Standard II.C Student Support Services
Evidence for Standard II.C.1
Gavilan College offers a wide variety of traditional support services as well as those directly related to new initiatives and mandates, such as Student Success and Support Program (SSSP), Student Equity and the new Student Equity and Achievement (SEAP) block grant.
Student service programs are assessed annually and every six years through the program review process with the Institutional Effectiveness Committee / Program Integrated Planning and Review Committee (IEC/PIPR). During this process, programs use qualitative and quantitative data to review their effectiveness, paying close attention to all students served including those in Distance Education (II.C-1, II.C-2).
Gavilan College emphasizes program integration, data collection, and attention to emerging mandates. Increasing student outcomes is a high priority, as are better ways of collecting data, and assessing services related to student achievement. Student surveys, focus groups, and other activities are used for assessment to identify evidence of quality and areas that need improvement (II.C-3). For example, the Tutoring Center regularly evaluates its effectiveness through student evaluations given twice every semester. Survey results are then used to propose programmatic changes, including requests for additional resources, through program review (II.C-4, II.C-5).
At the macro level, Gavilan College administered the Community College Survey of Student Engagement (CCSSE) during Spring 2018 (II.C-6), and reviewed the results at the August 28th Leadership Council meeting (II.C-7). Results will be used to further focus on strategic planning for the College’s future.
The Gavilan College satellite sites offer a variety of student services. The Gavilan Hollister site (II.C-8, II.C-9, II.C-10, II.C-11), and the Gavilan Morgan Hill site (II.C-12, II.C-13, II.C-14) collect data from annual surveys to evaluate students’ awareness of the services provided at the sites. The information collected includes the types of student services offered, awareness of services, necessary improvements, and course offering preferences. As the results of the Educational Master plan are implemented, additional service analysis will be needed to meet the ongoing needs of the College’s satellite sites. Using program plans linked to student learning outcomes, the sites are able to make budget requests for changes or additions. This work is done in conjunction with other departments such as Financial Aid and Admissions and Records. The site directors also work with the instructional deans to evaluate emerging course needs and sequencing. The Gavilan College Coyote Valley site does not yet offer a large number of Gavilan courses, but full-time staff is available to answer general enrollment questions and connect students to services.
The Distance Education (DE) program distributes an online survey through Gavilan iLearn to all online students each semester and collects data to improve its services (II.C-15). Through cyclic program review and annual program planning, the College ensures that DE students have access to the same student support services that on-campus students receive (II.C-16). In addition, The DE Coordinator attends meetings for Academic Support Services Group and other shared governance committees on campus to provide advice (II.C-17). The coordinator also collaborates and makes recommendations for services for DE as needed.
Analysis and Evaluation for Standard II.C.1
The College meets the Standard and ER 15. The Student Services division works collaboratively both interdepartmentally and with instruction to provide support services to students at all stages in their academic pathway. Services are regularly evaluated and offered in individual, group, and virtual formats. The division focuses on access, Equity, and student achievement, and faculty and staff participate in professional learning, annual program evaluation, and continuous improvement analysis.
The institution identifies and assesses learning support outcomes for its student population and provides appropriate student support services and programs to achieve those outcomes. The institution uses assessment data to continuously improve student support programs and services.
Evidence for Standard II.C.2
Gavilan College provides a wide range of support services (See II.C.1), including those for specific student populations; all are intended to support student success and equity. All student support services are evaluated through the formal program review process as well as through informal student satisfaction surveys. Learning support outcomes are assessed through the program review process. Assessment data is used to continually improve services, student access, and support for student success, with increasing attention given to student achievement, completion, and collaboration with Instruction.
Defined Student Learning Outcomes
Student Services has responded to new mandates, such as the passage of the Student Success and Support Programs (SSSP) and Student Equity and integration between Student Success and Support Program, Basic Skills and Equity (SEAP). Student success and equity outcomes are now part of the Student Services program planning process (II.C-18).
Gavilan College’s Student Services division approached the Student Success and Support Program (SSSP) and student equity planning in a holistic way. Beginning in 2013, student services participated in regular in-services to collaborate and to disseminate student success related values, priorities, and initiatives. A process was undertaken to re-envision unit and program goals and begin identifying metrics to support student equity and student success goals. Related initiatives are reflected in the evolving SSSP outcomes assessment (II.C-19) as well as short- and long-term programmatic goals (II.C-20).
Examples of overlapping outcomes embedded across the College include:
- Decreased time to degree completion
- Local area high school students increasingly engaged with bridge services, High Step (Gavilan courses offered at high schools) (II.C-21), and skills building (boot camps)
- Enhanced matriculation process for strong student transitions involving counselors and services, retention staff, etc.
- Increased persistence and retention via intentional follow up
- Reduced financial aid disqualifications and follow up with students missing financial aid documents
- Enhanced tracking and recognition of student progress and success
- Improved percentage of students who progress from pre-college to college level course completion through Acceleration, boot camps, etc.
In addition, new SLOs were established and will be addressed in program review, including:
● Equity: Students will access Gavilan College support services and achieve in increasing and proportionate numbers; and
● Student Success: Students will complete core matriculation steps in increasing and proportionate numbers; students will identify and use College resources that support student success.
