Chapter Two
Relevant Data and Issues
This chapter will review the facilities-related data for the District and will examine critical issues in facilities areas.
The organization of the Gavilan Community College District will continue to be a single college district with designated educational centers. Because of the close proximity of adjacent community colleges, the Board of Governors of the California Community colleges and the California Post Secondary Education Commission (CPEC), in all likelihood, will not approve additional campuses in the District. However, in the long-term, the state may approve educational centers in the northern (Morgan Hill) and southern (Hollister) areas of the District. Any other satellite education centers will need to be developed without state support by working with other educational institutions, public agencies or as partnerships with local business or industry.
In terms of educational delivery systems, there are two general trends that will need to be addressed. The first is that additional emphasis will be placed upon new learning paradigms and new delivery strategies. New learning paradigms will include instructional delivery strategies that are more individualized, self-paced, and accessible at any time of the day or night. This will require an expanded use of technological devices such as computers and computer-related hardware and software both in classrooms and laboratories, and in learning centers. This will also necessitate college faculty and staff developing the appropriate technological skills to support the new delivery systems. The second area to be addressed will be in student services where increasing student diversity will necessitate additions, deletions, or modifications in the delivery of support services. These services may or may not require use of technology, but will require facility spaces that are capable of being modified, as needs change. Facility planning must take into account the need for development of flexible spaces that are capable of being changed.
College staff will need to be sensitive to these subtle changes in the composition and needs of the student body as these trends continue to develop.
- Building Information
The following charts describe the relevant data for each building currently listed on the District’s Space Inventory. It should be noted that buildings at outlying locations such as the airport, Hollister, Morgan Hill and Gilroy are included in the inventory and have an impact on the overall capacity load ratio for the College. Logically however, they are not included in the facilities master plan for the main campus.
Table II-A
Gavilan College Space Inventory
October 1, 2000
Bldg. # |
Building |
Year Built |
Rms. |
Total ASF |
Total GSF |
Efficiency (%) |
Building Use |
1 |
Aviation |
1965 |
8 |
11,092 |
12,151 |
91.3 |
Aviation Program |
2 |
Chemistry |
1967 |
13 |
4.289 |
5,600 |
76.6 |
Chemistry, Physical Science |
3 |
Chemistry |
1967 |
11 |
3,805 |
5,600 |
67.9 |
Physics, Physical Science |
4 |
Life Science |
1967 |
19 |
6,388 |
8,316 |
76.8 |
Biology, Life Science |
5 |
Gymnasium |
1967 |
31 |
20,154 |
26,109 |
77.2 |
Phy. Ed., Athletics |
6 |
Library |
1967 |
73 |
33,240 |
38,801 |
85.7 |
Library, AV/TV, Media |
7 |
Theater |
1967 |
32 |
11,296 |
14,271 |
79.2 |
Drama |
8 |
Student Union |
1967 |
39 |
17,910 |
20,652 |
86.7 |
Student Services, Food, Books |
9 |
Maintenance |
1967 |
11 |
2,021 |
5,741 |
35.2 |
M & O, Warehouse |
10 |
Cosmetology |
1968 |
18 |
4,879 |
7,526 |
64.8 |
Cosmetology Program |
11 |
Humanities |
1968 |
16 |
4,692 |
6,566 |
71.5 |
English, Literature, Reading |
12 |
Art |
1968 |
13 |
4,825 |
6,107 |
79.0 |
Art Program |
13 |
Pool Building |
1970 |
2 |
340 |
1,260 |
27.0 |
Swimming Program |
14 |
Business |
1971 |
22 |
9,679 |
14,460 |
66.9 |
Business, Office, Computers |
15 |
Social Science |
1974 |
31 |
10,240 |
11,620 |
88.1 |
History, Soc., Psy., Gen. Ed. |
16 |
Art Lecture |
1974 |
5 |
3,255 |
3,298 |
98.7 |
Art, General Education |
17 |
Field Storage |
1971 |
1 |
170 |
406 |
41.9 |
Storage |
18 |
Paint Storage |
1976 |
1 |
115 |
328 |
35.1 |
Storage |
19 |
Garden Storage |
1967 |
1 |
417 |
504 |
82.7 |
Storage |
20 |
Gas Locker |
1967 |
1 |
84 |
123 |
68.3 |
Gas Storage |
21 |
Storage |
1972 |
1 |
686 |
853 |
80.4 |
Storage |
25 |
Music/ Chapel |
1993 |
1 |
769 |
923 |
83.3 |
Exhibits, Meetings |
28 |
CDC Laboratory |
1977 |
9 |
1,403 |
1,600 |
87.7 |
Child Development |
29 |
CDC Trailer |
1992 |
8 |
953 |
960 |
99.3 |
Child Development |
30 |
Welding Bunker |
1978 |
1 |
90 |
121 |
74.4 |
Welding Storage |
31 |
Occupational |
1981 |
14 |
13,826 |
17,811 |
77.6 |
Automotive, Welding |
34 |
Athletic Storage |
1981 |
1 |
320 |
324 |
98.8 |
Storage |
35 |
Admin. Services |
1981 |
11 |
1,642 |
2,362 |
69.5 |
Business Services |
40 |
Maylock House |
1910 |
5 |
866 |
1,632 |
53.1 |
Auxiliary Services |
100 |
Hollister Center |
1996 |
13 |
6,267 |
8,500 |
73.7 |
General Education |
200 |
Morgan Hill Ctr. |
1997 |
12 |
7,048 |
10,215 |
69.0 |
General Education |
|
TOTAL |
182,761 |
234,740 |
77.8 |
Table II-B
Gavilan College
Facilities Inventory Based on Category of Space
Space Category |
Description |
Current Space Inventory |
000 |
All Other |
0 |
100 |
Classroom |
25,525 |
210-230 |
Laboratory |
55,113 |
235-255 |
Laboratory Service |
644 |
300 |
Office/Conference |
20,828 |
400 |
Library |
17,829 |
520-525 |
Physical Education (Indoor) |
19,085 |
530-535 |
Instructional Media (AV/TV) |
6,707 |
540-555 |
Child Care, Clinic |
2,411 |
580 |
Greenhouse |
373 |
610-625 |
Assembly/Exhibition |
13,427 |
630-635 |
Food Service |
10,488 |
650-655 |
Lounge/Lounge Service |
2,605 |
660-665 |
Bookstore |
1,754 |
670-690 |
Meeting /Recreation |
1,073 |
710-715 |
Data Processing/Comp |
682 |
720-770 |
Physical Plant |
4,217 |
800 |
Health Service |
0 |
TOTAL |
182,761 |
Source: Space Inventory and Building Facilities Report, conducted on campus by the Maas Companies, October 2000
5-Year Capital Construction Plan
Each February, the college is required to file a 5-Year Capital Construction Plan with the California Community College Chancellor’s Office. This plan serves as the basis for requesting state funding for future capital construction projects. The criteria for state funding is based on a series of formulas that have as their origin the Annual Space Inventory of the District. Essentially, projects are funded by the state when the District demonstrates that the space it currently has in a given category is less than that which is allowed by state formula.
