Background Research and Data Collection
Overview
This chapter consists of an assessment of the external and internal environments (the "environmental scan") of the college. It provides the foundation for projections of future student participation rates, enrollments, occupational trends, new program development, and the development and expansion of student support services. The environmental scan, therefore, is one of the key elements in the creation of the Educational Master Plan. It informs consideration of new educational concepts and delivery systems. Additionally, it provides the basis for projecting future capital construction and staffing needs for Gavilan.
To complete the environmental scan the following agencies, boards, and commissions were consulted or referenced:
- U.S. Department of Commerce, Bureau of Census
- California Department of Finance, Economic Research Unit
- California Employment Development Department, Labor Market Information Division
- California Community College Chancellor's Office
- California Post-Secondary Education Commission
- Gilroy Economic Development Commission/Gilroy Chamber of Commerce
- Gavilan College Admissions and Records
- Retirement and Student Housing Market Analysis, Crown Research June, 2006
External Assessment
The following "external factors" have the potential for creating significant impacts on the college over the next decade. Statewide trends are based on the state's economy, demographic data, input from the state chancellor's office and the potential political impacts that might affect education. Regional factors and trends will also influence Gavilan College. Together, these trends have direct bearing on how Gavilan College plans for its future.
Key Statewide Trends
1. California's economy will slow along with the national economy over the next three to five years as interest rate increases and the slowdown in new housing construction impacts the overall revenues of the state.
Key economic forces for California are housing construction, consumer and government spending. Nationally, housing construction is slowing and in some parts of California (e.g., Sacramento) new housing construction has taken a downturn. Raising interest rates that have fueled cash out refinancing activities over the past years are rising and are expected to severely impact consumer spending. California's revenues were up sharply in FY 2006/07, giving the Legislature an opportunity to increase funding for educational institutions. As the economy slows, it is reasonable to expect that revenues available to education will taper off or even decline.
New industry bases are being formed such as Bioscience. California is establishing itself as a national center for stem cell research. The Bioscience industry is developing and will continue to see expansion into a wide number of applications.
Government spending for capital construction is expected to increase as many school districts have passed facility improvement bonds, maiking it possible to build new facilities and renovate existing ones. Construction spending by government agencies will continue to provide a solid source of revenue for many portions of the construction industry within California.
Considerations for Gavilan College:
- The college can expect relatively stable funding (2-5% growth) from the state over the next three-year period. Funded growth for the college is 2.10% for the 2006/07 rising to 4.85% in FY 07/08.
- Gavilan College can capitalize on California's emerging employment growth areas (i.e. Bioscience and Construction) through new curriculum development and opportunities.
- The construction trades will need more trained skilled workers. This could represent an opportunity on the vocational/technical side of the Gavilan College curriculum
2. Community colleges are experiencing declining enrollments
Although the population of the State of California is continuing to grow statewide, community college enrollments declined by 2% in FY 05/06. Colleges are struggling to maintain enrollment levels and prevent declines in base revenues. Over the next few years colleges will need to reevaluate program offerings to determine what is needed in each community. Colleges need to consider a broader student base than in past years as life-long learning takes on a more prominent role in setting the academic direction of the institution.
Considerations for Gavilan College:
- A campus-wide outreach and community public relations program will be necessary to correctly ascertain the needs of the community and to market existing programs for transfer bound students and for life long learners.
- Gavilan College will need to continue to build relationships with the feeder school districts as well as the business community to encourage participation by both groups in Gavilan's educational programming.
- Supporting life-long learning through an older adults' program (age 55 per state definition) will become more important as way to serve more members of an aging population, in addition to traditional 18-24 year old students.
3. State community colleges are, and will remain, in competition for students.
The notion that community colleges in California serve only the communities that comprise the district is less the case today than ever before. Today's community college student is mobile and discriminating in making choices. Students will go to the community college that best meets their needs. This trend will become greater in the future, especially in high-density population areas where the choices for college education are greater.
Considerations for Gavilan College:
- Reorientation/redirection of the curriculum to make it more attractive to prospective students at a local and regional level.
- Rebalancing of the curriculum to reflect regional as well as local needs.
- Development of "programs of distinction" that separate Gavilan College from other community colleges.
- Continued updating of old equipment and technologies to bring Gavilan College to a position of "being current."
- Development of a strong marketing and public relations program to increase visibility for Gavilan College and awareness of unique offerings.
- Development of unique curriculum and course offerings not available at other area community colleges.
4. Education will rely on the forging of public/private partnerships as a mutually beneficial method for extending the human, physical, and financial resources of the institution.
Partnerships between state community colleges and the private sector for such things as faculty, commercial development, instructional curriculum, conjunctive facility use, and financial assistance is more common and will continue as an emerging trend into the future.
Considerations for Gavilan College:
- Partnerships with the private sector will extend Gavilan's ability to recruit new faculty, particularly in the advanced technology areas.
- The extension of private partnerships will increase Gavilan's visibility in the region.
- High profile private affiliations will elicit greater community support and student interest.
- Private partnerships could have a compromising effect on Gavilan College. The special interests of business and industry may have undue influence on Gavilan's curriculum.
- Educational autonomy in decision-making may be compromised.
- Funding from public-private partnerships may be generated for use in enhancing Gavilan's educational programs.
5. State community colleges will need to operate more efficiently and document performance outcomes.
As the state of California demands greater educational accountability, colleges must hold themselves accountable. No longer can the community college rely solely on providing an array of courses and degrees while depending fully on the state to provide for needed operational and capital funding. California community colleges must operate as efficiently as possible and make sound financial as well as academic decisions based upon valid research.
Considerations for Gavilan:
- A new entrepreneurial spirit will create opportunities that did not previously exist at Gavilan College.
- Critical analysis of valid financial and instructional data will promote sound decision-making and greater learning opportunities for students.
- Performance standards and outcome measures will bring out the best in faculty and staff and enhance student success.
- Better courses and a more dynamic curriculum will be offered.
- More revenues and different revenue streams will result to create a stronger college.
- Change and improvement will be constant because faculty and staff will have new standards for assessing effectiveness.
- The challenges in developing valid outcome measures and standards will provide a great opportunity for staff input and teamwork.
- Rapid change may spark resistance from faculty and staff and ultimately turmoil on campus.
- Competition may become a disruptive force, and faculty and staff will only be interested in protecting their own turf.
6. A greater variety of students will populate the state community college system in both the near and distant future. The hispanic population in California will reach 50% by 2040. A continuing trend of immigrants being attracted to California will cause a shift in the demographics and dramatically increase the demand for educational services that will allow immigrants to become fully involved in their new communities. A special emphasis on language acquisition will be needed to meet the needs of immigrants.
A diverse student body posing a variety of needs is likely to attend community colleges, continuing a trend begun in the past two decades. This group of students includes immigrants, the disabled, elderly, and single parents, as well as those re-entering school, needing English-language acquisition, or working part or full-time. Gavilan College can expect to see increasing numbers of ethnic minorities in the student body of the future.
Considerations for Gavilan College:
- Gavilan College can anticipate this trend and reorient its instructional programs and delivery systems to address the needs of all students. Special emphasis will be needed to ensure services are available to those members of the community who need English language skills.
- The college can distinguish itself as a leader in a "bridge" support system and pathway programs that provide students the support they need to reach their goals and in many cases to allow non-native English speakers to obtain a college degree through language acquisition and academic accomplishment.
- Failure to change curriculum and instructional delivery methods may result in becoming obsolete as an educational provider in today's marketplace.
- Failure to create a "bridge" support system may result in a large segment of students being left without access to higher level academic opportunities. It may also prevent them from attaining the economic rewards that allow them to keep pace with the rising cost of living in the communities that have been their traditional homes.
7. Developing a "trained workforce" will be the state's greatest challenge over the next 20 years.
The availability of trained and skilled labor is identified by California industry as the biggest deterrent to growth and expansion in the future. Industries, particularly those in the advanced technology sector, will grow where a skilled and trained workforce is available. Most of those who are unemployed, in the urbanized areas of Gavilan's district, lack sufficient skills for today's job market. This is also true for many of the students who are coming out of the K –12 public school systems.
Considerations for Gavilan College:
- Greater contact with the private sector will keep Gavilan's curriculum current with the labor needs in the workforce (both professional and technical).
- Specializing in the development of a "flexible curriculum" that is based on the
- teaching and learning of "core educational concepts and principles" will meet the needs in both today's and tomorrow's workplace.
- Development of a "specific curriculum" will meet the needs of industry.
- Ignoring the needs of industry may result in providing education that is not relevant in the future.
8. The Strategic Plan for California' Community College system will be used as a basis for requesting funding from the Legislature.
The California Community College System developed a comprehensive strategic plan to assist in establishing priorities for consideration by all community colleges in the state. Local control for college operations rests with the governing boards of each community college. This allows each college district the ability to determine the right combination of services to meet the specific needs of its community of students. The California Community Colleges System Strategic Plan dated January 17, 2006 identifies five strategic goals:
- College Awareness and Access – increase awareness of college as a viable option and enhance access to higher education for growing populations.
- Student Success and Readiness - promote college readiness and provide the programs and services to enable all students to achieve their educational and career goals.
- Partnerships for Economic and Workforce Development – strengthen the Colleges' capacity to respond to current and emerging labor market needs and to prepare students to compete in a global economy.
- System Effectiveness - improve system effectiveness through communication and coordination, regulatory reform and performance measurement.
- Resource Development - provide enhanced resources and allocation methods to ensure high-quality education for all.
The strategic goals are being used by the State Chancellor's Office as the basis for its funding requests to the State Legislature. This is the first time the community college system has connected the strategic plan to the budgeting process in support of its annual funding request. The state plans to use resources to assist community colleges in achieving the broader statewide goals.
Considerations for Gavilan College:
- The Early College High School (ECHS), beginning in fall 2007, will create a direct link to a high school that operates within the facilities of Gavilan College and that brings high school students into the college culture earlier in their lives. The ECHS build awareness among students that college is easily accessible.
- Programs assisting immigrants with language acquisition and basic skills will be necessary. California's decision to increase funding for noncredit programs that serve immigrants is a clear signal that colleges are encouraged to provide noncredit options for these educational offerings.
- Career and workforce training programs are receiving new interest statewide. The state is allocating additional resources to career and technical education in addition to specific funding programs that will assist in training more nurses.
- Gavilan College will need to monitor state initiatives to take advantage of funding that may augment existing programs or assist in developing new educational programs.
Key Regional Factors
1. Silicon Valley's technology-based businesses will remain strong and lead the region's economy (as well as the state's) for the foreseeable future. Occupational growth and employment opportunities will continue to be vibrant.
Gavilan College's proximity to Silicon Valley, the center for software development and computer technology.cannot be underestimated as a one-of-a-kind asset and resource. Silicon Valley continues to lead the region as well as the state in economic activity, and its future will remain very bright. Silicon Valley's southerly expansion brings possibilities for Gavilan public/private partnerships are outstanding and should be a high priority.
Considerations for Gavilan College:
- Linking with Silicon Valley industries will strengthen the transfer and associate degree programs.
- Specific "technician" programs would enhance the vocational/technical curriculum.
- Partnerships would bring greater recognition to Gavilan College as an educational resource in the region.
- Linkages with Silicon Valley could lead to Gavilan's ability to distinguish itself as a regional community college of special significance.
- Gavilan College would be better able to keep current with new and emerging technologies via its Silicon Valley associations.
- Gavilan College would be on the cutting edge of emerging industries (such as biotechnology) that will also call Silicon Valley home.
- Too great a focus on this possibility may limit curriculum and course offerings.
- A risk exists that the curriculum would be heavily influenced by and designed for meeting only the current and immediate needs of the high tech industries.
- Partnerships could put at risk Gavilan's instructional delivery system, one that traditionally has been oriented to the teaching of "core concepts and principles," i.e. the traditional building blocks for education.
2. San Benito County is expected to experience rapid growth once the waste treatment system is upgraded to handle additional capacity.
Business development has been at a standstill in Hollister due to a building ,moratorium triggered by sewer treatment limitations. No new construction has occurred within Hollister since 2003 and will not likely resume until 2010 at the earliest. A large percentage of the population commutes to Silicon Valley for work, and until new businesses are able to expand, it is not expected that this trend will change. A large portion of the economic base continues to be in agriculture. Conversion of agricultural to residential development indicates that agriculture is not lucrative enough to encourage land owners to pursue agricultural uses. New biotechnology applications may generate renewed interest in agri-business operations.
Considerations for Gavilan College:
- The opportunity exists to include bioscience and biotechnology applications for agricultural. This could lead to new training programs in biotechnology.
- The demand for educational services resulting from expansion of the population and industry base in San Benito County will create a stronger need for a full campus in San Benito County.
- The failure to meet the demand for increased education and the financial rewards it provides could drive residents out of the community because of the rapidly escalating cost of living.
3. Planning efforts to build out Coyote Valley to a total population of 80,000 are nearing completion.
The City of San Jose has been developing the Coyote Valley Specific Plan since late 2002. The plan is likely to be approved by the end of 2006. The plan guidelines include 25,000 new high density housing units that are expected to house a total increase in population of 80,000. Coyote Valley is 18 miles north of the Gilroy campus and is the northern-most part of Gavilan's service area.
Considerations for Gavilan College:
- The Gavilan Joint Community College District will have to establish a permanent full campus in the northern-most part of the district. The population served by Gavilan College will increase by nearly 50% when the Coyote Valley build out is complete. The college needs to continue site development activities to ensure a full college campus can be constructed in Coyote Valley.
