visitor Parking Immediately north of the Sugar Grove Road entrance student parking lot is a faculty, staff, and visitor lot which will accommodate about 140 cars. This in conjunction with the 30 visitor spaces available at the visitor arrival point brings the total designated faculty, staff, and visitor parking count to 170 spaces. Based on the ratio of one parking space for each 6 2/3 students, the anticipated 1978-79 head count enrollment of 1,500 students would require 225 spaces for the faculty, staff, and visitors. The total number of parking spaces (students and faculty, staff and visitors) required to serve the anticipated enrollment of 1,500 by the year of 1978 would be 975. Lot " D " and the 30 spaces at the visitor arrival point provides a total of 170 faculty, staff, and visitor parking spaces. The apparent 55 car deficiency in this category is made up by the "assigned" faculty, staff, and visitor spaces in Lots " A " and " C . " 22 23 �APPENDIX Utilities All utilities necessary to serve the college are convenient to the campus. Storm drainage, fresh water and sanitary sewage will be handled within the confines of the campus while natural gas and electric power are available from sources outside the site. Sanitary Sewage Storm water will be picked up in catch basins and carried to nearby streams or the Lincoln River by means of an underground storm sewer system. Water The source of all water will be from wells on the site. The initial 6 " well provides 150 to 200 gallons of water per minute and will serve the first two buildings to be built. It is planned that each well station will be provided with a hydrant and storage tank the capacity of which will be sized to allow local fire departments to replenish their water supplies for fire protection. Storm Drainage With good porous soil available, a septic tank with tile fields will be used for waste disposal for each building. Natural Gas Gas will be brought to the site from a transmission line located about two miles away in the vicinity of Groth Road and Victory Corner. The gas loads were tabulated for buildings being constructed at this date, and estimated for future buildings. The gas service was sized at 4 " with a capacity for 40,000 square feet which would serve approximately ten buildings. The mains were routed to serve the five units presently planned and a physical education unit located across the stream and east of the proposed five units. The gas will serve as fuel for the boilers, hot water heaters, heat treat furnaces, science room burners, incinerator, kitchen equipment, and miscellaneous student teaching aids. 24 Electric Power Capital Outlay Program Statement for Technical-Vocational Education Unit An electrical substation is being built on the western edge of the campus adjacent to Stiles Road. The electrical service to the campus is accomplished by extending primary underground electrical cables from the substation to a primary switchgear enclosure centrally located between the b u i l d i n g s . The voltage delivered will be 12470/7400 volts with metering at the substation. Two services will be installed with one of the services being a spare. From the switchgear enclosure individual services will be extended to each building through an underground distribution system. Within the buildings, transformers will supply 120/208 volts single phase, 208 or 480 volts three phase. This system is of a capacity to accommodate a total of twenty-five buildings of a size similar to Unit # 1 . Technical-Vocational Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations Square Ft.* Allowance Per Station Assignable Area in Square Ft. Laboratories w/Equipment and Material Storage Areas Auto Drafting Chemical Welding Mach. Tool Office Mach. Business Business Electrical Nursing Agriculture Sub Totals 1 1 1 1 1 1 1 1 1 1 1 20 15 20 15 18 20 20 20 20 20 15 11 20 15 20 15 18 20 20 20 20 20 15 195 63 78 101 129 45 41 66 60 45 68 203 3,900 950 1,566 1,520 2,320 900 816 1,311 1,200 906 1,024 16,413 Instructional Media Center Library Program Cntr. 1 1 Sub Totals 2 Lecture Halls Classrooms 1 2 Sub Totals 3 50 14 46 14 25 25 60 40 25 40 50 1,150 350 1,500 13.5 20 90 538 1,016 1,554 Offices Divisional Chairman Secretary Workroom Faculty: Single Double 1 1 1 150 100 136 150 100 136 9 1 86 144 772 144 Sub Totals 13 Auxiliary Service Spaces 1,302 3,331 Grand Total - Square Feet 24,100 *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. 25 �Capital Outlay Program Statement for Student Services Building Capital Outlay Program Statement for Instructional Media Center Unit Student Services Building Space Allocations Instructional Media Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations 250 40 17 18 Square Ft.* Allowance Per Station 250 80 17 18 Assignable Area in Square Ft Classrooms Lecture Hall Classrooms Classroom Workshop - Drama 1 2 1 1 Sub Totals 5 15 15 55 55 365 3,250 1,200 957 1,080 6,487 Space Description No. of Rooms Sub Totals 1 3 1 1 1 1 1 1 1 105 7 105 21 25 108 2,625 324 38 38 25 1 4 121 2 1 1 5 4 Dean Counselors Student Act. (1 (1 (1 (1 Square Ft. Allowance Per Station Dir. Lounge Act. Stu. Govt. 2 5 1 150 75 2 1 150 75 2 50 50 200 2 200 10 100 100 150) 25) 57) 80) 15 168 12 Sub Totals 12 1 12 12,526 12 Total Assignable Area 64 8,320 (Snk. Bar (1 Dining Room (5 Kitchen Aux. Spaces 11) 174) _2 18 21.3) 1,065 2,202 1,740 1,069 15,096 495 Business Services Dean Accounting Bookstore Aux. Spaces 1 2 2 2 2 2 4 100 60 200 240 560 1,926 2,926 484 Offices Faculty 200 500 7 Food Service Sub Totals 4 Assignable Area in Square Ft. i Sub Totals 4,742 373 908 328 900 950 892 Number of Student/Reader Office Stations Student Services Library-IMC Main Reading Area Study Rooms Book Stacks & Reference Circulation Processing Periodicals Ref. Area A-V Listening A-V Op. Offices (library - A-V) Station Units Per Room 768 768 19,781 Future Expansion This building is planned for possible expansion in two directions. Instructional Services Dean Seminar Aux. Spaces 2 1 Sub Totals 3 4 25 100 23.5 400 588 915 1,903 29 President and Board of Trustees President Bd. of Trustees Dir. of Community Services Aux. Spaces Sub Totals *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. 2 25 2 9 2 9 150 65 300 588 75 150 885 13 1,923 TOTAL 21,848 27 �Proposed Instructional Programs Year '69 70 71 72 73 74 Enrollment Expectations (FYFTE) 224 425 480 535 600 675 Auto Technologist Machine Tool Technologist Marine Engine Repair Drafting Business Management Business Accounting Secretarial Studies Practical Nursing Industrial Chemistry Tech. Distributive Education Law Enforcement Teachers Aide Recreation & Camp Management Cooperative Education Welding Electronics Auto Body Repair Drafting Architectural Industrial Supervision Community Services Hotel-Motel-Restaurant Management Data Processing Community Services Civil-Surveying Secretarial-Medical Conservation-Environmental Control Heavy Equipment Repair Fluid Power Technology Graphic-Comm. Art Conservation Game Management Civil-Highway Hospitality-Food Preparation 28 x x x x x x x x x x x x x x x x x x x x x x x x x x WEST SHORE O x x x x x LONG RANGE DEVEU x �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Long Range Development Plan, 1970 Description An account of the resource Describes history of the college and future plans for academic programs and buildings. https://wsccarchives.org/files/original/4282c0fde13070837ffa7eb19422e952.pdf 9bae4d7646433f18bf25069763f55ea6 PDF Text Text Johnson, Johnson & Roy/inc. Campus Planners 303 N. Main St. Ann Arbor, Michigan 48104 �BOARD OF TRUSTEES Term Expires Mr. Oliver J. DeJonge, Chairman Mr. E. Dean Raven, Vice Chairman Mrs. Dennis E. McCarthy, Secretary Mr. John L. Ham, Treasurer Mrs. Byron Elder. Mr. Jerome J. Mathieu Mr. Donald A. Olson July, July, July, July, July, July, July, 1971 1973 1973 1975 1973 1971 1975 Former Members Term Expired Mr. Barry Bourdo Mr. Bruce Draper Mr. A. Ivan Pelter October 1967 July 1969 July 1969 ADMINISTRATION JANUARY 1970 John M. Eaton, Ph.D. Robert D. Bradley, M.A. James L. Rassi, M.A. John Schwetz, M.A. President Dean of Business Services Dean of Student Personnel Dean of InstructionTechnical Studies WEST SHORE COMMUNITY COLLEGE LONG RANGE DEVELOPMENT PROGRAM �SUMMARY 1 I. HISTORY 2 II. NEEDS OF THE AREA 2 III. THE REGIONAL PICTURE 5 IV. INSTRUCTIONAL PLAN 6 V. PHYSICAL DEVELOPMENT NEEDS 10 VI. PHYSICAL PLANNING OBJECTIVES 16 VII. PHYSICAL PLANNING PROPOSALS 20 APPENDIX 25 �SUMMARY West Shore Community College was established in March of 1967 in response to a growing need for academic and occupational education beyond the high school level in the area served by the Manistee and Mason Intermediate School Districts and neighboring districts on the west coast of Michigan. Located about nine miles from Ludington and some eighteen miles from Manistee in the lower half of its service area, West Shore as a comprehensive community college is dedicated to the service of the community. The curriculum is designed to provide the first two years of a four-year program for those interested in a bachelor's degree as well as to provide programs in occupational and technical areas. Both innovative teaching techniques and the traditional approaches to learning will be practiced. The physical development needs of West Shore as outlined through 1979 include a Student Services Building, Technical-Vocational Center, Instructional Media Center, General Studies Building, an Area Vocational Center, and a Health, Physical Education and Recreation Building with related facilities. Imposing the physical needs of the instructional plan on the site is to be done with the utmost care in the interest of preserving the natural beauty of the site. Toward this goal the concept of a "pedestrian campus" was established very early in the planning process. The automobile is to be relegated to the perimeter of the campus, where its unreasonable demand for space will do little in the way of destroying the maturh woods, open meadow land, and wooded ravine all of which are an inherent part of the campus of West Shore Community College. 