Attachment H - TVA Programing.pdf

Health Professions and Science Conceptual and Programming Study

19 June 2026

TVA Architects 1750 SW Yamhill Street, Suite 150

Portland, OR 97205

June 19, 2026

Dear Dr. Skari and MHCC Bond Oversight Committee, This report represents an intensive 11-week process collaborating with our team’s architect, TVA Architects, during the spring of 2026. We are grateful to the voters for their approval of this historic bond, and we recognize the fiduciary responsibility the college has entrusted to us. We are committed to studying the highest and best use of bond funds. With that in mind, our architects guided us through a Charter process that identified the Purpose of this project, our cross-department shared Priorities, and the overall Process we agreed upon to guide our decision-making. This has led to a report that includes three levels of recommended improvements for the Health Professions and Science programs. The Minimum option represents the least amount of improvement necessary to meet the objective of relocating Health Professions to the main campus and life-safety improvement to the Science programs.

The Improved option represents a level of development that will allow us to better serve the college mission, even though some priorities remain unmet. We believe the Ideal option represents the best value for the college, allowing all of our mutually developed shared priorities to be achieved.

The Health & Science Center: A Value Proposition. The 2026 Oregon Talent Assessment — prepared for the Higher Education Coordinating Commission by ECOnorthwest — identifies fifteen in-demand sectors that account for 63 percent of Oregon’s employment, and healthcare stands among the most prominent. Healthcare Practitioners and Healthcare Support rank among the state’s highest-priority occupational groups: high wages, high skill, strong growth, and a persistent undersupply of credentialed graduates. The occupations MHCC trains — registered nurses, surgical technologists, respiratory therapists, dental hygienists, physical therapist assistants, and mental health counselors — appear consistently on those priority lists. Community colleges are the primary training pathway for these careers, and MHCC’s ability to expand enrollment depends directly on the capacity and quality of its facilities.

This is what the bond was for. The bond’s explicit promise to voters was to upgrade spaces for high-demand programs like healthcare and skilled trades. The Health & Science Center fulfills that promise at the highest level

— not a renovation of inadequate spaces, but a transformation that creates new capacity, new visibility, and new community value.

Science is the gateway. Every healthcare credential begins in a science lab. Anatomy & Physiology, Chemistry, Biology, Microbiology, and Physics are the prerequisites to Nursing, Dental Hygiene, Surgical Technology, and every other clinical pathway — and the foundation of the college’s broader transfer mission. Increasing the capacity and quality of these science labs is what ensures the prerequisites for in-demand healthcare programs can meet local and statewide demand. Investment in the neighborhood also delivers modern, interdisciplinary lab and classroom facilities and stronger collaboration between faculty and students across disciplines. When students succeed in science, they persist, they graduate, and they move into the family-sustaining careers their communities need.

The need is local. MHCC serves more than 300,000 residents across East Multnomah, Hood River, and Clackamas counties, where wages average roughly $24,000 less per year than elsewhere in the Portland Metro — and where Health Care and Social Assistance is among the largest employers. With approximately 41 percent of students identifying as students of color, training healthcare professionals from local communities, for local employers, is one of the highest-leverage investments the college can make.

A three-building neighborhood. The proposal transforms Buildings 15, 16, and 17 into a single, purpose-built neighborhood for health and science education — each building with a distinct role, united by a shared identity.

Building 15 modernizes the college’s core science laboratories: its second story houses the chemistry, biology, and physics labs, along with chemical storage and prep space serving all of the sciences. The chemistry labs were updated in the mid-2010s, but the remaining spaces are essentially original to the building. This proposal brings the biology and physics labs up to a full classroom standard — water, power, ventilation, lighting, audio-visual systems, and accessibility compliance — and upgrades chemical storage and lab-prep facilities to current safety standards, with industry-standard equipment for hands-on learning. Building 16 consolidates healthcare programs and builds on a model already proven on campus: the Dental Hygiene Clinic currently provides free dental hygiene services to more than 600 community members per year. The Health & Science Center extends that spirit of direct, free service to Physical Therapy and Mental Health — creating a healthcare-services ecosystem where students provide care to neighbors who lack access. Building 17 houses a coordinated simulation ecosystem for Nursing, Surgical Technology, and Respiratory Care, and relocates Anatomy & Physiology into two to three new dedicated labs beside the programs they feed. The pathway from gateway science to clinical profession becomes physical as well as curricular.

Reaching beyond campus. Upgraded science labs extend MHCC’s reach into the community. Many students first encounter STEM by visiting the MHCC planetarium or hatchery, or by talking with an instructor during a natural resources or geology demonstration. State-of-the-art science facilities create new opportunities for K-12 outreach and programming, exposing the next generation to STEM learning long before they enroll — and strengthening the pipeline into the very healthcare and science careers East Metro Oregon needs.