- A presence in Coyote Valley provides Gavilan College greater opportunities to better serve the needs of its northern area and will allow the college to serve students it has historically lost to colleges north of Morgan Hill.
- The build out of a new campus will require substantial state funding. The full build out is likely to take 20 to 30 years. Intermediary steps are needed to ensure facilities are available to meet the growing population within the service area.
4. The demographic data for the region suggests that the number of students needing English-language acquisition will increase.
Students needing English-language acquisition will be prevalent at Gavilan College and need to be considered when developing curricular offerings. Noncredit level courses in English and Basic Skills will be a key offering if Gavilan College is to meet the needs of the residents within its communities.
Considerations for Gavilan College:
- English language acquisition courses will need to be widely available throughout the comunity so that people with little or no English language ability will be able to master English before entering a career or transfer track program.
- Gavilan College can excel as a provider of "bridge" support systems to transfer and vocational/technical level education.
- Gavilan College can expand its enrollments in transfer and vocational programs.
5. The high demand for post-secondary education within the district will continue.
District forecasts for the year 2030 reveal a total adult population of 215,795 by year 2030 compared to 119,313 in year 2005. The increase is 81% over 25 years. The total population within the zip codes served by the college will rise from the 2005 level of 173,561 to 306,048 in 2030; an increase of 76%. High school students continuing on to post-secondary education, students returning for skills or career upgrades, and life-long learners all represent strong potential for enrollment at Gavilan over the next twenty-five years.
Considerations for Gavilan College:
- The development of a long-range plan now will insure a "balanced curriculum" for the future.
- Targeted outreach efforts can be initiated to improve student enrollments, the development of a balanced curriculum, and the overall student body mix.
- Marketing strategies can be developed to position the college in the future.
- Expansion of the re-entry program will better serve the needs of students desiring to begin or complete their college education.
- Competition for students will come from both within and outside the Gavilan College service area. Gavilan has to continuously monitor the activities of the nearby colleges to ensure that district lines are respected and that only Gavilan College is recruiting or offering services in the district.
6. Affordable education will continue to be a need for the population of the Gavilan Joint Community College District service area.
In 2005, the 60,000 households within the Gavilan College service area reported a healthy household income of $65,000. However, because of growth and increasing housing costs, a significant portion of the population will have difficulty finding affordable housing in close proximity to their work sites. Low cost education available from Gavilan community college will continue to be a competitive advantage and serve as a distinct opportunity to fill an important need for many households.
Considerations for Gavilan College:
- Gavilan College plans to construct residential housing for its traditional student base (18 to 24 year old) and for active older adults (55+) that participate in the senior adult programs funded by the state. Residential housing will provide a new student life component for those students who are seeking a university style learning experience. Also, the senior housing component will create a following of life long learners who are well connected to the college and its educational mission.
- Gavilan could distinguish itself as the best value for education within 20 miles.
- The college must address the issues of affordability and transportation for students who begin their college education at the Hollister and Morgan Hill sites and continue on to the main Gilroy campus.
7. The trend for students to be working one or more jobs will continue.
The demographic dynamics in the college service area, i.e. a relatively young and rapidly growing population with 38% having household incomes under $50,000, suggest that the current trend of students working at least one job while attending school will increase.
Possible Opportunities for Gavilan:
- The college can become a leader in offering compressed-semester, mini-session courses and creative day/hour course offerings.
- Re-examination and revamping of the traditional instructional and student support formats will serve a more mobile and time-sensitive student.
- The entire instructional delivery system can be reinvented/re-engineered to include more on-line education opportunities for students to meet their needs.
- The need for reinventing the delivery system could launch a program for community outreach, as input from the community would be a prerequisite to change.
8. Competition for students who might attend Gavilan will be substantial.
Research indicates that the number of educational service providers in Santa Clara and San Benito Counties is substantial. Within a 30-mile commute, forty-six public and private academic, professional, and technical schools compete with Gavilan College. The district participation rate indicates that many students travel elsewhere to obtain their education.
Considerations for Gavilan College:
- Competition should be viewed in a positive light, as an opportunity for growth and improvement at Gavilan College.
- Researching the regional competition can assist Gavilan College in its efforts to meet the needs of the students it serves and provide programs that attract students from throughout the region.
- Competition can be the catalyst that leads Gavilan College to distinguish itself from the rest of the field.
- The future could continue a decline in students at Gavilan College as other institutions vie for the same students as Gavilan College.
9. The Cities of Morgan Hill, Gilroy and Hollister are in the "path of progress" growth corridor that is moving from north to south.
The demographics of the Gavilan Community College District are changing. The population centers of the central and northern regions of Santa Clara are denser than in the past with more people now looking toward Morgan Hill, Gilroy and San Benito County for housing opportunities. San Benito County has the greatest potential growth. Currently there are two large residential developments (Rancho San Benito and Dividend Homes) being proposed in San Benito County.
Considerations for Gavilan College:
- Increasing population in the Gavilan College District will provide a stronger base for future college operations and expansions.
- Opportunities will exist to attract students from all races and ethnic groups with participation rates equal to their representation in the communities of the district.
- Cultural opportunities provided at the college will have the potential for greater support and awareness.
- New industrial and commercial development will be a by-product of this growth and could serve as springboard for developing Gavilan's instructional programs.
- Growth will create a higher awareness of the area and result in greater competition from educational providers in the Gavilan District and in the region.
- New growth will tax existing public infrastructure to a point that the quality of life in the area is affected and it becomes a less desirable place to live.
- The competition for educational dollars (e.g. local bonds, K-12 public school needs) to meet growth and expansion will be greatly intensified.
Scan of Employment and Economic Data
Snapshot: California
The Outlook for the California Economy, produced by the Center for Continuing Study of the California Economy (CCSCE), examines key economic, infrastructural, and political factors that have a significant impact on the state's overall growth and educational system. Data from the 2005-06 report indicate that by the end of 2005, California had experienced moderate economic growth and the largest gain in jobs since 2000:
- By October 2005, the number of jobs in California had increased by 188,000 or 1.3% over 2004 job levels. National job growth increased by 1.4%. San Francisco Bay Area job growth was 1.0%, which represents the largest regional gain in jobs after the loss of 400,000 Silicon Valley jobs between 2001 and 2004.
- Construction jobs accounted for 40% of the 188,000 increase in jobs during 2005.
- Total personal income rose 6.5%, and wage and salary income rose 7.3% during the first six months of 2005.
- The October 2005 unemployment rate was 5.2%, the lowest rate since the 2001 recession.
- In 2005, California's population grew 1.2% to approximately 37.2 million persons.
- State and national projections indicate that economic growth will slow in 2006 and that construction-related activities will diminish unless housing prices are reduced.
- Although the national and state economies are expected to slow in 2006, moderate job growth is expected to continue in Silicon Valley, based on continuing growth of tourism, venture capital, stock option income, rising wages, and population.
- The long-term economic and fiscal health of California will depend, in part, on the immigrant population's ability to acquire an education and participate in the workforce.
Scan of Employment and Economic Data
Snapshot: Regional
Data from the State of California, Employment Development Department, Labor Market Information Division provide the following economic outlook for Santa Clara and San Benito Counties:
Santa Clara County
Overview: Santa Clara County nonfarm wage and salary employment is predicted to grow at an annual rate of less than 1% between 2002 and 2012. The county's growth rate is predicted to be approximately one-half of the state's annual growth rate of 1.8%. A total of 966,000 jobs are predicted for 2012, which represents an increase of 63,500 jobs (7%) for this six-year period. The majority of growth is predicted in four industrial sectors:
- Professional and Business Services: This sector will add 36,200 jobs, with a projected employment of 209,400 and a 20.9% growth increase by 2012. Occupations with the greatest increase in jobs include administrative services, computer system design, and scientific research.
- Educational and Health Services: This sector is predicted to add 17,100 jobs, particularly in the elementary and secondary school, hospital, and nursing occupations. An increase of 14.6%, or 108,200 jobs, is expected by 2012.
- Leisure and Hospitality: An overall increase of 11,000 jobs (16.3%) is expected in this sector, with the greatest number of jobs available in accommodation and food service.
- Information: Publishers of print and software are predicted to provide 5,400 new jobs by 2012. This represents a 15.8% increase and a total of 39,600 jobs by 2012. Within this sector, internet service provider, web search portal, and data processing jobs will increase by 4,900 (41.2%).
Moderate growth or job loss is expected in the following industrial sectors:
- Manufacturing: This sector is predicted to lose 25,700 jobs in computer and electronic product manufacturing by 2012.
- Retail Trade: Retail trade in Santa Clara County will expand to 87,500 jobs. This represents a gain of 3,900 jobs and a 4.7% increase.
- Wholesale Trade: Wholesale trade will contribute 1,800 jobs, a 5% increase resulting in a total of 37,500 jobs for this sector by 2012.
- Transportation: Transportation and warehousing will add 1,400 jobs for a total of 23,600 jobs and a 6.3% increase in jobs from 2002 to 2012. Public utilities are predicted to lose 500 jobs, resulting in a -31.3% loss in jobs from this subdivision of the sector.
- Construction: The construction sub-sector of building and development will grow by 19.5% but will add a moderate number of jobs (2,300), bringing the 2012 total jobs in this sector to 14,100.
San Benito County
Overview: San Benito County nonfarm employment is predicted to increase by 20.7% or 2,690 jobs in the next six years. A total of 15,670 jobs are expected by 2012, for an average annual growth rate of approximately 2%. The majority of growth is predicted in three industrial sectors:
- Natural Resources, Mining, Construction: Employment in this sector is expected to increase by 540 jobs (41.9%), which represents an average annual growth rate of approximately 4.2%. Construction trades and manufacturing of durable goods will constitute the largest increase of jobs in this sector.
- Government: An increase of 490 state, local and federal government jobs (16.3%) is expected by 2012. Total jobs in this sector are expected to reach 3,490, with 450 jobs in local government.
- Trade, Transportation, and Utilities: Within this sector, retail and wholesale trade jobs are expected to increase by 26.3% (680 jobs). Retail trade jobs will increase by 430 during this time period.
Moderate growth is expected in the following industrial sectors:
- Leisure and Hospitality: An increase of 240 jobs (17%) is expected in this sector, with the greatest number of jobs available in food and beverage service.
- Professional and Business Services: This sector will add 200 jobs, with a projected employment of 850 and a 30.8% growth increase by 2012.
- Educational and Health Services: This sector is predicted to add 130 jobs with an increase of 21.3% by 2012.
Environmental Scan
Competitive Educational Providers
The following table has been obtained from the California Employment Development Division's listing of academic, vocational, and technical programs providers within commuting distance of the Gavilan College service area. Providers are primarily from Santa Clara County; this table does not include an exhaustive listing of online vocational and technical training providers. Similar data on San Benito County providers are not available.
San Benito County Extended Area
Additional academic and training resources from San Benito County include:
Community Colleges and Public and Private Universities
| Bethany College 800 Bethany Drive Scotts Valley, CA 95066-2820 www.bethany.edu |
Cabrillo College 6500 Soquel Drive Aptos, CA 94003 www.cabrillo.edu |
CSU Monterey Bay 100 Campus Center Seaside, CA 93955-8001 csumb.edu |
| Hartnell College 150 Homestead Avenue Salinas, CA 93901 www.hartnell.edu |
Monterey Peninsula College 980 Fremont Street Monterey, CA 93940-4799 www.mpc.edu |
UC Santa Cruz 1156 High Street Santa Cruz, CA 95064 www.ucsc.edu |
Adult Education San Benito Counties
| California State Consortium for Adult Education www.cscae.org |
California Association of Regional Occupational Centers and Programs (ROPs) www.carocp.org |
| San Benito Adult Education Center 1220 Monterey Street Hollister, CA 95023 |
Mission Trails ROP 867 East Laurel Drive Salinas, CA 93905 |
A Quantitative Overview
The information presented in this section is based on analyses of multiple raw data sources. This quantitative overview provides an illustration of how the college is performing as an educational institution, and identifies opportunities for future growth.
A. Enrollment History
The following table shows the enrollment trends at Gavilan College from the fall semesters of 1999 to 2005.
Table 1
Gavilan College Enrollment Trends
| 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 |
|---|---|---|---|---|---|---|
| 5663 | 6173 | 5820 | 6317 | 4887 | 5073 | 5300 |
| Annual % | 9% | -6% | 9% | -23% | 4% | 4% |
Assessment
The net growth over this six-year period indicates an enrollment loss of -6.41% overall. While this period is marked by volatility, enrollment at Gavilan College has shown upward growth over time.
Increased enrollment over the past two years is encouraging and in line with predicted increases based on traditional fluctuations in enrollment. Any increase in enrollment will most likely be influenced by the population and industrial growth predicted for the service area, and Gavilan College's appeal to a spectrum of students with varying interests.
B. Analysis of Student Enrollment
The majority of students who attend Gavilan College reside in five zip code areas. Table 2 projects 2006 enrollment for students residing within the five primary zip codes based on population change and enrollment from the Fall 2005 semester.