1 �I. HISTORY II. NEEDS OF THE AREA Estimated Enrollment West Shore Community College, a public community college, was organized in accordance with Act No. 331 of the Public Acts of 1966 in the State of Michigan and established by a vote of the people on March 6, 1967. The establishment of this college district, comprised of Manistee Intermediate School District and Mason Intermediate School District, represents the culmination of several years of study and dedicated effort on the part of the citizens of the two county area. From the Feasibility Study 1 for the formation of the West Shore Community College, and through the insight provided relative to student, industrial, and business needs in the Area Vocational Education Study,2 it is apparent that the area of Western Michigan to be served by the college can profit from the services of a comprehensive community college. The West Shore Community College District includes the areas inscribed by the boundaries of the Manistee Intermediate School District and the Mason Intermediate School District plus the Walkerville and Weare-Crystal School Districts in Oceana County, on the west coast of the State of Michigan. This 1146 square mile area, plus several contiguous counties and school districts, are currently outside the service area of existing community college districts. In fact, the closest college to any community in the new West Shore Community College District is at least forty-five miles distant. The campus plan calls for a complement of 1,050 fiscal year full-time equated students by 1979. The estimated breakdown of general academic and technical-vocational students is 65% and 35%, respectively. The college district is governed by a seven member board of trustees elected at large from the District. It is financed by legislative appropriation, a district-wide tax levy, and student tuition. The administrative organization of the college was started in October of 1967 when the president assumed office; subsequently, other staff members have been selected to assist with the planning and development of the college program and the campus facilities. This staffing includes: dean of business services, dean of instruction—technical studies, dean of student personnel services, and the director of the instructional media center. On June 10, 1969, the voters of the Walkerville School District and the Weare-Crystal School District approved a referendum to annex to the West Shore Community College District. The population of the college district, according to the 1960 U.S. Census, is 43,086. Demographic studies indicate that college age population (18 and 19 year olds) in the district is expected to average to at least 1,500 young men and women for several years. All measures of potential students, including the number of 18 and 19 year olds, the number of high school graduates, the total high school enrollments, and the student interest—all of which have been documented in the aforementioned studies —indicate that an adequate number of students to operate a community college are available in the West Shore Community College District. By 1978-79, the enrollment of the college can be expected to be about 1,050. 1. 2. 2 S m i t h , M a x S., Community College Feasibility Study for County Intermediate School Districts of Manistee and Mason. M i c h i g a n S t a t e U n i v e r s i t y , East L a n s i n g , M i c h . , 1 9 6 6 . S m i t h , M a x S., V o c a t i o n a l - Technical Education Study: West Shore Community College, Mason - Manistee Area. Michigan State University, 1967. The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Ouarter at West Shore. 1969-70 1970-71 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 1978-79 675 750 850 950 1,050 Note: Enrollment calculations are based upon an equated student representing 46.5 hours per fiscal year. The Area Vocational Education Study presents additional evidence that there is great need for new and expanded programs of occupational education in the Manistee and Mason County area. This need derives from the population to be served, the changing nature of occupations and employment, and the expressed training requirements of employers and the individual aspirations of parents for their children, student educational and occupational goals, and adult interests in continuing education for occupational and personal improvement. The need for a community college exists wherever large numbers of capable students cannot afford to go to college because of the costs of living away from home, the commuting distance, the high tuition, or the entrance requirements are geared to the academic elite. All of these, as well as some other barriers, have been cited in our studies of post-high school educational needs in the West Shore Community College area. Existing Physical Facilities and Enrollments The first classes at West Shore Community College were conducted on a part-time basis in the facilities of the local public school systems. Classes in September, 1968 met in the cities of Manistee and Scottville. Enrollment for the 1968-69 year generated a FTE count of 30.4. West Shore Community College opened full-time classes in the 1969-70 school year in six relocatable buildings located on campus in Victory Township. These provided 4,852 square feet for instructional purposes which, in effect, gave the college eight classrooms. The technical programs, at this time, were housed in a rented facility three miles south of the campus, which provides 4,552 square feet and houses A u t o m o t i v e Technology, Industrial Drafting, Marine Engine Repair, and Machine Tool Technology. The practical nursing course was quartered in the Mercy Hospital of Manistee. The above listed facilities accommodated an opening student head count of 323 which converts to an FTE of 224.322. This may be broken down as 231 college transfer students, 92 career occupational students, plus 48 community and adult education students. A faculty consisting of eighteen full-time and eight part-time instructors comprise the present staff. 3 �III. THE REGIONAL PICTURE Access to Campus The site selected for West Shore Community College is well related to the median point of population as defined by the Community College consultants from Michigan State University. Ten alternative sites in the college District were considered prior to the final selection by the West Shore Community College Board of Trustees. The campus site has excellent access from Sugar Grove Road on the south, and Stiles Road to the west. North-south traffic on U.S. 31 will use Sugar Grove Road for direct access to the campus. When U.S. 31 is relocated to a new alignment in the western section of the two county area, access will be available along Stiles Road north of the campus. A decision has not been reached on the exact location of the interchange, but the new U.S. 31 expressway will provide an improved linkage with the land areas on the north and south edges of the Manistee-Mason County area. The reduction in driving time from the northern townships will be important to the long term development of the Community College and the future growth of this section of Mason County. Manistee & Mason Intermediate School District Access from Ludington, Scottville, Manistee and other communities will be via existing State and County roads. Minor road improvements have been completed to establish comparable linkages to all areas within the College District. Zoning Presently, all land contiguous with the West Shore Community College property is either undeveloped or is being utilized for farming purposes. However, the land along the western side of Stiles Road adjacent to the campus is zoned commercial, residential, or farming while all other land that abuts the college property is zoned residentialfarming. The nature of development that will eventually occur adjacent to the campus will undoubtedly exert a profound effect upon the college. The development of spontaneous and haphazard land use patterns adjacent to the campus could conceivably have a negative effect on both the physical campus environment and the quiet dignity which is normally associated with an institution of higher learning. Consequently, the college should keep itself informed of all land use development proposals in the vicinity and should work with the community in an effort to formulate land use patterns which will be beneficial to all concerned. Although the college has no direct control over the zoning of land outside its boundaries, it can exert a strong influence on zoning decisions which will directly affect the campus environment. �Some definition of the phrase "comprehensive community college" should be made at this point to explain the comments which follow in the statement of this philosophy of education. "The comprehensive community college" means an educational institution providing, primarily for all persons above the twelfth grade level, within commuting distance, collegiate and non-collegiate level education including area technical-vocational education programs which may result in the granting of diplomas and certificates including those known as associate degrees but not including baccalaureate or higher degrees. IV. INSTRUCTIONAL PLAN Educational Philosophy The Board of Trustees for the West Shore Community College has approved a series of policies which establish the framework for the organization and operation of the college. The preface to these policies is the educational philosophy for the institution. An area vocational-education program means a program of organized systematic instruction designed to prepare the following individuals for useful employment in recognized occupations: (a) As a point of departure and as an aid in setting the stage for a report of the educational plan, we believe it important to state and, in some measure, interpret this philosophy. 6 (b) Persons who have already entered the labor market and who need training to achieve stability or advancement in employment; (c) West Shore Community College, as a comprehensive community college, is dedicated to the service of its community. The college shall make education beyond the high school level available to all students interested in, and capable of, benefiting from such a program of higher education. In addition, it shall provide the program and facility for an area vocational school of both secondary school and college levels. The quality and effectiveness of instruction offered by the college is important to all those interested in higher education—students, teachers, administrators, alumni, and the general public. It is the responsibility of the administration of the college to facilitate instruction and lead its staff and students to personal and group fulfillment in their educational endeavors. Free communication, a free flow of ideas and feelings among the administration, the faculty, the students, and the community is essential for the realization of personal and institutional goals. Persons who have completed or left high school and who are available for full-time study in preparation for entering the labor market; Persons enrolled in high school. When programs or courses are provided for persons enrolled in high school, the provision of the programs or courses shall be requested for each of the individuals by the superintendent or his designated representative of the school district in which the person is enrolled. The word "area," in the phrase "area technicalvocational education program," refers to the geographical territory within the district, and whatever territory without the district as is designated as the service area of the district by the state board of education. A community college is eligible to receive such state aid and assistance as may be appropriated by the legislature for the aid and support of junior colleges or community colleges.1 N 1. 3 9 0 . 