Assesses and Uses Data for Improvement
The Community College Survey of Student Engagement (CCSSE) was administered in Spring 2018 and included additional supplemental questions provided by the College to address local issues and priorities (II.C-6). The findings will be used to evaluate student engagement across the campus, including effective practices, areas of highest to lowest student engagement, and student connection to the College.
As part of its evaluation process, Financial Aid assessed Pell grant volume over a ten year period and discovered a downward trend for Pell awards (II.C-22). In Spring 2017, the department requested and received approval from the Budget Committee for purchase of an online document management system, Campus Logic, to allow Gavilan students to submit required forms online, eliminating need for paper documents (II.C-23). The department is presently evaluating the decline in College Promise (formerly BOG) grants to determine whether the decline is related to a change in demographic or other condition (II.C-24). A soft launch of the College Promise (AB 19) occurred Fall 2018.
EOPS Program plans are required by the Chancellor’s office every year and the plan must include a narrative of program accomplishments achieved in the previous year, including but not limited to information on the number of students served, program objectives achieved, student success, student awards, outreach efforts, advisory committee involvement and overall program evaluation. The office of Research, Planning, and Institutional Effectiveness completed an EOPS Quantitative Outcomes Assessment in July 2018, which provides valuable information about program successes and areas for improvement (II.C-25).
The Career/Transfer Center regularly surveys program participants in workshops, job/career fairs, college tours, and other activities. The survey results are reviewed by the event committee/ facilitator and Career Transfer Center. The surveys assess the degree to which the student feels that the transfer/career activities and workshops, including Transfer Day and Career Fair, have helped in transfer/career understanding and planning. The results are used to modify and reinforce the student’s career/transfer strengths. The Career/Transfer Center has continued to expand services when the coordinator position was restored after the recession (II.C-26), and is collaborating with CE, Student Equity, Retention and other efforts on campus.
Analysis and Evaluation for Standard II.C.2
Various ongoing assessments are conducted and evaluated to improve services and outcomes. SLOs have been assessed and updated as new mandates such as SSSP, Equity and integration have occurred. New retention positions in both Student Services and Instruction are collaborating and creating bridges to monitor student progress more intentionally. All student support services are assessed for both service area outcomes and program quality through the formal program review process as well as student satisfaction surveys and other means. Based on these processes, Gavilan College student support services continuously improve to serve students effectively and assist in achieving institutional outcomes.
The institution ensures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to students regardless of service location or delivery method. (ER 15)
Evidence for Standard II.C.3
In support of the College’s mission of cultivating “learning”, for all day, evening, on campus and Distance Education students, the College offers comprehensive student support services at Gavilan College, online, and by appointment in off-campus locations. The College has developed application processes that are accessible for different populations, especially in the area of Noncredit programs (II.C-27).
Core student support services include Admission and Records, the Accessible Education Center, Counseling, Financial Aid, Outreach, the Welcome Center, and tutoring resources. Services are delivered through a variety of methods and are scheduled at times that meet the needs of as many students as possible. Delivery methods include the website and student portal (II.C-28), various online learning platforms, a variety of day and evening hours on the Gilroy main campus and at the satellite sites, as well as virtual appointments and assistance through the recently-launched Cranium Cafe (II.C-29).
Additional services at the Morgan Hill and Hollister satellite sites include: accommodations for students with special needs, Extended Opportunity Programs and Services (EOPS), online tutoring (NetTutor) and in-person tutoring, and counseling. Site directors provide application workshops and assist with registration and other outreach services as needed.
The Admission and Records Office is responsible for admissions, records, evaluations, registration, graduation and transfer services. Core services are available at the Gilroy campus, with some services available at the Morgan Hill, Hollister, and Coyote Valley sites. Most enrollment services can be completed online (II.C-30).
The Accessible Education Center (AEC), formerly known as the Disability Resource Center, provides support to students with verifiable disabilities, including accommodations and academic adjustments to enhance students’ chances of achieving their educational goals. AEC offers daytime office hours at the Gilroy campus and is currently assessing the level of student need at the Morgan Hill and Hollister sites; presently services are available by request, with in person appointments available in Hollister for Fall 2018. Students can call for appointments or with questions about services directly to 408-848-4767 or TTY 408-846-4924. A variety of links on the AEC website provide distance education students with information about community and College resources (II.C-31). Cranium Cafe will also be used as online counseling (II.C-32).
The Assessment and Testing Office currently offers assessment services for new and continuing students, including diagnostic testing in math and English. Testing is offered at both Gavilan College in Gilroy and in Morgan Hill and Hollister as well as on-site at local high schools during the annual recruiting cycle. The English and math placement tests are given during scheduled sessions and by appointment at both Gavilan College and the Morgan Hill and Hollister sites. Practice tests for English and math are available online, to assist students in properly preparing for the exams (II.C-33).
Assessment testing is offered days, evenings and Saturdays on the main Gilroy campus, and at the Hollister and Morgan Hill sites. The Placement test schedule is developed with student needs in mind, and additional test sessions are added as needed.