Table 2
Profile of Top Five Zip Code Areas For Student Enrollment
| Zip Code Areas | City | Population 2000 | Projected Population 2006 |
% Total Change | Enrollment Fall 2005 |
Projected Enrollment 2006 |
|---|---|---|---|---|---|---|
| 95020, 21 | Gilroy | 41,464 | 48,527 | 17.0% | 1,963 | 2,297 |
| 95023, 24 | Hollister | 34,413 | 37,083 | 7.8% | 1,495 | 1,612 |
| 95037, 38 | Morgan Hill | 33,556 | 37,091 | 10.5% | 906 | 916 |
| 95046 | San Martin | 4,230 | 5,949 | 40.6% | 158 | 222 |
| 95045 | San Juan Bautista | 1,549 | 1,726 | 11.4% | 83 | 84 |
| Total | 115,212 | 130,376 | 13.2% | 4,605 | 5,131 |
Data Source: Gavilan College and California Community College Chancellor's Office Data;
California Dept of Finance. Enrollment data includes Non-JPA Students only.
Note: The projections above assume that the present participation rates per zip code areas are, and will remain, constant and that the ratio between the five zip code areas and the remaining zip code areas in the Gavilan District will also remain constant.
Assessment
For the past six years, the five zip code areas presented in Table 2 have produced, on average, 90% of the student body at Gavilan College. Using zip code area growth rates as a baseline, and making the assumption that attraction, recruitment and marketing efforts at Gavilan College will remain the same, a conservative enrollment figure of 5,131 was projected for Fall 2006.
C. Student-to-Area Participation Rates
The analysis of participation rates provides another perspective on future enrollments for Gavilan College. Participation rates are the number of students for every 1,000 adults in the population area. Table 3 compares participation rates for the top five zip code areas where Gavilan College students reside. Population data were obtained from the California Department of Finance projections for 2005. The statewide community college average participation rate is approximately 65 students per 1,000 population.
Table 3
2005 Participation Rates By Zip Code Areas
| Zip Code | City | Participation Rate |
|---|---|---|
| 95020, 21 | Gilroy | 41.3 |
| 95023, 24 | Hollister | 40.4 |
| 95037, 38 | Morgan Hill | 25.0 |
| 95046 | San Martin | 26.6 |
| 95045 | San Juan Bautista | 48.1 |
| Average | 36.2 |
Assessment
Gavilan's current measures of participation are somewhat difficult to interpret and compare to statewide rates for several reasons. Population estimates by zip code may over- or underestimate the number of adults. The differential effects of student demographics, such as age, race, income, and gender on participation rates within a region may be masked by aggregation at the state level. At the same time, computing regional rates presents methodological problems given the fluidity of community college district boundaries, the attendance of students across service area boundaries, and demographic differences within established community college regions. For example, Gavilan College is considered part of the San Francisco South Bay Region, which also includes Foothill, Deanza, and West Valley colleges. These colleges possess considerably different student demographic and enrollment characteristics than Gavilan College and are located in highly affluent areas of the county. Aggregated south bay regional participation rates are liable to be skewed by the rates at these colleges. Although all of Gavilan's productive zip code areas show lower rates than the statewide average, the average statewide participation rate has exhibited extreme volatility over time, ranging from 35 to 98, suggesting that participation rates in general are vulnerable to many influences outside of the college environment itself.
A more accurate picture of Gavlian's participation rates may be available in 2007 when the Chancellor's Office institutes "Accountability Reporting for Community Colleges" (ARCC) in response to statute AB 1417. As one of the primary performance indicators in ARCC, college participation rates will be calculated using demographic elements that characterize each college and its economic service area.
D. Gavilan College Service Area Demographic Data
The following demographic data provide a general profile of the Gavilan College service area, including the area's population, number of households and families, and age and ethnic composition. Data from the 2000 Census are based on the 65 census tracts that comprise the Gavilan College service area (district boundary plus closely surrounding tracts; approximate 20 mile radius). Data for 2006 are conservative and should be interpreted with caution as current estimates do not exist for all demographic measures.
Table 4
Gavilan College Service Area, Selected Demographics
|
2000 |
Percent |
2006 |
|
|---|---|---|---|
|
Total population |
105,716 |
199,405 |
|
|
Males |
53,452 |
51% |
101,697 |
|
Females |
52,264 |
49% |
97,708 |
|
18 years and over |
72,484 |
69% |
137,589 |
|
65 years and over |
7,887 |
7% |
15,952 |
|
One race |
100,276 |
95% |
189,435 |
|
Two or more races |
5,440 |
5% |
9,970 |
|
Hispanic |
47,019 |
44% |
87,738 |
|
White non-Hispanic |
48,858 |
46% |
91,726 |
|
African American |
1,426 |
1% |
2,393 |
|
Native American |
1,215 |
1% |
1,994 |
|
Asian |
5,620 |
5% |
11,964 |
|
Pacific Islander |
216 |
0.2% |
399 |
|
Total households |
31,259 |
41,608 |
|
|
Households with individuals under 18 years |
15,634 |
50% |
20,804 |
|
Households with individuals 65 years and over |
5,567 |
18% |
7,489 |
|
Family households |
25,294 |
81% |
33,702 |
|
Non-family households |
5,965 |
19% |
7,905 |
|
Total housing units |
32,449 |
58,002 |
|
|
Total occupied housing units |
31,259 |
96% |
56,370 |
|
Owner-occupied housing units |
21,553 |
69% |
40,021 |
|
Occupied housing units; Renter-occupied housing units |
9,706 |
31% |
17,981 |
Assessment
The demographic radius surrounding Gavilan College represents the effective service area for the college. This service area is projected to have a population of approximately 199,405 by 2006. Averaging a conservative ratio of only 25 students per one-thousand population (the same ratio as the lowest of the five most productive zip code areas, Morgan Hill), an enrollment of 4,985 would have been projected for the year 2006.
E. Demographic History of the Five Most Productive Zip Code Areas
The graph below provides an historic reference illustrating population growth within the five most productive zip code areas where 90% of Gavilan's student population reside.
History of Population Growth in Gavilan's Productive Zip Code Areas
Source: U.S. Department of the Census; California Department of Finance
Assessment
Trends in population growth indicate that the five most productive zip code areas within the Gavilan District will continue to grow at a somewhat slower rate than the rates experienced between 1980 and 2000.
F. Age Composition of Gavilan College Student Body
The following tables provide information on the age distribution of Gavilan College students age across fall semesters for the last six years.
| 20-Mile Radius Population Distribution | % of Population 2004-2005 |
|---|---|
| 0-4 | 9.0% |
| 5-14 | 18.0% |
| 15-19 | 8.0% |
| 20-24 | 6.0% |
| 25-34 | 13.0% |
| 35-44 | 15.0% |
| 45-64 | 21.0% |
| 65-74 | 5.0% |
| 75-84 | 3.0% |
| 85+ | 1.0% |
| Median Age | 31.8 |
Data Source:Gavilan college; U.S. Department of the Census
| Age Range | Fall 1999 | Fall 2000 | Fall 2001 | Fall 2002 | Fall 2003 | Fall 2004 | Fall 2005 | Average Percent |
|---|---|---|---|---|---|---|---|---|
| Less than 16 | 15 | 13 | 18 | 18 | 9 | 16 | 21 | 0.3% |
| 16–20 | 1460 | 1421 | 1504 | 1692 | 1697 | 1680 | 1691 | 32.8% |
| 21–25 | 903 | 916 | 999 | 1106 | 1024 | 1063 | 1096 | 20.9% |
| 26–30 | 448 | 448 | 474 | 500 | 516 | 504 | 469 | 9.9% |
| 31–40 | 729 | 696 | 751 | 804 | 670 | 661 | 644 | 14.6% |
| 41–50 | 502 | 525 | 537 | 612 | 498 | 515 | 546 | 11.0% |
| 51–60 | 259 | 246 | 279 | 287 | 238 | 242 | 259 | 5.3% |
| 61-70 | 105 | 105 | 132 | 115 | 102 | 106 | 163 | 2.4% |
| 71 or older | 121 | 123 | 128 | 127 | 101 | 93 | 213 | 2.7% |
| Total | 4,542 | 4,493 | 4,822 | 5,261 | 4,855 | 4,880 | 5,102 | 100.0% |
| Median Age | 24 | 25 | 24 | 24 | 23 | 23 | 24 | 24 |
Source: Gavilan College; CCC Chancellor's Office Data Mart. Age is presented for non-JPA students only.
| Term | Day/Eve | < 16 | 16-20 | 21-25 | 26-30 | 31-40 | 41-50 | 51-60 | 61-70 | 71+ |
|---|---|---|---|---|---|---|---|---|---|---|
| Fall 1999 | Day | .4% | 47.9% | 22.7% | 6.7% | 10.0% | 6.6% | 2.4% | 1.6% | 1.9% |
| Evening | .4% | 12.0% | 15.9% | 12.6% | 24.8% | 19.1% | 11.3% | 3.0% | 1.0% | |
| Fall 2000 | Day | .4% | 47.1% | 22.1% | 7.9% | 9.7% | 6.3% | 2.3% | 2.0% | 2.3% |
| Evening | .1% | 14.7% | 17.5% | 11.8% | 21.1% | 20.4% | 10.2% | 2.8% | 1.3% | |
| Fall 2001 | Day | .4% | 47.3% | 21.9% | 7.2% | 10.3% | 6.5% | 2.8% | 1.6% | 1.9% |
| Evening | .6% | 11.7% | 19.0% | 10.5% | 23.2% | 19.9% | 10.6% | 3.0% | 1.5% | |
| Fall 2002 | Day | .4% | 46.3% | 24.4% | 7.6% | 10.1% | 6.3% | 2.2% | 1.1% | 1.7% |
| Evening | .5% | 10.8% | 17.6% | 11.0% | 22.1% | 22.1% | 10.9% | 3.8% | 1.3% | |
| Fall 2003 | Day | .2% | 48.6% | 23.5% | 7.8% | 9.2% | 6.1% | 2.1% | 1.3% | 1.1% |
| Evening | 11.8% | 18.9% | 14.1% | 19.6% | 19.9% | 11.8% | 3.3% | .6% | ||
| Fall 2004 | Day | .2% | 48.6% | 23.7% | 7.6% | 9.6% | 6.2% | 2.4% | 1.0% | .8% |
| Evening | 1.1% | 11.7% | 19.6% | 13.7% | 19.5% | 18.9% | 11.4% | 3.3% | .8% | |
| Fall 2005 | Day | .3% | 46.6% | 25.1% | 8.4% | 9.1% | 6.3% | 2.3% | .9% | .9% |
| Evening | 1.1% | 13.4% | 21.2% | 12.6% | 18.6% | 19.0% | 9.5% | 3.7% | .9% |
Source: Gavilan College, Chancellor's Office Datamart
Assessment
The distribution of student age has remained relatively stable over the past seven years, with more than 50% of the average enrollment comprised of students aged 25 or younger and a median age ranging between 23 and 25. The greatest number of students attend during the day (Table 8) and Gavilan's enrollment data show that almost half of all students attending courses on campus during the day or during both day and evening, are between the ages of 16 and 25. The percentage of evening-only students increases with the age of the student.
Population projections suggest that among the age groups most likely to attend Gavilan College (i.e., ages 15 through 64) there will be modest growth in proportion to the percentage of the population each age group represents. The exception to this trend is the 45 to 64 year old age group. This group was projected to increase to 21% of the total population in the Gavilan District service area by the year 2004. As skill upgrades are required and the concept of life-long learning is forwarded, this sector of the population may represent a strong marketing and recruitment opportunity for Gavilan College.
Based on the demographic projections for those age groups entering the post-secondary educational market in the next decade, it is unlikely that population increases alone will produce a natural enrollment growth opportunity for Gavilan College. However, opportunities exist for serving the re-entry student population.
G. Ethnic Composition of Gavilan Students
Table 9 presents the distribution of student ethnicity across Fall semesters from 1999 to 2005.
| Term | African- American |
Asian/Pacific Islander |
Hispanic/ Latino |
Native American |
White, Non-Hispanic |
Other/ Unknown |
||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Count | % | Count | % | Count | % | Count | % | Count | % | Count | % | |
| Fall 1999 | 73 | 2% | 170 | 4% | 1901 | 44% | 30 | 1% | 1948 | 45% | 234 | 5% |
| Fall 2000 | 77 | 2% | 200 | 5% | 2002 | 45% | 31 | 1% | 1865 | 42% | 226 | 5% |
| Fall 2001 | 80 | 2% | 228 | 5% | 2126 | 45% | 41 | 1% | 1991 | 42% | 273 | 6% |
| Fall 2002 | 98 | 2% | 262 | 5% | 2388 | 46% | 38 | 1% | 2123 | 41% | 282 | 5% |
| Fall 2003 | 107 | 2% | 242 | 5% | 2192 | 47% | 39 | 1% | 1867 | 40% | 244 | 5% |
| Fall 2004 | 112 | 2% | 256 | 5% | 2232 | 47% | 39 | 1% | 1902 | 40% | 203 | 4% |
| Fall 2005 | 118 | 2% | 274 | 5% | 2403 | 47% | 36 | .7% | 2013 | 40% | 258 | 5% |
| Average | 95 | 2% | 233 | 5% | 2178 | 46% | 36 | 1% | 1958 | 41% | 246 | 5% |
Source: Gavilan College. Data for Non-JPA students only; missing data are not displayed.
Assessment
Over the past seven years, Hispanic students have accounted for the highest percentage of student enrollments at Gavilan College. This segment of the student body has increased by approximately 3%. At the same time, the enrollment of white, non-Hispanic students has declined by approximately 5%. All other ethnic enrollments at Gavilan College have remained the same. Combined, the Hispanic and white populations have accounted for an average of 87% of student enrollment over the past seven years. The Hispanic population segment has comprised the greatest percentage of the Gavilan College student body since 1997.