Currently, Gavilan College has three projects that have been funded by the state and are either in the planning or construction stage. These projects are as follows:
- Health Occupations Building
- Child Development Center
- Adaptive Physical Education Building
The Chancellor’s Office has placed a moratorium on new facility proposals for the 2001-2002 fiscal year. This is because all funds have been expended on the 1998 higher education bond act. It is anticipated a new bond act will be submitted to the voters in 2002 and future projects will be submitted based on that bond act.
This Facilities Master Plan will serve as the basis for the development of future 5-Year Capital Construction Plans. It is anticipated that approved projects will need to be submitted by February 2002 to be eligible for the 2002 bond act.
Scheduled Maintenance Projects
A 5-Year Plan for Scheduled (Deferred) maintenance was initially developed in December, 1999 and has been updated for December 15, 2000. In accordance with state guidelines, this plan will continue to be updated annually. The current 5-Year Scheduled Maintenance Plan includes the following projects:
Projects for 2000-2001
1. Install/Replace HVAC Systems-Phase I $400,000.00
2. Roof Replacement-Phase I $250,000.00
- Replacement and Renovation of Plumbing
- Electrical and Communication System
- Painting of Building Interiors-Phase I $150,000.00
System-Phase I $265,000.00
Replacement and Renovation-Phase I $300,000.00
TOTAL $1,215,000.00
Projects for 2001-2002
1. Install/Replace HVAC Systems-Phase II $400,000.00
2. Roof Replacement-Phase II $250,000.00
3. Replacement and Renovation of Plumbing
System-Phase II $150,000.00
4. Electrical and Communication System
Replacement and Renovation-Phase II $220,000.00
TOTAL $1,170,000.00
Projects for 2002-2003
1. Install/Replace HVAC Systems-Phase III $400,000.00
2. Roof Replacement-Phase III $250,000.00
3. Replacement and Renovation of Plumbing
System-Phase III $125,000.00
4. Electrical and Communication System
Replacement and Renovation-Phase III $250,000.00
5. Painting of Building Interiors-Phase II $150,000.00
TOTAL $1,175,000.00
Projects for 2003-2004
1. Roof Replacement-Phase IV $250,000.00
2. Painting of Building Exteriors-Phase I $225,000.00
3. Electrical and Communication System
Replacement and Renovation-Phase IV $300,000.00
4. Painting of Building Interiors-Phase III $250,000.00
5. Floor Replacement and Renovation-Phase I $150,000.00
TOTAL $1,175,000.00
Projects for 2004-2005
1. Roof Replacement-Phase V $250,000.00
2. Electrical and Communication System
Replacement and Renovation-Phase V $300,000.00
3. Painting of Building Exteriors-Phase II $225,000.00
4. Floor Replacement and Renovation-Phase II $150,000.00
5. Renovation and Repair of Warehouse $90,000.00
TOTAL $1,015,000.00
Projects for 2005-2006
1. Fire Sprinkler System Installation-Phase I $250,000.00
2. Roof Replacement-Phase VI $250,000.00
3. Electrical and Communication System
Replacement and Renovation-Phase VI $300,000.00
4. Painting of Building Exteriors-Phase III $225,000.00
5. Floor Replacement and Renovation-Phase III $150,000.00
TOTAL $1,175,000.00
Master Plan Information
NOTE: The following information is also contained in the Educational Master Plan for Gavilan Community College District. But, as it is highly relevant to the facilities planning process, it is also included in this document. See the Educational Master Plan for a more detailed analysis of the instructional and support services areas.
Analysis and Comparison of the Existing Instructional Program at Gavilan
The following tables and charts are created for the purpose of presenting data on the instructional program at Gavilan. For purposes of comparison to statewide averages and standards, the divisional breakdowns used by Gavilan will be converted into the uniform Taxonomy of Programs and Service (TOPS) Code Listing.
Internal Structure for the Delivery of the College’s Instructional Program
Presented in Table II-C is a breakdown, by division, of Gavilan College’s current instructional program.
Table II-C
Gavilan College
Divisional Structure
Fall – 2000
Division |
Disciplines in the Division |
Adaptive Education |
1 |
Allied Health |
2 |
Business and CSIS |
9 |
English |
2 |
Fine Arts |
7 |
Learning Resources |
1 |
Natural Science |
8 |
Physical Education & Athletics |
2 |
Social Sciences, Child Development, Admin of Justice |
8 |
Vocational Technical |
8 |
Interdisciplinary Studies |
3 |
Source: Gavilan Office of Admissions and Records; Analysis the Maas Companies
Disciplines by "TOPS" Code Listing
The Taxonomy of Programs and Services (the TOPS Code Listing) is the standardized method by which the state views and categories the different disciplines for comparison purposes. It varies substantially from the divisional breakdown used by Gavilan to group the various disciplines. Table II-D provides a relational base from which to view the college’s curricular offerings by TOPS code listing.
Table II-D
Summary of Gavilan College’s Instructional Disciplines by TOPS Code
Department TOPS Code |
TOPS Code |
Department |
TOPS Code |
Accounting 0500 Geography 2200 Automotive Collision Repair 0900 Geology 1900 Adaptive Education 0800 Guidance 4900 Allied Health 1200 Health Education 0800 Administration of Justice 2100 History 2200 Automotive Mechanics Tech. 0900 Humanities 1500 Aviation Maintenance Tech. 0900 Fire Technology 2100 Anthropology 2200 Journalism 0600 Art 1000 Library Science 1600 Astronomy 1900 Mathematics 1700 Athletics 0800 Management 0500 Biology 0400 Marketing 0500 Business Office Tech. 0500 Music 1000 Child Development 1300 Physical Education 0800 Chemistry 1900 Philosophy 1500 Communications 0600 Physiology 0600 Cosmetology 3000 Paralegal 1400 Computer Graphics and Design 0900 Political Science 2200 Computer Science/Information Sys. 0900 Physical Science 1900 Community Work Experience 4900 Psychology 2000 Ecology 0400 Real Estate 0500 Economics 2200 Sociology 2200 English 1500 Spanish 1100 English as a Second Language 1500 Theatre Arts 1000 General Business 0500 Welding 0900 |
|||
Source: Maas Companies Database
TOPS Code Listing and Statewide Averages for WSCH
Table II-E is a comparison of statewide and Gavilan averages for curriculum percentages of lecture-generated WSCH and laboratory-generated WSCH. The statewide averages are used as both a baseline and a target for projecting the instructional program of the future.