The College has always used a variety of assessment measures to place students, such as standardized tests, Advanced Placement, and prior course history. Effective Spring 2018, the College implemented multiple measures criteria per AB 705 and the Research and Planning Group’s best practices. Multiple Measures, using both CCCApply self-reported Grade Point Average (GPA), and a branching tool on the Assessment website and transcript verification, will be continued with the expectation that Accuplacer will be phased out in January 2019. As the use of high school GPA and coursework becomes the assessment norm, reevaluating the use of the Assessment Center will take into consideration additional assessment, proctoring and other testing services. This could include expanding Accessible Education Center (AEC) services.
The Counseling Department provides programs, classes, orientations, and academic, career, and personal counseling to all Gavilan College students. General Counseling services are scheduled during the day and evening in both winter and summer. Scheduled appointments and walk-in services are offered throughout the year. In addition to offering in-person counseling services at the Gilroy, Morgan Hill and Hollister sites, The Counseling department also offers extensive online services. In Spring 2018 virtual counseling sessions were implemented. Virtual appointments using Cranium Cafe reduce the need for face-to face meetings and provide services for students who have transportation barriers (II.C-29).
Several new counselors hired with SSSP, Equity, Basic Skills, U.S. Department of Education and other funds were assigned to specific areas, such as Athletics, Basic Skills, Veterans, CE and STEM.
After SSSP implementation, pre-orientations called “Kick Starts” were offered in multiple formats to best fit students’ needs, including online, in person (available at Morgan Hill, Hollister, local high schools, and the Gilroy campus), and to special cohorts of students. In Spring 2018, an on-demand, online orientation, using interactive software, was implemented, replacing the in-person workshop. Campus programs have also developed unique orientations. A First-Year seminar course, Guidance 210, is taught by counselors and concludes the orientation process for new students. Guidance 210 classes are offered during the day, in the evening, and on weekends in Hollister, Morgan Hill, and Gilroy, at local high schools, and online.
In conjunction with a local mental health agency, students requiring in-depth therapeutic, short-term counseling sessions can connect with mental health interns twice a week on campus. Interns evaluate the level of care needed and can refer students, as needed, to local agencies for long-term services.
In addition to offering counseling services during business hours at all campuses, the Counseling Office regularly offers in-person counseling in the evening hours, usually three times a week, and more often during peak times (II.C-34).
The Financial Aid Office provides eligible students with financial aid from a variety of federal and state programs for school and living expenses. Staff at the main campus and the Morgan Hill and Hollister sites are in regular contact and meet on a regular basis to coordinate upcoming registration and application cycles and stay current on new regulations and processes. Offices offer extended hours, including one evening per week. Expanded hours are offered during peak registration periods as well. The Financial Aid website provides a wealth of online resources including policies, disbursement schedules, forms, and announcements (II.C-35).
The Welcome Center, located in the student services building at the Gilroy Campus and in the lobby at the Hollister Campus, is the first point of contact for all new and returning students seeking assistance with admissions and records, financial aid, counseling, student health services, and other campus support programs. The center is staffed by well-trained student peer mentors, and provides access to computers to print required documents. The mentors assist students with the matriculation process, filing applications and forms, purchasing parking permits, scheduling counseling appointments, and setting up student portal accounts. Welcome Center services are offered during peak registration times at the Morgan Hill Campus (II.C-36). Peer mentors are encouraged to complete a Leadership course, and work toward a Leadership certificate.
Gavilan College provides tutoring as a learning support service in a variety of disciplines, formats, and locations including online tutoring. Tutoring resources are available at learning centers and labs spread across the Gilroy campus as well as limited services at satellite campuses in Hollister and Morgan Hill. Free peer tutoring, whether face-to-face or online, is available to all students, including Coyote Valley and Distance Education students.
Online tutoring with NetTutor is available 24/7 and can be accessed from the student’s computer, laptop, or mobile device. Online tutors are subject matter experts who are trained to engage students using the Socratic Method. Every tutor has at least a BA and experience teaching or tutoring in the American education system. Tutoring training is aligned to CRLA/ATP guidelines, and tutors participate in ongoing professional development. All NetTutor sessions are private and one-on-one. Sessions are recorded and saved in the student’s private archive. NetTutor is FERPA compliant (II.C-37).
Analysis and Evaluation for Standard II.C.3
The College meets the Standard and ER 15. Gavilan College provides appropriate, comprehensive, and reliable student support services for students using multiple methods that assures equitable access for all. Student support services are offered face-to-face at both Gavilan College and the Morgan Hill and Hollister off-sites as well as online. The majority of students attend face-to-face classes at the Gilroy campus, which is where most of the student service are located are located. Student services are available at the Morgan Hill and Hollister satellite sites where hours are more limited due to lower enrollment. Many services provide extended hours during peak times to accommodate student need.
The College is evaluating the need for additional services at Coyote Valley as class offerings expand. Full time Admissions staff were assigned to the site in Fall 2017.
Co-curricular programs and athletics programs are suited to the institution’s mission and contribute to the social and cultural dimensions of the educational experience of its students. If the institution offers co-curricular or athletic programs, they are conducted with sound educational policy and standards of integrity. The institution has responsibility for the control of these programs, including their finances.