H. Comparisons of Ethnic Composition
The next set of tables and graphs compare ethnicity of Gavilan College students, the local area population, and high school seniors within Gilroy, Hollister and Morgan Hill. These data utilize population estimates and enrollment statistics for Gavilan's non-JPA students for 2005. Within each table, the "other" category also includes Gavilan College students identified by the "unknown" ethnic category. City population for 2005 is based on current population estimates and 2000 census proportions within city, by ethnicity. In general, enrollment proportions should approximate the population distribution of the area served by the community college.
Tables 10a-c
Demographic Comparisons within Gilroy, Hollister and Morgan Hill
| Ethnicity | Gilroy residents aged 18 and over |
Gavilan Students from Gilroy |
Gilroy High Seniors |
|||
|---|---|---|---|---|---|---|
| African-American | 460 | 1.44% | 106 | 2.64% | 10 | 1.82% |
| Asian/Pacific Islander/Filipino | 1,513 | 4.73% | 216 | 5.39% | 28 | 5.11% |
| Hispanic/Latino | 15,971 | 49.88% | 2,183 | 54.47% | 328 | 59.85% |
| Native American | 158 | 0.49% | 17 | 0.42% | 1 | 0.18% |
| Other | 543 | 1.70% | 157 | 3.92% | 9 | 1.64% |
| White, Non-Hispanic | 13,376 | 41.77% | 1,329 | 33.16% | 172 | 31.39% |
| Total | 32,021 | 100% | 4,008 | 100% | 548 | 100% |
| Ethnicity | Hollister Residents 18+ |
Gavilan Hollister Students |
San Benito High Seniors |
|||
|---|---|---|---|---|---|---|
| African-American | 283 | 1.17% | 29 | 0.94% | 4 | 0.63% |
| Asian/Pacific Islander/Filipino | 729 | 3.01% | 116 | 3.74% | 18 | 2.86% |
| Hispanic/Latino | 12,631 | 52.19% | 1,698 | 54.81% | 337 | 53.49% |
| Native American | 126 | 0.52% | 21 | 0.68% | 3 | 0.48% |
| Other | 433 | 1.79% | 106 | 3.42% | 0 | 0.00% |
| White, Non-Hispanic | 10,001 | 41.32% | 1,128 | 36.41% | 268 | 42.54% |
| Total | 24,203 | 100% | 3,098 | 100% | 630 | 100% |
| Ethnicity | Morgan Hill Residents 18+ |
Gavilan Morgan Hill Students |
Live Oak High Seniors |
|||
|---|---|---|---|---|---|---|
| African-American | 397 | 1.58% | 42 | 2.13% | 10 | 1.76% |
| Asian/Pacific Islander/Filipino | 1,646 | 6.53% | 129 | 6.53% | 40 | 7.05% |
| Hispanic/Latino | 6,047 | 23.99% | 653 | 33.08% | 164 | 28.92% |
| Native American | 126 | 0.50% | 18 | 0.91% | 3 | 0.53% |
| Other | 561 | 2.23% | 104 | 5.27% | 56 | 9.88% |
| White, Non-Hispanic | 16,424 | 65.17% | 1,028 | 52.08% | 294 | 51.85% |
| Total | 25,202 | 100% | 1,974 | 100% | 567 | 100% |
Assessment
Several conclusions may be drawn from demographic comparisons between ethnic compositions of the Gavilan College student body and the local population in Gilroy, Hollister, and Morgan Hill. For all ethnicities except white non-Hispanics, the proportion of Gavilan College students is representative of the adult population within the three largest cities in the college service area. In some cases, notably for Hispanic/Latino students, Gavilan College students over-represent the local population slightly. Among the local high school populations, Gilroy's Hispanic high school population is approximately 5% higher than at Gavilan College and 10% higher than the adult population of the city.
Previous census projections estimated that the Asian population within Gavilan's zip and service area would comprise 7% of the population by 2004. Gavilan College students from Gilroy, Hollister, and Morgan Hill are representive of the growing Asian population in the zip code area, although across the total student body, Asian student representation averages just 5%. While Gavilan's Hispanic/Latino student population has increased over the past seven years, the Public Policy Institute of California projects that by 2011, Hispanics will constitute the largest ethnic group in the state and by 2040 will be a majority. Within the local community, Gavilan College has excellent potential to increase enrollments with students from all races and ethnic groups.
I. Access, Accountability and Performance Profiles
Student academic performance and behavior provide valuable insight on student and college success. Tables 11 through 16 provide a snapshot of student academic behavior that shows stability across the key indicators of success at Gavilan College.
| Credit Load | Fall 1999 | Fall 2000 | Fall 2001 | Fall 2002 | Fall 2003 | Fall 2004 | Fall 2005 |
|---|---|---|---|---|---|---|---|
| 0-3 | 28% | 31% | 30% | 29% | 25% | 26% | 27% |
| 3.01-6 | 17% | 16% | 17% | 17% | 15% | 16% | 16% |
| 6.01-9 | 16% | 15% | 14% | 14% | 15% | 16% | 16% |
| 9.01-11.99 | 8% | 7% | 7% | 8% | 9% | 8% | 10% |
| 12+ | 31% | 31% | 32% | 32% | 35% | 35% | 33% |
Source: Gavilan College; data for non-JPA students taking credit units only.
Assessment
Table 11 shows that Fall semester enrollment for the past seven years has been consistent across levels of unit load. There is a bi-modal pattern of class-taking behavior which suggests that most students are either taking one class (3 or fewer units) or taking a full-time unit load of 12 or more units. These two categories of student comprise an average of 61% of the credit course enrollment at Gavilan College. Credit unit load statistics at Gavilan College closely match the numbers observed at community colleges statewide.
| Fall 1999 | Fall 2000 | Fall 2001 | Fall 2002 | |||||
|---|---|---|---|---|---|---|---|---|
| Mean Credit Load | % of head count | Mean Credit Load | % of head count | Mean Credit Load | % of head count | Mean Credit Load | % of head count | |
| Day or Day/Evening | 9.5 | 73% | 9.6 | 70% | 9.6 | 69% | 9.8 | 69% |
| Evening Only | 3.8 | 27% | 3.8 | 30% | 3.8 | 31% | 3.8 | 31% |
| Fall 2003 | Fall 2004 | Fall 2005 | ||||||
| Mean Credit Load | % of head count | Mean Credit Load | % of head count | Mean Credit Load | % of head count | |||
| Day or Day/Evening | 9.8 | 76% | 9.8 | 75% | 9.7 | 76% | ||
| Evening Only | 4.1 | 24% | 4.0 | 25% | 3.8 | 24% | ||
Source: Gavilan College. Data for non-JPA students and credit units only.
Assessment
Students attending day or a combination of day and evening classes tend to carry larger unit loads than students who attend evening classes only.
| Course Enrollment | Fall 2001 | Spring 2002 | Fall 2002 | Spring 2003 | Fall 2003 | Spring 2004 | Fall 2004 | Spring 2005 | Fall 2005 | Spring 2006 |
|---|---|---|---|---|---|---|---|---|---|---|
| Day Only | 51% | 45% | 50% | 50% | 52% | 46% | 50% | 51% | 55% | 60% |
| Both Day and Evening | 21% | 26% | 27% | 25% | 22% | 20% | 22% | 22% | 21% | 22% |
| Evening Only | 28% | 29% | 24% | 25% | 26% | 33% | 28% | 27% | 24% | 18% |
Source: Gavilan College
Assessment
Table 13 shows an increase in the percentage of day student enrollments in recent semesters, with the percentage of daytime enrollment ranging between 46% and 60% since Fall 2001. Evening student enrollment has averaged 26% over the past 5 years. Day/Evening attendance is comprised primarily of day students. Along with the age distribution of Gavilan students (see Tables 7 and 8), the distribution of attendance suggests that students who are attending Gavilan in the evening are also part of the area's workforce.
| Grade Point | Fall 1999 | Fall 2000 | Fall 2001 | Fall 2002 | Fall 2003 | Fall 2004 | Fall 2005 |
|---|---|---|---|---|---|---|---|
| .01-.99 | 3.18% | 3.32% | 3.30% | 2.66% | 3.15% | 2.67% | 2.92% |
| 1.00-1.49 | 5.46% | 5.21% | 5.61% | 4.20% | 5.46% | 5.64% | 4.81% |
| 1.50-1.99 | 6.96% | 6.47% | 6.34% | 7.16% | 7.42% | 7.49% | 7.25% |
| 2.00-2.49 | 16.18% | 14.84% | 14.54% | 14.46% | 16.21% | 15.05% | 15.27% |
| 2.50-2.99 | 16.48% | 16.64% | 17.81% | 17.07% | 17.42% | 18.79% | 17.61% |
| 3.00-3.49 | 18.98% | 18.26% | 19.30% | 19.62% | 19.38% | 18.04% | 18.90% |
| 3.50-3.99 | 11.85% | 13.60% | 13.38% | 13.91% | 13.58% | 13.54% | 13.87% |
| 4.00+ | 10.69% | 10.76% | 12.18% | 11.38% | 10.18% | 10.45% | 11.24% |
Source: CC Chancellor's Office Datamart. Data reported for non-JPA students only.
| Cumulative Units Completed |
Fall 1999 |
Fall 2000 |
Fall 2001 |
Fall 2002 |
Fall 2003 |
Fall 2004 |
Fall 2005 |
|---|---|---|---|---|---|---|---|
| 0 to <12 | 55% | 55% | 56% | 54% | 49% | 50% | 51% |
| 12 to <30 | 22% | 22% | 22% | 23% | 23% | 22% | 22% |
| 30 to <45 | 9% | 10% | 9% | 10% | 11% | 11% | 10% |
| 45 to <60 | 6% | 6% | 6% | 6% | 7% | 7% | 7% |
| 60+ | 8% | 8% | 8% | 8% | 10% | 10% | 9% |
| Average Cumulative Units Completed |
24.0 | 24.0 | 23.9 | 23.4 | 26.7 | 26.4 | 27.2 |
Source: CC Chancellor's Office Datamart. data for non-JPA students only
| Award Type | 1994- 1995 |
1995- 1996 |
1996- 1997 |
1997- 1998 |
1998- 1999 |
1999- 2000 |
2000- 2001 |
2001- 2002 |
2002- 2003 |
2003- 2004 |
2004- 2005 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Associate of Arts (AA) | 144 | 139 | 175 | 167 | 162 | 161 | 150 | 179 | 151 | 179 | 183 |
| Associate of Science (AS) | 49 | 49 | 45 | 29 | 27 | 23 | 33 | 23 | 29 | 43 | 54 |
| Certificate | 114 | 120 | 103 | 86 | 98 | 82 | 95 | 73 | 92 | 115 | 97 |
| Total | 307 | 308 | 323 | 282 | 287 | 266 | 278 | 275 | 272 | 337 | 334 |
Assessment
Tables 14 through 16 describe student performance at Gavilan College. Student GPA (Table 14) has shown stability over time, with most students earning GPAs between 2.00 and 3.49. Approximately 75% of the student body earns 30 cumulative units or less, and most students appear to be completing their courses successfully. The average number of cumulative units earned has increased over time (Table 15). There has been an increase in the number of AA and AS degrees in the last three years, although the number of degrees and certificates awarded has fluctuated significantly over time (Table 16). Increasing the number of AS degrees in the future presents an opportunity for Gavilan.
Internal Assessment
The internal environmental scan is provided as a means to 1) identify those key elements or factors that currently exist at Gavilan College and 2) determine which, if any, of those elements or factors will have an impact on the college over the next ten years.
Included is a synopsis of the current views and opinions held by Gavilan College faculty and staff. This information was secured via interviews, written unit planning guide statements, and the work of the Institutional Effectiveness Committee (IEC). A quantitative, "by the numbers," look at Gavilan's past and present is also provided as base data for this portion of the Educational Master Plan.
The Educational Master Plan Outline
Since 1995, Gavilan College has been involved in a process of internal assessment to redefine the mission, values, goals, and operational effectiveness of the college. This process has involved the board, students, administration, faculty, staff and the community. This effort has led to the formulation of the mission, values, and visionary goals of the college and the Educational Master Plan outline. In its most current revision (March 30, 1999), the outline is a significant component of the internal environmental scan process. As the Gavilan College Educational Master Plan is completed, the visionary goals and strategies outlined in this document will provide the foundation for building and defining Gavilan College's future.
A. Vision Summary
Gavilan College will continue to be known for innovative instruction and quality service to students. Students and staff will reflect the diversity of the communities the college serves. Strategic planning will drive growth and change at the college. Instruction and student services will be fully integrated and considered as serving one primary function -- education. Transfer, vocational, technical, and community service programs will respond to the needs of the district and beyond. Contract education will be fully developed to respond to the needs of business and industry. Appropriate technology will support instruction and support services. Enrollment management and retention strategies for student success will be continually implemented.
Campus sites will be appropriately developed with exceptional anchor programs that meet the needs of the residents within the college service area. All college facilities will be well prepared and maintained to best serve the staff and students. The Gilroy campus will be noted in the community for its park-like setting and facilities that attract the community for private and public events.
A process of systemic improvement will have been accomplished, making operations more efficient while producing higher quality service. The organizational structure of the college will support the values of collaboration and integration of programs and functions. New leadership/management methods will have emerged. Leadership values and skills will be demonstrated at all levels and provide vision, planning, and team building to better serve students and staff. Authority, responsibility, and accountability will be accepted and practiced at all levels throughout the college. Cross-functional teams and task forces will carry out daily operations and planning at all levels wherever possible. Management's role will be to lead, facilitate, coordinate, train, and evaluate. All staff development will be driven by strategic planning and emphasize cross training, promotion from within, and service to students. Budget, personnel, and technology plans will be based on the strategic plan, and all planning will include outcome measures to assess success. Marketing and public relations will be integrated in all that is done.