Table II-E
Comparison of Lecture and Laboratory Weekly Student Contact Hours (WSCH)
Statewide Averages |
Gavilan Averages |
|||||
|
Inatructional Discipline |
TOPS Code |
% WSCH Lecture |
% WSCH Lab |
% WSCH Lecture |
% WSCH Lab |
|
Biological Science Business / Mgt. Communications Computer Info. Systems Education /PE Engineering/Tech Fine/Applied Arts Foreign Language Health Occupations Consumer Ed/Child Dev Law Humanities Library Science Mathematics Physical Science Psychology Public Affairs/ Services Social Science Commercial Services Interdisciplinary |
0400 0500 0600 0700 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1900 2000 2100 2200 3000 4900 |
40 85 80 50 25 35 40 85 40 75 80 90 50 90 40 95 95 95 40 80 |
60 15 20 50 75 65 60 15 60 25 20 10 50 10 60 5 5 5 60 20 |
55 82 52 79 9 27 32 85 56 95 100 69 38 95 62 77 83 85 22 57 |
45 18 48 21 91 73 68 15 44 5 0 31 62 5 38 23 17 15 78 43 |
|
Source: Maas Companies Database
Analysis of Instructional Offerings
Table II-F outlines the productivity of the instructional divisions at Gavilan. For the 1998 fall semester, Gavilan offered a total of 463 net, active class sections that generated a total of 43,246 WSCH and 1,442 active, full-time equivalent students (FTES). The average WSCH per section was 93. The effective WSCH per student enrollment was 8.63.
Table II-F
Analysis of Instructional Offerings
5,014 Student Enrollment-Fall, 1998
Instructional Discipline |
TOPS CODE |
# of Net Sections* |
WSCH Generated |
FTES Generated |
|
Biological Science |
0400 |
8 |
1,632 |
54.4 |
|
Business / Mgt. |
0500 |
11 |
650 |
21.7 |
|
Communications |
0600 |
18 |
1,360 |
45.3 |
|
Computer Info. Systems |
0700 |
46 |
1,390 |
46.3 |
|
Education/PE |
0800 |
31 |
3,672 |
122.4 |
|
Engineering/Tech |
0900 |
17 |
2,261 |
75.4 |
|
Fine/Applied Arts |
1000 |
33 |
3,344 |
111.5 |
|
Foreign Language |
1100 |
11 |
1,299 |
43.3 |
|
Health Occupations |
1200 |
11 |
1,267 |
42.2 |
|
Consumer Ed/Child Dev. |
1300 |
17 |
1,154 |
38.5 |
|
Law |
1400 |
4 |
162 |
5.4 |
|
Humanities |
1500 |
84 |
10,871 |
362.4 |
|
Library Science |
1600 |
3 |
33 |
1.1 |
|
Mathematics |
1700 |
30 |
4,671 |
155.7 |
|
Physical Science |
1900 |
8 |
1,279 |
42.6 |
|
Psychology |
2000 |
8 |
1,046 |
34.9 |
|
Public Affairs/Services |
2100 |
8 |
526 |
17.5 |
|
Social Science |
2200 |
28 |
2,924 |
97.5 |
|
Commercial Services |
3000 |
5 |
1,537 |
51.2 |
|
Interdisciplinary |
4900 |
82 |
2,169 |
72.3 |
|
|
TOTAL |
463* |
43,246 |
|||
|
Gavilan WSCH/Section |
93.4 |
||||
|
Statewide Average WSCH/Section |
115 |
||||
Source: Gavilan Office of Admissions, Gavilan Administration and Records & Maas Companies Databases; Analysis the Maas Companies
* Class sections were discounted for off-campus work experience, combined and open enrollment courses, and sections with zero attendance to arrive at an effective "net" number of class sections.
Projections for the Future Instructional Program
Using the best available data, the projections that follow provide a quantifiable answer to the question of what the instructional program of the future will look like as Gavilan moves toward a target enrollment of 8,000 students. The projections presented have taken into account the actual performance of each discipline over the past five years and melded this with input from faculty, staff, students, and 58 community college districts in California. Changes in the instructional delivery methods that are anticipated in the future have also been factored into these projections.
Growth in the instructional disciplines has been forecasted at varying rates. The increase of approximately 60% in enrollment growth over the next ten years, therefore, will not come as linear or relational in its application to each instructional discipline. External and internal factors, demographics, past performance, projected need, and curriculum balance have been taken into account. The projection is meant to serve as a model for the instructional program that will be required to meet a future enrollment of 8,000 students.
The following reference sources were used to arrive at these projections:
- 1998 Gavilan District Report 17 ASF/OGSF Summary and the Capacities Summary (an inventory of facilities that is recorded with the state Chancellor’s Office).
- 1999 Space Inventory and Facility Building Summary, conducted by the Maas Companies.
- The Weekly Student Contact Hours (WSCH) Comparison Report (published by the state Chancellor’s Office).
- Enrollment and performance data provided by Gavilan’s office of Admission and Records.
- The Maas Companies’ database that is comprised of information from 58 of the 72 community college districts within the state for which the Maas Companies has completed educational and facility master plans.
WSCH and FTES Projections for 6,500 Students
Table II-G provides a perspective for an enrollment of 6,500 students. The data projected suggests a greater emphasis on increasing the efficiency and productivity of the instructional program. At the time when 6,500 enrollment is achieved, active class sections are projected to be 583 and WSCH 59,018. WSCH generated per section would increase from the current 93 to 101. FTES are projected to be 3,935 with an overall WSCH per student enrollment of 9.07.
Table II-G
Gavilan Instructional Program
Projected for 6,500 Student Enrollment
Target Year 2005
Instructional Discipline |
TOPS CODE |
# of "Net" Sections* |
Calculated WSCH |
Projected Annual FTES |
Biological Science |
0400 |
12 |
1,620 |
108.0 |
Business / Mgt. |
0500 |
16 |
1,392 |
92.8 |
Communications |
0600 |
21 |
2,058 |
137.2 |
Computer Info. Systems |
0700 |
54 |
3,672 |
244.8 |
Education/PE |
0800 |
39 |
4,251 |
283.4 |
Engineering/Tech |
0900 |
10 |
1,650 |
110.0 |
Fine/Applied Arts |
1000 |
38 |
4,104 |
273.6 |
Foreign Language |
1100 |
13 |
1,534 |
102.3 |
Health Occupations |
1200 |
13 |
1,547 |
103.1 |
Consumer Ed/Child Dev. |
1300 |
19 |
1,786 |
119.1 |
Law |
1400 |
0 |
0 |
0 |
Humanities |
1500 |
95 |
11,020 |
734.7 |
Library Science |
1600 |
0 |
0 |
0 |
Mathematics |
1700 |
34 |
4,930 |
328.7 |
Physical Science |
1900 |
15 |
1,965 |
131.0 |
Psychology |
2000 |
11 |
1,375 |
91.7 |
Public Affairs/Services |
2100 |
10 |
920 |
61.3 |
Social Science |
2200 |
36 |
4,032 |
268.8 |
Commercial Services |
3000 |
5 |
1,600 |
106.7 |
Interdisciplinary |
4900 |
103 |
5,974 |
398.3 |
New or Re-engineered Progs** |
39 |
3,588 |
239.2 |
|
TOTAL |
583* |
59,018 |
3,935 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned.