8 7 2 General Schools Laws of State of Michigan. C o m m u n i t y College A c t of 1966. As a "community college," West Shore Community College will serve the college-age-population in the college district (the Intermediate School Districts of Mason and Manistee Counties, and portions of Oceana and Newaygo Counties), the counties adjacent to the college district, which the State Plan for Higher Education suggests should be a part of the West Shore District or Service area, and those from the State of Michigan and other states in the nation. The main purposes and objectives of West Shore Community College are: The term "comprehensive" implies that education beyond the secondary school should be made available in a v a r i e t y of curriculums— developmental, vocational, technical and transfer, to serve the whole population, not restricting itself to "college age" population, through various kinds of community service activities, including, but not restricted to, the area vocational school. The educational philosophy further states that education at West Shore Community College will be available to all students interested in, and capable of, benefiting from higher education. This commitment to an open admissions attitude and the resultant heterogeniety of the student population in the college suggests a strong responsibility for excellence in teaching. Therefore, the college must recognize its responsibility to modify its systems of communication, instruction, and evaluation to provide environments conducive to desirable learning experiences. A deep concern for individual students is incorporated in the general educational theory at West Shore Community College. Simply stated, this institution's theory of general education is based on a belief that human learning evolves out of the blending of previous experience with new knowledge, skills, and abilities in academic, cultural, or vocational areas. At this point in the development of the college, the administration and the board of trustees have jointly formulated a list of eight purposes and objectives for West Shore Community College designed to promote educational activities and programs which will lead toward the fulfillment of a comprehensive community college. This formalized statement of institutional objectives serves as a guide to policy making, to administration of programs and activities, and to orientation and direction of all personnel concerned with institutional activities. 1. 2. To provide a program of general education which encompases the common knowledge, skills and attitudes needed by each individual to be effective as a person, a member of a family, a worker, and a citizen in our democratic society. To assist students in orienting themselves to adult and college life by providing a program of counseling which enables the student to discover his aptitudes and interests, and assists him in the choice of a vocation. A strong well-planned program of student personnel services involving students in counseling and self-evaluation in vocational, academic, and social activities is one of the most important aims of the college. 3. To provide educational opportunity in several occupations for those students who wish to prepare for immediate employment upon completion of the program. The programs will be designed to enable students to achieve occupational competence and to provide them with opportunities for achieving skills for living in a contemporary society. The programs offered in career studies are designed to prepare men and women for employment upon completion of two years of education, or less, rather than to satisfy the course requirements essential for transfer to a four-year college or university. 7 �Curriculum 4. To offer the lower division studies which may be used in transfer to other institutions of higher education for the purpose of securing a bachelor's degree. Students may enroll in West Shore Community College in one of many courses of study. It is the purpose of the college to present as broad a curriculum as possible in order to meet both community and regional needs and also to give the general, specialized, and technical training so necessary in our society. 5. To provide for the educational needs of mature and receptive adults. Continuing education is essential to many facets of survival in our society. The comprehensive nature of the West Shore Community College philosophy of education provides encouragement to both the institution and its adult students. 6. To make available community services for the enrichment of the lives of the citizens of the college district through lectures, forums, plays, concerts, art exhibits, and other cultural activities. As a community college, West Shore Community College wishes to extend its educational services to the needs of the entire college service area. Community service is that phase of the educational program which provides educational, cultural, and recreational services over and beyond the regular curriculum. 7. 8 To provide a program of guided studies which will enable students in need of developmental work to pursue studies appropriate to their individual needs and to promote honors study programs for students with superior academic capabilities. Another facet of the "comprehensive community college" is the guided studies program which can unite curricular programs with the needs of individual students as identified through counseling and testing activities. The student who is disadvantaged because of cultural and environmental factors, and the superior student who can benefit from independent study and other forms of advanced study, should be served through planned programs of instruction. 8. To cooperate with other schools and colleges, with civic groups, with educational foundations, and with private individuals and corporations in any proper endeavor likely to result in an educational advantage to the citizens of the college and the community. The college will maintain lines of communication and cooperation with other institutions in the state. Articulation with the secondary schools and the colleges and universities will allow students greater ease and security in transferring from one institution to another. Citizens advisory committees, educational foundations, and other interested parties can contribute to the educational planning and financial support of college programs. Since West Shore is a community college, certain attributes, common to community colleges, will be found in this college. First, low cost to the student is achieved by the very fact that the college is dedicated to teaching without carrying on research and writing, which is so necessary to a university. Consequently, community college instructors are hired as full-time teachers. Second, since West Shore will remain a relatively small community college, as indicated in the projection of student enrollment, the student body will necessarily be an intimate student body with a common core of academic subjects scheduled for both day and evening students. Finally, it is reasonable to expect that no program will enjoy more prestige than another. Certainly the administration will not favor one program at the expense of another. As an institution of higher education dedicated to the comprehensive community college concept and the accompanying concern for excellence in its program of instruction, West Shore Community College is making plans for operation and development of its educational program. The development of the educational program at West Shore Community College will be dedicated to the establishment of a climate for education which will have a learner-centered approach, an approach which will allow each student an opportunity to secure educational guidance and intellectual achievement commensurate with his interests and abilities. In some instances, the incorporation of the learner-centered approach and its implications for individualized study will involve innovational program designs. of occupational programs, high or low cost, will not occur. The Instructional Media Center at West Shore Community College will provide multi-media to students and faculty who are involved in a mutual learning-teaching process accomplished by the means best suited to their needs. Students will be provided with study carrels, listening and film viewing areas, and open study spaces. Through the use of media (books', pamphlets, periodicals, newspapers, tapes, films, filmstrips, microfilms, slides, transparencies, video tapes, etc.) innovative as well as traditional approaches to learning may be practiced. The use of media may also provide for a systems approach to learning in selected curriculums. Where the development of the educational program suggests new instructional program designs, care will be exercised to see that course objectives are meaningful and educationally sound. Attention will be directed to the learner and learning. The skillful teacher will be considered the medium through which learning takes place, and he will be encouraged to utilize educational facilities, technical devices (tapes, films, laboratories, television, learning resource center materials, programmed instruction), and time to the best advantage he can devise in relation to stated course objectives. The occupational programs at West Shore have been instituted on the basis of findings of an Area Vocational Study and the diligent deliberations of numerous advisory committees. These local advisory committees provide sensitivity to the pulse of local business and industry in their needs for trained personnel. The initial occupational offerings at the college are in areas that are common to many community colleges. As time progresses, programs will be developed that will be unique to West Shore. Throughout the planning and development of these programs we must recognize the fact that West Shore will cooperate with the other institutions in the northwestern portion of the lower peninsula to assure that needless duplication 9 �Area Vocational School Enrollment Estimates 1969-70 V. PHYSICAL DEVELOPMENT NEEDS 8 (actual) 80 It is estimated that the campus will serve a fiscal year full-time equated enrollment of 1,050 students by 1979. Half of these students may be enrolled in the technical-vocational curriculum with an area vocational school population of approximately 100-150 students by the year 1975. Enrollment Estimates* 1969-70 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 750 850 950 1,050 1969-70 1970-71 1971-72 1972-73 1973-74 18 (actual) 25 32 39 45 1974-75 1975-76 1976-77 1977-78 1978-79 55 60 65 70 75 Estimated enrollment, i.e., aggregate of enrollment count for the three regular quarters and summer school, by subject matter groups and occupationcentered programs are as follows: 1969-71 1971-73 1973-75 1975-77 1977-79 400 750 1,150 1,450 1,750 300 185 325 525 560 345 610 980 865 535 800 1,500 1,000 600 950 1,800 1,200 750 1,100 2,050 0 0 0 20 0 10 30 20 20 40 30 30 50 40 40 90 25 20 120 50 40 140 50 50 160 50 60 180 50 90 60 100 180 260 330 G E N E R A L EDUCATION C D. E. OCCUPATIONAL E D U C A T I O N * * I. Agriculture & Natural Resources II. Applied & Graphic Arts III. Apprentice Programs IV. Business & Office Occupations V. Health Care Occupations VI. Personal Services VII. Trade & Technical Occupations * * T h e grouping in I through V I I is the same as used in projection by the Bureau of Higher Education. 10 1972-73 50 1973-74 60 1976-77 1977-78 1978-79 100 100 100 100 A list of programs proposed for West Shore Community College and their probable inception dates may be found in the appendix. Existing Facilities and Enrollment Full-Time Instructional Personnel Estimates "Enrollment calculations are based upon an equated student representing 46.5 quarter hours per fiscal year. Communications & Language Health, Physical Education and Recreation Humanities & Fine Arts Science & Mathematics Social Sciences 40 1978-79 675 The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Quarter at West Shore. 