B. Goals Summary
Strategic planning is a continuous process at Gavilan College. A Strategic Planning Subcommittee of President's Council meets at least quarterly. This subcommittee evaluates progress on stated strategies and the goals that have been identified to achieve each strategy. Strategic change is driven by the Board of Trustees with input from college constituency groups. The Strategic Plan Strategies from 2007 – 2012 are summarized below:
Strategy # 1 Optimize enrollment, course offerings and services to reflect community needs and growth.
| Goal # 1 | Increase the number of college-ready students who will graduate with an AA/AS degree and/or who can transfer within two years. |
|---|---|
| Goal # 2 | Create an institutional approach to address student recruitment, outreach activities and retention efforts. |
| Goal # 3 | Strengthen our career programs through a cohesive organizational approach such as creating an Occupational and Career Program Institute. |
| Goal # 4 | Increase options for credit/non-credit courses for older adults and other constituencies as indicated in community needs surveys. |
| Goal # 5 | Increase pre-collegiate credit courses and other learning support options to prepare students for entry into transfer and vocational programs. |
| Goal # 6 | Expand alternate delivery of courses and services to meet needs of learners in the community such as online, telecourses, High Step, etc. |
| Goal # 7 | Offer a complete general education transfer pattern of courses at the Hollister and Morgan Hill facilities as well as in the evening at the Gavilan main campus. |
| Goal # 8 | Develop student learning outcomes and assessments for all courses, programs, and the institution with direct linkages for intersegmental transfer or career preparation. |
Strategy # 2 Highlight student performance as a result of Gavilan College education.
| Goal # 1 | Collect data, package and market information on students' performance in the following areas: |
|---|---|
| For vocational programs – provide information on student performance on State licensing examinations. | |
| For transfer programs – obtain information on how Gavilan students perform at four-year universities. | |
| For Gavilan College classes – obtain information about student success, retention, persistence. | |
| Goal # 2 | Develop Alumni Program in cooperation with the Gavilan College Educational Foundation. Market information about Gavilan alumni. |
| Goal # 3 | Highlight student success programs, services and articulation strategies in local junior and high schools |
Strategy # 3 Improve and expand existing facilities to enhance the learning environment.
| Goal # 1 | Expand facilities in the northern part of the district by acquiring a site for the Coyote Valley campus. |
|---|---|
| Goal # 2 | Expand facilities in the southern part of the district by acquiring a site for the San Benito County extension or campus. |
| Goal # 3 | Augment main campus facilities by formalizing plan for use of golf course property at Gilroy campus. |
| Goal # 4 | Renovate Gilroy campus to current community college facility and ADA standards to offer students a comfortable, safe, modern learning environment. |
| Goal # 5 | Maintain a well-kept campus. |
Strategy # 4 Provide appropriate technology for delivery of instruction, student support services and management of College operations.
| Goal # 1 | Obtain and install an Enterprise Resource Program to ensure better integration of services and more effective reporting. |
|---|---|
| Goal # 2 | Modernize technology in the classroom to support the delivery of instruction and to ensure Section 508 compliance. |
| Goal # 3 | Modernize technology used by employees in accordance with the college-wide technology plan. |
| Goal # 4 | Obtain and install technology systems designed to reduce energy consumption. |
| Goal # 5 | Increase support services for all technology needs. |
Strategy # 5 Recruit and develop staff to attract and retain an optimal student population
| Goal # 1 | Continue implementation, within resource constraints, of the Five Year Faculty Hiring Plan. |
|---|---|
| Goal # 2 | Maintain competitive salary and benefit packages to ensure the attraction and retention of the best qualified employees that reflect the diversity of the community. |
| Goal # 3 | Support staff learning and professional development opportunities to assist employees in maintaining excellence in their professions. |
| Goal # 4 | Promote a healthy work environment that nurtures personal and professional development. |
| Goal # 5 | Develop a concerted campus approach to improving customer services in administrative services, student services, and instructional services. |
| Goal # 6 | Implement methodologies that improve teaching, learning, and customer service. |
| Goal # 7 | Provide training and encourage activities to assist employees in developing a sensitivity to ethnic, racial, physical and lifestyle diversity |
Strategy # 6 Expand Gavilan College's educational role by becoming a vital force in the development of the community.
| Goal # 1 | Continue to support Gavilan College fine arts; specifically expanding the Music Program to increase the academic offerings for students and to develop music programs for the enjoyment of the community. |
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| Goal # 2 | Establish Gavilan College as a training provider to improve the local workforce by expanding fee based and credit educational opportunities for area business and industry. |
| Goal #3 | Establish Gavilan College as a resource center for the community. |
| Goal # 4 | Promote service learning projects and other collaborations between Gavilan students, staff, area businesses, and service and educational agencies. |
| Goal # 5 | Develop Early College High School in partnership with the Gilroy Unified School District. |
Key Findings of the Internal Environmental Scan
In addition to the information in subsection A, the Educational Master Plan outline, and subsection B, a quantitative overview, the consultants have identified ten key findings as part of the internal environmental scan process. As viewed from an objective perspective, these findings presently have a significant influence and bearing on Gavilan College. The findings also provide a baseline for future directional changes.
Stability in Leadership
Gavilan College appears to have a bright future with respect to its current administrative team, which has already distinguished itself by bringing fresh ideas and perspective. The team appears to have knowledge, experience, dedication and a strong commitment over the long term. Strong leadership that offers stability is a prime requisite for bringing Gavilan College successfully into the next ten-year cycle.
Reflection of the Service Area
An analysis of the past five years shows that while the external environment has changed substantially around Gavilan College, the curriculum and instructional delivery system have not undergone any major changes. Gavilan College will need to change and adapt to stay current with, and reflective of, its surrounding environment. These changes include being more responsive to the demographic composition of the Gavilan College service area and more innovative (even risk-taking), with regard to programs of instruction and student services.
The Development of a Distinctive Identity
As part of the vision for the future, Gavilan College must make a statement of distinction both academically, through the development of a unique and targeted curriculum, and as a regional resource, reaching out as a center for cultural and intellectual enrichment.
Gavilan's future will depend on how well it is recognized in an educational and technical training marketplace that is already over-saturated in the region. Making Gavilan's facilities available to regional audiences will enhance the prospects for recognition and assist the marketing and recruitment efforts of the college.
Marketing, Recruitment, and Attraction
An assessment of the past five years at Gavilan College demonstrates that promoting the college through marketing, outreach, participation at local high schools, and public relations highlighting the successes achieved by Gavilan College yields substantial benefits. After years of flat to nominal enrollment growth the college is now experiencing double digit growth. This has not happen by mistake, chance or luck. The college committed resources to enhancing its community image and has actively engaged the community in efforts to recruit more of its resident population. Now that the students are here and are continuing to show interest in the college and its programs the college needs to serve those students well and work hard to retain them.
Consistency and Continuity in the Delivery of the Educational Product
The college has reversed the previous trend of increasing use of adjunct faculty to teach up to nearly 50% of its courses. In the fall of 2006 Gavilan College reported a full time to part time faculty ratio of 59% / 41%, up from 53% / 47% three years earlier. Consistency and continuity in educational delivery is best served by full-time faculty members who are on campus, have designated office space and office hours, and participate in the educational and student service committees that are critical to the college's long term success. Gavilan's plan is to reach a standard of 65% full time faculty and hold at that level. This standard appears to be sustainable over time. The 65% full time faculty would be well above its minimum required Faculty Obligation Number mandated by the state. Gavilan College will place continued emphasis on hiring full-time faculty to carry the message and deliver the educational product of the college. Implemention will be dependent upon the fiscal realities of the college.
Supervisory Span of Control
The workload distribution and the supervisory spans of control are substantial for most top and mid-level administrative positions. Given limited resources, demands for more full time faculty and additional professional support personnel, there are few opportunities to add administrative personnel. As resources permit and off site development reaches a point of critical mass the college will be forced to hire additional high-level administrators. The success of the development of the new sites in Coyote Valley and San Benito County will depend on adequate facilities and educational program planning efforts. Moreover, obtaining state construction funds to build permanent facilities will require a careful integration of the facilities being constructed at each of the three sites – Gilroy, San Benito and Coyote Valley. More than anytime in the past forty years the district will have to determine which educational programs are necessary at each location to serve the resident population.
Adequacy of Infrastructure
The delivery of strong instructional and student service systems at Gavilan requires adequate infrastructure. Measure E bond renovations will address the previously noted lack of air conditioned buildings on campus. All buildings will be air conditioned as a part of the renovation project. Lighting has been another noted deficiency. The main campus walkway was refitted with additional light fixtures as part of the infrastructure project. Parking lots will be upgraded with additional lighting over the next few years, with work proceeding during the summers and intersessions, as the parking lots are critical assets during regular semesters.
The installation of efficient climate control systems and lighting will create a much more welcome learning environment. In addition to the safety aspects of a well-lit campus the overall appearance of the campus in the evening will improve. This infrastructure project is considered a key precondition to the success of an expanded evening general education program. The improvements to the environment will further enhance the comfort of the working environment for the faculty and staff of the college.
The infrastructure project includes expansion of the electrical capacity of the college. A significant amount of technology has been added to the college since 1996. Additional use of technology systems will only be possible when the electrical capacity of the college has been increased.
Expansion of the Satellite Centers
The sites at Hollister and Morgan Hill are showing signs of outgrowing their Phase I operational plans. The Hollister center is nearing capacity; the center at Morgan Hill will not be far behind.
Students attending these centers do so for the convenience of proximity to their homes and places of work. In previous planning cycles the two off-site locations were intended to serve as feeder programs for the Gavilan College main campus. Now, however, the college's goal is to offer a complete general education program at the two locations. Long rang plans include development of sites that will eventually become separate, stand-alone colleges.
Team Building
Gavilan College has been commended by the 2007 accreditation team for the work the college has done to focus on solving enrollment concerns, planning activities and for making the strategic plan the centerpiece of budget development and decision making. The team was impressed with the college community's ability to come together to solve institutional problems. The college has a well established process that encourages involvement in setting the direction for the college as well as in determining courses of action that are reasonably expected to improve service to students and student learning. In a very short period of time the college has implemented a number of changes to include:
- Obtaining voter approval for a $108 million facilities improvement bond that is being used to renovate the Gavilan campus and establish new sites in San Benito County and Coyote Valley.
- Converting from an 17.5 week long academic semester to a 16 week semester
- Creating an ongoing marketing and recruitment effort to promote the college within the community
- Participating in-going review of the strategic direction of the college
- Reviewing options to add career and technical training programs
- Establishing and implementing a hiring plan to increase the number of full time faculty to a desired standard of 65% full time to 35% part time faculty
Faculty and Staff Retention
Gavilan College is noted for loyal and dedicated staff members who commit much of their working lives in service to the college. A strong retention program to keep exceptional faculty and staff is a most important consideration for moving Gavilan College into the future. The recognition of outstanding performance and, conversely, the intolerance of poor performance, will be key factors in bringing Gavilan College to a position of educational excellence.
The strength of the curriculum and the ultimate success of the college are dependent upon the face-to-face interaction of faculty and support staff with students. It is important for Gavilan College to place a great deal of time and energy in developing the best educational team possible, and retaining exceptional faculty and staff.
Recruiting the best available faculty during any given hiring cycle requires that the college maintain a salary scale that is competitive with nearby community colleges. During the fiscal crisis of 2003 and 2004 Gavilan College continued to increase base salaries of employees and was able to fully implement a reclassification of the professional support staff. The reclassification implementation raised salaries to competitive standards for the region. Continued attention to maintaining a competitive salary schedule will allow Gavilan College to actively recruit and hire the best available employees.
Trends from the Unit Planning Guide Process
Summary
The following statements constitute a summary of the major trends found in a review of the college's unit planning guides, including topics and ideas that have been repeated, in one form or another, throughout on-campus interviews and written statements. These trends represent concepts and trends that should be considered in the over-all master planning process, a review of the present function of the college, and the establishment of facility planning priorities.
Instruction
- Students are arriving at college less prepared to benefit from college classes and, as a result, basic skills education will need to expand and diversify.
- "Bridge" or "ladder" support systems will become more necessary to bring students to college- level work. Noncredit basic skills courses are considered a key feature in creating a solid educational foundation for students who may not been able to acquire those skills prior to arriving at Gavilan College.
- Faculty will need to seek new methods of instructional delivery and new ways of serving the complex needs of students.
- Interdisciplinary approaches to learning, the sharing of academic resources, and cross-curricular learning should be encouraged.
- Non-traditional course scheduling, including short-term classes, modular programs,
- and high intensity learning experiences should be offered and supported.
- Nights and weekends are becoming an important part of the class scheduling process, allowing greater campus utilization and requiring increased security and custodial support.
- Obsolete laboratories cannot provide experiences appropriate to the needs of students training for 21stcentury jobs. (Laboratories will be upgraded as part of the Measure E facilities improvement bond.)
- Curricular offerings and programs will need to be constantly evaluated as to relevancy and productivity and repackaged, re-engineered, or replaced to create a balanced and dynamic program of studies.
- More small, active classroom spaces are needed to better fit the delivery of instruction at the college.
- Expansion of technology has created a need to infuse all classrooms and laboratories with the required equipment to network with information systems.
