Certification of the Institutional Self Study Report



CERTIFICATION OF THE INSTITUTIONAL SELF-STUDY REPORT

DATE: December 12, 2006

TO: Accrediting Commission for Community and Junior Colleges,

Western Association of Schools and Colleges

FROM: Gavilan Community College

This Institutional Self Study Report is submitted for the purpose of assisting in the determination of the institution’s accreditation status.

We certify that there was broad participation by the campus community, and we believe the Self Study Report accurately reflects the nature and substance of this institution

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Tom Breen, President, Board of Trustees

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Steven M. Kinsella, Superintendent/President

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Jason Wolowitz, President, Academic Senate

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Stan Botto, President, CSEA

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Betsy Avelar, President, Associated Student Body

SELF-STUDY ACCREDITATION TASK FORCE

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Tom Breen, President, Board of Trustees

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Steven M. Kinsella, Superintendent/President

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Adrienne Akinsete, Vice President of Instruction

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Ken Wagman, Faculty, Accreditation Coordinator

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Lynn Lockhart, Faculty

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Eduardo Cervantes, Director, MESA

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Veronica Martinez, Director, Financial Aid

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Luella Jennings, Professional Support Staff

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Cathy Scattini, Professional Support Staff

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Jesse Sandow, Student Trustee

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Melinda Soares, Student

INTRODUCTION

History of the College

Gavilan College was established in 1919 as San Benito County Junior College. It operated under this title until 1963, when a new Community College District was drawn that included both San Benito and southern Santa Clara Counties. Successful passage of a local bond provided the needed funds to construct the present campus at Santa Teresa Boulevard and Castro Valley Road in Gilroy, California. The first classes were held at the new campus in the fall of 1967. A second phase of construction, from 1968 to 1974, added several buildings. In 1981 an Occupational Education facility was completed and classes in Automotive Technologies were moved on campus. A Library/Media/TV addition was completed in 1995. In 2001 both a Health Occupations building and a new Child Development Center were completed, and in 2004 a state-of-the-art Adaptive Physical Education Building was added.

In the spring of 1997, an instructional site was added in Hollister. A second site was added in Morgan Hill the following year. Distance Education through telecourses and online instruction were added in 2003 and is now the fastest-growing segment of instruction.

With the passage of the Measure E facilities bond in 2004, Gavilan College is prepared to upgrade the existing campus and prepare for the students of the future with permanent locations in Coyote Valley and San Benito County. The next few years will see improvements in institutional and classroom technology, expanded online services, and improvements in safety, accessibility, and lighting.

Since 2004, the historic chapel on campus was renovated using local college funds. The tennis courts have been renovated through Measure E bond funding. Bond funding has also been used to create a District Enrollment Growth Report, forecasting district population and college growth over the next 30 years. Technological upgrades have begun, through purchases of instructional technology, a plan for Classroom Technology Standards, and purchase of land for a future campus in Coyote Valley, in the northern portion of the district.

The present Gavilan Joint Community College District contains the Gilroy Unified, Morgan Hill Unified, Aromas-San Juan Unified, and San Benito Joint Union High School Districts. The service area is approximately 2,700 square miles in southern Santa Clara Valley and all of San Benito County.

The main campus of Gavilan College rests against the foothills that form the western boundary of the Santa Clara Valley. Master-planned to accommodate an enrollment of 5,000 students, the 150 acre site has been carefully designed to complement its beautiful, natural, and tranquil setting. The unique blend of rare and native plants and trees found on the Gilroy campus has been honored by the West Coast Arboretum Society.

Currently, Gavilan College operates four off-campus facilities: the Briggs Building in downtown Hollister, an aviation technology classroom and laboratory at the Hollister Airport, and a site in downtown Morgan Hill.

Gavilan College’s course of studies includes a two-year lower division program that prepares students for transfer to a four-year college or university. Gavilan College also offers a variety of one and two-year technical and occupational and pre-professional courses of study that lead to employment. Currently, 27 Associate Degree programs and 12 certificate and career programs are offered.

Currently, more than 6,000 day, evening, and online students are enrolled at Gavilan College, and approximately 300 degrees and certificates are awarded annually.