1970-71 1971-72 30 1974-75 1975-76 Program Enrollment Estimates A. B. 1970-71 Student Services Center 26,020 gross square feet To provide instructional and administration spaces for the initial year of operation, West Shore Community College will serve area needs for post-secondary education, through the construction of an educational facility designed as unit I of a long-range campus plan. This facility will provide temporary spaces for instruction of both technical and academic programs and allow for the housing of student service and administrative activities of this new institution. The instructional uses of this facility will be moved to other buildings as the campus is developed and the Students Services functions, food services, student activities, and campus bookstore will be expanded to accommodate the student population. The temporary instruction spaces provided in this facility are designed to accommodate the anticipated enrollment of the first year of operation (224 F.Y.E.S.). However, the planning for student service, counseling and administrative spaces of this facility have been done anticipating an eventual full-time equated enrollment of 1,050 students, thus when converted to its projected permanent use, this facility will serve the entire campus through its spaces allotted to Student Service and Student Personnel activities. The student Services Center is planned to facilitate a quick and inexpensive change from a multipurpose building in 1969-70 to a student u n i o n administrative office complex during the 1970's. Special Features 1. The Student Services Center is planned to service the entire campus population as it grows to a student body of 1,050. 2. Food service areas are to be designed to accommodate instruction " l a b " spaces for students in the Hospitality careers program. 3. One wing of the building will be designed to accommodate all administrative functions, including student personnel, bookstore, and registration facilities. 4. The instructional services division accommodations will include a seminar room for use by instructional planning committees, general administrative and advisory groups, and a community services meeting room. 5. Student lounge and activity areas will incorporate facilities for dancing, games, and student government offices. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this copy is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on the copy will vary from the exact square feet in the building as a natural result of architectural planning. 11 �Technical-Vocational Center 25,952 gross square feet In an effort to provide instructional and learning spaces for vocational education programs designed to meet the needs of the West Shore Community College area, it is proposed that a TechnicalVocational Center be constructed on the college campus as a part of the second phase of the development of the institution. The facility is necessary in order to provide permanent spaces for certain occupation centered programs and to allow for expanded curricular offerings to students in the community college and high school students who will participate in the area vocational center programs established for their benefit. Because of the unique nature of the programs and services to be provided in the Technical-Vocational Education Center, there are no facilities near the campus, or in the communities of the college district, which could meet adequately the educational objectives to be accommodated by this facility. For the first year of operation, the technical-vocational courses will be in temporary housing leased for this purpose. Special Features 1. A satellite Instructional Media Center will be the hub of this building. 2. The lab areas will radiate from the hub. 3. The Instructional Media Center will also serve the faculty by providing tutorial spaces and work areas. 4. All lab spaces will be open and so any individual space may be enlarged without interfering with other spaces. 5. Outside service areas, such as parking for the auto lab, will be between two shop wings thus requiring less fencing and also removing these areas from sight. 7. The three general classrooms in this building may be used not only for technical instruction but for general studies as well. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Instructional Media Center 28,203 gross square feet In order to provide students, instructors, and citizens of the West Shore Community College service area with an Instructional Media Center facility commensurate with their needs and in keeping with the service function of the college, it is proposed that the third phase of construction include an Instructional Media Center (library) which will serve a projected student body of 1,050 F.T.E. students. The proposed structure will incorporate a large group instruction area, temporary classroom space, and faculty offices in addition to the multi-purpose space essential to the operation of a college library and instructional media center. Flexibility will be the key to space utilization in the Instructional Media Center and many of the accommodations planned for future library and Instructional Media Center uses will be used initially as classroom and office spaces. As the college population grows, as new instructional programs are introduced, and as the library collection grows, this facility will be converted to more complete use as an Instructional Media Center (library). Special 6. The existing trees on the campus provide an excellent background against which this center will be placed and also provide screening and wind shelter for the necessary service drives and areas to the rear of the building. 12 Features L T h i s building will serve the entire campus as a library and instructional media center with books, periodicals, reference materials, audiovisual aids, seminar rooms, reading rooms, and individual study carrels. 2. A large group instruction facility with rear screen projection, demonstration platform, fine arts and humanities exhibition capabilities will serve the student body and related community service program activities. 3. A group of faculty offices designed to accommodate the personnel from the divisions of humanities and fine arts, communications and foreign languages, and social sciences will be a part of this structure. 4. Convertible general classroom space will consume a portion of this building in the first years of its use with consideration for the incorporation of a planetarium in a portion of the convertible area. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Health, Physical Education & Recreation 25,000 gross square feet It is the philosophy of West Shore Community College, as set forth in Board Policy No. 3003.1, that in the area of athletics every college-age student (with certain exceptions) be required to accumulate three (3) credits (one year) in physical education activities. The physical education program will stress the participant carry-over sports rather than spectator sports. The activities that will be offered initially will be summer and winter outdoor and indoor sports which are available through the facilities found in neighboring communities. As can be seen in the campus plan, a Health, Physical Education and Recreation building is planned in the fourth phase of campus development. This building will provide instructional spaces for recreation activities, physical education classes, and intramural sports. The topography of the campus suggests many outdoor sports and recreation activi- ties such as a beginner ski slope, skating pond, archery, tennis, golf, curling, a skeet range, fish ponds and plots for use in conservation and agricultural classes. A small bore rifle and pistol range will also be available for use in conjunction with law enforcement programs. Today one of the growing employment fields is that of the public service occupations including careers in the parks and recreation management fields. Accordingly, an important part of the total program at West Shore Community College will be a curriculum in parks and recreation management. It is envisioned that portions of the eastern 200 acres of the campus will be used as an outdoor laboratory for instruction in the parks and recreation field. Note: The space designated is merely an estimate at this time, while the educational specifications, for this building, are being developed. General Studies Buildings #1 - 25,000 square feet #2 - 30,600 square feet To this point, the buildings proposed for the West Shore Community College campus provide mainly for the facilities required by the TechnicalVocational studies program and the Instructional Media Center. Within the Technical-Vocational Center and the Instructional Media Center are classrooms which will be incidental to their-programs until the full-time, equated enrollment reaches 525 students. Up to that time, it is intended that these classrooms will fulfill the needs of the academic and general studies. In 1972-73, when the equated enrollment exceeds 575, it will be necessary to provide separate buildings to house laboratory and studio space for all the academic subjects. It is anticipated that the academic classroom facilities may very well be housed in two separate buildings. These buildings will accommodate a number of laboratories, studios, and classrooms to serve the needs of a wide range of courses from communications through the humanities and into mathematics and the exact sciences. Space will be provided for all the normal classroom activities as well as special activities in the area of fine arts. It is expected that these two buildings together will contain a total of 55,600 square feet. 13 �The first academic classroom building will be constructed to meet the needs of the campus population in the humanities, communications, science mathematics and social sciences. Both added student stations and faculty office accommodations will need to be expanded as the student population reaches a full-time equated student enrollment of 575-600. locate an area vocational center somewhere north of the City of Manistee. Future Expansion Funding The Area Vocational Center will provide shops, laboratories,- and classrooms to facilitate such programs as auto mechanic instruction, an advanced secretarial program, commercial food preparation, business studies, and others. Technical-Vocational Center Note: The space designated is merely an estimate at this time, while the educational specifications for this building are being developed. The funding for construction of the several phases of campus development will be met through a combination of local, state and federal resources. Phase I of construction, the Student Services Center, is being constructed entirely with local funds gained through a $750,000 bond program. Housing Facilities Area Vocational Center Facilities Some of the secondary school districts located in the northern portion of the West Shore Community College district have neither the enrollment nor the resources available to adequately provide the vocational training that is so essential for today's youth as they move away from their educational years into their productive years. The schools make a very good start in several exploratory areas but are unable to give the depth of instruction that is needed. The area vocational unit of the college, by combining the students and resources of the several school districts, will provide the additional training necessary to insure the students a better chance to achieve successful business or industrial career placement during their productive years. The college district Vocational Study indicates the number of students that will be in the secondary school population during the period 1969-75. Referring to a study made in Kent County by a Kent County school administrator, it may be determined that 15% of the students would attend an area vocational school. Basing our figures on this percentage factor, it appears that the college should provide a vocational school capable of serving 300 students in four