- The presence of the Internet, computer-based information resources, and computerization of many fields of study have created a continual need to redefine many instructional areas.
- Distance learning through on-line and television courses will be an important component of the curricular offerings of the college.
- Strategic alliances with the private sector are critical for delivering an effective and relevant program of instruction.
- Life-long learning will create both a need and an opportunity for the college
- Increasing numbers of jobs will be reliant on technology; technology training must be appropriate to this need.
- Academic support services, such as tutoring, will be increasingly important to student success.
- The future of education will become intensely competitive between traditional schools and colleges, private sector learning centers, and business and industry.
- CalWORKs/Welfare Reform programs will become increasingly important to the college.
- Coordination between the instructional program and support services will need to be a continuous process in all areas of college operations.
- Full utilization of the satellite sites is imperative.
Support Services
- Coordination between the instructional program and support services must be a
- continual process in all areas of college operations.
- Team building between student services and instruction needs to be an on-going process.
- A "one-stop" student services facility is needed.
- pecial services for disadvantaged students will increase.
- Students with disabilities will become a more significant part of the college student body and will need innovative and increasingly diverse support services.
- Minorities are the fastest growing segment of the college's service area population - many will have special needs and requirements for learning.
- The student services operation must devise strategies for the rapid mainstreaming of learning disadvantaged students in order to permit them to benefit from and complete the college's courses and programs in a timely manner.
- Support for re-entry students must be expanded.
- The provision of childcare will become an increasingly important component of the overall services provided by the college as the needs of student parents, particularly single parents, are increasing.
- Comprehensive health services will be needed to meet increasingly diverse student health needs.
- To support student services, track students and expand services, upgraded computer-based systems will be needed.
Administration
- Organizational changes will be necessary to provide adequate attention to the development of the two new college sites.
- Consistency in competent leadership at the top administrative levels will be a key to long- range success at the college.
- Academic accountability will be a beacon for measuring the success and progress of the college as it moves into the 21st century.
- A great emphasis will be placed on operational efficiency in curricular offerings, facilities, and services.
- The college needs appropriate capacity to meet the continuing population growth in southern Santa Clara and San Benito County.
- The college will have to actively participate in the professional development of new administrators. Statewide and nationally there is a severe shortage of qualified administrators over the next ten years, which will make it especially difficult for a small college like Gavilan to attract high caliber administrative personnel with experience and skills.
- Conducting data analysis and research will be a priority for the college. Accurate, timely information is needed to keep pace, be competitive in pursuing external funding opportunities, and make decisions effectively.
- Facilities must be used to their full capacity. Lowering the load capacity ratios across the college will be necessary to augment Measure E funds and complete a comprehensive renovation of the educational facilities of the college.
- Satellite sites will need to operate at maximum efficiency and capacity to serve the growing demands of the district.
- Alternative funding sources are essential to the survival of the college.
- Libraries will be totally redefined as electronic information retrieval becomes the primary method of research. Libraries will double as a central learning resource facility for the college and utilize the latest technology to serve students with alternative styles of learning.
- Technical support services will become increasingly important for both instruction and student service areas.
- Change will be the dominant force over the next two decades.
- The college's physical proximity to Silicon Valley offers major opportunities for campus linkages.
- All community outreach programs must be fully coordinated in order to provide comprehensive service without unnecessary duplications.
- Facilities will continue to be modified as the result of programmatic changes and increases in the use of technology, creating increased space pressures in many departments.
Selected Planning Comments From Faculty and Staff
Written statements on the unit planning guides produced the following faculty and staff inputs, which were used as a guideline for formulating the educational master plan. However, their statements reflect the thinking only of those that chose to provide input and, although valuable, should not be interpreted as the input of an entire department. Thus, the expressed plans for the future should be used to begin department planning and must include participation by all staff members impacted by the final plan.
DEPARTMENT: ENGLISH
CHAIRS: Christina Salvin and Karen Warren
Overview
The English curriculum serves as a building block for general education and a bridge to learning at the post secondary level. The Department instruction in writing ranges from the developmental to the college transfer level and includes creative writing; reading instruction occurs at the pre-collegiate level. It touches every student who pursues an educational experience at Gavilan College.
Components
- English
Key Planning Considerations/Trends
Space Needs:
- Classrooms need to be re-engineered to include multimedia learning technology.
Equipment:
- Computer technology will be an important teaching tool in the future for this department.
General:
- Consideration will be given to the creation of an English major.
- A systematic program of course offerings is forecast for the next five years.
- Attention will be given to integrating basic skills courses and services so that every student has the maximum chance of success.
Specific Impacts
- The Writing and Reading Centers will be combined and housed with other support services through the Measure E renovation process. .
- Remedial programs to serve under-prepared students will be expanded and developed.
- The English Department will be a leader in offering writing- and reading-across-the-curriculum training for faculty and staff.
- The addition of English as a major will be a goal within the next five years.
- Classrooms should be equipped for multimedia use.
DEPARTMENT: ESL
CHAIR: Kathy Campbell
Overview
ESL offers students a full program of reading, writing, listening and speaking skills, from the survival level to advanced communication and composition. Students at the advanced level are prepared to transition to college composition courses.
Key Planning Considerations/Trends
Space Needs
- If the number of entry levels of ESL courses are increased, subsequent course numbers will have to be increased, which will require additional classroom space.
- The Vocational ESL (VESL) Program will need additional space as it expands.
Equipment
- The ESL lab will require upgraded computers.
- Multimedia classrooms will be needed.
General
- Attention must be paid to providing equitable support services in any area of expansion.
Specific Impacts
- The ESL program may be expanded into the evening if the support service component can be developed in that time slot.
- Vocational ESL (VESL) will be offered through the noncredit branch of instruction.
- Childcare is an issue for many ESL students who work and attend classes.
- A perception exists that ESL students feel unwelcome on the Gavilan College campus. An effort to incorporate these students and their unique needs more fully into campus life could benefit the program and increase the retention rate of those who transition into mainstream courses.
DEPARTMENT: FINE ARTS
CHAIR: Arturo Rosette
Overview
The fine arts curriculum serves students who wish to transfer to a four-year college and/or wish to receive an Associates degree as well as those who wish to participate in the arts as part of shorter term courses of study. Gavilan College's offerings cover the visual and performing arts as well as other key disciplines that are recognized as general education courses for graduation or transfer.
Components
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Key Planning Considerations/Trends
Space Needs:
- The addition of a fourth studio area configured for three-dimensional design is needed.
- The current piano practice labs need to be upgraded.
- Additional space is needed for the building and storage of theater sets.
- Philosophy is in need of a larger classroom with "smart" technology capabilities that can accommodate at least 45 students.
Equipment:
- A shared, portable set of Macintosh computers with a digital printer is needed to support visual arts, theater, television, and music instruction on campus and community outreach projects off campus.
- A sound recording studio in the Art Lecture hall will be needed to complete the Music Business Plan developed in conjunction with concert piano gift to the Gavilan College.
Space Needs:
- Permanent set design and costume shops are needed for Theater productions.
- A permanent space with recording and playback capabilities is needed for Communications.
- An editing area is needed for Gav-TV.
- A Communications lab is desirable.
- Completion of the Theater design with lobby and storage is needed.
- A dance studio is desirable.
General:
Gav-TV can continue to play an increasingly important role in assisting Gavilan College with its marketing effort
Specific Impacts
Philosophy
- Expansion for the future will be marked with a more interdisciplinary approach, integrating philosophy with other related disciplines within the college.
- Larger, "smart" classrooms to accommodate an average of 45 students per class are needed to meet the present as well as the future needs of philosophy.
Visual Arts
- Visual arts will place a greater emphasis on the use of technology as a teaching/learning tool.
- Future plans will include cross disciplinary work with music and theater.
- Community outreach to reestablish the Gavilan College Art Department's reputation within the community will be a goal of the future.
Music
- Continuing to develop community performances, such as the Marian Filice Piano Competition and the Bach to Blues Concert, have the potential to reestablish the program at Gavilan College as the cultural leader for the area.
- Curriculum changes may include music appreciation courses.
- Music facilities for instructional purposes (vocal classes and practice rooms). are generally regarded as inadequate Additional and/or reconfigured space is needed.
- Keyboard instrument acquisitions need reevaluation.
- A dedicated space for piano and recording is planned for the Art Lecture renovation.
Theater Arts
- Immediate needs for the program include a new set design, scenic, and costume shop area.
- Theatre facilities must be brought up to current safety codes. Improvements in appearance and function are needed for the Theater building, which is now over 25 years old.
- The theater facility at Gavilan College is regarded as an asset for both the college and the community. Joint use of the facility has resulted in summer youth and other programs that bring people from the community to the campus. Currently, the staff is developing outreach programs to the community to increase the Gavilan College Theatre's visibility and involve more the residents of Gilroy and the surrounding communities in our programs, performances, and events.
- New theater seating, a set preparation and set design storage/repair area, upgraded restroom facilities, and a covered theatre foyer to accommodate attendees of the theatre performances are needs of the future.
- A budget is needed for theater repair and equipment replacement. Specific needs are on-stage curtains and a header (valance), upgrades to unsafe/outdated (asbestos) stage lights, new light board and equipment, upgrade of unsafe student locker area, and paint and repair of makeup, dressing rooms, and backstage restrooms, a new movie screen, and upgraded projection capabilities.
Journalism
- If the paper continues to prosper, the number of sections offered for Journalism may increase.
- Any future growth will require larger space.
Communications
- Communications is currently the fourth largest discipline on campus and is the most popular course offering for meeting general education requirements.
- An additional full-time instructor is anticipated within the next five-year period, as well as a dedicated technician to provide support for room set-up, video recording and playback, etc.
- The number of sections is anticipated to increase from its present 15 to 18 over the next five years.
- Communications will continue to offer new courses, such as Interpersonal Communications, as appropriate.
Foreign Language
- Adjunct staff will be added as appropriate for instruction in new languages, such as Japanese, Mandarin Chinese, and French.
- Spanish remains the strongest component of the Foreign Language Department. Classes are taught both at the main campus and at the two satellite sites. Sections are offered at night and on the weekends.
- Classroom space may be needed for expanded language offerings.
DEPARTMENT: NATURAL SCIENCE
CHAIR: Enrique Luna
Overview
The Natural Science Department is primarily oriented to students who wish to transfer to a four-year college and/or to students requiring course offerings that meet general education requirements. This department includes life sciences, physical sciences, and mathematics.
Components
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Key Planning Considerations/Trends
Space Needs:
- Office space for additional faculty needs to be addressed in the renovation process.
- Consideration should be given to establishing a dedicated computer lab for chemistry, physics, and life sciences in space that is currently utilized by allied health. Classroom space will be needed for Biotechnology courses.
- If a Horticulture program is pursued, classroom and greenhouse space may be needed.
- The MESA Program will continue to need space for its operations.
Equipment:
- Upgraded math lab computers are needed on three-year cycles.
- Classrooms outfitted with digital projectors ("smart classrooms") are needed.
- Updated lab equipment to be competitive with that offered by surrounding (competitive) community colleges remains as an unfulfilled need.
General:
- The department will need to reassess its course offerings and support course and services to meet the changing needs of today's Gavilan College student.
Specific Impacts
Biology (Life Sciences)
- Introduction to Biology remains as the most popular course to satisfy general education requirements.
- Life sciences course offerings are instrumental in supporting the allied health curriculum (e.g. anatomy, physiology, microbiology, etc.).
- Staff needs for the future include an additional full-time instructor within the next five years, bringing the dedicated full-time staff for life sciences to three.
Chemistry
- Enrollments have declined.
- he lack of current and up-to-date laboratory equipment is a deterrent for students considering Gavilan College in comparison to other community colleges that offer programs of transfer.
Mathematics
- A decline in enrollments has been seen in the higher-level math classes that support the physical sciences and engineering.
- Faculty members perceive that students who attend Gavilan College today are not as prepared for college work as they should be.
- Consideration needs to be given to "bridge support systems" as an intermediary approach to preparing students for the higher-level mathematics and science courses.
- Consideration should be given to reestablishing the engineering program at Gavilan College.
- Additional remedial mathematics staff is projected for the future.
DEPARTMENT: PHYSICAL EDUCATION
DEAN: Ron Hannon
CHAIR: Susan Dodd
Overview
The physical education and intercollegiate athletic programs serve the entire student body at Gavilan College. Students may select physical education as a major for transfer and/or receive an Associate degree in this discipline. Students may also elect to include physical education activity courses as part of their general education pattern or participate in a number of intercollegiate sports (basketball, golf, baseball, football, softball, volleyball, and soccer) offered through the college.
Components
- Intercollegiate Athletics
- Physical Education (Academic)
- Physical Education (Activities)
Key Planning Considerations/Trends
Staffing:
- The current staff consists of three full-time and 11 adjunct faculty members. Staffing needs for the future will include a move to more full-time versus part-time instructors. Within the next five years, two additional full-time faculty members are projected along with one full-time administrative assistant position. Over the next ten years, the department projects a full-time staff that would consist of at least six faculty members.
Space Needs:
- A dedicated 1,200 square foot multi-purpose room that could be used for activity, lab, or lecture is identified as a need for physical education. Also expressed as a priority, additional space is needed in the expansion of the fitness center facility.
Equipment:
- Equipment in the fitness center needs to be upgraded.
- Athletic training room needs to be modernized with upgraded health equipment.
General:
- Additional support with the Gavilan College administration is needed to encourage the hiring of faculty who also have expertise in coaching.