The communities served by Gavilan College have experienced rapid growth in recent years, which has brought both economic and structural change to the region. The booming employment market of Silicon Valley from 1999-2001 divided the District into two distinct subregions. The northern region (South San Jose and Morgan Hill) is now more technical and industrial, and demographically higher income. The southern part of the district, in San Benito County, is still largely agricultural. Unemployment in San Benito County is high and social services are hampered by ongoing budget problems. Residential growth in San Benito County has been constrained by the county’s infrastructure, specifically sewer capacity. It is expected that as the infrastructure issues are resolved, the county will see steady population growth. The center of the district, Gilroy, has seen rapid growth in residential construction and a booming retail economy providing large numbers of service jobs. The high price of real estate in the Silicon Valley is also having an impact on the Gavilan Joint Community College District. As families have looked southward for affordable housing while remaining employed in Santa Clara County, large numbers of district residents commute long distances for work. The increased population has brought higher housing prices to district communities, and a corresponding shortage of affordable housing. In addition, many residents of other areas, namely the Central Valley and Salinas Valley, “pass through” the Gavilan College district on their commutes to and from jobs in Silicon Valley.

Orienting a curriculum to meet the needs of this diverse population is challenging. High school students continuing on to post-secondary education, students returning for skills or career upgrades, and life-long learners represent a substantial, and growing, portion of Gavilan College’s enrollment. However, the number of students needing English language and basic skills acquisition is also increasing. This is indeed a time of change and opportunity for Gavilan College.

Characteristics of Gavilan College Students and Staff

Student Enrollment Trends and Demographics

Gavilan College has seen steadily increasing enrollment over time. Although year-to-year enrollment has fluctuated, the trend is clearly upward, reflecting the rapidly growing population of our district.

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The median age of Gavilan College students has remained fairly consistent over the past five years, reaching a high of 26 years in Spring 2002, and a low of 23 years in Fall 2005. The chart below shows enrollment for Spring 2005.

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The largest ethnic group on campus is Latino, ranging from 45% to over 47% of enrollment over the past five years, followed by White, Non-Hispanic, ranging from just under 40% to almost 43% over the past five years. Other groups on campus include African-Americans, Asian/Pacific Islanders, Filipino, and Native American. The chart below shows enrollments from Spring 2005.

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Gavilan’s gender distribution mirrors the national trend in higher education towards a greater percentage of female students. Over the past five years, gender proportions have remained fairly constant at around three females for very two males, as shown in the Spring 2005 chart below.

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In 2005, 589 students used the facilities of the Disability Resource Center. Many of these students (31%) sought accommodations for learning disabilities, as shown by the chart below. Other groups include students who are mobility impaired, and developmentally delayed learners.

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The most popular program of study is Transfer Studies, followed by general Liberal Arts and Sciences. The largest Technical and Public Service programs are in Administration of Justice and the Allied Health Department: Registered Nursing and Licensed Vocational Nursing.

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Incoming Student Preparation

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Gavilan College Staff

The Gavilan College staff consists of full-time faculty, part-time (adjunct) faculty, professional support staff, managers, and administrators. Most faculty are between 31 and 60 years of age, with a higher proportion of females than males.

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Summary of Responses to the 2001 Accreditation Visit

Major recommendations were made from the 2001 Evaluation Team Visit’s findings concerning Policies, Planning, Physical Resources, Faculty and Staff, and Financial Resources.

Policies:

The team recommended that the Board of Trustees adopt accreditation standards for Board Policies by 2003. Using the Community College League of California (CCLC) Model Board Policy, the Board Policy Manual was revised. Board policies are now revised on a regular basis. This item has been resolved.

Planning:

The team recommended that all plans have outcomes specified, priorities and strategies delineated; consultative procedures should be developed to include input from staff that has direct operational responsibilities for the execution of these plans and the planning process to make provisions for responding to changing circumstances and opportunities.

The Technology Master Plan, Strategic Plan, Educational Master Plan, and Facilities Master Plan have been updated. The plans are integrated and are used to determine the operational activities of the college. The plans were developed using the college’s participatory governance model. This item has been resolved.

Physical Resources:

The team recommended that Gavilan obligate appropriate finances for the operation, maintenance, and upkeep of all facilities and infrastructure.

On March 2, 2004, district voters approved Measure E, a facilities improvement bond that will upgrade outdated plumbing and wiring, renovate aging classrooms and libraries; provide access for students with disabilities, improve campus safety, and plan for the future by expanding satellite sites. The Facilities Master Plan incorporates the resources provided through Measure E. Facility renovation projects are already underway. The bond measure is sufficient to complete the minimally needed renovations.

