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BETTESWORTHConstruction

How to Earn Trust and Win Work With Community Colleges: 4 Practical Moves

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Community college construction teams win client confidence by protecting the institution’s resources, keeping owners involved in technical decisions, planning for multiple partners, and using professional judgment to recommend what the college actually needs. Those four lessons come from a 2013 Building Design + Construction article on winning community-college work. Its projects and statistics are historical examples, not a current profile of the sector, but the client-service principles remain useful when translated into a project-specific plan.

Community college projects are not simply smaller versions of other institutional jobs. A construction team may need to work around teaching schedules, connect building decisions to long-term operations, serve several organizations in a shared facility, and help a committee see beyond its initial request. The way a team handles those demands can matter as much as the design or construction solution it proposes.

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The four recommendations below are drawn from interviews and case examples published in 2013. They should be read as practitioner guidance from that period, not as evidence that every college has the same funding, procurement, or facilities conditions today. The practical steps are ways to turn the guidance into concrete proposal and project behaviors.

1. How can a construction team help a college find real cost savings?

Start by treating the project budget as the college’s money, not simply a limit to spend against. Look for ways to avoid unnecessary cost or disruption while preserving the project’s educational purpose, safety, durability, and long-term value. Cost awareness is not the same as cutting scope indiscriminately.

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In the 2013 article, Arlen Solochek, then district director of facilities planning and development for Maricopa Community Colleges, described asking whether a second work-site trailer was really necessary. The example is modest, but useful: a proposal should make clear that the team will question avoidable overhead rather than assume every customary expense belongs in the plan. An item-by-item review can ask what a cost enables, whether there is a less expensive way to achieve the same result, and what risk or inconvenience a proposed saving could create.

A more consequential example involved a Minnesota renovation. A contractor coordinated with the college to change the curriculum schedule so that a lab would not be needed the following semester, allowing the project to finish months earlier. The lesson is not that colleges should rearrange courses to suit contractors. It is that early, respectful coordination can reveal options that are invisible if the construction schedule and the academic schedule are managed separately.

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For a project team, this means raising schedule-sensitive options early enough for the college to evaluate them. Ask which spaces are essential at particular points in the academic calendar; identify the people who can assess the effect of temporary closures; and compare the cost and disruption of phasing alternatives. Present the trade-offs plainly. If a schedule change saves time but creates a burden for students or faculty, the owner needs that information before making a decision.

Cost advice should also look beyond initial construction expense. The 2013 article discussed deferred maintenance, building operations, and the use of building information modeling (BIM) information for future operations. Its examples are historical, but they point to a useful proposal question: will a lower first cost create more maintenance work or operating expense later? Explain the life-cycle implications the project team can substantiate, and distinguish known costs from estimates or assumptions.

That same discipline applies when comparing renovation with replacement. The article’s West Hills case described a district choosing a broader campus redesign and replacement strategy partly to reduce long-term operating costs. It is a case example, not a general argument for replacing older buildings. A responsible comparison should consider up-front cost, anticipated operations and maintenance, program fit, phasing, and the consequences of keeping or replacing existing space. Where data are incomplete, identify what must be assessed before the college can make a sound choice.

2. How do you keep the owner and the technical team working together?

Make it easy for the owner to understand what the technical team is recommending, raise concerns without delay, and see how disagreements will be resolved. A delivery method or organization chart alone does not establish trust; the proposal should explain how communication and decisions will work in practice.

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Solochek summed up his preference this way: “I don’t want the contractor between me and the architect.” In the article, he recalled an HVAC plan that the owner said would not work. The contractor and engineer disagreed, and the system failed. This is one practitioner’s account, not proof that a particular delivery method is inherently unsuitable. Its practical warning is broader: a client’s concern needs a clear path to technical review, and disagreement should prompt investigation rather than be treated as a relationship problem.

In a proposal, describe how the owner will stay connected to the architect, engineers, and construction leadership. Identify who can explain design implications in accessible language, who records the issue, and how the team will bring forward a resolution or options. On the project, report decisions and open questions in a form the owner can use. If a concern affects performance, cost, schedule, or operations, state the implications rather than burying it in technical documentation.