to five basic service areas. The location of the Area Vocational Center must be convenient to the area high schools. The present campus will adequately serve the southern portion of the college district but several schools in the northern areas of the district might find the driving distance too great for daily transportation of students. Therefore, it may be desirable to 14 The philosophy of the Board of Trustees of West Shore Community College regarding housing is in conformity with that of the State Plan for Higher Education, which states, "that the presence of a residence hall at a community college is contradictory to the fundamental principle underlying the community college concept as a commuting institution." However, there may be circumstances under which a residence hall is appropriate. At such time that circumstances may justify a residence hall on campus, the Board of Trustees will want to consider the construction of such housing to serve the requirements of students from within or from outside the college service area. The campus is large enough to accommodate housing in the event that circumstances require it. Although not shown graphically on the Long Range Development Plan map, it is anticipated that it would be located immediately east of student parking lot "C." Full-time enrollments (based on the projections of the 18 and 19 year old population 1969-79) should reach 1,050 by 1978-79. In order to accommodate the additional student body and faculty personnel, additional technical-vocational spaces will be needed. These spaces will be used not only for the post-secondary teaching courses and the adult evening classes but also for the area vocational center offerings. This construction will provide additional spaces for Technical-Vocational units that will be added to meet the growing enrollment at the college. It is anticipated that this addition will provide space for auto-body repair, fluid power instruction, heavy equipment repair shop, law enforcement, data processing, civil technology, graphics, conservation, and food services. Phase I I , the construction of the TechnicalVocational Center and Phase I I I , the Instructional Media Center, will be financed through a 1.5 million dollar bond supported by local tax revenues, capital grants from the Michigan Legislature, and Higher Education Facilities Act monies granted the college under Title I of the United States Office of Education. It is also expected that subsequent phases of construction will be supported through local funds augmented by state and federal grants. Instructional Media Center Eventual F.Y.E.S. enrollment (based on projections of the 18 and 19 year old population 1969-79) will be at least 1,050. The eventual capacity of the book collection is between 75,000-100,000 volumes. In order to accommodate the additional student body, faculty personnel, and increased book collection, additional seating space and shelving space will be necessary. The development of the educational program at West Shore Community College is geared to the incorporation of new instructional media such as video-tape and instructional television, with possible eventual inclusion of computer-assisted instruction. A fully developed tele-communications center of this magnitude will also require additional space. The Instructional Media Center addition will be a single story structure of approximately 8,300 square feet designed to accommodate all of these expansion needs. Included also will be additional seminar and group study rooms. Suqw Grows Rs*d 15 �VI. PHYSICAL PLANNING OBJECTIVES Site Characteristics The 370 acre site selected for West Shore Community College is indicative of the outstanding natural beauty which is common to western, central Michigan. It is endowed with heavy stands of pines, mature hardwoods, gently rolling meadow land, and a beautifully wooded ravine with a creek running down to the South Branch of the Lincoln River. The most outstanding single asset of the site is the wooded ravine which runs north and south dividing the campus into two distinct land units. Starting near Sugar Grove Road, it runs in a northwesterly direction and opens on the South Branch of the Lincoln River Valley. The dramatic change in elevation created by this ravine provides exciting views of the creek as it meanders down to the river. The greater portion of the site east of the ravine is composed of gently rolling, open meadow land. To the west is a smaller rolling meadow bordered on the west side by a large plantation of pines and on the north by a heavy stand of mature hardwoods. The rolling topography provides the area with a sense of enclosure and separation from Sugar Gove Road to the south. �Development Concept Very generally, the site breaks down into three possible zones of development: the two areas of open meadow land and the ravine slopes. The recommended approach to the campus development exploits the aesthetic advantages offered by the ravine and the excellent deciduous tree cover which occupies the land sloping toward the South Branch of the Lincoln River. This concept is structured around two very important premises: 1. In the interest of preserving the natural beauty of the site, the campus should be devoted to the pedestrian. 2. In order to take best advantage of this beauty, most development should relate directly to the ravine. �VII. PHYSICAL PLANNING PROPOSALS COM*p<iS infer/or Stafcuf Services J3dq. famine Building Organization The total complex of buildings focuses on a "campus green" around which the campus is organized. Each of the buildings has been located with respect to its function, and the total complex is tied together by a strong, well-ordered pedestrian walkway network. Such a network is essential to a well organized "pedestrian campus." Stale buM^e dffewls view ^rw -free ^>ps ' ffed€S+Ha»A tualK Terrace allows vietu Wo (twine — Student Services Center - ravine relationship Instructional Media Center Student Services Center The Student Services Center is located very near the geographic center of development and is oriented toward the ravine. Here it is within an easy five minute walking distance from all other buildings where it can effectively serve both the administrative needs of the college and the social needs of the student body. The lounge and dining room, interior spaces which serve the "leisure time" activities of the student, are positioned so that they receive full benefit of the views into the ravine. Technical-Vocational Center Pedestrian Circulation 20 The Technical-Vocational Center is located to the west of the "campus green" with its shops and outdoor service yard oriented away from the campus interior. The pine plantation to the west of the building helps to screen the auto storage and service area from view. Room for expansion of this facility has been provided immediately to the north. Oriented to the public and located with relation to the major campus vehicular circulation system is the Instructional Media Center. This facility serves both the campus and related community service program activities. From an academic standpoint, this is probably the most important building on the campus and as such should establish the visual image of West Shore Community College. Its location makes this possible. Health, Physical Education & Recreation Building and Facilities The facilities will be located on the east side of the ravine near the pedestrian bridge. The open meadow there provides space for open field games (soccer, baseball, track, tennis, etc.) and a physical education and recreation building. Both are within an easy five minute walking distance to the Student Services Building at the center of the campus development. The greater portion of the 200 acres to the east of the ravine will be devoted to outdoor sports and recreation activities such as skating, archery, golf, skeet shooting, conservation and agricultural classes as well as serving as an outdoor laboratory for courses in parks and recreation management. 21 �Circulation and Parking 0ptrt M a o edw General Studies Buildings Vehicular penetration into the site is from both Sugar Grove Road on the south and Stiles Road on the west. The major campus circulation pattern consists of one loop road which connects these two entry points to the campus. All parking lots and dropoff points are served from this major vehicular circulator. The visual attention of the motorist entering the campus by way of Sugar Grove Road or Stiles Road is focused on the Instructional Media Center and the maior point of arrival adjacent to it where visitor parking is available. This major "point of arrival" is intended to serve as a reception point for the visitor to the campus. Here busses will stop to allow groups (school classes, community clubs, etc.) to disembark as they arrive to visit the planetarium or attend a lecture or other community oriented program in the Instructional Media Center. The "point of arrival" is convenient also for visitors who are destined for the administrative offices in the Student Services Center. Mowd i Buffer Rcwfaq Rlrkmoj tot "C" Vehicular Circulation Two building groups housing general academic classroom space have, like the Student Services Building, been given choice physical environments. One is located on the wooded slope which orients toward the South Branch of the Lincoln River Valley. The other occupies the ravine slope to the southeast of the Student Services Building. Because of the slope of the land, these buildings could be a two story-split level design. The main entrance could be at the upper level on the uphill side of the slope with the lower level opening onto the ravine. ^ A pedestrian bridge links the two open meadows near the Student Services Building. This link is strategically located in that it is near the geographic center of development and, as such, provides easy access to the athletic facilities to the east. Access to potential future college development to the east would also be convenient. S E C T I O N U » K I N & UOftTH FpOM S U S A P GftOVE ftp. Student Parking In keeping with the initial premise that West Shore Community College should be a pedestrian campus, three large student parking lots are provided on the perimeter of the building zone. Each of these lots is, to a large degree, visually screened from the major vehicular circulator. Lot " A " accommodates approximately 205 cars and is tucked into the pine plantation on the west side of the Technical-Vocational Center. Lot " B " is located in the extreme southwest corner of the site. This facility will handle about 280 cars. Located just east of the Sugar Grove Road entrance is Lot " C " which accommodates about 320 cars. The total parking count for student parking Lots " A " , " B " , and " C " is 805 cars. Based on a 2 to 1 parking ratio of students to cars, the number of parking spaces required to serve 1,500 students is 750. The 55 car excess in these lots will be spaces assigned to faculty, staff, or visitor use. Faculty, Staff and Visitor Parking General 22 Studies Building - ravine relationship Immediately north of the Sugar Grove Road entrance student parking lot is a faculty, staff, and visitor lot which will accommodate about 140 cars. This in conjunction with the 30 visitor spaces available at the visitor arrival point brings the total designated faculty, staff, and visitor parking count to 170 spaces. Based on the ratio of one parking space for each 6 2/3 students, the anticipated 1978-79 head count enrollment