REPORT TO THE COMMUNITY
2019 - 2020
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LETTER FROM THE PRESIDENT As I reflect back on 2020 I want to take a moment to express my deep appreciation for all that each member of our Gavilan College family has contributed in serving our students and communities over the many months of the pandemic. No one could have imagined the steadfast resiliency, courage, and dedication needed to continue our critical work to support the educational goals of our students, month after month. Through it all we have learned a great deal about distance education, student basic needs, global citizenry and social justice, yet it has not come without the impact of fatigue, trauma, and sadness. Over the past year our college has persevered through a cybersecurity incident, wildfires, power outages, economic recession, global pandemic and the outrage of racism. We have had crucial conversations, joined together to raise awareness, and are gaining strength as an institution even though we are surrounded by uncertainty. Each member of the Gavilan family has chosen the path of service to the greater good, and we have kept our students at the center. Here is the evidence: • 664 sections taught fully or primarily online in Fall 2020. • Faculty dedication to professional development and curriculum reform to match the changing community college environment. • More than $1.4 million dollars distributed directly to students through CARES dollars, and more than $25,000 distributed through our Student Emergency Fund, led by our Educational Foundation. • 10 food distribution events during the Fall 2020 semester, serving 3,020 duplicated families. • The Gavilan Homeless and Housing Insecurity Program has had 39 referrals, with 31 served, 7 in hotels, 9 with rental assistance, 15 referred to local agencies and 2 permanently housed. • 1,249 individual calls made to students through our outreach efforts to check in and refer to services as appropriate. • The daily work of our maintenance and security teams, keeping our beloved campus safe and sanitized. • Laptop distribution: 184 in the spring, 55 in the summer and 250 in the fall. • Award of our newest Title V grant to support the work of Guided Pathways and ethos of care. • Kept to the Measure X timeline and selected the design-build team for the San Benito County Campus. • Professional Support Staff engaged in the Caring Campus Initiative, to further strengthen the relationships that support all areas of student service. • Welcomed our newest Board of Trustees member Patricia Mondragon, and fondly said goodbye to Mark Dover after twenty years of service on the board. • Celebrated the Community Spirit Awards by visiting the awardees in their own backyards. • Sent Centennial Celebration graduation sashes, diploma covers, a commemorative program and other items from ASGC to recognize the 2020 graduates. • Learned that Zoom can connect us in rich and satisfying ways . . . just ask our students in Puente, Student Voices Forums, President’s Forums, or our weekly staff briefing. I could add many more. This list gives me a sense of pride and an energetic burst as we enter 2021. It will continue to be challenging, but there is hope. Gavilan College will continue to navigate these challenging times with passion, creativity, and commitment. I look forward to continuing the shared work that empowers the lives of the students we serve each day.
Kathleen A. Rose, Ed.D. Superintendent / President
The 2020 Report to the Community is published by the Gavilan College Public Information Office. Photos are by Jan Janes, Jan Bernstein Chargin, Jeronimo Garcia Juarez, and Michael Hawk.
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Leadership and Governance Board of Trustees Laura Perry, Esq., Trustee Area 1 Jonathan Brusco, Trustee Area 2 Edwin Diaz, Trustee Area 3 Mark Dover, Trustee Area 4 Jeanie Wallace, Trustee Area 5 Rachel Perez, Board President, Trustee Area 6 Irma C. GonzĂĄlez, Trustee Area 7 Ephraim Aung, Student Trustee Contact Board Members through the Office of the President at (408) 848-4711.
Administration Kathleen A. Rose, Ed.D Superintendent / President DenĂŠe Pescarmona Vice President, Academic Affairs Interim Vice President, Student Services Michael John Renzi Vice President, Administrative Services Ron Hannon Dean of Student Learning and Student Success - Health and Wellness Susan Sweeney Interim Dean of Student Learning and Student Success - Career Education and Workforce Pathways Vacant Interim Dean of Student Learning and Student Success - Arts, Humanities, Social Sciences 4
Randy Brown, Ph.D. Interim Dean of Student Learning and Student Success - Foundational Skills and Academic Support Jennifer Nari Interim Dean of Student Learning and Student Success - STEM Veronica Martinez Interim Dean - Student Success and Equity, Enrollment Services and Student Pathways Carina Cisneros Interim Dean - Student Success and Equity, Special Programs Enna Trevathan, DNP, MSN, RN, MBA, CNL Associate Dean of Nursing and Allied Health
2020 - 2021 Budget The Gavilan Joint Community College District (District) continues to successfully transition from the former funding allocation model (SB361) of California Community Colleges (CCC) to the new Student Centered Funding Formula (SCFF) while balancing its unrestricted operating budget during an international pandemic, impacted by a data ransom incident, local electrical brown outs from a heat wave, and the statewide wildfires surrounding the region. The District (along with many other Districts within the system) encountered many fiscal challenges in the development of a balanced Final/Adopted Budget for fiscal year 2020/21.