Gavilan College provides athletes with the opportunity to compete in an intercollegiate athletic program. As part of the overall mission of the College, intercollegiate athletics cultivates learning and personal growth in students of all backgrounds and abilities. Intercollegiate athletics is committed to providing equitable opportunities and fostering success for all members of the diverse community the College serves (II.C-38). In accordance with Title IX of the Education Amendments Act of 1972, the Kinesiology and Athletics Department is fully committed to the principles and practice of equal opportunity for men and women. In addition, the department is dedicated to creating an environment that values cultural and gender diversity and does not discriminate on the basis of gender, race, ethnicity, religion, sexual orientation, or socioeconomic status (II.C-39).
The athletic program staff at Gavilan College is committed to sound education policies that allow student-athletes to physically and mentally challenge themselves to excel in a competitive atmosphere through participation in a varsity sport. Through Board Policies (II.C-40) and Administrative Procedures (II.C-41), Gavilan College is an active member in good standing within the California Community College Athletic Association (CCCAA), the governing body for community college athletics in California (II.C-42), and agrees to abide by all the rules of the CCCAA and the Coast Conference (II.C-43). In addition to general guidelines provided by the Gavilan College Student Code of Conduct (II.C-44), student-athletes must also follow the Student-Athlete Code of Conduct participation agreement (II.C-45). To participate, each student-athlete must sign this code acknowledging he or she is aware of the additional standards and expectations required for participation. Student-athletes must also maintain progress toward an educational goal, carry a full-time unit load, and maintain a 2.0 cumulative grade point average to compete on a college intercollegiate athletic team (II.C-46).
In Fall 2017, Gavilan’s football team was found to be in violation of multiple recruiting bylaws. The institution, under the direction of the College President, the Dean of Kinesiology and Athletics/Athletic Director, and legal counsel took immediate action to address the violations, self-report investigation findings, and improve upon processes to ensure that these violations do not repeat themselves in the future (II.C-47, II.C-48).
The intercollegiate athletic teams which currently compete at Gavilan College are football, men’s soccer, women’s indoor volleyball, men’s and women’s basketball, men’s baseball, women’s beach volleyball, and women’s softball. Gavilan College uses an athletic interest survey to identify prospective student-athlete interests (II.C-49). The data is reviewed every year by the Kinesiology and Athletics department to gauge athletic interest. The athletic interest survey shows that Gavilan College is offering the appropriate men’s and women’s athletic programs.
Funding for athletic teams is provided by the District. Operational costs associated with athletic teams that are not covered by the District budget are compensated by the Department’s booster fundraising accounts overseen by the Gavilan College Educational Foundation (II.C-50).
Given that many athletes at Gavilan are from underrepresented, low income populations, the College created a full time athletics counselor position. This counselor works with the Equity liaison, the Behavior Intervention Team, and tutoring services to improve student outcomes and increase wrap around services.
Associated Students of Gavilan College (ASGC) (II.C-51) also serves an important role in encouraging student involvement, professional and personal skill development, and leadership development. ASGC leaders participate in leadership and parliamentary procedure training through their attendance in bi-annual statewide conferences, such as the California Community College Student Affairs Association (CCCSAA) Conference and the Student Senate for California Community College (SSCCC) General Assembly Conference (II.C-52, II.C-53, II.C-54). ASGC leaders advocate for Gavilan College students through shared governance committees, councils, and task forces at local, regional, and state levels. Currently two ASGC members serve as Directors for Legislative Affairs and Systems Affairs for Region IV.
ASGC provides direct support to students through textbook and other scholarships. ASGC allocates $15,000 each year for textbook scholarships and awards qualifying students up to $200 each (II.C-55). In addition, ASGC also allocates $8,000 each year for scholarships dedicated to new, continuing, transfer, and ESL students who have demonstrated leadership.
Gavilan College also has a vibrant community of clubs that reflect the variety of interests of the student body. The list of clubs appeals to a multitude of student interests, including academic, cultural, political, social, and special interests. Some examples of student interest clubs include The Comm Club, the Film Club, the Literary Club, the Pride Club, and the Veterans Club. Many of the clubs are involved with the local community through Service Learning and Civic Engagement projects, such as the Veterans Club fundraising and participation in the Walk-A-Mile in Her Shoes event.
The Inter-Club Council (ICC), under ASGC, sponsors two club days each semester, which give interested students an opportunity to learn about the various clubs on campus and allow clubs to increase their memberships. Another function of ICC is to provide funding and event clearance in an effective, organized, and fair manner so that all clubs have the opportunity to thrive. Funds are available to all active clubs. Funding for these opportunities primarily comes from ASGC, which is the governing body over the student fees that each student pays annually (II.C-56).
Most student life activities and events are scheduled during College Hour, Tuesdays and Thursdays 12:50pm-1:50pm.Though College Hour was intended to provide students, faculty, and staff the opportunity to engage in meaningful events and activities, there has been an increased challenge to participation because of the high number of classes scheduled during this time.
Analysis and Evaluation Standard II.C.4
Co-curricular programs and athletic programs at Gavilan College contribute to the social and cultural dimensions of the educational experience of Gavilan College students. As part of the overall mission of the College, intercollegiate athletics provides equitable opportunities and fosters the success of student athletes. The Student Life Coordinator position liaises with Instruction, clubs, student government, student health and wellness and fosters a collaborative and holistic focus on students.