of 1,500 students would require 225 spaces for the faculty, staff, and visitors. The total number of parking spaces (students and faculty, staff and visitors) required to serve the anticipated enrollment of 1,500 by the year of 1978 would be 975. Lot " D " and the 30 spaces at the visitor arrival point provides a total of 170 faculty, staff, and visitor parking spaces. The apparent 55 car deficiency in this category is made up by the "assigned" faculty, staff, and visitor spaces in Lots " A " and " C . " 23 �APPENDIX Utilities All utilities necessary to serve the college are convenient to the campus. Storm drainage, fresh water and sanitary sewage will be handled within the confines of the campus while natural gas and electric power are available from sources outside the site. Sanitary Sewage Storm water will be picked up in catch basins and carried to nearby streams or the Lincoln River by means of an underground storm sewer system. Water The source of all water will be from wells on the site. The initial 6 " well provides 150 to 200 gallons of water per minute and will serve the first two buildings to be built. It is planned that each well station will be provided with a hydrant and storage tank the capacity of which will be sized to allow local fire departments to replenish their water supplies for fire protection. Storm Drainage With good porous soil available, a septic tank with tile fields will be used for waste disposal for each building. Electric Power Capital Outlay Program Statement for Technical-Vocational Education Unit An electrical substation is being built on the western edge of the campus adjacent to Stiles Road. The electrical service to the campus is accomplished by extending primary underground electrical cables from the substation to a primary switchgear enclosure centrally located between the b u i l d i n g s . The voltage delivered will be 12470/7400 volts with metering at the substation. Two services will be installed with one of the services being a spare. From the switchgear enclosure individual services will be extended to each building through an underground distribution system. Within the buildings, transformers will supply 120/208 volts single phase, 208 or 480 volts three phase. This system is of a capacity to accommodate a total of twenty-five buildings of a size similar to Unit # 1 . Technical-Vocational Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations Square Ft.* Allowance Per Station Assignable Area in Square Ft. Laboratories w/Equipment and Material Storage Areas 20 15 20 15 18 20 20 20 20 20 15 Auto Drafting Chemical Welding Mach. Tool Office Mach. Business Business Electrical Nursing Agriculture 195 63 78 101 129 45 41 66 60 45 68 Instructional Media Cen er Library Program Cntr. 50 14 46 14 25 25 60 Sub Totals 1 2 40 25 40 50 1,150 350 1,500 13.5 20 538 1,016 1,554 90 Sub Totals 3,900 950 1,566 1,520 2,320 900 816 1,311 1,200 906 1,024 16,413 203 Sub Totals Lecture Halls Classrooms 20 15 20 15 18 20 20 20 20 20 15 Natural Gas Gas will be brought to the site from a transmission line located about two miles away in the vicinity of Groth Road and Victory Corner. The gas loads were tabulated for buildings being constructed at this date, and estimated for future buildings. The gas service was sized at 4 " with a capacity for 40,000 square feet which would serve approximately ten buildings. The mains were routed to serve the five units presently planned and a physical education unit located across the stream and east of the proposed five units. The gas will serve as fuel for the boilers, hot water heaters, heat treat furnaces, science room burners, incinerator, kitchen equipment, and miscellaneous student teaching aids. 24 Offices Divisional Chairman Secretary Workroom Faculty: Single Double 1 1 1 150 100 136 150 100 136 9 1 86 144 772 144 1,302 3,331 Sub Totals 13 Auxiliary Service Spaces Grand Total - Square Feet 24,100 *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. 25 �Capital Outlay Program Statement for Student Services Building Capital Outlay Program Statement for Instructional Media Center Unit Student Services Building Space Allocations Instructional Media Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations 250 40 17 18 Square Ft.* Allowance Per Station 250 80 17 18 Assignable Area in Square Ft. Classrooms Lecture Hall Classrooms Classroom Workshop - Drama Sub Totals 1 2 1 1 5 15 15 55 55 3,250 1,200 957 1,080 6,487 365 Space Description No. of Rooms Sub Totals 1 3 1 1 1 1 1 1 1 4 105 7 38 1 105 21 38 4 25 108 25 121 168 15 2,625 324 4,742 373 908 328 900 950 892 484 12,526 Offices Faculty 12 Sub Totals 12 1 12 12 Total Assignable Area 64 768 768 19,781 Future Expansion This building is planned for possible expansion in two directions. 2 1 1 5 4 Dean Counselors Student Act. (1 Dir. Lounge (1 Act. [1 Stu. Govt. 7 Food Service (Snk. Bar (1 Dining Room (5 Kitchen Aux. Spaces 26 Square Ft. Allowance Per Station Sub Totals 2 5 1 150 75 2 1 150 75 2 50 50 200 2 200 10 18 100 100 150) 25) 57) 80) 21.3) 11) 174) _2 Assignable Area in Square Ft. 200 500 8,320 1,065 2,202 1,740 1,069 15,096 495 Business Services Dean Accounting Bookstore Aux. Spaces 1 2 2 2 2 2 4 100 60 200 240 560 1,926 2,926 Sub Totals Instructional Services Dean Seminar Aux. Spaces 2 1 — 2 25 4 25 100 23.5 400 588 915 1,903 29 Sub Totals President and Board of Trustees President Bd. of Trustees Dir. of Community Services Aux. Spaces Sub Totals *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. Number of Student/Reader Office Stations Student Services Library-IMC Main Reading Area Study Rooms Book Stacks & Reference Circulation Processing Periodicals Ref. Area A-V Listening A-V Op. Offices (library-A-V) Station Units Per Room 1 2 9 150 65 300 588 75 2 9 150 885 1,923 13 TOTAL 21,848 27 �Proposed Instructional Programs Year '69 70 71 72 73 74 Enrollment Expectations (FYFTE) 224 425 480 535 600 675 Auto Technologist Machine Tool Technologist Marine Engine Repair Drafting Business Management Business Accounting Secretarial Studies Practical Nursing Industrial Chemistry Tech. Distributive Education Law Enforcement Teachers Aide Recreation & Camp Management Cooperative Education Welding Electronics Auto Body Repair Drafting Architectural Industrial Supervision Community Services Hotel-Motel-Restaurant Management Data Processing Community Services Civil-Surveying Secretarial-Medical Conservation-Environmental Control Heavy Equipment Repair Fluid Power Technology Graphic-Comm. Art Conservation Game Management Civil-Highway Hospitality-Food Preparation 28 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Board of Trustees Description An account of the resource Board members, policies, procedures, founding Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource LongRangeDevlopmentProgramJan1970.pdf https://wsccarchives.org/files/original/87e5623ef6f627dac339f982d8117c1c.jpg 1cd339a736a4ccd4b538f50fac929390 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Media Description An account of the resource Photos, slides, negatives, audio clips, and other media. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 600dpi Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD-ROM Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context WS3997 Source A related resource from which the described resource is derived 3-2007QueenLear Title A name given to the resource Loosenuppeople Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Still Image Publisher An entity responsible for making the resource available West Shore Community College Subject The topic of the resource Queen Lear Performance March 2007 Performance https://wsccarchives.org/files/original/8f30edeffe2751b612c8d840b1b6b333.pdf 06628304dce860bd0c8dd24670de7444 PDF Text Text INTERMEDIATE SCHOOL DISTRICT OF MASON COUNTY 308 E. LOOMIS STREET ROBERT J A C O B S O N , President BRUCE CRAFT, Vice Pres. LUDINGTON, MICHIGAN 49431 C A R O L G O F F , Trustee February H. MAURICE BUTLER, Trustee MYRVLE MILLER, Trustee 21, 1967 LEONARD L. BESTROM, Supt. and Trees. Dear F r i e n d : A Community C o l l e g e i s on t h e b r i n k o f becoming a r e a l i t y , b u t t h e d e c i s i o n i s up t o y o u ! With a f a v o r a b l e v o t e on March 6, t h e r e s u l t i n g a d v a n t a g e s would b e m a n i f o l d . I n o u r complex and f a s t moving s o c i e t y i t i s n e c e s s a r y t o e d u c a t e o u r s e l v e s s o t h a t we may meet t h e c h a l l e n g e o f t h e f u t u r e . A Community C o l l e g e w i t h i n e a s y t r a v e l i n g d i s t a n c e o f o u r homes would make i t p o s s i b l e n o t o n l y f o r o u r young p e o p l e t o have an o p p o r t u n i t y f o r v o c a t i o n a l and academic h i g h e r e d u c a t i o n , b u t a c h a n c e f o r a d u l t s , too, t o t r a i n f o r b e t t e r j o b s and a f u l l e r l i f e . You have an o p p o r t u n i t y t o e x p r e s s y o u r a p p r o v a l on March 6. B e f o r e you make up y o u r mind, p l e a s e r e a d t h e enclosed brochure. I t h a s i n f o r m a t i o n t h a t w i l l h e l p you make a w i s e d e c i s i o n . Yours truly. The e n t i r e c o s t o f t h i s communication p a i d f o r by s u p p o r t e r s o f t h e Community C o l l e g e , COUNTY MENTALLY HANDICAPPED WIDE SCHOOL DIAGNOSTICIAN PROGRAMS SPEECH CORRECTION PURCHASING ��ENDORSEMENTS THERE ARE THREE BALLOTS for the Twenty-six Mason County groups have endorsed the Mason-Manistee Community College proposal as of February 15, 1967. More endorsements are being received every day. COMMUNITY COLLEGE MEET Your Mason County Candidates School Boards: 1. Establishment of a Community College District. Intermediate Ludington Central Eastern Freesoil 2. Approval of a One and One-half Mill Tax for Operation and Building Construction. P.T.A.'s Ludington Area Council Freesoil 3. Election of Seven Trustees. Child Study Clubs: Scottville Fountain Others: Board of Supervisors Ludington Kiwanis Farm Bureau Ludington Area Chamber of Commerce Democratic Party Republican Party Eastern Teachers' Club Ludington City Commission Labor Federation of Mason County, AFL-CIO Ludington Woman's Literary Club Dow Local 12773, United Mine Workers, District 50 Scottville Literary Club Ludington Teachers' Association Scottville Rotary Club Scottville Chamber of Commerce Ludington Branch, American Association of University Women Ludington Woman's Civic Club for the FOR BE PROPER REPRESENTATION S U R E TO VOTE ALL T H R E E BALLOTS x Vote Y E S on March 6 The cost of this brochure paid for by supporters of the College. COLLEGE Board of Trustees �SIX YEAR T E R M FOUR YEAR TERM TWO YEAR TERM • ROBERT C. ELCOATE, insur^ P ^ ^ A * ance agent for the Elliott In\ surance Agency, is 43 years of I age, married and the father of I three children. He received his Vv*' j j ^ ^ B.S. Degree in Business Educa^mSmt^jAB tion from Northern Michigan ^™ College and has worked on a community college while living in Petoskey, Michigan. BARRY J. BOURDO resides on Ellis Road in Ludington, is 31 years of age, married and the father of three children. He received his Bachelor of Science Degree and Master of Arts Degree from Central Michigan University. He was employed as a teacher and coach for four years and as superintendent for five years at the Eastern School District of Mason County. Barry is presently employed by the Massachusetts Mutual Life Insurance Company serving the Mason County area. He is a member of Scottville Rotary Club and attends Community Church. BRUCE