Faculty and Staff:

The team recommended that Gavilan implement a comprehensive staffing plan to support the Educational Master Plan, including all constituent groups. The college focused its efforts on the hiring of additional full time faculty. The Five-Year Full Time Hiring plan is now entering its third year. Other staffing needs are derived from the Facilities Master Plan, the Technology Plan, and the Strategic Plan. This item has been resolved.

Financial Resources:

The team recommended that Gavilan prepare a comprehensive study of long-term financial obligations and implement a plan to budget for future expenditures.

The college has adopted a funding plan for its GASB 45, Employment Benefit obligations. The college has set aside $3 million to pay for the cost of existing retirees. Beginning in FY 06/07 the college has an annual assessment against payroll that will be set aside to pay for the existing employees who will eventually be vested in the retiree health benefits. The funding plan allocates enough money each year to meet the Annual Required Contribution (ARC) as determined by an actuarial report completed in May 2006. This item has been resolved.

Another recommendation made from the 2001 evaluation team visit’s findings concerned 1995’s Recommendation of 1.3; Gavilan should utilize its local MIS system to capacity and provide the necessary enhancements for data collection and institutional research. The recommendation was made because the college’s current system, Santa Rosa Student Records System has difficulty downloading statistical data which is complicated by the fact that the college has neither a programmer nor a researcher on staff.

Gavilan hired a director of institutional research who has been providing routine and non-routine data analysis to assist in making decisions. In FY 01/02, the date of the last accreditation report, Gavilan had two full-time employees in the MIS department. In FY 06/07 there were four support employees, including a director and an assistant director.

Gavilan College has been able to effectively obtain the data needed to assist in managing its academic and support programs. This item is considered resolved.

Partnership For Excellence money was used in 2000-2001 to hire a campus researcher. This item has been resolved.

In 2005, a webmaster was hired in order to bring the current website up to date and ensure that departmental pages are consistent with other existing departments on campus. The new website has been developed. This item has been resolved.

The college employs a public information officer that submits periodic “Reports to the Community”. Most recently, a report to the community was submitted to the public in 2005. This item has been resolved.

Student catalogs in English and Spanish are made available to students by the college. These catalogs are also posted on Gavilan’s website. The catalog includes course descriptions and offerings, administrative policies, and instructor profiles. This item has been resolved.

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2007 Accreditation Abstract

Gavilan College is committed to the ideas embodied in its mission statement: an environment that nurtures creativity and intellectual curiosity, a high-quality learning experience for our students, student preparation for further education and careers, lifelong learning, and participation in a diverse global society.

In the years since the last accreditation, Gavilan College has made much progress in achieving these ideals. The passage of the Measure E bond in 2004 makes it possible to create a better learning environment through facilities improvements and the acquisition of competitive technology. The development of learning outcomes for courses and programs ensures the quality of a Gavilan College education. The addition of a noncredit program for older adults and options for online community education classes expands the lifelong learning options available for the community. The growth of foreign language offerings and the addition of a cultural diversity requirement enhance students’ preparation for the diverse global society awaiting them.

As a result of the institutional self study, Gavilan College believes that it is in substantial compliance with the requirements of the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges. All expectations of the Commission for the reaffirmation of the accreditation of Gavilan College, as expressed in the standards, have been met. In most cases it was found that Gavilan College does meet the standards. Where there is room for improvement, it is so noted, with specific planning agenda items detailed.

In the self study, Gavilan College describes its current status, evaluates its performance, and identifies future actions that will be taken in relation to each of the standards identified by the Commission. Evidence is provided for the claims that the college advances regarding its accomplishments or weaknesses. In many instances, even where self-study teams found that the college is in compliance with the standards, the accreditation process sparked much productive discussion and creative ideas for continued improvement. These are included in the self-study document as well.

The self-study process revealed running themes of Commitment, Evaluation, Planning and Improvement, Student Learning Outcomes, Organization, Dialogue, and Institutional Integrity which are evidenced through all of the standards and indeed, in all that Gavilan College does.

The first theme addressed by the Commission is Commitment. Gavilan College demonstrates strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and externally. The mission statement guides the college in meeting the needs of the greater community, the college community, and each individual learner. The college mission statement is widely published and approved by the Board of Trustees: revisions to the mission statement are made with input from all constituent groups within the college. Institutional planning documents, including the Educational Master Plan, Facilities Master Plan, and Technology Master Plan are articulated with the mission of the college.