2020 - 2021 Adopted Budget Unrestricted General fund Parking fund Restricted General Fund Measure X Fund Debt Service Fund Self-Insurance fund Long Term Debt fund Associated Student Body Fund Financial Aid fund Student Center Fund
$35,118,697 $114,000 $16,078,893 $23,138,673 $6,241,350 $182,610 $500 $355,047 $6,500,000 $55,700
Total Resources $87,785,470
Gavilan College FY 2020/2021 budget responded and adapted to major external pressures Facing what appeared at one time to be a $9.9 million deficit, college administrators incrementally adjusted the budget as they watched California politicians grapple at the State level with their own cash balance problem. “The Legislature funded us at the same base level as last year,” said Renzi. “But it didn’t give us the cash.” The appropriation allowed the college to pursue a TRAN (Tax Revenue Anticipation Note) in order to borrow funds to cover monthly expenses. This is a practice used by many other districts that rely on State apportionment funding, as Gavilan does. “The information in the budgets included complex issues,” he said. “Plus we needed transparency and clarity about our own structural deficit.” The plan addresses expenses and budget reductions in a thoughtful way while still maintaining the staffing to serve students. “We want to help people understand changes in spending behavior,” said Renzi, “And to be both surgical and intentional about reductions.” The job was to get the college through all the baseline tentatives as the story unfolded and new information came from Sacramento and Washington, DC. Especially vital was to avoid, at the end, questions about the changes. “It was our goal to demonstrate what the college was conscientiously doing,” he said, “With both one-time and multi-year reductions.” Passing a budget is one thing; keeping to it is another. Moving forward, the college will monitor this year’s budget and simultaneously start developing next year’s plan. 5
Local Revenue Sources
“By having a plan for how it will roll out,” he said, “It helps the campus community understand what next year’s budget will look like. Expenses and income are based on multiple scenarios.” Looking ahead, there has been talk of another Federal stimulus package, which would backfill what the State did not fund. The next benchmark is if no Federal stimulus passes, and the State has already built in a response to that possibility. “We’re not done yet,” Renzi emphasized. “We are building new, healthy fiscal habits.”
Unrestricted General Fund Categorical Restricted Fund Expenditures Revenues
Unrestricted General Fund Revenue
Categorical Restricted Fund Expenditures
Gavilan College is subject to the provisions of the California Code of Regulations and other laws that regulate the operations of public agencies. The California Code of Regulations requires that the governing board of a public agency adopt a tentative budget on or before July 1 and a final budget no later than September 15 of each year.
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Gavilan Redesigns Food Distribution Drive in a COVID-19 World Gavilan College turned its traditional on-campus Fresh Produce Tuesday food drive into a community-wide food distribution, abiding by safe practices under the shelter in place order. “All of our March events got cancelled, including the Just-in-Time Mobile distribution,” said Annette Gutierrez, Supervisor of the CalWORKs, Fresh Success and Food Pantry. Talking to students, she was aware of the immediate need. “People aren’t working, shelves are empty, and people are panicking,” she said. With her team, Gutierrez developed new strategies to implement a safe event, designing a drive-through food pick up staffed by Gavilan employees who volunteered their time. Second Harvest Food Bank (SHFB) prepacked three boxes per family, each containing canned and dry goods, fresh fruit, produce, dairy and eggs. “The food boxes are packaged safely in our warehouses by the National Guard and our wonderful volunteers,” said Tometrius Paxton, Senior Program Manager with SHFB. “We have noted that partners are now increasing the amount of days and times they serve during the month.” “Our typical order from SHFB is for 250 families,” said Gutierrez. “We increased it to 300.” Two weeks before the event, the college posted announcements across social media. Students and community members were required to sign up. “We received 300 responses in 48 hours,” she said. Twothirds of recipients picking up food were students. “Gavilan College is a safety net for many in our community and will continue to serve to best of our ability during this emergency,” said Dr. Kathleen Rose, Superintendent / President. “I am proud of the
responsiveness of our staff and our strong relationship with community agencies and industry.” To maintain safe distancing and manage the traffic flow, 50 vehicles were scheduled every 20 minutes. Each family received confirmation of their appointment time and presented the letter or the notification on their phone. Recipients were met by greeters who confirmed their registration, then snaked their vehicles through the parking lot. Three loading stations moved the vehicles through quickly, with three volunteers at each station directing drivers, opening trunks and moving boxes from pallets into the vehicles. Everyone working the event wore gloves and masks, and vehicle doors were opened and closed with disinfectant wipes. The college opened the Gavilan Food Pantry on the Gilroy campus in May 2016, and the program has grown over the years. Students could drop by between classes to receive daily snacks, or pick up a week of groceries before heading home after class. The combined activities have expanded the program’s outreach, which now distributes 15,000 pounds in food donations monthly. After the March sheltering order was given and the college closed, the inventory of food at the pantry was donated to the Meals on Wheels program in San Benito County, operated by Jovenes de Antaño. “We know the need is there,” said Gutierrez. Her department is reaching out to students and planning more food distributions. “The college is also collecting donations for a student relief fund,” she said. “Our students are in desperate need at this time.” 7
Classes Pivot Quickly to Online Instruction Gavilan College responded immediately to the challenging impact of COVID-19 by moving all instruction to an online format on March 18. The Santa Clara County Public Health Department issued a shelter in place order, and large groups such as students in classrooms were discontinued until May 3. Departments adapted quickly, faculty moved instruction to online programs and student rose to the challenge. Cosmetology students, who receive classroom and lab instruction in hair care, manicures and pedicures, made the shift quickly. “Students have their supplies at home, so they can still perform services as they would in class,” said Gilbert Ramirez, Cosmetology Department Supervisor. “They are learning how to use Canvas and ZOOM, remaining in constant contact and understand what is happening.” Facilitating the transition is the constant communication that teachers and students are maintaining with one another. “ZOOM meetings have been great,” said instructor Nicolette Boyd, who teaches the intermediate classes. “Short, to the point lectures with questions and answers.” The online lectures are 45-60 minutes long. “Assignments were posted Sunday and not due until Wednesday,” said Boyd. “This allowed students who are caring for family members, or are working, more time to complete the modules and participate in discussions.” The peer discussions allowed the students to offer different points of view. “The students have been able to ‘work’ on family members for mani/pedi credits,” she said. Students submitted photos and videos of their work to instructors, gaining the credits online to keep training for their State Board examinations.