The bottom line. The Health & Science Center directly advances MHCC Strategic Plan Goals B, D, and E — aligning programs with workforce demand, investing in facilities that drive student success and institutional identity, and creating a community hub that delivers care and learning, not just credentials. Anchored by modernized science labs and a coordinated clinical simulation ecosystem, it is the college’s answer to a documented workforce crisis — and a declaration of the institution MHCC intends to become.

Thank you for the opportunity to guide this historic bond project. We understand that the funds originally allocated to the various bond packages were assigned prior to the detailed evaluation we have just completed. As you reconsider fund allocation and the highest and best use of bond dollars, we encourage you to weigh that evaluation against the broader context we believe has driven our recommendations. We are recommending that the college fund the Ideal option as laid out here, and we thank you for your consideration.

Sincerely,

TABLE OF

CONTENTS

VOLUME 1:

PROJECT OVERVIEW

PROCESS

FINDINGS

RECOMMENDATIONS

COST MODELS

VOLUME 2:

APPENDIX

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA

The Project Team would like to thank the Executive and Management Teams for their valuable input and direction, without which it would not have been possible to prepare this programming and conceptual design report. The members of these groups made themselves available throughout the process to provide answers and feedback.

They were essential to making the difficult decisions necessary to prepare a realistic and relevant planning document that will be the basis for the design during the next phases of the Mt. Hood Community College Bond Projects.

These groups included the following members:

EXECUTIVE TEAM

Mount Hood Community College

MANAGEMENT TEAM

Mount Hood Community College

OWNER’S REPRESENTATIVE

R&C Management Group

PROJECT TEAM

TVA Architects

Systems West Engineers

Catena Engineers

Greenbusch Engineers

ACG Cost Consulting

PROJECT OVERVIEW

ACKNOWLEDGMENTS 1

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 1

EXECUTIVE SUMMARY 1

PROJECT OVERVIEW

In 2025, voters approved Measure 26-258, a $136 million bond measure for Mt. Hood Community College. In the spring of 2026, Mt Hood Community College (MHCC) selected design teams through a competitive process to provide professional design services to achieve the goals and objectives of the 2025 voter-approved bond. As the first bond passed in 50 years, the 2025 bond’s passage was an historic event. The bond contained a wide array of goals and objectives, with limited funding authorization. Developing the highest and best use of bond funds has been an overriding goal of the college in every aspect of the bond’s management.

The college divided the bond work into five packages, selecting TVA Architects to provide professional design services for Work Package #2 “Expand Career Education Facilities”, hereafter referred to as

WP#2.

As outlined in the 2024 Facilities Plan, WP#2 includes the renovation and consolidation of instructional spaces supporting Health Professions and Science and the accomplishments of two primary objectives:

• Relocation of the Health Professions program from Bruning Center to the Main Campus

• Modernization of the Science Lab Facilities

Other work packages assigned to other teams included security improvements, athletics and campus community improvements, classroom modernization, and campus design standards. TVA Architects worked collaboratively with the other two teams selected to ensure coordination across all work packages.

Prior to the program and conceptual analysis of this report, the college allocated an anticipated construction budget for WP#2 of $18.4m pending confirmation during the initial program/concept phase. The purpose of this report is to provide MHCC a comprehensive view of requirements and goals of the Health and Science departments so that the Bond Oversight Committee can prioritize and align college objectives with available bond funding.

PROCESS

Prior to the first workshop, the Dean of STEM & BAS, Pete Szucs, and the and the Dean of Healthcare and Applied Technologies, Daniel Wenger, realized that the Science and Health Professions programs are interconnected on many levels. Rather than study each group’s needs separately, they recommended the improvements be viewed as one unified project. This realization shaped the entire course of the program and concept phase.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 2 cost, and better student visibility. Using a model of Minimum (the least changes needed to achieve the two objectives stated at the project onset); Improved (achievement of most of the department vision goals); and Ideal (achievement of all the department vision goals as well as projected growth), the design team reviewed the six options with the HP and Science leadership concurrently. All six options exceeded the allocated budget. The design team worked to refine the plan options to minimize budget overruns. The ideal option was considered the highest and best value for the college despite having a cost projection that exceeded the original allocation. Rather than solely promote the Ideal option, the college decided the best path at this time would be to refine all three options for each division, highlighting the costs and benefits for each so that he Bond Oversight Committee could evaluate independently.

RECOMMENDATIONS AND COSTS

All six options are presented in this report, with independent budgets for each. While they are intended to be viewed separately, they are correlated such that the Ideal HP and Ideal Science go together—same with the Improved packages and Minimum packages. The minimum packages are shown solely because they meet the initial allocation.