R, DRAPER, Executive Vice President of the State Savings Bank of Scottville, has been a resident of Mason County for 15-1/2 years. He is 46 years of age, married and has two sons — Stuart who attends the United States Air Force Academy and Brian who attends Michigan State University. Bruce attended Muskegon School of Business and is a graduate of the Graduate School of Banking, University of Wisconsin. He has spent 18 years on School Boards, working on school building and annexation projects, and is a member of the First Methodist Church of Scottville, Scottville Rotary Club and the Chamber of Commerce. O. J. DE JONGE, former Superintendent of Ludington Area Schools for nineteen years, is now retired. His qualifications include: teacher, principal and athletic coach in Iowa, Superintendent of Shelby Public Schools for fourteen years and of Hudsonville Public Schools for four years. He obtained his A.B. Degree at Hope College and his M.A. Degree from the University of Michigan. Oliver completed additional work at the University of Wisconsin, Michigan State University, Western Michigan University, Business School in Fort Wayne, with business experience at the Standard Oil Company in Grand Rapids. He is a past president of Shelby and Ludington Rotary Clubs and the Ludington Community Church and is a past member of Michigan State Vocational Education Council and the Michigan School Administrators Board of Directors. He was the recipient of the Boy Scout Beaver Award and is a past chairman of the Mason County United Fund Drive. A. IVAN PELTER of Ludington is an Alumnus of Ferris Institute in Business Administration. For four years he was secretary of the Bridge, Building and Water Service Department of the Pere Marquette Railroad in Saginaw. He is president of A. Ivan Pelter and Associates and is a counsellor in Philanthropic Finance. Ivan has directed over 150 financial campaigns in 28 different states for hospitals, colleges and churches. He is a member of the First Methodist Church in Ludington, Rotary Club, Elks, and directed a joint financial campaign for the Memorial Hospital of Mason County and the bond issue for the Medical Care Facility in 1964. Presently he is owner and operator of Pelter Apartments. ELLEN ELDER, a resident of Mason County for 19 years, holds an A.B. Degree and has worked for the State of Pennsylvania and the Dow Chemical Company. Her husband, Byron, is Maintenance Superintendent ' at Dow. She is a past president of A.A.U.W., Hospital Auxiliary, Trustee of Mason County Hospital, member of the State Board of A.A.U.W., and West Central Hospital Auxiliary Board. The Elders have one daughter, Rozanne, who is a doctoral candidate at the University of Toronto. EDWIN DEAN RAVEN, age 41, resides in Scottville, is married and has four school age children. He holds a B.S. and and M.S. Degree from Michigan State University and is Mason | County Extension Agricultural Agent and Area Dairy Agent for Manistee, Lake and Mason counties. Dean is a former director of the Mason County Tourist and Resort Association and former secretary of the Scottville Chamber of Commerce. He is a member of the First Methodist Church, the Scottville Optimist Club and is on the Board of Directors of the Western Michigan Fair. �WHO BENEFITS FROM A COMMUNITY COLLEGE? STUDENTS Students who wish to continue their education beyond high school but because of financial or academic reasons are unable to gain admission directly, but who may be able to transfer after two years at a Community College. PARENTS Parents who can provide local post-high school education for their children, but might othernot be able to do so. WORKERS Workers who wish to acquire new skills to increase their earning power or to improve their competence in their present occupation. INDUSTRY Industry, which benefits from a skilled labor force and a local institution for training workers as new skills are required. New industry may well be attracted by such advantages. BUSINESS Business also gains from the fact that money is retained in the community that otherwise might be sent elsewhere to augment another community's economy. The community college itself would be an important employer contributing to the economy of the area. THE CULTURAL LIFE OF T H E COMMUNITY The cultural life of the community is enriched by the new ideas and personal development resulting from the opportunity for continued study and expression offered by a community college. Who Benefits? T H E W H O L E OF T H E TWOCOUNTY AREA An investment in youth and education returns high dividends in the quality of community living in the county. A TWO-COUNTY ELECTION has been set for MONDAY, MARCH 6, 1967 to vote on 1. Establishment of a Community College District comprised of Mason and Manistee Intermediate School Districts. 2. Approval of a one and one-half mill tax for operation and building construction. 3. Election of seven members to the college Board of Trustees. WHO CAN VOTE? (a) U.S. citizen. (b) At least 21 years of age. (c) Michigan resident for preceding 6 months. (d) School district resident the previous 3(Tday^ (e) Registration is required. Vote for a COMMUNITY COLLEGE MASON-MANISTEE COUNTY AREA OTHER QUESTIONS FOR VOTERS (a) Do I have to be a property taxpayer to vote oil a Community College? No. (b) Must I be a parent of a school-age child ? No. (c) Must my child be enrolled in a public school ? No. (d) May I use an absentee voter's ballot? Yes, if you meet absentee voter qualifications. Contact your local school for information. W H E N AND W H E R E W I L L I V O T E ? Monday, March 6, 1967, at your regular school election precincts. Place and time will be posted in every school district. Contact your local school officials for further information. A GOOD EDUCATION IS A SOUND INVESTMENT IN THE FUTURE ON M A R C H 6, 1967 in all school districts of Mason and Manistee Counties The cost of this brochure paid for by supporters of the College. �WHAT IS A COMMUNITY COLLEGE? A Community College is a locally-controlled twoyear college oriented to the educational needs of its community. At the present time there are twenty-six public community college districts in Michigan. W H A T IS T H E D I F F E R E N C E B E T W E E N A J U N I O R AND COMMUNITY C O L L E G E ? Only that the name now used is Community College because of their broader programs in response to local needs. WHO CAN A T T E N D ? Anyone living within the proposed Community College area — young or old, regardless of educational background — will be able to attend and pursue courses matched to his abilities. W I L L T H E R E B E A TUITION CHARGE? Yes, about $100 per semester for resident students. DO M A N Y A T T E N D C O M M U N I T Y COLLEGES? Enrollments in Michigan are increasing at a fantastic rate. 1960-61 1964-65 1965-66 1966-67 25,606 47,835 60,637 72,749 WHAT PROGRAMS CAN BE OFFERED? F O U R MAJOR P R O G R A M S C A N BE OFFERED 1. Vocational Education and Occupational Train- ing for high school and post-high school students. Vocational programs can be offered in cooperation with the high schools in the area. The Community College would be the center for training technicians for business and industry. 2. College Training Courses. Two-year college courses that match those of public and private four-year universities and colleges. These courses provide students the opportunity to take Freshman and Sophomore years of college work while living at home and then transfer to a four-year college or university. 3. General Education. Broad general educational programs are for those who do not desire college or vocational education. 4. Adult Education. Day and evening programs can be planned so that adults and senior citizens may "go back to school" and obtain new knowledge, to develop new skills for coping with changes in jobs. Operations would be financed from three main sources: 1. State Aid 2. Student Tuition 3. Local Taxes Federal Aid will be available for the VocationalTechnical Programs. Buildings and facilities are. financed from local taxes on a State Matching-fund basis. Federal Aid is also available for Community College building and construction. W H A T IS T H E T W O - C O U N T Y VALUATION? The $146,786,622 valuation provides a sound, economical basis for a Community College. WHAT W I L L THE T A X L E V Y BE? The levy will be one and one-half mills on the State Equalized Valuation. Equalized Tax Value DO C O M M U N I T Y C O L L E G E S T U DENTS WHO TRANSFER SUCCEED? Yes. Nationwide studies show 90 % of those who transfer succeed and earn their four-year degrees. W I L L STUDENTS WHO C O M P L E T E TWO-YEAR VOCATIONAL TRAINING PROGRAMS FIND E M P L O Y M E N T ? Yes. Today, hundreds of jobs are filled by graduates of two-year colleges. New skills are needed and prospective workers must be properly trained. W H E R E W I L L IT B E LOCATED? The Board of Trustees will select the site, basing their decision upon land area, ease of access, development costs, central location, and other criteria. HOW WOULD A COMMUNITY COLLEGE BE FINANCED? Community College Cost $2,000 $5,000 $10,000 Less than a dollar a month families! $3.00 / year $7.50 / year $15.00 / year for the majority of � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Board of Trustees Description An account of the resource Board members, policies, procedures, founding Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MailerforElectionFeb211967.pdf https://wsccarchives.org/files/original/5a26d53741945c87a30c591c38002bfd.pdf 9d547f8eb2055581772493bec755748b PDF Text Text WATERSHED REPORT By Robert Hasenbank, Chairman A report on the status of the Durham Creek Watershed finally came that for every dollar of costs, we can only expect 99 cents worth of Under Public Law 566, funds w i l l not be available; however, under Conservation & Development Project (RC&D) portions of the project feasible. and it states benefits. the Resource might be The Black Creek is slowly taking form. About half of the easements are already taken care of. A concentrated effort w i l l be made this winter and we have hopes that work might be started in the spring or early summer. The present drain commissioner, Robert Christie, has submitted his resignation as of the first of 1969, so things might slow up until a new one has been appointed and he learns the procedures necessary. A l l drainage laws and regulations have to be followed for this 566 drainage project just as they do in any other type of drainage project. TREASURER'S REPORT By Russell Andersen, Treasurer July 1 , 1967 thru June 30, 1968 Beginning balance July 1 , 1967 Operating Receipt s Total Receipts plus beginning balance $ 2,220.37 2, 820.87 $ 5,041.24 Total Disbursements Balance, June 30, 1968 $ 4,560.89 $ 480.35 A complete operating statement w i l l be available at the Annual Meeting. YOUTH ACTIVITY & EDUCATIONAL REPORT Curtiss Berndt, Chairman 1968 Youth Activities Win State Honors Eight students from St. Stanislaus School entered scrapbooks in the local "Youth Soil and Water Conservation Scrapbook Contest" and from these five were chosen to be sent to the State contest. We have been notified that two of these students have won first place awards in State-wide judging. These students are Carol Keating, who is in the 5th grade and Russell Kruska, a sixth grader, both of Ludington. For the coming year we are planning to have each school in the county participate in the local contest. We are also sponsoring a Woodland Evaluation Program for the High School Agriculture