Gavilan College Puts Laptops in Students’ Hands Gavilan College acted quickly to support student online learning after county health departments enacted shelter in place orders in March. Two technology distribution events at the main campus placed more than 100 laptops and Wi-Fi hotspots in students’ hands. “Unfortunately, a few students from San Benito County were unable to attend because of transportation issues,” said Kyle Billups, IT Director. College staff contacted San Benito County students directly, and Gavilan loaned 30 laptops outside the Hollister Briggs Building on Saturday, April 18. “Students are feeling overwhelmed,” said Judy Rodriguez, Hollister Site Director. “One student said their chemistry class was really tough without classroom interaction.” With the laptop the student received they were able to continue their work at home. Another student was hoping to get a Wi-Fi hot spot, equipment Gavilan was not able to obtain. “The phone companies are backed up on orders because of the high demand,” said Rodriguez. Instructors and counselors reached out to students as instruction moved to an online format, and the digital divide instantly surfaced. Many students in the Gavilan district do not have access to personal computers or home internet connections. Previously, they could complete their work using college resources or at nowclosed commercial locations offering free Wi-Fi. 8
Distance Education Offers Supports Through the Rolling Demands of a Pandemic A team of three people in the Distance Education department anticipated online instruction delivery needs and turned on a dime to deliver training, to both faculty and students, when the Shelter in Place (SIP) order was issued by the Santa Clara County Health Department. Sabrina Lawrence, Distance Education (DE) Coordinator, has led the department since 2006, exploring new tools for instruction and offering training sessions for faculty in the Teaching and Learning Center (TLC). Peter Howell has worked on web platforms, taught math, developed curriculum and taught CSIS courses at Gavilan prior to joining DE. Aleah Kropholler started with Gavilan as a part-time reference librarian two years ago. She transitioned to focus on the Career Education Pathways grant, working with faculty to redesign online certificate programs. In coordination with many departments and the administration, the trio sensed the urgency and immediately responded to the shifting needs of faculty and students. “About 10 to 12 colleges I heard about planned to shut down, prepare, then reopen,” said Lawrence. “Some closed from one to three weeks before coming back fully online.” As a result of DE insights and actions, Gavilan College was the only area community college back up and running 48 hours after SIP. “The dedication our instructors showed to our students reflected why you all teach at community college,” she said. “Students need this dedication.” As word spread, DE sent their first campus-wide email in early March after conferring with VPAA Denée Pescarmona about emergency procedures, blanket curriculum approvals to move courses online and preparing systems. Even as the campus remained open, DE ensured that every Spring 2020 course was uploaded on iLearn, the college’s chosen online platform, and was populated with the student rosters. Distance Education also: • shared information on how to prepare students to get on iLearn. • posted an online, self-paced course that faculty new to online delivery could enroll in.
• offered links to tutorials for instructors. • opened the TLC for one-to-one training with instructors. Faculty visited the TLC to get trained on Monday, March 16th once the SIP announcement was sent. “Tuesday, with the campus closed, we were all working like crazy,” said Lawrence. “We did it remotely with Zoom, email, phone calls, texting. Every instructor we spoke to in the first 72 hours did everything, including 12-hour days, to get classes online so students had continuing educational experience. Faculty did the heavy lifting, weren’t going to let students down.” Decisions were made to offer online-only classes for summer, online-mostly for fall. Title V Education Code required that summer courses receive approval through curriculum process. In addition to learning how to migrate content to iLearn and teach online, instructors had to fulfill curriculum changes. “I have lots of respect for these teachers, especially for those who have been reluctant, a tough situation,” said Howell. “Your first year of teaching is brutal, hardest in your entire life. This situation is like the first year of teaching, all over again, on the fly.” “I teach teachers how to teach in this new medium. What are the techniques that lead to learning through or over the computer? How do students best learn online?” “New moving parts we are learning to think about. We weren’t prepared for something of this magnitude. We always thought students could get Internet from somewhere,” said Lawrence. Many Gavilan students rely on campus services for Internet and access to computers. “One of the silver linings, the benefits of this crazy situation may be that the quiet ones in class are able to speak up, be heard, participate more fully in the online classes,” said Howell.