It is important to note that the minimum packages come short of achieving most department objectives and do not account for any growth. The Improved packages illustrate a compromise, achieving most department objectives but falling short of others and assuming no growth. Only the Ideal packages address the growth aspirations of the college and fulfill all of the objectives the department considered requirements to achieve their long term vision.

Cost management and budget confirmation were primary objectives of the design process during the initial phase of work. As such, the design team’s cost consultant Alderberg Consulting Group (ACG) participated in every design meeting. Using a Lean Construction method Target Value Design (TVD), ACG helped the team visualize the cost/benefit impact of every design decision by creating target models for each major project component. All costs projections were presented as ranges, with risks and unknown conditions highlighted.

Major risks included electrical capacity, HVAC and air handling capacity, fire suppression requirements, seismic and structural, and hazardous materials. Cost ranges were provided for construction cost only, with the understanding that other project costs will be accounted for directly by the college. Cost range expectations have been determined to be:

• Ideal:

HP $14.2m + Science $11.7m = $25.8m total construction budget

• Improved:

HP $12.1m + Science $ 9.6 = $21.7m total construction budget

• Minimum:

HP $10.6m + Science $6.9m = $17.5m total construction budget

Guided by this perspective, work began in April 2026 and followed an 11-week intensive process including four workshops with stakeholders and decision-makers. The workshops followed a format of “ask, suggest, confirm” where work started with inquiry and listening, followed by development of a series of options for consideration based on findings, and culminating with a confirmation that recommended option reflects the objectives and goals identified by the users, stakeholders, and college leadership.

A guiding principle common to all options was the goal to physically unite the Health Professions (HP) and Science spaces in what was referred to a “Health and Science Neighborhood”. The team went on to develop three options for each division, illustrating how a consolidation of HP and Science could center around buildings 15, 16, and 17. Consolidation was found to have several advantages including reduced construction duration, lower construction impact, reduced

EXECUTIVE SUMMARY 1

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 3

PROCESS

PROGRAM OBJECTIVES 2

MHCC provides a wide range of academic transfer programs, career and technical education, workforce training, and community education opportunities. In 2025, voters passed Measure 26-258, resulting in an historic $136 million bond. The bond addressed a variety of campus issues ranging from safety/security, to student experience. The projects were organized into the following Work Packages:

• Secure the Campus (WP#1) - campus-wide safety, security, emergency communications, and seismic improvement projects;

• Expand Career Education Facilities (WP#2) - renovation and consolidation of instructional spaces supporting Health Professions and Science programs;

• Serve the Community / Enhance Campus Experience (WP#3)

- improvements to athletic facilities, student life spaces, accessibility, wayfinding, and community-serving amenities;

• Repair and Update Facilities (WP#4) - deferred maintenance and renewal projects including classrooms, building envelope, interior finishes, infrastructure, and building systems; and

• Development of Design and Construction Standards (WP#5)

- establishment of college-wide design, construction, and technical standards to guide consistency, quality, and long-term maintainability across the Bond Program.

MHCC selected TVA Architects to provide professional design services for Work Package #2 “Expand Career Education Facilities”, hereafter referred to as WP#2.

image above:

Existing hi-fi simulation lab at Bruning Center. While two sim beds exist, they cannot be used simultaneously, limiting cohort access and program efficacy.

image below:

Science labs such as this Biology lab are outdated and do not provide space for modern pedagogy or lab safety standards.

As outlined in the 2024 Facilities Plan, WP#2 includes the renovation and consolidation of instructional spaces supporting Health Professions and Science and the accomplishments of two primary objectives:

• Relocation of the Health Professions program from Bruning Center to the Main Campus

• Modernization of the Science Lab Facilities on Main Campus

Prior to detailed program and conceptual analysis, the college allocated an anticipated construction budget for WP#2 of $18,425,098 including $6,683,913 allocated to Health Professions and $11,741,184 to Science Lab Renovations (exclusive of other project-related costs such as fees, permits, FF&E, etc.). These figures were considered approximate, and an objective of the work during the initial phase of WP#2 has been to confirm budget/scope alignment.

At the onset of this initial phase, the scope was identified to include the following:

Health Professions Division

Science Lab Division

The purpose of this report is to provide MHCC a comprehensive view of requirements and goals of the Health and Science departments so that the Bond Oversight Committee can prioritize and align college objectives with available bond funding.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 4

Initial Work Objective The Pre-Design / Programming phase was established to identify and confirm specific work scope to be completed as part of the Work Package objectives. Work began in April 2026, and followed an 11-week intensive process including four workshops with stakeholders and decision-makers. The workshops followed a format of “ask, suggest, confirm” where work started with inquiry and listening, followed by development of a series of options for consideration based on findings, and culminating with a confirmation that recommended option reflects the objectives and goals identified by the users, stakeholders, and college leadership.