WSCH and FTES Projections for 8,000 Students
Table II-H provides a WSCH and FTES perspective for an enrollment of 8,000. Class sections are projected to reach 713 with WSCH of 73,344. WSCH per class section are projected to reach 103. A total of 4,890 FTES are forecasted with WSCH per student enrollment climbing to a level of 9.17.
Table II-H
Gavilan Instructional Program
Projection for 8,000 Student Enrollment
Target Year 2010
Instructional Discipline |
TOPS CODE |
# of "Net" Sections |
Calculated WSCH |
Estimated FTES |
Biological Science |
0400 |
15 |
2,070 |
138.0 |
Business / Mgt. |
0500 |
22 |
2,222 |
148.1 |
Communications |
0600 |
24 |
2,616 |
174.4 |
Computer Info. Systems |
0700 |
63 |
5,544 |
369.6 |
Education/PE |
0800 |
48 |
5,328 |
355.2 |
Engineering/Tech |
0900 |
14 |
2,408 |
160.5 |
Fine/Applied Arts |
1000 |
45 |
5,040 |
336.0 |
Foreign Language |
1100 |
16 |
1,984 |
132.3 |
Health Occupations |
1200 |
15 |
1,995 |
133.0 |
Consumer Ed/Child Dev. |
1300 |
21 |
2,226 |
148.4 |
Law |
1400 |
0 |
0 |
0 |
Humanities |
1500 |
104 |
12,272 |
818 |
Library Science |
1600 |
0 |
0 |
0 |
Mathematics |
1700 |
37 |
5,106 |
340.0 |
Physical Science |
1900 |
19 |
2,375 |
158.3 |
Psychology |
2000 |
13 |
1,794 |
119.6 |
Public Affairs/Services |
2100 |
13 |
1,274 |
84.9 |
Social Science |
2200 |
46 |
5,520 |
368.0 |
Commercial Services |
3000 |
0 |
0 |
0 |
Interdisciplinary |
4900 |
128 |
7,424 |
494.9 |
New or Re-engineered Progs** |
70 |
6,146 |
409.7 |
|
TOTAL |
713* |
73,344 |
4,890 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned.
Current WSCH Lecture/Laboratory Breakdown
Table II-I provides a current breakdown, by instructional discipline, of lecture WSCH and laboratory WSCH for Gavilan. The 1998 fall semester is used as the baseline for comparison.
TABLE II-I
Gavilan Lecture and Laboratory WSCH
By Instructional Discipline
5,014 Students - Fall 1998
Instructional Discipline |
TOPS CODE |
# of "Net" Sections* |
Lecture WSCH |
Laboratory WSCH |
Total WSCH |
Biological Science |
0400 |
8 |
891.9 |
740.1 |
1,632.0 |
Business / Mgt. |
0500 |
11 |
530.1 |
120.3 |
650.4 |
Communications |
0600 |
18 |
702.5 |
657.1 |
1,359.6 |
Computer Info. Systems |
0700 |
46 |
1,095.4 |
294.8 |
1,390.2 |
Education/PE |
0800 |
31 |
380.2 |
3,292.1 |
3,672.3 |
Engineering/Tech |
0900 |
17 |
616.6 |
1,644.5 |
2,261.1 |
Fine/Applied Arts |
1000 |
33 |
1,080.1 |
2,263.7 |
3,343.8 |
Foreign Language |
1100 |
11 |
1,102.4 |
196.9 |
1,299.3 |
Health Occupations |
1200 |
11 |
708.2 |
558.7 |
1,266.9 |
Consumer Ed/Child Dev. |
1300 |
17 |
1,096.5 |
57.0 |
1,153.5 |
Law |
1400 |
4 |
162 |
0 |
162.0 |
Humanities |
1500 |
84 |
7,446.9 |
3,423.9 |
1,0870.8 |
Library Science |
1600 |
3 |
12.5 |
20.5 |
33.0 |
Mathematics |
1700 |
30 |
4,450.0 |
220.7 |
4,670.7 |
Physical Science |
1900 |
8 |
799.1 |
479.5 |
1,278.6 |
Psychology |
2000 |
8 |
802.1 |
243.7 |
1,045.8 |
Public Affairs/Services |
2100 |
8 |
438.4 |
87.8 |
526.2 |
Social Science |
2200 |
28 |
2,485.7 |
438.7 |
2,924.4 |
Commercial Services |
3000 |
5 |
333.3 |
1,203.3 |
1,536.6 |
Interdisciplinary |
4900 |
82 |
1,231.8 |
937.2 |
2,169.0 |
TOTAL |
463* |
26,365.8 |
16,880.4 |
43,246.2 |
Source: Analysis, The Maas Companies
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
Lecture/Laboratory WSCH Projected for 6,500 Students
In Table II-J, a perspective is provided relative to WSCH ratios for lecture and laboratory at a point when a student enrollment of 6,500 is achieved. The projections are designed to move Gavilan closer to the statewide averages for lecture/laboratory WSCH ratios.