Evidence of Commitment is demonstrated in Standards I, IIA, IIB, IIC, and IIIA.

The next theme is Evaluation, Planning, and Improvement. Gavilan College shows strong institutional commitment to an ongoing process of evaluation, planning, and improvement. The mission statement is the guide for this process. The institution utilizes data systematically to inform decision-making at all levels and in the major planning documents that guide the institution. Processes exist, and are also subject to continuous review and improvement, for reviewing each of the major planning documents.

Every department plans, assesses, and reviews programs on a regular basis. The Institutional Effectiveness Committee provides for the systematic and comprehensive review of all instructional, student services, and library services. Each individual review process results in a list of improvements for the department under review. Additionally, the Curriculum Committee reviews all course offerings on a six-year, rotational cycle, and continuously works to evaluate and improve the curriculum process.

The college maintains a shared governance approach to engage constituents in the planning processes. The self study describes a plan to better inform and educate the college community of the overall planning process and the linkages between the major planning documents, the Institutional Effectiveness review process, and unit plans.

Since the last accreditation, the college has hired an institutional researcher who has created a data warehouse and has performed numerous studies that have informed the decision-making process.

In addition to the internal review process, categorical programs such as Extended Opportunity Programs and Services and the Disability Resource Center are reviewed by the Chancellor’s Office of the California Community Colleges. Student satisfaction surveys have been used to gather input from students and make program changes accordingly. Federal programs, such as TRIO are formally evaluated by their granting agencies.

Evidence of Evaluation, Planning and Improvement can be found in Standards I, IIA, IIB, IIIA, IIIB, IIIC, IIID, and IV.

An overarching theme throughout the standards is Student Learning Outcomes. The standards emphasize that the institution must “consciously and robustly” demonstrate the effectiveness of its efforts to produce and support student learning. Learning outcomes must be developed and assessed at all levels so that improvements in learning and teaching can be made.

At Gavilan College, the development of student learning outcomes has been a college-wide effort. Gavilan College has developed learning outcomes at the institutional level that are reflected in course-level, program-level, and unit-level learning outcomes. Assessment of these learning outcomes is occurring at the course level without exception, and assessment at the program level and in student services is beginning to occur.

The institution has made a commitment to constant improvement in student learning through the use of learning outcomes.

Evidence of a focus on Student Learning Outcomes is shown in Standards I, IIA, IIB, IV, and in the planning agendas for IIA and IIIA.

The Commission next looks at the theme of Organization, asking whether the institution has in place the organizational means to identify and make public the learning outcomes, to evaluate the effectiveness of programs in producing those outcomes, and to make improvements. While this requirement for adequate staff, resources, and organizational communication and decision-making structures is not new to the accreditation standards, there is a new emphasis that these are oriented to produce and support student learning.

Gavilan College continues to build an internal organization that facilitates the realization of its goals. Appropriate staffing levels are required to meet the needs of a growing student body. The college is committed to hiring an additional ten full-time instructors through the Five-Year Faculty Hiring Plan. Advisory boards for vocational programs meet at least annually and provide valuable industry guidance and input throughout the year.

With the passage of the Measure E Bond in 2004, the college is in the process of updating campus-wide technology with a system that will foster greater collaboration. The new Enterprise Resource Planning system will enable a greater level and immediacy of communication among disparate departments across the institution, as well as directly impacting student services and student-college communications.

Evidence of commitment to Organization can be found in Standards IIB, IIC, IIIA, IIIB, IIIC, IIID, and IV.

The completion of the self-study report was an exercise that engaged staff and faculty throughout the district and stimulated dialogue and ideas for improvement. This Dialogue, an important theme for the Commission, has been based upon both qualitative and quantitative observation and has included individuals from all of the college’s constituent groups. The institution’s ongoing dialogue in its cycle of planning and evaluation is evidenced throughout the standards.

Gavilan College provides opportunities for broad input in the mission review process and incorporates feedback from its various constituent groups in making revisions.

Through bi-monthly Department Chair meetings, representatives from each department have an opportunity to share departmental and institutional goals, discuss shared strategy, and assess outcomes. The college, its programs, departments, and individuals all benefit when both strengths and weaknesses are shared.

The theme of Dialogue is specifically addressed in Standards I, IIA, and IV.