Prior to the first workshop, the Dean of STEM & BAS, Pete Szucs, and the Dean of Healthcare and Applied Technologies, Daniel Wenger, determined that the Science and Health Professions programs are interconnected, and that rather than study each group’s needs separately it would be best to consider improvements as one unified project. This realization shaped the entire course of the program and concept phase. Together, they realized that for Health Professions to educate and train students as healthcare professionals, they relied on the Science divisions to provide students with access to science prerequisites required for program admission. Likewise, to serve Science students, many of whom are targeting health professions coursework, there needs to be a balanced throughput to prevent overcrowding in one group or underserving the other.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 5

WORKSHOPS 2

Workshop 01: Project Validation The first workshop included the documentation of user-driven project vision, the development of a project charter outlining objectives and priorities, and the observation of existing spaces to evaluate space needs, adjacencies, and performance requirements.

The Health Professions (HP) group desires to serve three cohorts simultaneously, for a total of 96 students. This would be an increase over the current capacity of 64. As part of this work, the HP group envisioned an integrated simulation lab that would represent the highest quality standards and become a signature feature of MHCC. This would require a larger SIM space for both teaching and accreditation purposes. According to the stakeholders, no other community college in Oregon is accredited for the level of instruction MHCC HP is planning to achieve. The Science group envisioned the development of three state-of-the-art Anatomy & Physiology labs to increase their capacity from two. A&P currently has a 1:1 waitlist each term. Additionally, they envision modernizing the core lab spaces, especially biology and physics, to provide safe and effective science environments that support modern pedagogy.

In support of these improvements, the Science group would require complete renovation of the outdated and compromised chemical storage and supply area. Additional challenges in both Science and HP include accessibility issues, life safety issues, heating and ventilation issues, and overall misalignment with current pedagogical needs and industry standards. With a growth rate of 10% over the past three years, led by growth in Health and Science, the college is also preparing to offer a BA in Health Professions in the next five years.

With this vision articulated, a project charter was mutually established.

Purpose Position MHCC as the premier provider of science and healthcare education and training at a community college in the State of Oregon.

• Increase capacity of Health Professions programs to meet the workforce need.

• Increase access to Health Professions education for underserved populations.

• Provide spaces that are safe, modern, and adaptable, as well as pedagogically sound.

Priorities

• An integrated high-fidelity multi-disciplinary simulation lab for

Surgical Tech, Nursing, Respiratory Tech, PTA on the MHCC main campus

• Three dedicated Anatomy and Physiology lab and classroom spaces with enrollment capacity balanced with Health Professions

• Improve all science labs to the same level. At minimum, water, power, ventilation, safety features, and barriers to accessibility removed.

Process

• Management Team will make the final decisions based on recommendations by the Core Design Team

• Core Design Team/Design Advisory Team will synthesize the stakeholder’s requirements into the designs

• Steering Committee - users and stakeholders generate ideas and requirements. Members can join the Design Advisory Team

The charter was enhanced to define Stakeholder Organizations to include the following:

processes, and budgets

• Core Design Team – Facilities and planning, architect and engineers

• Design Advisory Team – Makes recommendations to the Core

Design Team

• Steering Committee – Informs the Design Advisory Team and joins as experts to make recommendations images top:

The existing chemical storage is poorly ventilated and lacks safe storage areas.

image bottom:

The existing CNA Lab on MHCC’s main campus illustrates the pervasive lack of programmatic space the College experiences.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 6

WORKSHOPS 2

Workshop 02: User/Stakeholder Interviews The second workshop included a series of user interviews and tours of both MHCC and peer facilities. Due to time constraints, the college opted for just a single peer tour. The team toured the OHSU simulation labs, guided by Jesika Gavilanes, OHSU Simulation Operations Director & SETA Program Manager. Additionally, the team toured all existing Health Professions and Science spaces in the main campus and Bruning Center. Together, this allowed the team to develop a tabular space program for each sub-division, as well as working adjacencies to optimize workflow and inter-department collaboration.

Workshop 03: Options for Refinement Based on the information acquired, the design team developed a series of options to improve the HP spaces and the Science spaces. A guiding principle was the goal to physically unite the HP and Science spaces in what was referred to a “neighborhood”.

Currently, HP is in both the main campus and Bruning, with classes in a variety of campus buildings. However, HP has an established presence in Building 17, with Dental, Physical Therapy, and Mental Health program spaces making it identifiable as a central area for HP. Similarly, Science programs are distributed over both floors of campus and within several buildings. Yet Science has an established presence in Building 15 with its chemistry, biology, and physics labs, as well as classrooms, supply and storage facilities. To bring HP over from Bruning, a large, ideally contiguous space would be required.