A useful working sequence is: hear the concern; clarify the observed need or failure condition; ask the relevant designer or specialist to assess it; document assumptions and options; and bring a recommendation back to the owner for a decision. When the evidence remains uncertain, say so and identify what further review is needed. This avoids false certainty and helps the owner distinguish a technical disagreement from a verified answer.

Owner involvement is especially important when the project affects teaching, maintenance, or student services. College staff may know how a space is used in ways that are not apparent from drawings or a room list. Invite those operational perspectives into the appropriate review points, while keeping responsibility for technical analysis with qualified members of the project team.

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3. How should you demonstrate that you can manage multiple client partners?

Show the college how the team will coordinate decision-making, responsibilities, schedules, costs, and operations across organizations—not just how it will construct the building. Shared facilities can bring different expectations and procedures into one project, so the proposal should make the partnership process visible.

The 2013 article cited a library shared by Maricopa Community Colleges and the city of Phoenix, as well as a more complex arrangement involving the district, a YMCA, and Foothills Community Foundation. The latter partnership took nearly two years to negotiate. Its documents addressed objectives, development and construction, operating responsibilities, and cost sharing. These examples illustrate the work involved; they do not establish how long a current partnership will take or what legal terms it should use.

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Before proposing a delivery plan, establish which organizations are involved and what each expects from the facility. Then make the coordination approach specific. Explain how the team will gather requirements, surface conflicts, track decisions, and keep partners informed. Identify questions that need owner or partner agreement—such as access, scheduling, operations, and cost allocation—rather than silently treating them as settled project assumptions.

In interviews, use a project example only if it genuinely demonstrates the relevant capability. Explain what made the partnership complex, how responsibilities were clarified, and how the team handled competing procedures or priorities. Avoid relying on a list of past projects without describing the coordination work that made them function. If the team has not managed the same kind of arrangement before, be candid and describe the process and expertise it would bring to this one.

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Shared-use decisions also connect to cost and long-term value. A school partnership for science labs and joint-use facilities were among the historical examples in the 2013 article. Such arrangements may extend the value of a facility, but they also require agreement about who can use it, who operates and maintains it, and how costs are shared. A construction team should help the client identify those planning questions; it should not imply that a shared facility is automatically cheaper or simpler.

Financing and partnership structures need current, project-specific review. The article described New Markets Tax Credits in connection with a West Hills multipurpose sports and entertainment facility. That historical example does not establish present eligibility, current program rules, or the suitability of that financing for another project. Treat financing as a matter for the institution and its qualified advisers to assess under the rules and conditions that apply to the project.

4. How can you advocate for the college’s best option without ignoring its request?

Take the client’s stated request seriously, then test whether the proposed solution meets the underlying need. A committee may not have full visibility into every operational, maintenance, or student-use consequence. The professional responsibility is to explain relevant options and trade-offs clearly—not to dismiss the request or simply reproduce it when it will not serve the college.

Sally Grans-Korsh’s advice in the 2013 article was that architects should use their professional judgment to help decision-makers understand needs that may be less visible from their limited perspective. For construction teams, the equivalent is to make sure the institution can compare an initial concept with plausible alternatives before commitments become difficult to change.

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Begin by clarifying the problem behind the requested scope. Is the college trying to add capacity, improve access to services, change how a program operates, or address building condition? Then connect each option to the criteria that matter: program fit, student access, flexibility, maintainability, first cost, longer-term operations, and the disruption required to deliver the work. Do not assume that the team can answer every criterion without more information; show where additional assessment or owner input is needed.

The article described plans to consolidate services such as admissions, financial aid, testing, advising, and a bookstore at the College of Lake County, and an Academic Success Center at San Diego City College that brought tutoring, advising, and other programs together in an adapted building. These historical examples show how facility planning can respond to service organization and student access. They do not prove that a particular building arrangement by itself raises graduation rates or improves student outcomes.