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Gavilan Online Teacher Training (GOTT): Summer Classes Prepared Faculty for Fall To train instructors for summer and fall online instruction, Distance Education prepared two courses for instructors and sent out a notification in early May. All three DE staff taught the content, faculty became the students, learning how to create online instruction while simultaneously navigating an online environment. “With the current generation, moving forward online is integrated into everything they do,” said Aleah Kropholler, Library Instructional Design. “We need to integrate that into the educational system as well.” DE instructor, Peter Howell, noted the differences between teaching classes in English, sociology, water treatment, yoga, or graphic design. “The things students are learning are so diverse, you have to treat them, construct them differently.” “At the beginning of SIP, I heard comments from instructors about failing their students, failing themselves,” said Kropholler. “The best thing I can do in instructional design is make those places a little more familiar. Creating the safest space possible was one of the things we tried to do with GOTT.” DE offered seven two-week GOTT 1 sessions, consisting of 20 hours of facilitated training. Successful completion earns certification as a iLearn Pro. The class focuses on the nuts and bolts of using Canvas: pages, assignments, gradebook, quiz, studio, zoom and accessibility. “I wrote most of it the last two years, a class in five sections,” said Howell. “When March hit, Sabrina and I came together, took the material that had evolved into the standard initial training. What we are teaching is the current iteration of it.” GOTT 1 trainings will continue in the fall. DE offers three four-week GOTT 2 sessions that included 40 hour facilitated training. Successful completion earns certification as Online Teacher Pro. The materials focus on careful planning and intentional design. 10
Deliverables include building learning modules, grading assignments, accounts, discussions, embedding video, building in student support resources. Gavilan instructors rushed to apply, surpassing DE staff’s expectations. “The Online Network of Educators, @ONE, was the basis for the GOTT 2 training,” said Howell. “It is a great, open-source resource. We took the best of what they have to offer and mixed it in with Gavilan’s program. It is a new model of online teaching, the role of the teacher shifts to guide the student through the materials.” GOTT 1 has 108 instructors who have passed and 25 still in training. GOTT 2 has 88 instructors who have passed and 64 still in training. Some instructors took both, so a total of 154 instructors completed the training before fall classes started. Stipends were awarded to faculty using funds from the CARES Act and negotiated with the Gavilan College Faculty Association. The Coronavirus Aid, Relief, and Economic Security (CARES) Act was passed by Congress and signed into law in March 2020. “The training we are doing now will reverberate ten years out,” said Howell. “Even when we get back into the classroom, instructors will be so much more capable, in terms of flexibility.” Students who are already comfortable online can work through their pathways faster and be better equipped to navigate and earn their degrees. The college will be better equipped to offer those classes. This fall, instructors new to online teaching can have Online Teaching Mentors embedded in their classes. The mentors have at least 40 hours of training through @ONE. The mentors work to ensure online courses align with Academic Senate adopted course design standards developed by CVC-OEI consortium, of which Gavilan is a member. The CARES Act pays the mentors a stipend for their time.
Gavilan Awarded $500K Grant to Improve Career Education Pathways Gavilan College Career Education, with a deep legacy in online course delivery, is implementing a $500K grant across seven Career Education (CE) disciplines. The plan increases student access, speeds their time to complete certificate programs and improves instructional quality to align with state online education rubrics. At the same time, the program decreases student costs by using free or very low-cost instructional materials. Career Education chose specific career pathways to redesign multiple online certificates that confer skills in high demand by regional employers. Gavilan College, a Hispanic Serving Institution, covers a 2,700 square mile area, with economic disparity between the northern quarter and the southern three-quarters of the district. Thousands of residents find themselves economically and educationally stranded. More than 42,000 district residents have earned only a high school diploma or some college, but no degree. Obstacles blocking them from traditional higher education and improved economic opportunity include work, family obligations, transportation challenges, available time and overall costs. Implementing this grant improves employment equity for lower-income residents. These certificate programs can be fulfilled completely online, within one year, and improve economic stability by getting students job-market ready in industries with projected growth.
Gavilan’s program will decrease education costs by offering zero-textbook-cost (ZTC) and Open Educational Resources (OER). The college library will curate these materials and develop a free, accessible database of instructional materials. Curriculum designers consult with industry professionals and college advisory boards to verify the use of current industry content. The online classes will meet online curriculum standards established by the California Online Education Initiative (OEI). Students throughout California can enroll and complete any online OEIapproved class and have the units accepted at other in-state community colleges. The seven disciplines have completed their initial curriculum updates, and 30 online courses are being evaluated within Gavilan’s curriculum committee process and at the Chancellor’s Office. The overall statewide grant funding of $35 million was the result of California State Budget Act (SB840). To date, 70 California community colleges have been awarded one-year grants to improve online CE pathways. Gavilan’s Distance Education Coordinator, Sabrina Lawrence, is the co-investigator for the grant project team. Working with faculty, she has expanded Gavilan’s Distance Education course offerings by more than 200% during the past decade. The seven designated pathways will implement one-year, fully online CE certificate programs beginning with Fall 2020 classes. For more information, contact Jessica Weiler at (408) 848-4848.