Building 16, currently housing general education, business, and Adult Basic Services appeared to be an ideal candidate.

The team went on to develop three options for each division, illustrating how a consolidation of HP and Science could center around buildings 15, 16, and 17. Consolidation was found to have several advantages including reduced construction duration, lower construction impact, reduced cost, and better student visibility.

Using a model of Minimum (the least changes needed to achieve the two objectives stated at the project onset); Improved (achievement of most of the department vision goals); and Ideal (achievement of all the department vision goals, and projected growth), the design team reviewed the six options with the HP and Science leadership concurrently. All six options exceeded the allocated budget. Initially, the workshop goal was to use Choosing By Advantage to highlight the best value options to move forward with. However, the college decided the best path at this time would be to refine all six options for presentation to the Bond Oversight Committee at the completion of this report.

Workshop 04: User/Stakeholder Confirmation:

The design team refined all six options, focusing especially on required infrastructure improvements, risk, and cost containment measures.

This effort allowed initial cost projections to be significantly reduced, allowing the Minimum option to be achieved for less than the original budget allocation. The college decided to present the Minimum option as a matter of prudence but focused on the Improved and Ideal as the desired options. Both options were predicted to exceed the initial funding allocation. However, after presenting the options to the deans and other division leadership, it was decided to finalize the report with all six options.

image above:

The Core Design Team toured the OSHU Sim Lab in the Robertson Life Sciences Building. The tour illustrated state of the art practices and provided a model for MHCC’s vision.

image left:

Workshops were held in person, with a wide array of voices and options discussed.

The Core Team used this input to develop the vision and objectives for the project.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 7

COLLABORATION 2

Cross-team Collaboration Using a competitive selection process, the college selected TVA Architects to lead WP#2 and Opsis Architects to lead WP#1, 4, 5;

The college divided WP#3 and selected Cannon to lead the athletics portion and Opsis to lead the remaining portion. R&C Management Group coordinated the overall effort, and participated in all meetings.

R&C coordinated a bi-weekly meeting with all three design teams and the MHCC Executive Team. Every two weeks, each team provided updates on design strategies, cost impacts, and cross work-package coordination. This allowed the teams to efficiently proceed with the program/concept process despite the depth and breadth of work represented.

Additionally, TVA coordinated with Opsis on a weekly basis. Each week both teams shared vision, challenges, and potential impacts that helped the overall project work as a cohesive plan. Given the relatively independent scope of the Athletics upgrades, cross-team coordination with the Cannon team was less frequent, occurring episodically.

The most impactful cross team coordination elements included the development of “academic neighborhoods”—a key concept for the Health and Science improvement strategy. Other impacts included the development of “activity nodes”, classroom and restroom upgrades, infrastructure improvements, accessibility improvements, and overall student experience improvements—all of which were central to the WP#1,3,4 packages.

Creating an Opening A central coordination issue was the decision to relocate Adult Basic Services (ABS) from Building 16 upper level, allowing the creation of a Health and Science neighborhood. Opsis and TVA collaborated to identify the need, benefit, and risk associated with the relocation.

Ultimately, Opsis used this information to coordinate with the ABS users to identify a relocation space that simultaneously allowed the Health/Science neighborhood concept to proceed and the ABS space to be reorganized for more effective space utilization there.

The cross-team communication, both teams participated in demonstrating the college’s commitment to collaborative decision, making and the design team’s dedication to achievement of that goal.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 8

ARCHITECTURAL AND PROGRAM - SCIENCES 3

Overview The majority of Mt. Hood Community College’s science teaching and learning facilities are original to the campus’s 1960s construction.

Few substantive upgrades have occurred in the intervening decades, and accumulated deferred maintenance has left many spaces out of date. These conditions have compromised safety, limited instructional flexibility, and ultimately hampered student success.

Consistent with the project charter’s purpose, to position MHCC as the premier provider of science and healthcare education and training among Oregon’s community colleges, the assessment measured each science teaching space against a common standard for water, power, ventilation, lighting, audio/visual, safety, and accessibility. As a group, the science labs and their associated storage are outdated and require renovation to support current instruction and the safe handling of chemicals. The existing distribution of spaces across Buildings 12, 15, and 17, with several programs split between buildings and floor levels, further complicates wayfinding and interdepartmental coordination.

The findings that follow are organized by the science department’s stated order of priority for renovation.