The theme of Institutional Integrity goes to the very core of Gavilan College’s institutional identity. The self-study finds that both internal and external descriptions and characterizations of the college’s programs and services are clear, consistent, and accurate. There is a demonstrated concern for honesty, truthfulness, and self-representation in all operations.

The college catalog is designed to be informative and accessible. The ongoing catalog development process provides for updates and revisions as programs change. Redesign of the college website has enhanced the ability to provide stakeholders with easy to find updates.

The public information office informs the public about Gavilan College through annual reports to the community, media relations, the college website, and GavTV Channel 18. Key sections of the catalog and schedule are in Spanish, and the college routinely provides information in Spanish for the district’s large Spanish-speaking population. Alternative media formats for publications are made available as well. Public access to college data is accessible on the website, and provided to the community in the annual report.

The upcoming publication of a guidebook of student policies and procedures will help students to easily locate and reference the policies they need. College policies and the mission statement encourage open dialogue, academic freedom, and “an environment that nurtures creativity and intellectual curiosity”.

Following a recommendation from the 2001 Accreditation Evaluation Report, the college developed a statement on academic freedom, which was approved by the Board of Trustees for inclusion in the 2003-2005 catalog, as well as the current 2005-2007 catalog.

The Board of Trustees is an independent policy-making body that reflects the public interest in Board activities and decisions. Once the Board reaches a decision, it acts as a whole. It advocates for and defends the institution and protects it from undue influence or pressure.

Board of Trustees’ policies include a comprehensive set of guidelines to promote a free-flow of information to the community served by the college and an opportunity for the public to provide direct input to members of the Board of Trustees. The web page for Board members includes contact information. The Board of Trustees solicits input from constituency groups on significant issues to assist in ensuring the quality of student learning programs.

Although Gavilan College has never had a situation in which a member of the Board of Trustees was considered by the Board to have violated a provision of the code of conduct, an applicable policy is in place and can be applied should the situation ever arise.

The theme of Institutional Integrity is addressed in all of the standards, with particular emphasis in Standards I, IIA, and IV.

The themes of the Accreditation Commission are the themes of Gavilan College: Institutional Commitment to student learning, as described in the mission statement and realized through instructional programs, student support services, and library and learning support services; Organization to support student learning, with sufficient human resources, technological resources, physical resources, and financial resources; an ongoing cycle of Evaluation, Planning and Improvement, demonstrated in all of the standards but especially in Institutional Mission and Effectiveness and Leadership and Governance; development of Student Learning Outcomes on the part of the institution, specific programs and individual courses and services; ongoing Dialogue as part of collegial culture and operations, and in the completion of the self study; and Institutional Integrity in communications, actions, and expectations.

Gavilan College is pleased to offer this self study in support of reaffirmation of accreditation to the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges.

Eligibility Requirements for Accreditation

1. Authority

Gavilan Community College’s authority to operate as a degree-granting institution is the continuous accreditation by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, an institutional accreditation body recognized by the Commission on Recognition of Postsecondary Accreditation and the United States Department of Education. This authority is noted on page seven of the college’s 2005-2007 Catalog.

2. Mission

The Board of Trustees adopted the most recent revision of Gavilan College’s mission statement in January 2006. This revision was the result of an on-going review process that included consideration of the directions identified in the college’s Strategic Plan. All college constituencies were given an opportunity to participate in developing the mission language.

The mission statement may be found in the College Catalog, the Educational Master Plan, the Faculty Handbook, the college web site, posted in the Student Center, and as a part of the update to the Strategic Plan published in January 2006.

3. Governing Board

A seven-member Board governs the Gavilan Community College District. Board members are elected at large from San Benito County and the communities of Gilroy and Morgan Hill in Santa Clara County. Members serve staggered terms to ensure continuity. The Board also seats an elected student trustee who, along with designated members of the Academic Senate and Classified Council, serves in an advisory role.

The Board of Trustees ensures that public interest is reflected in its activities and decisions not only through its efforts to alert the public to items pending before it, but also by inviting the public to comment at its monthly meetings. No members of the Board have an employment, family, or personal financial interest in the college.

4. Chief Executive Officer

The President of the College, Dr. Steven Kinsella, was appointed by the Board in January 2003. Dr. Kinsella’s appointment was the culmination of a hiring process that was conducted with the assistance of a consulting firm in accordance with Board policies. The vacancy was widely publicized and a broad-based committee, representing all college constituencies, screened and interviewed the applicants. This committee submitted a list of finalists to the Board of Trustees for their consideration. The superintendent/president’s chief responsibility is to the institution, although he is expected to contribute to community activities to that promote the college.