TABLE II-J
Projection of Lecture and Laboratory WSCH
By Instructional Discipline
6,500 Students –Target Year 2005
Instructional Discipline |
TOPS CODE |
# of "Net" Sections* |
Lecture WSCH |
Laboratory WSCH |
Total WSCH |
Biological Science |
0400 |
12 |
648.0 |
972.0 |
1,620 |
Business / Mgt. |
0500 |
16 |
1,183.2 |
208.8 |
1,392 |
Communications |
0600 |
21 |
1,646.4 |
411.6 |
2,058 |
Computer Info. Systems |
0700 |
54 |
1,836.0 |
1,836.0 |
3,672 |
Education/PE |
0800 |
39 |
1,062.8 |
3,188.3 |
4,251 |
Engineering/Tech |
0900 |
10 |
577.5 |
1,072.5 |
1,650 |
Fine/Applied Arts |
1000 |
38 |
1,641.6 |
2,462.4 |
4,104 |
Foreign Language |
1100 |
13 |
1,303.9 |
230.1 |
1,534 |
Health Occupations |
1200 |
13 |
618.8 |
928.2 |
1,547 |
Consumer Ed/Child Dev. |
1300 |
19 |
1,339.5 |
446.5 |
1,786 |
Law |
1400 |
0 |
0 |
0 |
0 |
Humanities |
1500 |
95 |
9,918.0 |
1,102.0 |
11,020 |
Library Science |
1600 |
0 |
0 |
0 |
0 |
Mathematics |
1700 |
34 |
4,437.0 |
493.0 |
4,930 |
Physical Science |
1900 |
15 |
786.0 |
1,179.0 |
1,965 |
Psychology |
2000 |
11 |
1,306.3 |
68.8 |
1,375 |
Public Affairs/Services |
2100 |
10 |
874.0 |
46.0 |
920 |
Social Science |
2200 |
36 |
3,830.4 |
201.6 |
4,032 |
Commercial Services |
3000 |
5 |
640.0 |
960.0 |
1,600 |
Interdisciplinary |
4900 |
103 |
4,779.2 |
1,194.8 |
5,974 |
New or Reengineered Progs ** |
39 |
2,152.8 |
1,435.2 |
3,588 |
|
TOTAL |
583* |
40,581 |
18,437 |
59,018 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned. Lecture/Laboratory ratios have been determined using a 60% to 40% lecture/laboratory ratio.
Lecture/Laboratory WSCH Projected for 8,000 Students
Table II-K provides a lecture and laboratory WSCH projection for an enrollment of 8,000 students. Greater emphasis has been placed on matching efficiency and productivity with growth and expansion over the projected ten-year period.
TABLE II-K
Projection of Lecture and Laboratory WSCH
By Instructional Discipline
8,000 Students –Target Year 2010
Instructional Discipline |
TOPS CODE |
# of "Net" Sections* |
Lecture WSCH |
Laboratory WSCH |
Total WSCH |
Biological Science |
0400 |
15 |
828.0 |
1,242.0 |
2,070 |
Business / Mgt. |
0500 |
22 |
1,887.7 |
333.3 |
2,222 |
Communications |
0600 |
24 |
2,092.8 |
523.2 |
2,616 |
Computer Info. Systems |
0700 |
63 |
2,772 |
2,772 |
5,544 |
Education/PE |
0800 |
48 |
1,332 |
3,996 |
5,328 |
Engineering/Tech |
0900 |
14 |
842.8 |
1,565.2 |
2,408 |
Fine/Applied Arts |
1000 |
45 |
2,016.0 |
3,024.0 |
5,040 |
Foreign Language |
1100 |
16 |
1,686.4 |
297.6 |
1,984 |
Health Occupations |
1200 |
15 |
798.0 |
1,197.0 |
1,995 |
Consumer Ed/Child Dev. |
1300 |
21 |
1,669.5 |
556.5 |
2,226 |
Law |
1400 |
0 |
0 |
0 |
0 |
Humanities |
1500 |
104 |
11,045.0 |
1,227.2 |
12,272 |
Library Science |
1600 |
0 |
0 |
0 |
0 |
Mathematics |
1700 |
37 |
4,595.0 |
510.6 |
5,106 |
Physical Science |
1900 |
19 |
950.0 |
1,425.0 |
2,375 |
Psychology |
2000 |
13 |
1,704.0 |
89.7 |
1,794 |
Public Affairs/Services |
2100 |
13 |
1,210.0 |
63.7 |
1,274 |
Social Science |
2200 |
46 |
5,939.2 |
1,484.8 |
7,424 |
Commercial Services |
3000 |
0 |
0 |
0 |
0 |
Interdisciplinary |
4900 |
128 |
6,932.2 |
1,740.8 |
8,704 |
New or Reengineered Progs ** |
70 |
3,687.6 |
2,458.4 |
6,146 |
|
TOTAL |
713* |
50,302 |
23,042 |
73,344 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned. Lecture/Laboratory ratios have been determined using a 60% to 40% lecture/laboratory ratio.
Determination of Space Capacity
When space needs are projected, a total square footage requirement is compared against current space holdings. This comparison results in a net space capacity. The following sections provide a definition of capacity, a listing and explanation of the utilization and planning standards used to determine capacity, and net space capacity in all categories of educational space for Gavilan College.
Facilities Inventory
The inventory of facilities is an important tool in planning and managing college campuses. The California Community Colleges Facilities Inventory Manual includes descriptive data on buildings and rooms for each college district. This information is essential for developing the annual five-year capital construction plan and for scheduling and controlling campus space. In addition, planning for new capital outlay construction projects, projecting future facilities, developing capital outlay and deferred maintenance budgets, and analyzing space utilization are tasks that rely heavily on the facilities inventory documents and procedures.
The Education Code mandates an annual inventory of all facilities in the college district. This document, the 2000 Gavilan Community College District Report 17 ASF/OGSF Summary and Capacities Summary, was used as the basis for the facility assessment. The facilities inventory, as stated, has been integrated into the current database and used for the projection of future building requirements at the college.
Existing and Future Space Capacity
By combining existing and future enrollment estimates with appropriate space use standards, space capacity for the current year or for future years can be developed. Space capacity is the direct relationship between the amount of space available, by type, which may be used to serve students, and the number of students participating in campus programs. Space capacity analysis typically includes the following types of spaces:
Table II-L
Standard Space Categories
Used For Campus Assessment
Classrooms |
Lounge |
Non-class laboratories |
Bookstore |
Teaching laboratories |
Health services |
Library/learning resources |
Theatre |
Offices |
Meeting room |
Audio visual, radio and television (instructional media) facilities |
Data processing |
Teaching gym |
Physical plant |
Food service |
Assembly/Exhibition |
The space categories presented in Table II-L represent the majority of the total educational and general facility space on a typical community college campus. Space capacity analysis enables an institution to identify the types of space it needs and/or the types of space it holds in excess. The analysis of space capacity forms the core of the facilities plan.
Space Utilization and Planning Standards
To determine space capacity requirements for a college's enrollment, the enrollment itself, or an appropriate form thereof, is applied to a set of standards for each type of space.
Prescribed State Space Standards
Title 5 of the California Administrative Code (Sections 57000-57140) prescribes standards for the utilization and planning of most educational facilities in public community colleges. These standards, when applied to the total number of students served (or some variant thereof, e.g., weekly student contact hours), produce total capacity requirements that are expressed in assignable square feet (space available for assignment to occupants). The Title 5 space planning standards used to determine both existing and future capacity requirements are as follows:
- Classrooms
Assignable square feet (ASF) per student station 15
Station utilization rate 66%
Average hours room used per week 53
- Teaching Laboratories
ASF per student station (See Exhibit IV-D)
Station utilization rate 85%
Average hours room used per week 27.5
- Offices, Office Service, Conference Rooms, and Reception Areas
ASF per FTE instructional staff 140
- Library/Learning Resources Facilities
Base ASF allowance 3,795
ASF for first 3,000 DGE 3.83
ASF per 3,001 - 9,000 DGE 3.39
ASF per for more than 9,000 DGE 2.94
- Instructional Media/AV, TV, Radio
Base ASF allowance 3,500
ASF per first 3,000 DGE 1.50
ASF per 3,001 - 9,000 DGE 0.75
ASF per for more than 9,000 DGE 0.25
Each component of these standards is mathematically combined with an appropriate form of enrollment to produce a total assignable square feet (ASF) capacity requirement for each category of space. The sum of these categories represents the total building requirement for the college.