Anatomy & Physiology (Buildings 12 and 15) The Anatomy and Physiology program is currently divided between Building 12 and Building 15, and its two labs present opposite problems of scale, one is too large and the other too small, and each has either accessibility or infrastructure limitations. The fixed casework in Room 1572 presents accessibility challenges. Room 1279, which was added to supplement Room 1572 rather than purpose-built as an A&P space, lacks outlets at the front of the room; this restricts the use of microscopes, laptop computers, and other instructional technology.

The split locations and mismatched room sizes make it difficult to balance enrollment capacity with the Health Professions programs and to deliver consistent, flexible instruction.

Chemical Storage & Supply (Building 15) The Building 15 chemical storage room does not achieve the air changes required to properly exhaust the space, a deficiency common to storage areas throughout the campus. Modern safety stations are lacking; the room’s single emergency station requires a step up and over a curb to reach, which is neither safe nor accessible. The fume hood is original to the building and requires hazardous material remediation. Ventilation is inadequate throughout, and the secure hazard storage in particular falls short of current standards.

Physics (Building 15) The Physics lab has not been upgraded in many years and requires new fixtures and furnishings. It functions more as a general-purpose classroom than a laboratory, with fixed perimeter casework for storage and movable student tables that lack power for laptops or equipment. A large soffit along one side of the room further impedes flexible use of the space.

Biology (Building 15) The Biology labs are configured with fixed student stations that present accessibility challenges. The teaching walls at the east and west ends of the room sit within a dark, low space, and asbestos is present above the ceilings, a condition that will require abatement as part of any renovation. The student benches have no utilities, and the classrooms are in significant need of audio/visual upgrades.

image top:

Adapted from a former classroom space, the existing Anatomy & Physiology Lab is inefficient and safety is compromised.

image left:

Workshops were held in person, with a wide array of voices and options discussed. The Core Team used this input to develop the vision and objectives for the project.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 9

ARCHITECTURAL AND PROGRAM - SCIENCES 3

Microbiology (Building 17) The Microbiology lab has been renovated relatively recently and is in generally good condition. Its principal limitation is electrical: the lab needs additional power diversity to run experiments and to support prep-lab functions.

Chemistry The Chemistry lab was renovated within approximately the last fifteen years and is among the most recently updated of the science teaching spaces. It is in acceptable condition and is therefore the lowest priority for renovation among the laboratories, though its finishes, storage, and lighting could be brought up to current campus design standards.

Fish Hatchery Generator The Fish Hatchery generator is one of several items the science department identified as having been left out of the 2024 Facilities Plan and carried forward as an additive alternate. A detailed existing-conditions assessment of the hatchery was outside the scope of the core laboratory-wing review; the department’s identified need is for standby emergency power, reflecting the absence of a reliable backup source, addressed through the addition of a permanent, automatically operating standby generator.

Natural Resources The Natural Resources classroom was likewise among the spaces originally omitted from the 2024 Facilities Plan and was carried as an additive alternate. It was not assessed in the same detail as the core laboratory wing; the department identified its existing finishes, audio/ visual systems, power, water, HVAC, safety features, and accessibility as falling short of current campus standards and in need of upgrade.

Planetarium The Planetarium was also identified by the department as a space outside the 2024 Facilities Plan and carried as an additive alternate.

It is regularly used by the community and represents a distinctive asset for the college. The room overheats when occupied, indicating that the HVAC system serving the space should be upgraded, and the projectors are due for replacement. The existing dome remains usable but is damaged in several areas; while the college would welcome a repaired or replacement dome, it notes this as a very low priority.

Geology (Building 17) The Geology lab is generally acceptable. A fairly recent renovation replaced the ceiling and light fixtures, leaving the space in reasonable condition relative to the other science facilities. It remains a lower priority and was carried among the additive-alternate items for finishes, audio/visual, power, HVAC, safety, and accessibility improvements as funds allow.

Shared Support Spaces Beyond the individual teaching labs, the Building 15 central corridor functions as the location for lab prep and equipment storage and needs new fixtures and finishes. This service spine supports the daily preparation of materials and experiments for every class along the wing and is integral to the teaching activities it serves; its condition therefore affects the science program as a whole, not any single laboratory.

image top:

The Planetarium is outdated and not utilized to its full potential.

image left:

Due to recent renovations the Geology Lab is a lower priority.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 10

THE BRUNING CENTER FOR ALLIED HEALTH EDUCATION 3

The Bruning Center is an off-campus satellite near central Gresham, in the Civic Neighborhood roughly five miles from the main campus. It currently houses the MHCC Nursing program. This building is being phased out. The bond’s health-professions consolidation relocates the nursing program to the main Gresham campus to create an interdisciplinary health professions center. The programs currently operating at The Bruning Center are proposed to move to the upper floor of Building 16. It contains the following program elements:

Nursing Sim Skills Lab

(5) beds with a central flex space with moveable tables

Nursing Sim Classroom

(32) students

Control Room

(1) Control Room for double-occupancy sim lab

Nursing Sim Lab

(1) double-occupancy sim lab (two bed positions)

Debrief Room

(1) Debrief

(1) Simulation Clean Supply Storage

(1) Simulation General Storage

(1) Simulation Equipment Room

Additional Elements The following program elements will be absorbed into existing space on the main campus:

(8) Full-time Faculty Offices

(1) Administrative Coordinator Office

(1) Computer Lab

(1) Formal Nursing Library

(1) Student Gathering Space

(1) Laundry

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 11

MAIN CAMPUS HEALTH PROFESSIONS SPACES 3

Overview The Health Professions programs are presently distributed across the main campus in a way that makes interdepartmental collaboration difficult and complicates wayfinding for students. A guiding objective of this project is to physically unite these programs within a shared Health and Science neighborhood centered on Buildings 15, 16, and 17, supported by an integrated high-fidelity simulation environment serving Surgical Technology, Nursing, Respiratory Therapy, and the Physical Therapist Assistant program. The findings below describe the existing conditions of each Health Professions space assessed.

Surgical Technology The Surgical Technology program currently occupies two simulation operating rooms, a scrub room equipped with six scrub sinks for a total of twelve positions, clean supply storage, and an instrument wrap room. While the core components of a working surgical suite are present, storage is insufficient for the program’s needs, and the rooms would benefit from expanded audio/visual support and new equipment. The flow between spaces could be vastly improved to better reflect the sequence of a true operating-room environment.

Respiratory Therapy The Respiratory Therapy program operates from a combined classroom and simulation space in Room 1765. The room is served by simulated medical gases (oxygen, vacuum, and medical air) mounted at the ceiling and along one wall and is furnished with movable tables and storage along one side. The adjacent Rooms 1764 and 1766 serve as awkward storage spaces for the program. The program could grow capacity by adding an evening cohort and would benefit from additional space that allows lecture to be separated from simulation rather than sharing a single combined room.

Physical Therapist Assistant The program's two existing classrooms are adequate in size but would benefit greatly from a full renovation to improve functionality. The rooms are old, interior finishes are damaged, and lighting requires improvement; in their present condition they read as tired and do not represent the quality of the education delivered within them. With the addition of space for waiting, reception, and a public restroom, the program could open to the public, creating a community clinic that provides hands-on experience for students while delivering a tangible community benefit.

Mental Health Counseling The Mental Health Counseling program currently includes two counseling rooms with control-room supervision via a one-way mirror, along with a classroom and a soft reception and waiting area with soft seating. The control room is not necessary for the program’s function. This program does not depend on a specialized location and could be situated anywhere, but it is ideally placed within the Health Professions neighborhood and near other public-facing programs such as the Dental Clinic. Its most important need is privacy, particularly acoustical privacy, to support confidential counseling sessions.

Dental Clinic The Dental Clinic is new and highly functional, serving a dual role for both simulation and public service. With an additional 1,000 square feet dedicated to dental simulation, the clinic could open to the public four days per week, providing students with greater real-world practice while extending a meaningful benefit to the community.

image top:

Surgical tech area illustrates outdated equipment.

image left:

Respiratory Therapy would be ideally located near the nursing simulation space.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 12

CODE COMPLIANCE 3

FIRE PROTECTION

TVA reviewed the existing conditions at MHCC to determine whether sprinklers would need to be added to the facility. The building has a sprinkler system installed for the service utility tunnels, but not for any of the above-grade structures. Previous permit issuances classify the above-grade structures as Class IIA construction. As-built documents confirm that these buildings are of non-combustible construction, so this classification makes sense.

It is assumed that asbestos fireproofing was applied to the exposed steel structure to achieve the required 1-hour fire rating per the code at the time of permit issuance.

The Main Level drives the occupancy type, as there are large lecture classrooms on that floor which would make them into an A-3 assembly.

ALLOWABLE AREA

For Class IIA structures in the OSSC 2025 Structural Code, the fire resistance requirements are:

TABLE 601

For most of the exterior non-bearing walls, there will be no rating where there is 30’-0” or more of fire separation distance. Non-bearing walls on the Upper Level will need to be 1-hour rated because the distance from these walls to the facing walls of the long-bar building opposite ranges from 10 to 30 feet.

(13’-0”).

For a non-sprinklered IIA Structure, the allowable conditions apply:

The areas for the three “wing” structures, for Health Professions, Business, Adult Basic Skills, and Science, all have upper floor plates of 13,750 sf, which makes them compliant with the stated criteria for Construction Type IIA, Occupancy Group B, Non-Sprinklered structures, per OSSC 2025. TVA used the structural drawings from January 23, 1970, to determine the building area. The Main Floor plates, which house the assembly lecture hall areas, are all considerably smaller, with the largest measuring 8,100 sf.