Gavilan College’s commitment to nondiscrimination is clearly articulated in its athletics and co-curricular programs. These programs are conducted with sound educational policy and standards of integrity. Gavilan College has responsibility for the control of these programs, including their finances.
The institution provides counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function. Counseling and advising programs orient students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information about relevant academic requirements, including graduation and transfer policies.
Evidence for Standard II.C.5
Gavilan College’s Counseling Department offers counseling services to prospective, new, and returning students. The counseling faculty assist students in developing educational and career plans to efficiently achieve their goals. Counseling faculty develop educational plans for all students seeking transfer, degrees and certificates, basic skills English as a second language (ESL) education, and lifelong learning. Counselors also provide orientations to help students transition to college life and develop strategies to overcome barriers to college success. Counselors host workshops and classroom visits to assist in the transfer process. Counseling appointments, in-person or online, are one-on-one and highly personalized to meet the unique needs of each student (II.C-57).
Counselors offer classroom presentations to ESL credit and noncredit classes. Counseling faculty teach college success and career planning courses to provide students with success strategies in developing educational and career goals. The Department has designated counselors at the Morgan Hill and Hollister sites. In addition, counselors with various specialty areas support programs in CTE, Basic Skills, STEM, MESA, Non-Credit, Veterans, EOPS, CalWORKS, Foster Youth, AEC, Trio, and Athletics. The Department is collaborating with the Guided Pathway task-force to ensure efficiently mapping courses and creating meta-majors (II.C-58).
Additionally, counseling faculty are represented on College governance and planning committees such as the Facilities Planning Committee, Student Success Committee, Equity, Academic Senate, the Curriculum Committee, Basic Skills, and the Distance Education Committee.
The Counseling Department also provides asynchronous online counseling services and, effective Spring 2018, is offering virtual synchronous services. Regular evening individual counseling appointments are offered at the Gilroy, Morgan Hill and Hollister sites.
The “Kick Start” pre-orientation, covers a variety of topics, such as financial aid, enrollment services, counseling services, student conduct, and transportation, and includes the completion of the student abbreviated education plan (II.C-59). Prior to Fall 2017, sessions were offered in person and via a distance education platform at all sites and local high schools (II.C-60, II.C-61, II.C-62). To expand delivery services, counselors developed an 24-hour interactive, customizable, pre-orientation program that includes the student education abbreviated plan and knowledge checks to ensure students comprehend and absorb the material.
Noncredit counselors continue to conduct face-to-face orientations for ESL and incarcerated students. These orientations are done in small group sessions in a classroom setting. Service is provided as needed (II.C-63).
Pre-orientation Kick Starts directs students to the First-Year seminar, which completes the requirements for the New Student Program. The First Year seminar provides information on college policies and procedures and student support services, which culminates in the completion of the comprehensive education plan. The First Year Seminar data for GUID 6, 210, 560 and KIN 1 is available through GIDS (II.C-64, II.C-65, II.C-66, II.C-67). Student seminar offerings are also tailored for individual needs, such as transfer, athletes, AEC, and Distance Education. The counseling faculty plan to develop a “second year” module to support Guided Pathways.
The college sponsors Super Saturday annually in May, a “not too late” event for graduating high school seniors. During this event, wrap around services and program representatives provide information and resources for students to enroll in their classes. The inaugural event took place on May 6, 2017 (II.C-68), with the second event occurring on May 5, 2018 (II.C-69, II.C-70).
Career/Transfer Center Activities
The Career/Transfer Center sponsors career and transfer events. Counselors deliver workshops on career exploration, Transfer Agreement Guarantee, Transfer Planning Preparation, University/College information, writing personal statements, next steps for accepted university student, application lab assistance for the University of California (UC/CSU) (II.C-71).
Transfer Day is an annual event hosted by the Career/Transfer Center each fall. Representatives from various CSU, UC, California private, and out of state colleges and universities attend. Students are encouraged to prepare transfer-related questions to ask representatives, to check their degree audit to track their degree and transfer progress, and to submit graduation or certificate completion paperwork (II.C-72).
The Counseling webpage offers additional transfer related information, including agreements with private/independent colleges; transfer preparation; agreements, and resources. Counselors provide individual assistance to facilitate the transfer process (pre/post transfer services).
Guided Pathways
The College is actively involved in the State Guided Pathways project, having submitted an implementation plan to the Chancellor’s office, and sent a cohort of faculty, staff, and students to Chancellor’s Office-sponsored workshops. There is a robust Guided Pathways Task Force and several academic programs have pilot pathways in development (II.C-73).
DegreeWorks Audit and Educational Planning Tool
Counselors use the DegreeWorks tool to help students track progress toward educational goals. They use the What If feature to review degree and certificate requirements for a multitude of educational goals and the Planner feature to develop one semester individualized comprehensive education plans (II.C-74, II.C-75).
Counselors collaborate with instructional faculty and department chairs to encourage two-year course projections and offer half-hour appointments to meet with students to discuss their career and educational goals and to develop a comprehensive educational plan as part of the First Year Seminar curriculum. The option is also available to students who do not complete the course. These outlines help students understand course rotations and provide a resource to Instruction for making course projection assessments.