5. Administrative Capacity

Prior to January 2003 the college had a dean of technology. As a result of budget reductions caused by a reduction in state funding, this position was eliminated. In August 2004, an administrative reorganization occurred after the vice president of student services and the vice president of instruction announced their intentions to retire. As a cost savings measure, a combined vice president of instruction and student services was developed. This position was filled until April 2006.

In April 2006 the decision was made to split the combined position into the two traditional vice president positions. In order to reduce the cost of this action, John Pruitt, the dean of student services, was appointed as the interim vice president of student services. The dean of student services position remains vacant. There are no plans to hire an additional administrator to fill the dean position.

In comparison to the staffing levels identified in the Accreditation Self Study of 2000, the college is operating with two fewer administrators, a dean of enrollment management (later dean of student services) and a dean of technology. The college has continued to operate without these administrative positions without a significant loss in the ability to manage and control operations.

6. Operational Status

Over 6,000 students are currently enrolled, at the main campus as well as at sites in Hollister, Gilroy, and Morgan Hill, in a variety of courses that lead to two-year degrees, certificates of completion, or transfer to a four-year institution.

7. Degrees

Gavilan Community College offers a wide variety of Associate Degrees and certificate programs in both collegiate and occupational areas. A large majority of students are enrolled in these courses. Associate Degree programs and certificate and career programs are clearly identified in the college catalog.

8. Educational Programs

Gavilan College’s educational programs are consistent with its mission, are based on recognized fields of study, are of sufficient content and length, and maintain appropriate levels of quality and rigor for the degrees and programs offered.

9. Academic Credit

Gavilan College is in compliance with the Title 5 provisions as revised and adopted March 15, 1980.

10. Student Learning and Achievement

Each program of study listed in the college catalog includes a statement that describes the educational objectives for students, whether it be preparation for transfer to another institution or preparation for a specific occupation.

11. General Education

The college catalog clearly lists the general education requirements for the Associate Degree. There are five subject areas: Communication in the English Language; the Physical Universe and Its Life Forms; Arts, Foreign Language, Literature and Philosophy; Social, Political, and Economic Institutions; Lifelong Understanding and Self-Development. In addition to demonstrating competence in writing and computational skills, the student successfully completing these requirements will have had an introduction to the major areas of knowledge. The quality and rigor of these courses is consistent with the academic standards appropriate to higher education.

12. Academic Freedom

Faculty and students are free to examine and test knowledge appropriate to the academic discipline or major area of study. Board Policy 4030 approved on June 11, 2002 reinforces the right of faculty to maintain and encourage full freedom to teach, research, and pursue knowledge as set forth in the Accreditation Commission Standards and California Code of Regulations, Title 5, Section 51023. The college maintains an atmosphere in which intellectual freedom and independence exists.

13. Faculty

Gavilan College has 78 full-time and 175 part-time faculty. All meet the minimum qualifications for their disciplines as outlined in the faculty handbook. The college has completed the hiring of the faculty identified in year three of the Five-Year Full-Time Hiring Plan. This plan approved by the Board of Trustees is intended to dedicate resources toward increasing the college’s full time/part time ratio to 65 percent. The full time/part time ratio was 59 percent as of August 2006. At the time the plan was developed the full time/part time ratio had slipped to a ratio of 53.9 percent. Full-time faculty are listed in the college catalog.

14. Student Services

Gavilan College’s strong commitment to the continual academic progress of its students is reflected in the variety of matriculation services it offers. These services include orientation for new students, assessment and course placement, and, counseling and educational services. Additional student services include TRIO, MESA, financial aid, health services, career counseling, tutorial assistance, transfer services, DRC, and EOPS. The services provided are consistent with Gavilan’s mission and its students’ characteristics.

15. Admissions

The admission policies are consistent with its mission and conform to parameters outlined in state law and district policies. The qualifications for admission are clearly stated in the college catalog.

16. Information and Learning Resources

Gavilan College provides long-term access to sufficient information and learning resources and services to support its mission and educational programs. The library has expanded beyond printed media and provides access to a variety of online information databases. The Technology Master Plan was updated in May 2006 with many of the technology initiatives being funded through the Measure E facilities improvement bond that was approved by voters in March 2004.