Note that the long-bar building totals 81,350 sf (nom), so this portion of the facility will need to be evaluated separately for OSSC fire protection compliance. Options for that building would include: adding sprinklers, adding fire separations, and reclassification of Construction Type to Type IB (and upgrading the fire-resistance conditions as required).

CANOPY SPRINKLERS

The individual campus buildings are connected by covered noncombustible pedestrian walkways. Per OSSC 3104.5, buildings connected by these walkways are considered to be separate buildings. When evaluating these buildings as separate structures, note that fire-rating separation distances apply to facing exterior wall conditions.

Sprinklers are required for canopies and covered walkways when the associated buildings also require them; otherwise, the canopy inherits that status. Note, however, that if the long-bar building adds sprinklers, this may ultimately require canopy sprinklers. The buildings associated with WP2 will not necessitate this change.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 13

Pete Szucs, the Dean of STEM & BAS, and the and the Daniel Wenger Dean of Healthcare and Applied Technologies had been working together on a unified vision for Health and Science since before the project began. They realized that viewed through the lens of student success, the two programs are inter-dependent. This realization shaped the entire course of the program and concept phase.

Through a series of interactive workshops with users and stakeholders described in the previous section, several configuration options were developed. A guiding principle common to all options was the goal to physically unite the Health Professions (HP) and Science spaces in what was referred to a “Health and Science Neighborhood”. The team went on to develop three options for each division, illustrating how a consolidation of HP and Science could center around buildings 15, 16, and 17.

Consolidation was found to have several advantages including reduced construction duration, lower construction impact, reduced cost, and better student visibility. Using a model of Minimum (the least changes needed to achieve the two objectives stated at the project onset);

Improved (achievement of most of the department vision goals);

and Ideal (achievement of all the department vision goals as well as projected growth), the design team reviewed the six options with the HP and Science leadership concurrently. All six options initially exceeded the allocated budget. The design team worked to refine the plan options to minimize budget overruns.

Using the objective criteria set forth in the Project Charter, the Ideal option was considered the highest and best value for the college despite exceeding the original funding allocation. Rather than solely promote the Ideal option, the college decided the best path at this time would be to refine all three options for each division, highlighting the costs and benefits for each so that the Bond Oversight Committee could evaluate independently.

RECOMMENDATIONS

OVERVIEW 4

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 14

NEIGHBORHOODS 4

All six options are presented in the following pages, with independent budgets for each. The options illustrate Health Professions improvements and Science improvements separately, but they are designed to go together. In other words, the Ideal HP and Ideal Science go together—same with the Improved packages and Minimum packages. It is important to note that the Minimum packages are shown solely because they meet the initial funding allocation. The Minimum packages fall short of achieving most department objectives and do not account for any growth.

The Improved packages illustrate a compromise, achieving most department objectives but falling short of others and assuming no growth. Only the Ideal packages address the growth aspirations of the college and fulfill all the objectives the department considered requirements to achieve their long-term vision. In addition to the program priorities and objectives shown in the Project Charter, the Science department noted several areas originally left out of the 2024 Facilities Plan that should be addressed when funds allow. They are listed with the Ideal option, and noted as Additive Alternates.

Distributed Program Areas The existing distribution of the Health Professions and Science teaching areas, diagrammed to the left, on the main campus is inconsistent, making interdepartmental collaboration difficult. Long travel distance and multiple floor levels further complicate wayfinding.

These challenges directly impact the likelihood of student success.

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA 15

NEIGHBORHOODS 4

Consolidated Program Areas This diagram (shown left) represents a consolidation of the Health Professions and Science learning spaces. By establishing a clear neighborhood for these two connected departments, students will be able to better navigate their coursework, and faculty will be able to collaborate and innovate together.

This correlates with the Campus Experience concept of Nodes (illustrated below and provided by Opsis Architecture).

Proposed Health Professions and Science Neighborhood Nodes and Neighborhoods Diagram, courtesy of Opsis Architects

MHCC Health Professions and Sciences - Conceptual Phase Report | TVA | 16

UPPER LEVEL - HEALTH PROFESSIONS 4

NURSING SIMULATION LAB

(4) Sim Labs

(1) Central Control Room

(4) Debrief Rooms

(1) Medication Simulation

(1) Library/Quiet Study Room

NURSING SKILLS LAB

(6) Bed Stations

(1) Classroom

SURGICAL TECH

SIMULATION LAB

(2) Surgical Simulation Labs

(1) Instrumentation Room

(1)…