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College Awarded $600,000 per Year for 5 Years to Improve Degree and Certificate Completion for Hispanic Students The United State Department of Education has awarded Gavilan College a grant of $600,000 per year for five years through the Developing Hispanic Serving Institutions Program, under Title V of the Higher Education Act. Title V grants are awarded through a competitive application process. The maximum award size per grant award is $600,000 per year for a period of 5 years. The college proposal, titled Juntos Avanzamos (Advancing Together) - Mobilizing Gavilan’s Ethos of Care seeks to improve the success of Hispanic students in completing degrees and certificates at the college. By creating systems that will better inform students of services and opportunities, all students may benefit from the work of this grant.
A key ingredient is bringing academic supports into the classroom. This is shown to increase student participation in support services when compared with less intrusive, out-of-class services, which can be hard to access for students who have the burden of long work hours to make ends meet.
Gavilan’s Hispanic students are much more likely to be low-income than their peers, and as a group, the sacrifices they must make to attend college are much more impactful on their lives. Many students struggle with basic needs such as food and shelter, and staying in college often becomes secondary to survival. Providing students with the tools and understanding to take control of their financial lives is now understood as essential to improving equity in completion of degree and certificate programs.
Gavilan College in recent years has introduced many services aimed at “serving the whole student” (e.g., food pantry, mental health services) or partnered with community organizations that provide them (e.g., social services and legal clinics). However, it is not enough to have effective services if they are not easily accessible, or if it is left to students to figure out how and when to use them. The neediest students have been shown to be the least likely to be able to connect themselves with services that can help them.
Many Hispanic students are the first in their families to attend college, and may lack support and preparation for the demands of higher education. Their families often face heavy financial burdens forcing students to work long hours and therefore only interact with the campus in a minimal way. They may feel like they don’t belong, as well as a lack of trust that college can really be a path to a better life.
In the case of accessing financial aid, too few students apply. Though it is difficult to tell just how many students are “leaving money on the table,” it is known that only 36% of all Gavilan students receive financial aid, which is below the expected rate given the socioeconomic indicators in the service area. Hispanic students are underrepresented among financial aid recipients. Gavilan is not alone in facing this challenge, but Hispanic students at Gavilan may be harmed more than those at other schools due to the dramatic disparities in financial resources when compared to their more affluent peers.
Studies have shown that most students decide within the first six weeks of attending a new college whether they feel like they belong at that institution. To foster an early sense of belonging, the college must make Juntos Avanzamos seeks to improve student success conscious efforts to create opportunities for by building equity with action. It builds upon the community and make students aware of the resources Guided Pathways effort already underway at available to them, and these efforts must be focused Gavilan College and other existing and planned on reaching all students at the beginning of their first efforts, and is designed to be integrated across term at the college. This grant will help to strengthen the college, rather than encapsulated. the integration between student services and instruction in key first year courses. More information about this grant can be found on the college website under Title V Grant. 12
College Homeless and Housing Insecure Pilot Program In a new initiative from the California Community Colleges Chancellor’s Office, Gavilan College was one of 14 colleges across the state selected for the College Homeless and Housing Insecure Pilot Program. Gavilan will receive $500,000 per year for three years to help students who are homeless and housing insecure to secure a stable residence. The program was funded through a $9 million allocation included in the 2019-20 budget by the state legislature to support rapid rehousing services to California Community College students. According to college president Dr. Kathleen Rose, “Gavilan College is committed to success for our students, including those who often struggle with housing insecurity while in college: former foster youth, military veterans, low-income families, and people with disabilities. Stable housing is a key component in ensuring that students are able to complete their educational goals.” 19% of respondents who participated in a 2019 California Community Colleges #RealCollege Survey conducted by The Hope Center for College, Community and Justice at Temple University said they were homeless at some time during the previous year. Sixty percent of respondents said they had experienced housing insecurity - which include an inability to pay rent or utilities, not having a place to stay or needing to move frequently - within the previous year. Nearly 40,000 students from 57 California community colleges participated in the survey, and 7 in 10 students said they had experienced food or housing insecurity during the previous year. Gavilan College serves a district encompassing 2700 square miles from southern Santa Clara County through San Benito County, with a main campus in Gilroy and additional locations in Hollister, San Martin, and Coyote Valley.
of water management, from wastewater technology and water treatment to pumping, pollution prevention and laboratory analysis. Four new students have been accepted into the paid internship program with Santa Clara Valley Water. Kelley Botelho, Thomas George, Sieberia Moreno and Hunter Suarez will learn industry standards at Valley Water as part of their water resources management education. “Gavilan and Valley Water worked together to develop an internship program for Gavilan students,” said Sherrean Carr, former Dean of Career Education. The program was one of several components of a three-year grant. “Gavilan also developed four certificates and degrees in the Water Resources Management Program.” The first cohort of eight interns completed the program last year. “Students in the pilot internship program said the experience was invaluable and gave real life exposure to their chosen career,” she said. “All of the students from the original internship program last year landed positions in the industry,” said Leslie Jordan, lead instructor for the overall program. “The program has come so far in such a short time,” said Jordan. “Before you step through an employer’s door, you are already certified.” The program offers multiple certificates and degrees. Starting salaries can range from $20-$35 an hour for entry level positions. “Water is a career,” said Jordan. Jobs are available in every department: communications, legal, human resources, accounting and customer service. “I have students from ages 20 to 70 in my classes,” she said. For more information about pursuing water management as a career, call (408) 848-4848.