Counselors visit basic skills and Career Education (CE) classrooms around campus to promote service and events that explain requirements for pathways to complete degrees and certificates.
Staff and faculty from a wide variety of departments provide in-service training to counselors during Counseling Department meetings. In addition, community agencies, university representatives, and industry representatives provide information and training during these meetings. These trainings are designed to increase counselor knowledge to share with students. Counselors regularly attend professional development in the form of conferences, webinars, workshops, with an emphasis on emerging trends in serving special populations (II.C-76).
Counselors consistently provide new and continuing counselors with training and information to ensure uniform counseling practices. A training handbook was revised in January 2017 and made available to all counselors in iLearn. Follow up assessment of training needs occurred at the end of the semester (II.C-77, II.C-78). New counselors are assigned a mentor counselor.
Collaboration with Faculty, Staff, and External Professionals
Counselors participate in faculty meetings and committees to discuss and develop cohesive program directions and goals. Counselors serve as instructional department liaisons and attend department meetings to share information and provide insight as to student needs. Guest speakers in counseling classes from other campus departments enrich counselors’ knowledge of relevant services, policies, course offerings, and other advising-related topics.
Analysis and Evaluation for Standard II.C.5
Gavilan College counselors host and participate in a wide range of activities to ensure that students understand the requirements of their program and receive services and support that will help them achieve their goals. Counselors teach courses, provide orientations and one-to-one sessions with students, and participate in developing and implementing learning communities and outreach programs. In addition, Gavilan College counselors both share information to educate faculty and staff who inform students and invite faculty and staff to provide information for their own learning—all of which contributes to personnel with the knowledge and skills to help Gavilan College students succeed.
The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER 16)
Evidence for Standard II.C.6
The institution ensures its admission policies are consistent with its mission by maintaining a membership and subscription to the Open CCCApply admissions application offered through the California Community Colleges Chancellor’s Office. Open CCC takes responsibility for accurately interpreting legislative policy and regulations for the community colleges of California.
The Student Services Division at Gavilan College regularly reviews, updates, and creates needed changes in order to keep admissions policies and procedures current, relevant, and in compliance with Title V and State Education Code and to meet the needs of the community and new mandates, such as Noncredit programs. These policies are clearly stated on the Gavilan College website (II.C-79, II.C-80).
Gavilan College has an open admissions policy and serves students of all ages. Eligibility to attend is satisfied by meeting at least one of the following requirements:
● 18 years old on or before the first day of instruction for the term of application
● high school graduate
● equivalent of a high school graduate, i.e., you have passed the GED or a state’s high school proficiency examination
Also, Gavilan College admits high school students and those under age 18 who have not yet earned a high school diploma or the equivalent and are currently attending high school. Students under the age of 13 or who are in 8th grade or below and wish to take classes may receive permission to attend based on the outcome of an interview with the VP of Student Services. More information about admission and enrollment policies for high school students or younger is available on the Gavilan College website (II.C-81).
International students may apply for admission in the credit program (II.C-82). These students must complete all forms required in the International Student packet plus meet a financial requirement for one year.
Additionally, Gavilan College provides courses within its Noncredit and Community Education Programs, offering courses within the Gavilan College community for self-enrichment and personal growth (II.C-83, II.C-84, II.C-85).
The College advises students on clear pathways to degrees, certificates, and transfer goals with the assistance of DegreeWorks, an educational planning tool that the student and counselor use to create schedule and degree or certificate completion planning.
A Retention Specialist was hired with SSSP funds to increase the number of students completing their programs and transferring. The Retention Specialist contacts students who have earned a certain number of units to remind them to review their educational plan with a counselor. Students within a certain percentage of completing their degree or transfer requirements are also contacted to meet with a counselor and complete graduation or transfer paperwork. The Retention Specialist also works with the Transfer counselor to facilitate the ADT process.
Counselors assigned to specific areas, such as Career Education and STEM, further advise students regarding their options for career, degree, and transfer options with the intent of increasing completion and achievement outcomes.
The College has been actively involved in laying the groundwork for the state Guided Pathways project. Plans are currently underway to define Gavilan meta-majors (II.C-86), integrate counselors into meta-major areas, and incorporate peer mentors into discipline blocks. In 2017-2018 several academic programs, such as Child Development (II.C-87) and Administration of Justice (II.C-88), had pilot pathways in development.
GECA
The Dr. T.J. Owens Gilroy Early College Academy (GECA) is a 9-12 grade high school that offers a college-prep program on the Gavilan College campus. Students are concurrently enrolled in both high school and college classes, many earning an AA degree by the time they have completed their high school diploma. GECA and College staff work closely together in such areas as enrollment management, security, curriculum, and degree completion. The GECA principal and Gavilan Vice President of Student Services (VPSS) meet monthly and the VPSS supports GECA during recruitment and senior project evaluations. The GECA counselor also works closely with instructional faculty on course needs projections, prerequisites, enrollment management and student support issues (II.C-89).
Analysis and Evaluation for Standard II.C.6
The College meets Standard II.C.6 and ER 16. Admission policies comply with state and community college system requirements and open admission aligns with Gavilan College’s mission of serving a diverse community through a variety of educational options. Admission requirements are clearly defined and accessible in various locations online. In addition, Gavilan College has created admissions documents accessible to non-traditional populations through Noncredit and ESL programs, which do not use CCCApply.