17. Financial Resources

The majority of Gavilan College’s funding comes from state apportionments. The college has also been aggressive in securing grants that are consistent with its mission and status as a Hispanic Serving Institution (HIS). All funds are carefully tracked and documented. The vice president of administrative services regularly reviews projected state income sources and recommends budget planning accordingly. The unrestricted fund reserve equals nine percent of its unrestricted expenditures and transfer requirements. This level of a reserve assists in ensuring fiscal stability in case of emergency. The college has consistently generated small surpluses over the past four years. Funds in excess of amounts needed for a prudent reserve have been transferred to an irrevocable trust to pay for the costs of retired employee medical benefits. The college has $3.725 million set aside for the obligation that was recently calculated to be $4.8 million. Additional funds are being placed in the irrevocable trust for active employees who will eventually be entitled to medical benefits upon retirement.

18. Financial Accountability

Gavilan College annually undergoes an external financial audit as required by law. For the past four years the audits have been conducted by the accounting firm of Vavrinek, Trine, Day &

Co., LLP.

19. Institutional Planning and Evaluation

The Board of Trustees adopted an Educational Master Plan for Gavilan College in February 2000. Most of the initiatives identified in that plan have now been incorporated into the college’s operations and a new plan is in the draft stage. Approval of the 2007–2012 plan is expected around January or February 2007. This plan was developed with input from all college constituencies using the best available demographic data and projections. The Facilities Master Plan, the Technology Master Plan, and the Strategic Plan are all current as of 2006. These plans are reviewed annually to ensure the plans are current and that they reflect the mission of the college.

The Institutional Effectiveness Committee, using a data-driven process, regularly reviews the educational effectiveness of Gavilan’s courses, programs, and services on a three to five-year cycle.

20. Public Information

The college catalog is published bi-annually and provides accurate and current information that describes its purposes and objectives, admission requirements, rules and regulations affecting students, programs and courses, degrees and degree requirements, costs and refund policies, grievance procedures, and academic credentials of faculty and administrators. Much of this information is also provided in the class schedule published each semester, the Student Handbook, and on the college’s website.

21. Relations with the Accrediting Commission

The Board of Trustees regularly receives reports on the accreditation activities of the college. The Board adheres to all eligibility requirements, accreditation standards and policies of the Commission. The college agrees to disclose any information required by the Commission to carry out its responsibilities.

ORGANIZATION FOR THE SELF STUDY

Accreditation Self-Study Committees

Accreditation Task Force

Steven Kinsella, Superintendent/President

Tom Breen, Board of Trustees

Adrienne Akinsete, Vice President of Instruction, Accreditation Liaison Officer

Ken Wagman, Faculty, Accreditation Coordinator

Lynn Lockhart, Faculty

Eduardo Cervantes, Director, MESA

Veronica Martinez, Director, Financial Aid

Luella Jennings, Professional Support Staff

Cathy Scattini, Professional Support Staff

Jesse Sandow, Student Trustee

Melinda Soares, Student

Marty Johnson, Past Vice President of Instruction

Sherrean Carr, Past Interim Vice President of Instruction and Student Services

Jane Harmon, Past Vice President of Instruction and Student Services

Standard I: Institutional Mission and Effectiveness

John Pruitt, Interim Vice President, Student Services (Chair)

Karen Warren, Faculty

Lynn Lockhart, Faculty

Jesse Sandow, Student Trustee

Standard II: Student Learning Programs and Services

Lead Team

Sherrean Carr, Dean, Technical and Public Services

Carol McEwan, Professional Support Staff

IIA: Instructional Programs

Marlene Dwyer, Faculty (Co-Chair)

Leah Halper, Faculty (Co-Chair)

Fran Lozano, Dean, Liberal Arts and Sciences

Ron Hannon, Athletic Director

Bea Lawn, Faculty

Dennie Van Tassel, Faculty

Bonnie Donovan, Professional Support Staff

Cindy Starr, Professional Support Staff

Katie Day, Professional Support Staff

IIB: Student Support Services

Fran Lopez, Associate Dean, DRC (Chair)

Marina Castaneda, Student

Daniel Naranjo, Student

Lucy Olivares, Support Staff

Bruce Eastman, Faculty

Celia Marquez, Faculty

Mark Friedman, Faculty

Hope Jukl, Faculty

Fabio Gonzalez, Director, TRIO

Judy Rodriguez, Manager, Hollister Site

Susan Sweeney, Director, CalWORKs

IIC: Library and Learning Support Services

Rachel Perez, Associate Dean, Community Development/Grants Management (Chair)