Assignable Square Footage (ASF) Standard for College Laboratory Space
Listed below, in Table II-M, is the Title 5 state standard used to determine assignable square footage for laboratory space. The determination for assignable square footage for lecture is derived via mathematical calculation.
Table II-M
Assignable Square Feet (ASF) for Laboratory Space
Instructional Discipline |
TOPS CODE |
ASF/Station |
ASF/100 WSCH |
Biological Science |
0400 |
55 |
233 |
Business / Mgt. |
0500 |
30 |
128 |
Communications |
0600 |
50 |
214 |
Computer Info. Systems |
0700 |
40 |
171 |
Education/PE |
0800 |
75 |
321 |
Engineering/Tech |
0900 |
75 |
321 |
Auto Mechanic |
0947 |
200 |
856 |
Auto Technology |
0948 |
75 |
556 |
Aviation Maintenance |
0950 |
175 |
749 |
Fine/Applied Arts |
1000 |
60 |
257 |
Foreign Language |
1100 |
35 |
150 |
Health Occupations |
1200 |
50 |
214 |
Consumer Ed/Child Dev. |
1300 |
60 |
257 |
Law |
1400 |
35 |
150 |
Humanities |
1500 |
35 |
150 |
Library Science |
1600 |
35 |
150 |
Mathematics |
1700 |
35 |
150 |
Physical Science |
1900 |
60 |
257 |
Psychology |
2000 |
35 |
150 |
Public Affairs/Services |
2100 |
50 |
214 |
Social Science |
2200 |
35 |
150 |
Commercial Services |
3000 |
50 |
214 |
Interdisciplinary |
4900 |
60 |
257 |
Welding |
5341 |
90 |
385 |
Source: Maas Companies - Calculations based on
California Code of Regulations Title 5, Chapter 8 Section 57028
Computation of the FTE Instructional Staff
The sample worksheet (Table II-N) must be completed by the district with the submission of the five-year capital construction plan. This worksheet must be updated and submitted by the college each subsequent year. For long-term planning purposes, this worksheet is used to project future staffing for the instructional program.
Table II-N
Worksheet for Computing FTE of Instructional Staff*
Category |
Total Professional Instructional and Statutory Staff FTE |
Non-Instructional Portion FTE |
Net Total Statutory Staff FTE |
Instructors |
|||
Counselors |
|||
Department Admin |
|||
Librarians |
|||
Instructional Admin |
|||
Totals |
Source: Maas and Companies and Chancellor’s Office
*Please note that this chart must be completed prior to completing Five-Year Capital Construction Plan.
The five categories of full-time equivalent (FTE) staff are specified and defined as follows:
- Instructors: Included are the professional instructional staff for day, extended-day, and adult education, except those whose offices are located
in anoff campuslocation. - Counselors: Includes the professional counseling staff, special programs coordinators, extended opportunity program coordinators, statutory, and Title 5 required staff.
- Department Administrators: Includes professional staff responsible for coordinating or supervising departmental activities. This category is dependent upon the organizational structure of the college but is generally defined as the department chair for an instructional or support service area.
- Librarians: Professional librarians and directors of media services.
- Institutional Administrators: Professional administrators with responsibilities covering the entire institution such as a president, vice president, deans, business managers, etc. This category generally covers all administrators above the department level.
Non-State Space Standards
The state provides standards for utilization and planning for more than 60% of all types of spaces on campus. Capacity estimates for those remaining spaces, representing approximately 40%, are based on a combination of factors including the size and/or nature of the institution. Standards for the remaining types of spaces are presented in Table II-O. These standards were determined based on a national study of space standards and discussions with colleagues in the California community colleges and the chancellor's office.
Table II-O
Assignable Square Footage for Non-State Standard Space Categories
Category of Space |
Basis |
ASF Factor |
Non-class Laboratory |
0.095ASF per headcount student |
0.095 |
Teaching Gym |
Greater of 2.5 ASF per FTES or 35,000 ASF |
2.5-35,000 |
Assembly/Exhibition |
ASF Equal to Student Headcount |
100% |
Food Service |
0.60 ASF per Student Headcount |
0.60 |
Lounge |
0.67 ASF per FTES |
0.67 |
Bookstore |
1,500 ASF plus 0.67 ASF per Student Headcount |
0.75 |
Health Service |
ASF Allowance |
1,200 |
Meeting Room |
0.333 ASF per Student Headcount |
0.333 |
Childcare |
Greater of 0.4 ASF per Headcount or 6,000 ASF (Also, See State Child Care Standards) |
0.40 – 6,000 |
Data Processing |
ASF Allowance |
5,000 |
Physical Plant |
ASF Allowance |
5% of Total |
All Other Space |
ASF Allowance |
2.5 % of Total |
Source: Maas Companies & Chancellor’s Office
Methodology and Projections for Future Capacity;
The determination of future capacity requirements for Gavilan College is included in the following methodology:
- Enrollment estimates, or the appropriate form thereof, were applied in combination with appropriate space planning standards (space planning standards were presented in the preceding pages) to result in a total space requirement in ASF by type of space.
- The current space inventory for the college was subtracted from the total space requirements described above in step one to result in the net ASF need by type of space for the projected ten-year facilities plan.
- The result, net assignable square footage by type of space for the ten-year cycle, was translated into the facility codes used by the state to evaluate and authenticate the space needs projections.
The quantifiable calculations for assignable square footage began with Table II-F, the credit instructional offerings and WSCH for the college for fall 1998. Tables II-G through II-K project the sections of class and WSCH that will be generated by each instructional discipline as the college achieves the projected enrollment of 8,000 students. The WSCH information generated becomes the basis for the projection of future facility requirements for the college.
Assignable Square Footage for 6,500 Students
Table II-P provides a projection for the assignable square footage required to meet lecture and laboratory space needs for an enrollment of 6,500 students.