Water Resources Students Start Internship Program with Valley Water Gavilan College’s Water Resources Management program prepares students for positions in all aspects
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Gavilan College Educational Foundation Board of Directors President: Tony Marandos Vice President: Mark Roberts Treasurer: Frank Angelino Secretary: Nita Edde-Mitchell Past President: Douglas Marshall Dr. Katheen A. Rose
Jeff Orth Edwin Diaz Amy Garber Tom Breen Susie Connell Bible
Mission The Gavilan College Educational Foundation’s mission is to serve as advocates for Gavilan College and to seek additional financial resources for college services to meet the needs of its faculty, students and services.
GCEF Creates Student Emergency Fund to help students impacted by the COVID-19 pandemic The coronavirus pandemic has changed most of our lives. For many Gavilan College students, already struggling to get by, the lost income and the temporary loss of access to on-campus services (such as the Food Pantry and internet access) has created an even more difficult situation.
Even a single bill or unexpected expense could force them to leave college. Our students may be struggling to pay their bills and feed their families. With a starting gift of $10,000 the Gavilan College Educational Foundation has created a Student Emergency Fund to help them through this difficult time. It will take more than that to provide emergency grants to all of the Gavilan College students who find themselves with emergency needs - for food, rent, medical, or transportation expenses. These emergency grants can make a big difference in times like these. Please join us in helping our students through this difficult time so they can remain in school and achieve their goals. Make a donation at: https://www.gavilan.edu/about/foundation/Student%20 Emergency%20Fund.php
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Giving Opportunities: President’s Circle donations help pay for the operations of the Foundation, making possible all of our other work to provide scholarships, support programs, and react to emergency needs. Levels:
• • • • • •
Visionary ($15,000+) Champion ($10,000+) Benefactor ($5,000+) Steward ($2,500+) Leader ($1,000+) FRIENDS OF GAVILAN ($100+)
Scholarships may be presented by an individual or a group. You may start your own scholarship or contribute to one of the existing scholarships. Designated Contributions support specific programs including Rams Athletics teams. Some of our current needs are donations for the: • Student Emergency Fund • Food Pantry • Bach to Blues
THANK YOU
SCHOLARSHIP DONORS! A Kennedy Group
Leadership Council
American Legion Post #217
Gilroy Foundation
Denise Apuzzo
Gilroy Elks Lodge
Associated Students of Gavilan College
Lizz Hunter
Bernard Osher Foundation
David Rodriguez
Denise Besson and Family
Kai & Libby Lai Family
Blach Construction
Joseph Belli
Jillian Wilson
De Reza Family
Laurel Starr
Pacific Dining
Daughters of the American Revolution,
Edward Boss Prado Foundation
Gabilan Chapter of the National Society
Dee Wilson & Anna Brannen
Diane K. Stone
Susan Dodd
Rodney Burrill
XL Construction
Allison Rohnert
Vision Management
Fulton J “Bumpy” Picetti
Alice Dufresne
Rocio De Reza
Amy Garber
Gavilan Comm Club
Bob Fuselier
Gavilan Educational Foundation
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Mario Escudero Earns 2020 Karl S. Pister Scholarship Award Mario Escudero dealt with death in the family, survived his kids’ teen years, worked full-time and explored multiple educational programs and leadership paths on his way to receiving the UCSC Karl S. Pister Leadership Opportunity Award. “He has been a valued member of the Gavilan community for several years,” said Dr. Kathleen Rose, Superintendent / President of Gavilan College. In 1998, a few years out of high school, Escudero explored business and accounting while he was working at a bank. But, he discovered, “That wasn’t what I wanted to do.” His next foray a few years later was cosmetology. “I’m a beauty school dropout,” he joked. CSIS was next, but he couldn’t just sit in front of a computer. He explored Aviation Maintenance Technology, while that still wasn’t what he wanted to do, he did discover he’s a people person. And then his father, a smoker, was diagnosed with cancer. “More than 12 years ago, I had to be my dad’s fulltime provider,” he said. Escudero was inspired by the hospital staff and their enormous caring as they taught him how to take care of his father. He also enrolled in Allied Health courses. “I discovered I have the empathy to care for others,” he said. “I thought about becoming a physician.” He got involved with student government, joined the Physician Assistant Club on campus, applied and was accepted to a pre-med apprenticeship at Stanford University. He participated in student services programs: EOPS, MESA, STEM and AEC. “It turns out I have high test anxiety, which classroom noise makes one hundred times worse,” said Escudero. “It was a big game changer, understanding myself.” In response, he tutored students with visual impairments and learning disabilities. “I know what it’s like,” he told them. “I could understand, and show them tools that could help.” Escudero explored STEM opportunities, working in Dr. Grant Herzog’s lab at UCSC and in Dr. Brook’s lab at SJSU researching viruses, and was later invited to present his research findings at SACNAS in 2017. He even got to name two of the viruses he discovered – Matthew and Daija – after his teenage kids with their infectious personalities. He rose through positions in student government and was elected president. One student government project was collecting recyclables which generated income. Water fountains were fitted with filtration systems so students could refill their bottles. During his leadership, ASGC collaborated with the school nurse, organized walks and debates, and drafted a resolution banning tobacco use on campus. At Gavilan, Escudero completed degrees in Biological Science, Communication Studies and Spanish. This year he was tapped as one of the finalists for the Pister award. “I am inspired by his resiliency despite several challenges in his life that extended the completion of his degree,” said Dr. Rose. “I am so proud of Mario in achieving his academic goals at Gavilan and look forward to hearing about his experience at UCSC.” Escudero hopes to enter medicine and become an MD. He is also looking into the Physician Assistant program at CSUMB. When asked about winning the Pister Scholarship, he said, “I have a huge support group. Many support groups. A lot of people have contributed to my success: educationally, personally, mentally.” 16
Measure X Gavilan College Affordable Education / Job Training / College Transfer / Veterans Support Measure In November 2018, the voters approved Measure X for $248,000,000 in order to continue providing local access to high-quality affordable education at Gavilan Joint Community College District for students. The project plan for the Measure X Bond Program reflects the framework for design and construction of the various projects. It serves as the guideline for decision-making, capital-outlay expenditures, and educational facilities design. The purpose of Measure X is to upgrade classrooms, science, healthcare, technology, engineering / career training labs, and repair aging facilities.