The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.
Evidence for Standard II.C.7
As stated in II.C.6, Gavilan College uses CCCApply for it admissions application, which provides validation and conforms to state regulations and system policies. The Colleges’ Assessment and Testing Office placement tests—English and math Accuplacer (II.C-90) - were validated when the test was first implemented and cut scores established. Regular additional validation of the instrument and cut scores did not occur due to a lack of institutional research resources. The Assessment office presently administers placement tests to new students as required by SSSP guidelines but will suspend placement for incoming students effective Fall 2019 per AB 705. Placement follow up is also offered to students enrolled in specialized math boot camps and summer bridge programs to determine placement advancement (II.C-91).
Prior to the passage of AB 705, the College piloted Multiple Measures on a limited basis with one target high school. Limited college level eligibility occurred in this cohort, but for those that were placed at college level, completion rates were on par with Research and Planning (RP) Group research (II.C-92).
In Fall 2017, the College implemented a branching tool based on the Sierra College model, developed in conjunction with RP Group data on placement criteria and best practices. Students are able to go to the Assessment website and use the tool to help determine their eligibility for college level courses. They are subsequently asked to submit a high school transcript for verification (II.C-93).
After further discussion, the English department requested using only self-reported Grade Point Average (GPA) from CCCApply. This evaluation began for new applicants entering Spring 2018. The math and English disciplines also modified initial branching criteria per input from RP Group research. Institutional Research will evaluate the effects of using multiple measures when Fall 2018 grades are available.
Based on direction from the Chancellor’s office, the College will terminate Accuplacer as a placement tool and move to full Multiple Measure assessment by Fall 2019. Future decisions will have to be made regarding the use of diagnostics or other assessment for students without transcripts, 9-11th grade concurrently enrolled, AEC, GECA students, or those without math proficiency.
Analysis and Evaluation for Standard II.C.7
The College regularly evaluates admissions and placement instruments and practices to validate their effectiveness.
The institution maintains student records permanently, securely, and confidentially, with provision for secure backup of all files, regardless of the form in which those files are maintained. The institution publishes and follows established policies for release of student records.
Evidence for Standard II.C.8
The College’s policies and procedures pertaining to student records are contained in Board Policy (BP) 5040 Student Records and Directory Information (II.C-94), Administrative Procedure (AP) 5040 Student Records and Directory Information (II.C-95), and AP 5045 Student Records—Challenging Content and Access Log (II.C-96). The Admissions & Records Office maintains documents completed by the student, such as applications, petitions, transcripts from high schools and other colleges, Advanced Placement levels, and College Level Examination Program (CLEP) scores for the period of time required by law. These records, as well as a permanent record of all academic work completed at the College, are maintained by the Director of Admissions & Records and are housed in the Banner SIS.
Following imaging, any destruction of documentation follows Board Policy and Administrative Procedure 3310 - Records Retention and Destruction (Il.C-97, ll.C-98).
The institution maintains all student records behind a locked office door with an alarm system until such time as any and all documents can be imaged via Xtender BDMS software in the Admissions & Records Office. Xtender software is only accessible on a limited number of staff computers and only to authorized users with login and password protection. All records containing personally identifiable information that constitutes an education record are protected under Family Educational Rights and Privacy Act (FERPA) regulation guidelines that are published annually on the College website (II.C-99) in the Student Rights, Responsibilities and Academic Standards Handbook (II.C-100) in the annual College catalog (II.C-101) and in the Semester Guide (II.C-102) each semester. Academic records prior to 1992 are kept on microfiche in the Admissions & Records office in a steel, fireproof vault.
Student Disciplinary files are kept within the Office of the Vice President of Student Services. Records prior to June 2017 have been scanned and are maintained in electronic folders with hard copies maintained on campus in the document storage facility.
Disciplinary files for incidents occurring after June 2017 are stored in the Maxient software system, which is maintained remotely by Maxient, LLC. These files are checked weekly by Maxient. Access to Maxient is limited with permission granted by the Office of the Vice President of Student Services. Requests for student disciplinary files/records follow AP 5040 (II.C-95).
External transcripts or test scores received from other institutions are matched weekly with enrolled students or applicants and scanned into Xtender software, which is backed up nightly. For employees, the Gavilan College District is in the process of implementing the formal process outlined in both BP and AP 5040 and the Banner Data Standards Guide Data Access Form. Furthermore, Admissions and Records and Financial Aid staff have completed FERPA training. MIS staff will complete a FERPA training video provided by the California Community College Chancellor’s Office (CCCCO).
Student records are released in accordance with FERPA regulations and Board Policy 5035: Withholding of Student Records (II.C-103) and AP 5040 (II.C-95).
The privacy of student records and exceptions under which the College may authorize access to student records are set forth in AP 5040. In addition, Gavilan College follows the U.S. Department of Education, Family Policy Compliance Office practices. Students may file a written complaint with the Family Policy Compliance Office regarding an alleged violation under FERPA. The complaint must be timely (submitted to the office within 180 days of the date that the complainant knew or reasonably knew of the violation) and state clearly and succinctly specific allegations of fact giving reasonable cause to believe that the school has violated FERPA.