TABLE II-P
Projection of Lecture and laboratory ASF for 6,500 Students
Target Year – 2005
Instructional Discipline |
TOPS CODE |
# of Sections |
Lecture ASF |
Laboratory ASF |
Total ASF |
Biological Science |
0400 |
12 |
278 |
2,265 |
2,543 |
Business / Mgt. |
0500 |
16 |
508 |
267 |
775 |
Communications |
0600 |
21 |
706 |
881 |
1,587 |
Computer Info. Systems |
0700 |
54 |
788 |
3,140 |
3,927 |
Education/PE |
0800 |
39 |
456 |
10,234 |
10,690 |
Engineering/Tech |
0900 |
10 |
122 |
3,630 |
3,752 |
Fine/Applied Arts |
1000 |
38 |
704 |
6328 |
7,033 |
Foreign Language |
1100 |
13 |
559 |
345 |
905 |
Health Occupations |
1200 |
13 |
265 |
1,986 |
2,252 |
Consumer Ed/Child Dev. |
1300 |
19 |
575 |
1,148 |
1,722 |
Law |
1400 |
0 |
0 |
0 |
0 |
Humanities |
1500 |
95 |
4,255 |
1,653 |
5,908 |
Library Science |
1600 |
0 |
0 |
0 |
0 |
Mathematics |
1700 |
34 |
1,903 |
740 |
2,643 |
Physical Science |
1900 |
15 |
337 |
3,030 |
3,367 |
Psychology |
2000 |
11 |
560 |
103 |
664 |
Public Affairs/Services |
2100 |
10 |
399 |
105 |
504 |
Social Science |
2200 |
36 |
1,643 |
302 |
1,946 |
Commercial Services |
3000 |
5 |
275 |
2,054 |
2,329 |
Interdisciplinary |
4900 |
103 |
2,050 |
3,071 |
5,121 |
New/Re-eng.’ed Progs ** |
39 |
924 |
5,382 |
6,306 |
|
TOTAL |
583* |
17,308 |
46,664 |
63,972 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned. ASF has been determined using a factor of 375/100WSCH.
Assignable Square Footage for 8,000 Students
Table II-Q provides a projection for the assignable square footage required to meet lecture and laboratory space needs for an enrollment of 8,000 students.
Table II-Q
Projection of Lecture and Laboratory ASF for 8,000 Students
Target Year - 2010
Instructional Discipline |
TOPS CODE |
# of Sections |
Lecture ASF |
Laboratory ASF |
Total ASF |
Biological Science |
0400 |
15 |
355 |
2,894 |
3,249 |
Business / Mgt. |
0500 |
22 |
810 |
427 |
1,237 |
Communications |
0600 |
24 |
898 |
1,120 |
2,017 |
Computer Info. Systems |
0700 |
63 |
1,189 |
4,740 |
5,959 |
Education/PE |
0800 |
48 |
571 |
12,827 |
13,399 |
Engineering/Tech |
0900 |
14 |
195 |
5,868 |
6,063 |
Fine/Applied Arts |
1000 |
45 |
865 |
7,772 |
8,637 |
Foreign Language |
1100 |
16 |
723 |
446 |
1,170 |
Health Occupations |
1200 |
15 |
342 |
2,562 |
2,904 |
Consumer Ed/Child Dev. |
1300 |
21 |
716 |
1,430 |
2,146 |
Law |
1400 |
0 |
0 |
0 |
0 |
Humanities |
1500 |
104 |
4,738 |
1,841 |
6,579 |
Library Science |
1600 |
0 |
0 |
0 |
0 |
Mathematics |
1700 |
37 |
1,971 |
766 |
2,737 |
Physical Science |
1900 |
19 |
408 |
3,662 |
4,070 |
Psychology |
2000 |
13 |
731 |
135 |
866 |
Public Affairs/Services |
2100 |
13 |
519 |
136 |
656 |
Social Science |
2200 |
46 |
2,250 |
414 |
2,664 |
Commercial Services |
3000 |
0 |
0 |
0 |
0 |
Interdisciplinary |
4900 |
128 |
2,548 |
3,816 |
6,364 |
New or Re-eng’d Progs** |
70 |
1,582 |
9,219 |
10,801 |
|
TOTAL |
713* |
21,413 |
60,074 |
81,487 |
Source: Maas Companies Projections
* Class sections are projected on the basis of "net" number of sections. Excluded are off-campus work experience, combined and open enrollment courses, and sections with zero attendance.
** "New or Re-engineered Programs" are programs that are yet to be determined. They may be new programs/curricular offerings or existing programs/curricular offerings that the college has decided to re-engineer. As such, a TOPS code listing has not been assigned. ASF has been determined using a factor of 375/100WSCH.
Calculation of Net Assignable Square Footage (ASF) of Space for 8,000 Students:
Using data from the previous tables for calculating both prescribed state space standards and non-space state standards, Table 38 provides a net assessment for assignable square footage of all campus facilities to meet the needs of a student enrollment of 8,000. The data provided is formatted to be consistent with the state code for facilities. The forecast is based on a ten-year period with a target year of 2010.
Table II-R
Building Requirements For 8,000 Students
Target Year 2010
Space Category |
Description |
Current Space Inventory |
ASF for 8,000 Students |
Additional ASF Needed 2010 |
000 |
All Other |
0 |
0 |
0 |
100 |
Classroom |
25,525 |
21,413 |
<-4,112> |
210-230 |
Laboratory/Lab. Service |
55,113 |
60,074 |
4,961 |
235-255 |
Non Class Lab./Service |
644 |
2,035 |
1,391 |
300 |
Office/Conference |
20,828 |
23,982 |
3,154 |
400 |
Library |
17,829 |
32,325 |
14,496 |
520-525 |
Physical Education (Indoor) |
19,085 |
35,000 |
15,915 |
530-535 |
Instructional Media (AV/TV) |
6,707 |
11,750 |
5,043 |
540-555 |
Child Care, Clinic |
2,411 |
6,000 |
3,589 |
580 |
Greenhouse |
373 |
665 |
292 |
610-625 |
Assembly/Exhibition |
13,427 |
8,000 |
<-5,427> |
630-635 |
Food Service |
10,488 |
4,800 |
<-5,688> |
650-655 |
Lounge/Lounge Service |
2,605 |
3,264 |
659 |
660-665 |
Bookstore |
1,754 |
6,860 |
5,106 |
670-690 |
Meeting /Recreation |
1,073 |
2,664 |
1,591 |
710-715 |
Data Processing/Comp |
682 |
5,000 |
4,318 |
720-770 |
Physical Plant |
4,217 |
10,052 |
5,835 |
800 |
Health Service |
0 |
1,200 |
1,200 |
TOTAL |
182,761 |
235,084 |
52,323 |
Source: Space Inventory and Report 17, Chancellor’s Office, California Community Colleges and Maas Companies calculations based on California Code of Regulations Title 5, Chapter 8 Section 57028
Facility Planning Components
The previous sections of this chapter have outlined the quantitative aspects of the present and future facility needs for Gavilan College. Using this information as a guide, the consultant met with the College’s Facility Master Planning Committee to review the physical condition of the current facilities and to develop a long-term plan for future facilities for the college. A summary of the key issues identified as part of the process and the recommended solutions are presented in the sections that follow. Back-up documentation including the Annual space Inventory, 5-Year Capital Construction Plan, 5-Year Scheduled Maintenance Plan and enrollment projects are included in the appendices.