Likewise, flexibility is a planning question, not a promise that one layout will suit every future use. The article discussed changing course formats, shared lab space, movable furniture, reconfigurable partitions, and undesignated space. When presenting a flexible solution, explain what can actually be reconfigured, what constraints remain, and what the college would need to manage or invest in to make changes. Avoid treating projections about online learning in a 2013 article as a current forecast.

Advocacy is most credible when it is transparent. Put the requested solution and alternatives side by side, explain consequences in plain language, and distinguish professional recommendations from decisions that belong to the institution. If the original request is the best fit after that analysis, say why. If another option better addresses the need, show the reasoning and let the college decide with a clearer understanding of the trade-offs.

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What historical figures help explain the context—and what can they support?

The 2013 article included figures that help explain why its interviewees emphasized cost, operations, and access. They are snapshots reported at the time, not current sector statistics or benchmarks. The article attributed 13 million enrollments in for-credit and noncredit courses in 2009, representing 44% of U.S. undergraduates, to the American Association of Community Colleges. It also reported that tuition made up 16% of community-college revenue in 2008–09, compared with about 50% at public four-year universities.

On facilities, the article cited a 2012 Chronicle of Higher Education report estimating at least $120 per square foot in maintenance backlog at community colleges, compared with $79 per square foot across higher-education institutions. Those dated figures provide context for the article’s focus on deferred maintenance, but they should not be used to describe today’s backlog without newer evidence.

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Several operational outcomes were also reported in the article as statements or case results. San Diego Community College District said it had saved $4.5 million through Lean processes in fiscal year 2012 and projected $26 million in savings over eight years. The article also reported historical custodial figures: an average of 13,500 square feet cleaned per worker at $3.93 per square foot in maintenance costs, compared with 21,225 square feet per worker at $2.31. It did not specify the calendar years for those before-and-after observations. The figures are not independently verified benchmarks, and the projection should not be confused with achieved savings.

The district’s vice chancellor also said that on projects where BIM was the common denominator, the change-order rate had fallen to 2.3%. That is an interviewee’s report in the 2013 article, not an audited general result or a promise that BIM will produce the same rate on another project. Use these examples, if at all, with their attribution and date intact; do not use them as guarantees in a current proposal.

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How can a team turn the four ideas into a proposal?

Make the proposal demonstrate behaviors, not just promise a good relationship. A concise project-specific response can show how the team will protect resources, maintain owner access to technical advice, coordinate partners, and test requested solutions against actual needs.

  • Show cost stewardship: explain how the team will review avoidable costs, coordinate with academic schedules, and make life-cycle considerations visible without promising unsupported savings.
  • Map communication: identify how owners reach the architect, engineers, and construction leads, how issues are documented, and how technical disagreements return to the owner with options.
  • Describe partner governance: name the coordination questions the team will help resolve, including objectives, decisions, access, construction responsibilities, operations, and cost sharing where relevant.
  • Explain option analysis: show how the team will clarify the need behind the request and compare viable approaches using criteria the college values.
  • Label uncertainty: distinguish verified project information, estimates, assumptions, and decisions that still require owner or partner input.

In an interview, connect each point to a specific project challenge and the decision process used to address it. The strongest answer is not that the team can save money, avoid every conflict, or foresee every future need. It is a credible account of how the team will help the institution make informed decisions as the project develops.

Frequently Asked Questions

Can I use the 2013 community-college statistics in a proposal today?

Only as clearly dated historical context, with the source and original timeframe stated. For current enrollment, funding, facilities conditions, or market claims, use newer authoritative information rather than presenting those figures as present-day facts.

Does the HVAC failure example mean design-build is a poor fit for colleges?

No. The article recounts one owner’s experience and preference; it does not establish that design-build is unsuitable for community colleges. The transferable point is to preserve a clear route for owners to raise technical concerns and have them assessed.

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Should a contractor recommend a financing program for a campus project?

A contractor can help identify that financing choices may affect project feasibility, but should not imply that a historical example proves current eligibility or suitability. The institution and qualified advisers need to verify applicable rules, terms, and project fit.

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