Any currently enrolled or former student has the right of access to all of their Gavilan College academic records. Students wishing to inspect their records may obtain forms from staff in the Admissions and Records Office. The Director of Admissions & Records will make arrangements for access and notify the student of the time and place where records may be inspected. Qualified personnel will assist the students in interpreting their records, if necessary.
The Director of Admission & Records/Registrar will provide forms for any student who wishes to challenge the content of their records, excluding grades. Criteria and procedures exist and are followed when such challenges occur as described in AP 5045 (II.C-96).
Directory information includes: the student’s name, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, Currently, enrolled students may request that directory information be permanently kept confidential by filing a Request to Withhold Directory Information with the Admissions & Records Office.
Access to student records is allowed as identified below:
The College is required to respond to the written request of the student or in accordance with a legal subpoena or a judicial order. Others entitled to access without notification of the student are:
- Gavilan College officials and employees - may inspect records if they have a legitimate educational interest.
- Authorized representatives of the Controller General of the United States, the Department of Health, Education and Welfare, or the United States Office of Civil Rights; the administrative head of an education agency; and state education officials or their respective designees - may have access to information necessary to audit or evaluate a state or federally supported education program, or pursuant to a federal or state law.
- In response to an ex parte order, Gavilan College will release to the attorney general (or their designee) the educational records requested that are relevant to an authorized investigation or prosecution of an offense as listed in Section 23326 (g) (5) (B) of Title 18 United States Code or an act of domestic or international terrorism as defined in Section 2331 of that title.
- Other state and local officials or authorities - may inspect records in accordance with requirements of state law adopted prior to November 19, 1974.
Gavilan College may release information without student consent to:
- Officials of other public or private schools or school systems with legitimate educational interests, including local county or state correctional facilities where educational programs are conducted and/or where the student seeks or intends to enroll or is directed to enroll, subject to the rights of students as provided in Section 54610 of Title 5 Regulations on Student Records (Chapter 6, Division 5).
- Agencies or organizations at which a student has applied for or received financial aid, provided that personally identifiable information is released only as necessary to determine the student’s eligibility for aid, to decide on any conditions to be imposed, or to enforce those terms or conditions.
- Accrediting organizations carrying out their functions.
- Organizations conducting studies for educational agencies or institutions for the purpose of developing, validating or administering predictive tests and/or student aid programs, and improving instruction, provided that such studies are conducted in a manner that will not permit the personal identification of students or their parents by anyone except representatives of the organization and that any personally identifiable information be destroyed when no longer needed for the study.
- Appropriate persons in connection with an emergency, if such information is deemed necessary to protect the health or safety of the student or other person, or subject to such regulations as may be issued by the secretary of health, education, and welfare.
- All alleged victims of sexual assault on District property shall be kept informed, through the Title IX Coordinator (Associate Vice President of Human Resources) or the Campus Police of the status of any student or employee disciplinary proceedings or appeal (AP 3435, Discrimination and Harassment Investigations (II.C-104) and AP 3540, Sexual and Other Assaults on Campus (II.C-105).
- The Internal Revenue Service in accordance with provisions of federal law. A log is maintained in the Admissions & Records Office, as specified in California Education Code Section 76222, for each student’s record which lists authorized persons, agencies, or organizations requesting or receiving information from a student’s record without a judicial order, or a legal subpoena, or the student’s consent (II.C-94, II.C-95).
Analysis and Evaluation for Standard II.C.8
Gavilan College follows federal and state regulations and practices and Board policies and procedures in maintaining and releasing student records. The College maintains student records using secure mechanisms and procedures. It releases records as required and publishes those requirements on a regular basis in multiple forms, including the College’s website, catalog and semester guides.
Gavilan College provides wrap-around, student-centered services, responding to emerging needs and changing mandates. The division is focused on student advocacy and implementing programs and services based on best practices and continuous improvement. Areas of improvement include: Increased integrated planning and collaboration with Instruction and enhancing remote and evening services.
Standard II.C. Improvement PLans
- Guided Pathways Placement Models: Evaluate student assessment and placement processes and revise as the College moves into the new block grant model and supports Guided Pathways. Study and make determinations regarding the use of diagnostics or other assessment for students without transcripts, 9-11th grade concurrently enrolled, AEC, GECA students, or those without math recency.
- Student Engagement and Strategic Planning: Use Community College Survey of Student Engagement (CCSSE) results to further focus on strategic planning for the College’s future. Use Community College Survey of Student Engagement (CCSSE) findings to evaluate student engagement across the campus, including effective practices, areas of highest to lowest student engagement, and student connection to the College.
- Assessment Center: As the use of high school GPA and coursework become the assessment norm, reevaluate the use of the Assessment Center, taking into consideration additional assessment, proctoring and other testing services. This could include expanding Accessible Education Center (AEC) services.
- Expanded Services: Evaluate the need for additional services at Coyote Valley as class offerings expand.
- College Hour: Though College Hour was intended to provide students, faculty, and staff the opportunity to engage in meaningful events and activities, there has been an increased challenge to participation because of the high number of classes scheduled during this time. Assess whether changes are needed.