In assessing the facilities at the college, a series of site planning components were identified. These components were as follows:
- College Identity
- Community Outreach
- The Campus Architecture
- Land Utilization
- Facilities Which Support the College’s Instructional Program and Support Services
- Scheduled Maintenance Issues
As noted previously, the initial buildings at Gavilan College are approximately 40 years old. Additional buildings were added in the 1970’s but it has only been the last two years that any new buildings have been added to the campus. With 147 acres of property, the campus has the physical space to accommodate the projected future growth.
College Identity -Does the architectural form and orientation of the college create a message to the surrounding community by establishing a campus identity?
- There are two primary entrances to the College off Santa Teresa Boulevard. It is difficult to determine which entrance is the primary or "Front Door" of the College. The overall setting is excellent with the campus tucked into the base of the hills and the buildings arranged in a linear manner. The college makes a distinct architectural statement with the pre-cast stone exterior construction utilized throughout the campus. Open space and landscaped areas, including the golf course are prevalent around the perimeter of the campus.
- A preliminary visual assessment of the buildings from any of the perimeter roads gives the impression that the college was master planned with one, agreed upon architectural style. There are only a limited number of buildings that do not reflect this architecture. The existence of portable structures detract from the overall architectural theme.
- The campus signage is limited. This is an area that will need to be addressed as part of the refurbishment of the campus. Signs leading to parking areas are acceptable but pedestrian signs need to be improved.
- Parking can generally be accomplished. New students to the campus may park in the visitor’s area and proceed directly to the Student Union building. Other student services are located in the library. As is the case with all colleges, parking is difficult at the beginning of each semester.
- The campus has been constructed in an incremental manner. However, the main cluster of instructional buildings are in close proximity and are connected by wide walkways. Access for disabled persons continues to be an area that needs to be addressed.
- Exterior lighting on the buildings, grounds and parking areas is fair but should be upgraded as part of the overall Facilities Master Plan.
Community Outreach -Are there plans to extend the educational programs and support services of the college throughout the college’s service area?
- Gavilan College is a single college district. The district also includes centers in Morgan Hill, Gilroy and Hollister. Any future programs will be integrated within the current structure.
- The college is presently pursuing partnerships and training programs with local businesses and industries. It is important that the activities result in public/private training programs with the local employers.
Campus Architecture -Does the current and planning architectural style of the campus offer students and employees a sense of order, consistency and an overall feeling that is conducive to learning?
- As indicated in the previous section, the architecture of the college provides a positive impression. The size and design of the pre-cast stone and glass exteriors provides a strong exterior statement.
- Upon detailed analysis, significant portions of the interior spaces do not support a modern, up-to-date learning environment. The existing classrooms and support service facilities do not provide a modern, flexible, technology-enhanced environment. Throughout the campus, the existing classrooms promote a traditional lecture or laboratory environment that offers the instructional staff limited flexibility. These are traditional lecture/laboratory spaces. These spaces do not support individualized learning or new technology systems.
- Future remodel projects for the campus will need to address how the current, traditional space can be modified to reflect a more open, accessible learning environment which supports new teaching technology and individual learning processes.
- The current space inventory for the college indicates there is currently an excess of lecture, office and laboratory space on the campus. When an enrollment of 8,000 students is achieved, classroom space continues to be in excess with a limited amount of demonstrated need for laboratory and office space. This means that future projects must address how the College can remodel existing lecture, laboratory, office, assembly and food service space to meet the needs of 8,000 students. Based on the square footage provided in the three buildings currently in planning or construction, the college will not be eligible for additional, new buildings in the foreseeable future.
Land Utilization -Is sufficient acreage available for the campus to expand to its proposed maximum build-out capacity? In responding to this question, the following items were mentioned:
- As stated earlier, the campus contains 147 acres of property. The campus has sufficient acreage and building sites to accommodate the projected enrollment of 8,000 students. In reality, it has the capacity to accommodate at least 15,000 students. The college does not have a parking problem. Ultimately, the college should expand the present parking to provide between 1,600 and 2,000 parking spaces when an enrollment of 8,000 students is achieved.
- Attention must be given to maintaining the building exteriors and campus landscaping. Attractive, open space is desirable on the campus. To date, the buildings and grounds of the college reflect good care and have served as the basis of a positive learning environment.
- During peak class times, the present walkways and access to the parking areas are busy but accommodate the student flow.
- There is a need to consider retrofitting and/or replacement of the infrastructure of the campus. Specific items to be addressed include roofs, communication/signal systems, electrical and mechanical systems and heating and air conditioning. Also, because of code changes, the college will need to address the fire prevention systems.
Facilities Which Support the College’s Instructional Program and Support Services
Does the current campus environment promote the delivery of instructional programs and support services or does it undermine the process of learning?
- As noted previously, the college has an excess of lecture and laboratory space. A major concern is the updating of current space to accommodate the changes in technology and instructional delivery systems. The present facilities are traditional lecture/laboratory facilities and many do not provide the infrastructure (electrical, and communications, in particular) or flexibility needed in today’s changing instructional program needs. In addition, upon reviewing the class size data in relation to room capacities, the actual square footage in some rooms is far beyond that needed for the class size assigned to the room thus creating an immediate shortfall in facilities utilization. To a great extent, facilities are dictating the manner in which instructional programs and support services are provided. The concept of developing multi-functional instructional spaces that can be used for lecture, laboratory, demonstration or distance learning is critical. Such spaces can be classified as "Remodel for efficiency" projects and thus meet guidelines for state supported projects.
- As part of the master planning process to address the additional needed ASF, it appears the best options for the state funded, 5-Year Capital Construction Plan would be:
a. Life/Safety Projects
b. Remodels for Efficiency
c. Remodel for Technology
- As part of the Educational Master Plan--Unit Planning Guide process, faculty and staff identified the following facility concerns:
- The college needs to provide additional technology systems throughout the campus, a topic to be specifically addressed in the Technology Plan.
- The physical plant at Gavilan College is aging and there is a continuing need to provide human and financial support for increasing maintenance and operations issues.
- In the establishment of budget priorities, the college should continue to address the physical environment of the campus, including both building needs and grounds maintenance.
- The college should continue to give the highest priority to health and safety issues in the day-to-day maintenance of facilities.
5055 Santa Teresa Boulevard