Classes. �SOIL STEWARDSHIP REPORT Merle Wood, Chairman The Mason-Lake Soil Conservation District sponsors a Soil Conservation Tour for our local ministers each spring in conjunction with Soil Stewardship Week, during which we t r y to show local progress in our work, and to bring to mind afresh the close relationship of conservation of soil and water to nature and to God. We sincerely believe that this tour is one of the best ways to show the interest of the District in community betterment and progress. This year our Soil Stewardship work consisted of our annual tour for ministers. The week previous to Soil Stewardship Week some of our ministers helped with a fiveminute radio program. Some had been in other countries and told of their experiences and life. We would like to thank these ministers and also the radio station WKLA for giving us the time for these broadcasts. Our tour started with a visit to the Amber sawmill. We watched logs being debarked before they were sawed, with all heavy work being done by power. Very little hand labor was involved. Due to the rainy day, we drove by some ponds on our way to the Don Lundberg farm. There we saw his new milking parlor and new feeding system. We were to check sod waterways on the Laverne and Charles Monton farm and watch an aerial spray demonstration by Thompson's, but the weather was against us. A noon luncheon was held at the Swedish Coffee Pot. The next stop was at the LandO-Pines, where it was explained how trees are packaged for shipment. Each person was presented with a small tree. The following participated in the tour: Rev. John Christens en, Rev. Bernard Fetty, Rev. Harold Filbrandt, Rev. Fred McNeil, Rev. A . J. Ransom, Rev. Jack Kraklan, Rev. Ralph Fisher, Rev. Harlan J. Brooks, Rev. Robert Christiansen and Father Ernest Bernott; also, directors, Robert Hasenbank, Merle Wood and Curtiss Berndt and Robert J. Amsterburg, SCS. Grocery stores in Ludington, Scottville, Custer, Freesoil and some rural stores helped in soil stewardship by placing material in grocery bags. "It was planted in a good soil by great waters, that it might bring forth branches, and that it might bear fruit, that it might be a goodly vine. " Ezekiel 17:8 FORESTRY REPORT Dwight Spuller, Chairman This again has been a successful year in our Forestry Program. Some 250,000 trees were planted by District cooperators. Most of these were Red Pine. The interest in planting wildlife food plants continues to increase, with 32,000 being planted this year. One of the more satisfying parts of the Forestry Program is the opportunity to be of service to absentee landowners. Our contacts with these landowners has resulted in many more acres of land being put to its best use. A new program in effect only part of this year allows us to give more landowners the benefits of being in the Tree Farm System. Five owners w i l l receive their Tree Farm signs and certificates this year. In 1969, we w i l l be able to submit a list of ten names for possible Tree Farm membership. If you are interested, please give us your name. We w i l l again have a good supply of trees and shrubs for Spring planting. Please get your order in early, as some of the trees w i l l come from other nurseries and we need to get our order placed soon. �1968 AGRICULTURAL CONSERVATION Regina Hunter, ASCS Office Manager Report of Agricultural Conservation Program Accomplishments in the Mason County Soil Conservation District for the 1968 program year. During the reporting period, about $70,127 of ACP cost-sharing was used in the Mason-Lake Soil Conservation D i s t r i c t . These funds helped solve particular conservation problems on 289 farms. This represents about 23 percent of the farms in the district. Permanent cover in orchards or vineyards Permanent cover Field stripcropping Trees or shrubs for forestry purposes Trees or shrubs to prevent erosion Improvement of cover for soil protection Reservoirs for agricultural used Timber stand improvement Permanent sod waterways Permanent cover on dams and other problem areas Streambank or shore protection Permanent open drainage Underground drainage Winter cover Summer cover Green manure crops County conservation practices Wildlife food plots or habitat Shallow water areas for wildlife Wildlife ponds Other wildlife practices Conservation practices to enhance natural beauty "OPERATION PLANNING AND APPLICATION" A--1 A-•2 A--6 A--7 A-•8 B- 1 B- 7 B- 10 C-•1 c- •2 c- -8 c- •9 c- -10 D-•1 D-• 2 D--3 F-• 2 G-•1 G-• 2 G--3 G--4 H- 1 41 1142 38 226 30 143 13 132 10 3 12 46 567 4003 240 43 342 175 6 72 80 622 acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres acres served served served served served served served served served served served served served served By R. J. Amsterburg, Jr. Work Unit Conservationist U. S. Soil Conservation Service The Soil Conservation Service has the major job of providing technical assistance to landowners in the Mason-Lake Soil Conservation D i s t r i c t . Cooperators of the District made decisions this year that resulted in 40 new or revised soil and water conservation plans. Changing times and different interests result in new or revised plans of operations . Water resource management resulted in establishing 21 new ponds with 18 ponds being stocked with fish, 45,000 feet of tile drains were installed and 500 feet of streambanks being protected from erosion. Our wildlife resources were bolstered by 600 acres being preserved for wildlife with improved areas of 100 acres in these areas. Over 8,000 feet of hedgerows were planted to aid wildlife in this District. 15,000 feet of field windbreaks were established to protect our farmlands from the ravages of wind erosion. Forest resources were increased by the addition of some 400 acres of tree planting while 1100 acres of mature timber was harvested which not only brings our income to the landowner, but serves to make room for growing timber and improved conditions and habitat for wildlife. Recreation in our area continues to grow with 1400 acres being used for wildlife recreational purposes. Technical assistance on soil and water conservation planning and application is furnished by the Soil Conservation Service. �PLANNING FOR THE FUTURE E. Dean Raven County Extension Agricultural Agent The County Board of Supervisors, in the year 1968, created a County Parks and Recreation Commission and a County Zoning Commission. The establishment of these two Commissions gives the people of Mason County the legal organizations necessary in planning and developing the resources of the area for the maximum benefit of a l l . The County Parks and Recreation Commission, established last March and formally organized in A p r i l , is inventorying the public and private recreational facilities of the county. This is the first step in the development of a County Parks and Recreation Plan and Program. It is the desire of the Commission to cooperate with cities, townships and private interests in a coordinated parks and recreation area development that can best serve both residents and visitors. The County Zoning Commission held its first meeting in October. Its task is to study the county and recommend to the Board of Supervisors a Zoning Plan for the county. The Commission members have a difficult task. They are now in the process of gathering information on the present land uses and other data necessary before they can start the process of writing a Plan. The Plan can guide us in the wise use of our natural resources and help us see that future developments occur in sound and orderly fashions, instead of in an unwise and hodgepodge manner. It is a privilege for me to work with both of these groups in an ex-officio capacity. Members of both the Parks and Recreation Commission and the County Zoning Commission have a difficult and important task. They are planning for the future of our county. They need your help, suggestions and support. Let's help them as they "give thought to your tomorrow". JACK PINE PETE SEZ: The more we git involved in our new RC&D Project, the more i n terestin' it gits. The things we kin do to help develop our natural resources fer the benefit of all the community are limited only by the imagination of the people interested in seein' the area develop. We'll be able to help all the local units of government, any local groups er organizations an' individuals who have got a project fer development that w i l l fit into the plan we come up with. One of the best things about it is that the local people w i l l be the ones that make the decisions on the kind of projects they want. We're goin' to be able to git all the local, State an' Federal agencies to work together to give us the best advice there is in makin' this area better. We wuz real glad to see the Board of Supervisors appoint a Zoning Commission fer the County. Since any plannin' is based on the use of our land, water an' forest resources, we kin offer them a lot of help in plannin' land use. Without the consideration of the land an' its uses, no plannin' is goin' to be successful. Any member of our Board of Directors w i l l be w i l l i n ' to help all they kin. Be sure to come to our Annual Meetin'. We've got a real good program arranged. There should be somethin' of interest fer everybody. John Calkins, that used to be up to Packagin' Corporation an' now is Deputy Director of the State Department of Agriculture is goin' to be our speaker. We're goin' to have some door prizes an' the Scottville Chamber of Commerce is goin' to give another one of their real good free lunches. Bring Ma along, too. About the only time overweight looks good on a man is when he sees it on a g i r l he nearly married. See you next issue, PETE �This issue of Mason-Lake Soil Conservation District Newsletter COMPLIMENTS OF T H E Farm Bureau Services, Inc. SCOTTVILLE SEED — FEED BRANCH — FERTILIZER — POLE BUILDINGS DAIRY FARM S U P P L I E S Orchard Sprays & Farm & Garden Chemicals We Deliver Bulk or Bagged Phone 757-2594 SCOTTVILLE Finest Service Always MICHIGAN Farmers Petroleum Cooperative, Inc. GAS, CUSTOM D I E S E L F U E L S , HEATING F U E L S MOTOR OILS, S P E C I A L T Y OILS, G R E A S E FARM T I R E S E R V I C E Phone 757-3359 T I R E S — B A T T E R I E S — OIL F I L T E R S — E T C . AT OUR WAREHOUSE SCOTTVILLE, MICH. �FROM Bulk MASON - LAKE SOIL AND WATER CONSERVATION DISTRICT U. Rat* S. P O S T A G E PAID Scottville, Mich. Permit N o . 2 8 102 East F i f t h Street Scottville, Michigan 49454 ADDRESS CORRECTION REQUESTED To Robert Hasenbank, Pres. C u r t i s s Berndt, V . Pres. M e r l e Wood, Sec. Russell A n d e r s e n , T r e a s . Dwight Spuller, D i r . = OUR SOIL * OUR STRENGTH E V o l . 16, N o . l - J a n . , A N N U A L M E E T I N G - J A N U A R Y 15, Scottville C o m m u n i t y H a l l - 10 A . M . to 3 P. M . Lunch By S c o t t v i l l e Chamber of C o m m e r c e YOU A R E I N V I T E D F e b . , M a r c h , 1969 1969 D r . John Eaton, President of West Shore Community College and Robert Hasenbank, C h a i r m a n of the M a s o n - L a k e Soil Conservation D i s t r i c t Board of D i r e c t o r s , discuss s o i l conservation and campus development. West Shore Community College became Cooperator N u m b e r 2000 w i t h the D i s t r i c t . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Board of Trustees Description An account of the resource Board members, policies, procedures, founding Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mason-LakeSoilConservationNewsletterJan-Mar 1969.pdf Early years