Citizens’ Bond Oversight Committee Citizens’ Bond Oversight Committee members are appointed by the Board of Trustees. The following members served during the 2019-2020 Fiscal Year: • • • • • • • •
John Gould, Committee Chair - San Jose, Community At-Large Judi Johnson, Committee Vice-Chair - Hollister, Taxpayers Association Gordon Machado - Hollister, Business Community Elvira Robinson - Hollister, Support Organization Jim Rogers - Gilroy, Senior Citizens’ Organization John Flaherty - Gilroy, Community At-Large Caleb Dixon - Student Representative (5/14/19 - 5/13/20) Natalie Rusterholz - Student Representative (6/9/20 - current) 17
Project List
Approved by the Board of Trustees on July 14, 2020
San Benito County Campus San Benito County Campus Active $59,900,000 San Benito Campus Phase One includes a multistory, multipurpose Academic Building with classroom and lab space, support services, limited food service and collaboration spaces. San Benito County Campus Total: $59,900,000 Gavilan College Library and Student Resource Center Active $50,600,000 Construction of a new, state of the art Library and Student Resource Center. The new Library will replace the aging Library and incorporate Student Services functions into one location
Site Improvement, Security and Infrastructure Active $38,156,284 Infrastructure improvements include renovations and upgrades to the aging utility systems on campus. Site improvements include improvements to roads and parking, Central Quad, pedestrian bridge, signage and wayfinding. Security improvements will include cameras, public address system and door hardware.
STEM Center Active $25,100,000 Construction of a new Science, Technology, Engineering, and Math (STEM) Center includes general lecture classrooms, science labs, computer lab, study areas, and faculty and support staff offices.
Future Projects Active $5,000,000 Student Services, Coyote Valley - Modular Building, Kinesiology and Athletic Fields, Art Building / Swing Space, Student Center Remodel and Administrative Services Gavilan College Total: $139,556,284
Visual and Performing Arts Complex Active $20,700,000 The Visual and Performing Arts Complex is a new building that replaces the current theater, music building and houses the college’s art program. In addition to a state of the art theater, the complex would include classrooms, scene shop, art and music labs, a kiln yard, rehearsal rooms, offices and plenty of storage for props and equipment.
District Wide Projects IT Infrastructure Active $5,900,000 District-wide technology data center improvements and disaster recovery expansion, area network connections and hardware, audio-visual modernization, computer replacements, upgrades of local area cabling, replacement of phone system and network infrastructure modernization
Debt Service and Project Completion Costs Active $18,400,000 Pay down debt service and project completion costs.
Program Mgmt, Planning and Support Active $10,000,000 Cost of issuance, legal, management, program planning and assessments. District Wide Projects Total: $34,300,000
Program Contingency 18
Program Contingency Active $7,360,269 District Wide Program Contingency for various issues that may be a result of higher construction costs, new projects, etc. Catastrophic Contingency 3% of Measure X initial project list budget.
Active $7,000,000
Measure X Balance Sheet Adopted Budget FY19/20 Revenues: Federal $ - State - Local 25,000,000 Fiscal Agent Pass Through - Total Revenues $ 25,000,000 Expenditures: Capital Outlay Services and Other Operating Expenses Total Expenditures
2,470,413 250,422 $ 2,720,835
Adopted Budget FY20/21 $- $23,138,673 $ 23,138,673
Excess of Revenues Over Expenditures Prior to Intra/Interfund Transfers
23,138,673
(23,138,673)
Net Change in Ending Fund Balance
$ 23,138,673
$(23,138,673)
Beginning Fund Balance
-
Ending Fund Balance
$ 23,138,673
-
23,138,673 $-
Bond sales: On April 18, 2019, the District sold $38,000,000 in Measure X general obligation bonds. This sale was made up of Series A, tax-exempt bonds totaling $26,600,000, and Series A-1, taxable bonds totaling $11,400,000. The bond issuances will be used for the projects on the approved Measure X Project List: http://gavilanmeasurex.org/project-info. On October 1, 2020, the District sold $105,000,000 in Measure X general obligation bonds. This sale was made up of Series B, tax-exempt bonds totaling $40,000,000, and Series B-1, taxable bonds totaling $65,000,000. This bond sale will be used to begin the next phase of the District’s first priority, breaking ground at its new San Benito County Campus. In addition to this bond sale, the District was able to take advantage of historically low interest rates and refinance $15,000,000 of Measure E bonds for a savings to the taxpayer of $673,000.