Specific Impacts
- Space for lectures is currently limited to one multi-use classroom that is utilized by other campus disciplines as well as by physical education.
- The program is characterized by strong working relationships with the community (Gilroy and Morgan Hill) for shared facility use.
- Consideration in the future needs to be given to water polo and swimming as intercollegiate athletic additions.
- To better utilize the swimming pool, more consideration will be given in the future to "open" swim times.
- Curriculum expansion in the future will include additional course offerings at the Morgan Hill and Hollister centers.
- Future considerations will address a changing student body population that includes "life-long" learners. Course offerings will expand accordingly and include such activities as hiking, specialized weight training, long distance running, master swimming, and dance.
- Technology will be used as a teaching tool in the future. The physical education curriculum will also need to address the issue of student competency relative to new and emerging technologies.
DEPARTMENT: SOCIAL SCIENCES
CHAIR: Marlene Bumgarner
Overview
The department of social sciences offers courses that meet the needs of those students who plan to transfer to a four-year college curriculum and those who require courses to meet the general educational requirements. This department offers an associates degree designed to include a broad exploration of the various disciplines within the social sciences.
Components
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Key Planning Considerations/Trends
Space Needs:
- If the rescheduling of classes into non-traditional time slots can be actualized, social sciences does not see the need for additional classroom space over the next five years.
- Non air-conditioned classrooms need to be air conditioned so they can be used in the afternoon hours.
- Additional office space is needed now and will become a greater priority as the faculty in this department grows.
- Classroom design needs reevaluation.
Equipment:
- Multimedia or "smart classrooms" are needed.
General:
- Prerequisites must be developed for the social sciences, especially in English.
- Accurate statistical data is needed in order to help the department in planning its course development and for the writing of grants.
Specific Impacts
History
- An additional full-time shared faculty member (between history and one of the social sciences) is anticipated within the next five years.
- Space requirements over the next five years will need to be addressed either through additional space or creative scheduling (utilizing afternoon blocks, compressed semester offerings, etc.)
- Anticipated in the next three to five years is an expansion of the scope of history course offerings.
- Remedial education for transfer students is a missing element as seen in the history course offerings.
- Distance learning and convenience learning are anticipated to play a part in the delivery system for teaching history in the very near future.
All Other Social Science Disciplines
- Anthropology sections are presently too large, according to the instructor.
- New sections in archeology should be developed.
- Child development will see substantial growth. Child Development aquired a new facility in 2001.
- Consideration will be given to the development of a course on social problems.
DEPARTMENT: ALLIED HEALTH
DEAN: Sherrean Carr
CHAIR: Kaye Bedell
Overview
The Allied Health program is a career ladder model designed to offer maximum flexibility in achieving educational goals. Each level provides entry into the next sequence of the program. Certificate of Completion, A.S. Degree and transfer courses are included in the program. Tech Prep, VTEA, CWE (Cooperative Work Experience), and ROP (Regional Occupational Program) are components of the program.
Components
- Allied Health
Key Planning Considerations/Trends
Staffing:
- The Allied Health Department participated in a 5 year planning full-time faculty hiring plan developed in 2004-2005. Additional support staff may be needed as the division expands and scope broadens.
Space Needs:
- Additional appropriate clinical settings are needed. The new Health Occupations building opened in 2001, and currently houses the Allied Health program.
Equipment:
- Specific to program.
Specific Impacts
- Develop partnerships with 4 year institutions to provide option of concurrent enrollment for nursing students.
- Evaluate effectiveness of establishing English 1A as a prerequisite to increase retention and attrition rate.
- Provide appropriate equipment to assist student successes.
- Provide professional development opportunities for faculty.
- Provide support services for students enrolled in Allied Health programs.
DEPARTMENT: BUSINESS
DEAN: Sherrean Carr
CHAIR: Ellen Venable
Overview
Business curriculum is flexibly designed to accommodate transfer students or those seeking an Associates Degree. A Certificate of Completion for professional skill development is also offered through this program. Tech Prep, VTEA, CWE and ROP are components of the department.
Components
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Key Planning Consideration/Trends
Staffing:
- The Business Department participated in a 5 year planning full-time faculty hiring plan developed in 2004-2005. Additional staff may be needed as division expands and scope broadens.
Space Needs:
Specific to programs.
Equipment:
- Acquire hardware/software as needed to meet industry standards.
General:
- Local education and business partnerships will need to expand for all programs as the community continues to grow.
Specific Impacts
Accounting
- Expand Community Work Experience (CWE) opportunities for students.
- Provide appropriate software to meet current industry needs and support student success.
- Offer courses at the satellite campuses.
Administration of Justice/JFT/JLE
- Develop courses as appropriate to meet the changing needs of the profession.
- Develop distance education offerings.
Business Office Technology
- Provide appropriate technology (hardware/software) to meet industry needs.
- Expand CWE opportunities for students.
Computer Science and Information Systems
- Expand distance education offerings.
- Partner with local high schools and transfer institutions to create recruitment and articulation strategies.
- Expand CWE opportunities for students.
- Provide support services for students.
- Provide professional development opportunities for faculty and staff in the discipline.
- Provide appropriate technology to assist student success.
Digital Media
- Develop new courses as appropriate.
- Expand course offerings at satellite campuses.
- Develop recruitment strategies.
- Acquire technology necessary to meet industry standards.
- Evaluate Digital Media Institute (occupational institute) piloted summer 2006 and make revisions as needed to increase enrollment rates.
- Explore viability of developing a cooperative degree in Digital Film.
- Develop Digital Media Learning Community.
- Provide support services to students in Digital Media.
Economics
- Provide courses at satellite campuses as appropriate.
- Develop distance education course offerings.
General Business
- Provide courses at satellite campuses as appropriate.
- Develop distance education course offerings.
Real Estate
- Develop and update sequence of courses.
- Develop distance education offerings.
- Explore satellite campuses for course offerings.
DEPARTMENT: VOCATIONAL/TECHNICAL
DEAN: Sherrean Carr
CHAIR: Rose Hernandez
Overview
The Vocational Technical Department at Gavilan College is primarily targeted to students interested in career-specific education. Many of the programs under the umbrella of Vocational and Technical education offer Associates Degree opportunities. All of the programs offer Certificates of Completion and/or opportunities for professional skill development. Students may also combine work towards a certificate or an Associate Degree with preparation to transfer to a 4 year college. VTEA and CWE are components of this department.
Components
- Aviation Maintenance Technology
- Child Development
- Computer Graphics and Design
- Cosmetology
Key Planning Considerations/Trends
Staffing:
- The Vocational Technical Department participated in a 5 year planning full-time faculty hiring plan developed in 2004-2005. Additional support staff may be needed as division expands and scope broadens.
Space Needs:
- Specific to programs.
Equipment:
- Specific to programs.
Specific Impacts
Aviation Technology
- The aviation facility is located at the Hollister air strip and is the result of a cooperative arrangement with the City of Hollister. The facility includes lecture, lab, and office space with outbuildings for storage. Currently, its size is adequate but requires continued maintenance.
- Provide opportunities for training and technical support necessary to maintain up to date teaching delivery methods.
- Develop new courses consistent with FAA standards.
- Implement and evaluate effectiveness of recruitment activities described in unit plan.
- Establish computer based instruction where appropriate.
- Acquire up to date instructional tools.
- Develop additional CWE opportunities for students.
Child Development
- Develop classes in Spanish to meet community needs.
- Design promotional program package to recruit students.
- Participate in regional activities.
- Provide professional development activities for faculty.
- Link academic program with Child Development Center.
- Provide support services for students.
Computer Graphics and Design
- Acquire additional computers and software to meet current industry standard.
- Develop online tutorials as a component of the Computer Graphics and Design program.
- Expand hardware/software capabilities.
- Participate in professional development activities.
- Develop recruitment strategies.
Cosmetology
- Acquire equipment in the labs to reflect industry standards and emerging trends.
- Provide professional development opportunities.
- Develop a "bridge" support system to link Cosmetology with the ESL program.
- Strengthen high school business and industry partnerships.
DIVISION: STUDENT SERVICES
VICE PRESIDENT: John W. Pruitt
Overview
The Division of Student Services consists primarily of the key non-academic support functions and personnel for students at the three campus locations. It also houses the curriculum and instructional programs in Guidance and courses offered through the Disability Resource Center (DRC). The Student Services Division provides for access to the institution, academic success, personal enrichment, instructional programs, and services to support students during and beyond his/her stay at Gavilan College. The college has recently returned to a three vice president structure that has resulted in significant changes in the division.
Components
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Key Planning Consideration/Trends
Space Needs:
- Additional space is critical to provide comprehensive student services. Generally, spaces are cramped, antiquated, inadequate, and aesthetically unappealing. There is a need for services to be more conveniently located to one another. Specifically, offices and space for counseling, assessment (general and vocational), TRIO, the DRC High Tech Center, a welcome center, admissions and records, and financial aid, and student waiting and common spaces are inadequate.
- Additional staffing will create additional need for appropriate work areas in the following units: admissions & records, student life, career & transfer center, assessment, recruitment and outreach, TRIO, and counseling. Additional space for managers will also be needed.
Equipment:
- Climate control should be a priority for the student services building and for those units located in the library.
- Computer support is needed for both the Morgan Hill and Hollister centers.
- Lighting needs improvement in almost all work areas.
- Computer equipment is needed to launch computerized assessment.
- Printers are necessary in almost all offices to interface appropriately with the new Enterprise Resource Program (ERP).
General:
- Generally, student services staff members feel that they are a vital part of the college.
- Lack of a one-stop center for students has a significant impact on student satisfaction.
- The college lacks a specific "front door" that should be addressed by the development of a welcome and information center.
- Specific focus is needed on expanding matriculation, enrollment management, and retention services, and partnerships at the college.
- The advent of the new ERP system will present numerous opportunities to improve service to students and improve work flow and work load issues for staff. Training will be critical in this process.
- The ability to steadily grow enrollment will continue to be a challenge and will require implementation of strategies focused on providing exceptional customer service and the ability to market unique opportunities available through the college.
- The development of residential housing is an important initiative in long-range planning.
- Collecting feedback from students regarding satisfaction and attainment of learning outcomes will be necessary. An integrated model that provides for continuous improvement and that is linked to the college's strategic planning process and college budgeting process is a high priority.
Specific Impacts
Admissions & Records
- The issue of adequate operational space for A&R needs to be revisited. Office space, storage space, and areas for servicing students are extremely limited. The lobby area and counter space are insufficient to accommodate a semester enrollment of 6,000 students.
- A&R would benefit by being part of a "one-stop" center where all services can be conveniently accessed
- Lack of climate control is presently a problem for students, staff and equipment located in this area.
- With the advent of phone and web based-registration, a review of service delivery should be conducted; help desk support staffing needs to be implemented.
- Staffing to complete the optical imaging of documents should be secured along with a plan for continued maintenance.
- Development of a fully online application for admission will be necessary to complement other automated services such as registration, counseling, and orientation.
Assessment
- Ability to deliver walk-in services in a "one-stop" center is not possible with current facility set-up.
- Ability to serve students on the weekends, evenings, and at the off-site locations is necessary.
- Movement to a computerized assessment instrument is a high priority.
- Identifying space for a dedicated testing center is important.
- Securing permanent part-time staffing for assessment is important.
CalWorks – Annually, CalWORKs provides support services for 160-200 students who are receiving cash aide.
- Strengthening collaboration with Workability, Career/Transfer, Outreach and the CalWORKs program will be important to improve employment opportunities for CalWORKs students.
- Due to new federal regulations, one to two addition full time staff members will be needed to meet a growing demand for CalWORKs services over the next five years.
- The development of ongoing working relationship with general counseling is necessary for providing students with accurate information about available resources and options due to changing federal and state regulations.
- Increased off-site staffing hours are necessary to meet the needs of students attending Hollister and Morgan Hill sites.
- In order to increase employment opportunities for CalWORKs students, the CalWORKs program should develop relationships in the community based on local labor market needs.
Career Transfer Center
- The number of students seeking information on careers, transfer opportunities, and job placement will increase.
- The need to provide students with job preparedness skills will be a priority.
- Staffing for a job developer position will be sought.
- Emphasis will be placed on the center serving as a key part of a recruitment and retention plan.
- Providing services at the Hollister and Morgan Hill sites will be a priority.
College Switchboard
- Students will benefit from the development of a "welcome center" that includes switchboard services along with intake information and referral.
- Creation of a "front door" for the college is important.
- Linking a welcome center to the intake, recruitment and retention process will be a primary goal.
Counseling Services & Guidance Curriculum
- The present facilities for office staff and faculty do not meet student and staff needs.
- The campus-at-large needs to understand and support counseling as an integral part of the enrollment management and retention process.
- Additional counseling services will be needed at the Hollister and Morgan Hill sites.
- Climate control, lighting and student waiting space are needed.
- With the advent of new registration technologies, a review of service delivery models will be needed.
- The ability to provide for services and courses in an e-learning environment will exist.
- The ability to provide additional support to traditional classroom faculty and students in retention services will increase.
Disability Resources Center
- The DRC serves between 750-900 students annually. On-campus programs include Adapted PE, Learning Skills Program, High Tech Center, Career Prep and Workability III. Off-site programs include Hope Rehabilitation: Gilroy and Hollister, Live Oak Adult Day Services, and the Hollister Recreation Center.