ShukChun Au-Yeung, Faculty

Erin Crook, Faculty

Bruce Lee, Support Staff

Ruby Chiu, Student

Audrey Becerra, Student

Standard III: Resources

Lead Team

Joe Keeler, Vice President, Administrative Services

Ken Miller, Faculty

IIIA: Human Resources

Shairon Williams, Director, Human Resources (Chair)

Lisa Franklin, Faculty

Marla Dresch, Faculty

Nancy Bailey, Executive Administrative Assistant

Rocio DeReza, Support Staff

Coral Bertolani, Student

IIIB: Physical Resources

Art Kerr, Director, Facilities Services (Chair)

Alice Dufresne-Reyes, Faculty

Ana Hipol, Director, Security and Support Services

Rose Rodriguez, Support Staff

IIIC: Technology Resources

Mimi Arvizu, Director, MIS (Chair)

Vic Robinson, Faculty

Jane Maringer, Faculty

Dave Phillips, Assistant Director, MIS

IIID: Financial Resources

Rhonda Pfenning, Director, Business Services (Chair)

Dale Clark, Faculty

Ken Miller, Faculty

Veronica Martinez, Director, Financial Aid

Daniel Naranjo, Student

Standard IV: Leadership and Governance

Enrique Luna, Faculty (Chair)

Steven Kinsella, Superintendent/President

Jason Wolowitz, Academic Senate President, Faculty

Stan Botto, CSEA President, Support Staff

Robin Rude, Support Staff

Betsy Avelar, ASB President

Editing

Anne Ratto, Associate Dean, EOPS/CalWORKs (Chair)

Fran Lopez, Associate Dean, DRC

Jo Anne Howell, Faculty

Kimberly Smith, Faculty

Joy Parker, Registrar

Production

Nancy Bailey, Executive Administrative Assistant

Suzanne Bulle, Executive Administrative Assistant

Grace Cardinalli, Executive Administrative Assistant

Jan Chargin, Public Information Officer

Angie Oropeza, Executive Administrative Assistant

Accreditation Self-Study Timeline

September 2004 Accreditation liaison officer (ALO) publishes the organization of all teams and all action plans for the accreditation self-study.

Faculty and staff are invited to join Accreditation Standards Teams.

January 2005 ALO presents accreditation planning to the Board of Trustees.

Constituencies submit names of team members to the ALO.

Faculty member is appointed Accreditation Coordinator (AC)

by the college president.

February 2005 AC, ALO, and some task force and standards team members attend day-long training at Gavilan College provided by the Accrediting Commission for Community and Junior Colleges on the Accreditation Standards.

March 2005 Accreditation coordinator chairs an organization and planning meeting of the accreditation task Force.

April 2005 Accreditation coordinator chairs two separate organization and

planning meetings of the Standards and Editing Teams. One

faculty member and one administrator are selected to head each

team.

College establishes an accreditation web page.

Editing team establishes a consistent self-study format.

Teams begin writing the self-study report.

May 2005 AC establishes a reference file to contain evidence and supporting materials for self-study.

Fall 2005 Accreditation surveys of staff, students, and faculty are administered and the findings reported to all accreditation teams.

Self-study teams continue to research and write standards.

February 2006 Accreditation task force begins meeting weekly with each standard team to edit rough drafts and make suggestions. These meetings will continue through the end of the semester in May.

First drafts of self-study standards are posted to the accreditation web page for review by entire college staff.

March 2006 Student and employee survey results are published.

May 2006 Second draft of self-study is posted to the accreditation web page.

August 2006 Editing team edits second draft.

September 2006 Final draft of the self-study report is posted to the accreditation web page and all members of the campus are invited to give feedback.

Accreditation task force meets twice to review final draft.

October 2006 Two college-wide forums are held to gather any further input.

Self-study report is updated to reflect input from campus staff and faculty.

The completed self-study report is presented to the Board of Trustees as an information item.

November 2006 Self-study report is updated based upon Board members’ feedback.

Self-study report approved by Board of Trustees.

December 2006 Self-study report is sent to the printer.

January 2007 ALO and AC prepare update to self-study.

February 2007 Campus prepares for site team visit.

March 2007 Accreditation site team visits Gavilan College.

Organizational Structure

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