- The DRC has 29 full and part-time staff positions. Additional full-time faculty will be needed within the next 3 to 5 years. These include a second counselor to keep pace with student demand and an adapted PE instructor to accommodate an increase in enrollment. A part-time Alternate Media Specialist position will be needed to meet the growing needs of students in this area. Adequate space is needed to house a growing staff.
- The High Tech Center is in critical need of climate control, especially air conditioning. Lack of climate control exposes students, whose disability is adversely impacted by extreme temperatures, to possible health complications and does not provide an optimal environment for the operation of computer equipment.
- Accessibility in the Learning Skills Lab must be reviewed to ensure compliance and accessibility for wheel chair users.
- Dedicated space for group and one-on-one testing and assessment, free from exterior stimuli, must be identified and is a high priority. Current use of open spaces in the Library or in faculty offices is inadequate.
- Computer labs on campus should be reviewed for wheelchair accessibility and climate control.
Enrollment Management
- Additional focus by student services personnel in the enrollment management process will be required.
- Office adjacency to a welcome center and recruitment personnel would be optimal.
- Utilizing the new ERP to track and communicate with current and prospective students will be crucial in the enrollment management process.
- Students will continue to seek information in online and other developing formats.
- The need to utilize data to effectively drive enrollment management decision-making will be necessary.
Extended Opportunities Program
- EOP&S presently serves 500 students at Gavilan College.
- The EOP&S/CalWorks Department has eight full-time or part-time staff.
- A second full-time counselor is needed to serve an increasing number of students.
- Rescheduling must be considered to serve a growing student population during evenings and at satellite centers (Morgan Hill and Hollister).
- The strength of the EOP&S Program is considered to be its connection with the students it serves.
- The EOP&S Office is in need of climate control.
Financial Aid, Scholarships, and Veterans Affairs
- Hollister and Morgan Hill require more on-site delivery of financial aid services to meet the needs of students at the satellite centers.
- Providing financial aid services and scholarship information on the campus website will be needed to better service students.
- Financial aid office and student space is inadequate. Additional space will be necessary.
- Climate control, improved lighting, and student waiting and service counters need improvement.
- The financial aid director should be physically located adjacent to the staff.
- The ERP will have impact on service delivery models.
- Students will increasingly choose to access information over the internet.
- Students will benefit from the automation of sign-in for services and workshops.
- Technology support and training are crucial to the effective and efficient administration of services in the department.
- Advanced planning, skilled staffing, and the use of technology will be important.
- The development of ongoing working relations with counseling, admissions and records, and recruitment and outreach is necessary for providing students with accurate information.
- The need to provide financial aid students with education plans will be needed year-round.
- The ability to utilize technology and integrate data with other college departments will be crucial in planning and grant writing processes.
- The ability to process financial aid application earlier will be required to remain competitive with other colleges.
Graduation
- The ability to accommodate increasing attendance at graduation ceremonies exists.
- The ability to better execute and automate degree plan and degree completion activities is important.
- Communicating with students about progress toward degree completion and tracking transfer students will exist.
Health Services
- To service an increasing need for health services, a bilingual classified staff person is necessary for daily operation.
- Additional nursing staff is needed in the form of a bilingual nurse practitioner to provide for more comprehensive services.
- The ability to provide services in the evening and during summer months will need to be addressed.
- Students will be called upon to support current and additional services through the health fee.
- Drug and alcohol, domestic violence, and sexual related counseling and referral, as well as acute crisis situations are on the rise in our student population, resulting in an increased need for intervention and prevention activities.
- Health services operates in the confines of 286 square feet, which is grossly less than the chancellor's office recommendations. Additional space is necessary to meet current and future needs and to accommodate appropriate confidential and treatment needs.
- Improved lighting and climate control will be necessary.
Matriculation
- The need to continuously improve our intake services will continue to be a focus of planning and service delivery.
- Creating a one-stop center for new and continuing students will be important in meeting the needs of students and being competitive.
- The creation of a welcome center will be necessary to ensure that students are provided with the support necessary to move them through the intake and registration process.
- The need to develop better and timelier advising tools such as automated degree and educational plans will be crucial in the student goal setting process.
- Assessment services will require movement to a computerized environment that allows greater and timelier access for this matriculation step.
- The ability for students to apply for admission online will be necessary to complement other online services.
- New delivery models that ensure student success in the matriculation process will need to be identified for the orientation program.
Outreach and Recruitment
- The need to build effective partnerships with area high schools and with business and industry will continue.
- The ability to utilize the new ERP to identify and track students through the intake process will be imperative.
- Linking a welcome center concept to the intake, recruitment and retention processes will be a primary goal.
- The mission of the department will move from a current service of attending events as college representatives to one of serving as a high school and community service unit.
- Developing effective ways to communicate with students will be a priority.
- The ability to partner effectively with the marketing department and to link with the enrollment management goals of the college will be necessary.
- Additional part-time staff will be needed to fully implement a comprehensive recruitment plan and service the needs of the community.
Student Discipline
- The college has experienced an increase in the number of complaints and incidents related to violation of the Student Conduct Code and it is anticipated that this will continue.
- Training for faculty and staff will be necessary to appropriately work with students in solving discipline issues.
- Discipline issues and issues related to academic policies will continue to impact the Vice President's Office.
Student Life and Governance
- The need to create a Student Life Office will exist during the coming years.
- Retention efforts should include focus on creating a sense of ownership and belonging for students through planned co- and extra-curricular activities.
- The need to develop leadership skills for ASB members and the overall student population will be a priority.
- The number of student clubs and organizations will increase.
- Student Life opportunities coordinated with other departments on campus and with community based organizations should be sought to further enhance educational and cultural opportunities for the study body and the community at large.
- Common areas at the college are inadequate and space for ASB offices, club and organization activities, and event presentation spaces should be considered.
TRIO Student Support Services
- Space allocation for this program is inadequate.
- The number of students that will qualify for support through this program will continue to grow.
- The Summer Bridge program will continue to a successful strategy in creating access for students.
Tutoring
- The number of students needing basic skills development and remediation will continue to increase.
- The ability to offer off-site and online tutoring will need to be included in tutoring delivery systems in the future.
- Technology will be increasingly utilized as a vehicle to delivery tutoring services and additional equipment and software will be necessary.
- Organization of tutoring services with other academic support services in a cohesive approach to student success services will exist.
- There will be a need for creative approaches to academic support services through innovations such as supplemental instruction, computerized tutoring software, etc.
- Tutoring services will be engaged in an early warning system for students as a prescribed method to increase student success and retention.
Hollister and Morgan Hill Campus Site Management
- Development of the off-sites into full service college campuses will continue.
- The development of curriculum and a broad range of student services and academic support programs will need to be incorporated into planning for an extended period.
- Additional staffing will be necessary to provide for campus management activities, planning, and service delivery.
DIVISION: ECONOMIC DEVELOPMENT AND COMMUNITY EDUCATION
COORDINATOR: Terry Newman
- Five-year goals include the development of a culinary arts program, increasing involvement with businesses, developing a national "train the trainer" program, and relocating into an off-campus facility with a sufficient number of controlled classrooms and computer laboratories.
- This department hopes to develop pilot programs that, if successful, could be translated into regular course offerings by the appropriate campus division. Programs could include support skills (i.e. communications cabling) for the local and nearby high tech industries.
- Currently, Economic Development & Community Education is making use of a grant to implement a marketing plan that focuses on 25 local businesses and promotes a "corporate client" relationship with Gavilan College. Over the next five years, there is expected to be continued and increasing state support for economic development.
- Accurate statistical data is important for this department's grant writing, course development, and marketing efforts.
- The greatest interest is found in access to computer labs. There is a tremendous need for this department to have access to properly equipped computer labs, both on the main campus and at Hollister and Morgan Hill.
- Funding will need to be sought to support the tenant improvements and equipment needs of the off-campus site.
- Consideration should be given to the concern of Economic Development & Community Education staff organizational location under the vice president of instructional services. This concern arises out of the different approaches that traditional credit instruction and contract education must take to meet their goals.
DIVISION: LIBRARY/INSTRUCTIONAL TECHNOLOGY
DEAN: Fran Lozano
Overview
The Library/Instructional Technology program exists to provide a unified "umbrella" of services to Gavilan College students, faculty, staff, and the community. The Gavilan College library includes both a physical and a virtual library. The library supports the curriculum and services the information needs of individual faculty and students.
Components
- Library
Key Planning Considerations/Trends
Space Needs:
- The Library needs additional study space for students.
- Space is needed for students to browse in the magazine area for as well as sit down and read the materials.
Equipment:
- A security system that allows for non-Library uses, such as staff accessing offices, is desirable.
General:
- Because the Library must meet various needs, analysis of the functionality of the Library space will be an important step in the next five years.
- With the information explosion comes the birth of the virtual library. Online catalogues, library websites, class websites, and online databases with full-text documentation are all aspects of the ever-growing virtual library that will continue to develop over the next five years.
- With the increase in the popularity of distance learning, life long learning, and home computers, the virtual library will play a greater role in education.
- Through the medium of public access, educational television, the library/learning center will also be in a position to expand the community's use of its services and programs.
- Continual training and cross-training of library faculty and staff will grow increasingly important as technology develops and the virtual library expands.
- Over the next five years, the library faculty and staff will need to collaborate with other faculty in the restructuring of the educational process to include competency skills in the management of information and information systems. This will include the expansion of library instruction to assist students in becoming more effective information users, infusing the information competency component across the curriculum.
Overview
The Library/Instructional Technology program exists to provide a unified "umbrella" of services to Gavilan College students, faculty, staff, and the community. The Gavilan library includes both a physical and a virtual library. The library supports the curriculum and services the information needs of individual faculty and students.
Components
- Library
- Television Services
- Community Media
- Technology/Media Services
- Access Partnership
Key Planning Considerations/Trends
General:
- With the information explosion comes the birth of the virtual library. Online catalogues, library websites, class websites, and online databases with full-text documentation are all aspects of the ever-growing virtual library that will continue to develop over the next five years.
- With the increase in the popularity of distance learning, life long learning, and home computers, the virtual library will play a greater role in education.
- Through the medium of public access, educational television, the library/learning center will also be in a position to expand the community's use of its services and programs.
- Continual training and cross-training of library faculty and staff will grow increasingly important as technology develops and the virtual library expands.
- Over the next five years, the library faculty and staff will need to collaborate with other faculty in the restructuring of the educational process to include competency skills in the management of information and information systems. This will include the expansion of library instruction to assist students in becoming more effective information users, infusing the information competency (SCANS competency) component across the curriculum.
Specific Impacts
Community Media Access Partnership
- On-campus computer labs should be consolidated in one central facility.
- The CMAP facilities and capacity must be developed.
- Within the next five years, there is anticipated need for an additional librarian and a full- time television instructor.
- The centers at Morgan Hill and Hollister will need renovation/upgrading to support video conferencing.
- The development of a relationship with MHAT in Morgan Hill is perceived to be a priority in the near future.
- A short-term CMAP goal will be to develop the community, instructional, and institutional potential of Gavilan College television and the Gavilan distance learning programs.
- CMAP's long-term goal is to be recognized as a leader in the region for public access and educational television.
DIVISION: ADMINISTRATIVE SERVICES
VICE PRESIDENT: Joseph Keeler
Overview
The Administrative Services division covers a broad spectrum of campus business and support services for students, faculty and classified staff. This area also includes the following components:
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Key Planning Considerations:
- Upgraded and integrated computer and basic office equipment is necessary to maintain the efficiency and effectiveness of this division. In addition, upgrade appropriate equipment for use by facilities, maintenance, and grounds staff.
General:
- There are five main groups within the Division of Administrative Services. Under this organizational format, each group has a manager who would report to the Vice President of Administrative Services.
- There is a need for cross training and technology training in all areas of Administrative Services.
- There is also a need to promote a customer-service attitude among all campus employees.
Specific Impacts
Business Services, Accounting, Purchasing/Contract Support and Payroll
- A goal for this segment of the division will be to integrate all accounting and payroll systems as well as to remain current with regular software upgrades.
- An attempt will be made to segregate personnel and payroll to provide a crosscheck system with personnel providing payroll authorizations and approvals.
- Additional operational changes will include maximizing the use of technology and streamlining the operating systems for the processing of purchase orders and invoice payment.
- Improving the process for storing campus records will be a long-term goal. Movement from paper based records to digital storage will reduce the space needed to store past financial records of the district.
Human Resources
- The need to provide on-going district-wide staff training and development remains an area that needs careful review.
- Proper documentation of current Business Application Processes (BAPs) and continuous staff training are needed in order for the implementation of the new ERP to be successful in increasing efficiency of the department.
Management Information Systems (MIS)
- With the upcoming ERP software implementation, the need to maintain this system has to be considered.
- As the number of computer labs increase on both the main campus and at the centers (Morgan Hill and Hollister), additional technology support staff will be needed.
- Technology training is a critical need on the Gavilan campus.
- The MIS staff is responsible for maintaining the telephone system on campus. As changes occur in this system, equipment upgrades and training sessions must occur. The possibility of a new telephone switch with the capability of providing Voice over IP must be considered with the relocation to the new data center.
Security, Warehouse, Mail Room, Facilities Use and Reprographics
- Reevaluation of the campus security and safety systems to adjust for the growth of the student body and the changes in the community that accompany population growth will be an important planning consideration for the next five years.
Facilities Maintenance and Grounds
- The planning and implementation of Bond Measure E will continue to have a major impact on this department.
- New infrastructure and the renovation projects will reduce the demands for the maintenance work that is currently consuming a lot of the time of the existing staff. New equipment may require additional training for personnel.