2020 Community Spirit Award Winners Morgan Hill & San Martin • Individual - Mike Beasley • Organization - Second Harvest Food Bank • Business - Rocca’s Market Gilroy • Individual - Lillian Silva • Organization - Leadership Gilroy Class of 2020 • Business - First Street Togo’s San Benito County • Individual - Al Bonturi • Organization - Hollister Community Outreach, Linda and Patrick Lampe • Business - Pinnacle Farms
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Gavilan Offers Business Classes in Spanish Gavilan offers free classes in Spanish to people who want to learn the fundamentals of starting a successful small business. The class is a partnership with El Pajaro Community Development. “With this partnership, we recruit the students,” said Randy Brown, who oversees the Continuing Education program. “They provide the instructional classes and access to maker space.” In the spring, more than 20 people enrolled. Once they complete the class, they will receive 10 hours of business advising. “They have a network of advisors,” said Brown. In 10 three-hour classes, students learn basic accounting, basic marketing, business plan development, generating revenue, and assessing market competitors. The program, in its fourth year, has sponsored classes in Hollister and recently started one in Gilroy, which transitioned to online during the COVID-19 regulations. “After attending past classes,” said Brown, “People have started restaurants, a laundromat, and food manufacturing businesses.” Gavilan also does outreach to businesses that employ Spanish speaking individuals, including Gilroy Foods, Christopher Ranch and Earthbound Farms. Building outreach in the English as a Second Language (ESL) classes, the college offers citizenship training and builds awareness about supportive social services and domestic violence services. As students move through the ESL program, with its life skills and literacy courses, they advance to other academic programs offered by the college. After students complete the full academic ESL course offerings, they become paid peer mentors within the program. During the past several years, noncredit programs have boosted the number of students who continue their education and pursue a college certificate or degree, up from 5% to 21%. Find more information, call (408) 852-2824.
Women Leaders Join Forces to Boost Voter, Census Participation
Assemble women leaders in the same room and powerful synergies occurred at the WE:2020 event, hosted by the Santa Clara County Office of Women’s Policy at Gavilan College. Combining the triple focus of suffrage / voting, census and efforts to prevent human trafficking, leaders throughout the county came to join voices.
“The key charge for our office,” said Protima Pandey, Director for the Santa Clara County Office of Women’s Policy, “Is to create opportunities to share information outreach and teachings around gender equity.” The consortium is also collaborating to promote youth engagement, voter rights and census participation. “College student populations are hard to count,” said Pandey. “It is critical to create awareness. It doesn’t matter where your parents or guardians are, get counted where you are.” “This is about creating equity,” said Pandey. “This community can get additional public service funding, resources for Gavilan College and resources for the community if everyone is counted in the Census.” Monica Tong also spoke at the WE:2020 event. As an assistant manager for the Santa Clara County Census 2020 Program, she says it is all about counting everyone. “If fewer people are counted, the less voice we have,” she said. “The fewer votes we have in our state representation.” She was clear in her messaging at the WE:2020 event. “We need to make sure all communities get counted,” she said. Presence and persistence are key. Visit WE2020.org for more information. 20
Writing and Tutoring Centers Shift to an Online Beehive of Learning, Engagement and Support questions, tutors can see when students are confused, because students will share more with another student,” said Gatewood. Embedded tutors can serve as the bridge between the student and the instruction to make it clear.
While classes continue online, the services have expanded. Tutoring is available Monday through Friday from 8:00 a.m. to 7:00 p.m. “We train at a high level,” said Wong-Lane, “It’s a robust training program that gives the tutors the basis to do their good work.” The Learning Commons is home to the Writing Center, the Tutoring Center and embedded English tutoring, a hub of services students can access for academic support. “Students get targeted support and one-on-one tutoring,” said Megan Wong-Lane, English instructor who coordinates the Tutoring Center. “They can study with us for their writing, research, reading needs, or for a specific class.” Last spring, tutors became even more in demand, as in-class instruction abruptly switched to online learning. They proficiently guided both students and faculty in the art of the zoom, sharing screens and uploading assignments. “The embedded tutors provide huge support for both instructors and students,” said Jessica Gatewood, English instructor who coordinates the Writing Center. “Many students reported back that their ability to work with tutors last spring got them through the semester.” Gearing up for continued online instruction, 26 students enrolled in a month-long online tutor training course last summer. The cohort of tutors has grown to 37, and students can now receive support in accounting, biology, chemistry, math, statistics, writing and ESL conversational English. Embedded tutors are requested by faculty to support students in their classes. “It’s amazing what we have heard from our tutors,” said Gatewood. “Tutors provide support to students, and also to the college. They bring information back so the college can make it actionable.” Embedded tutors, in their dual role, can also offer faculty a different perspective. “Based on student
“There’s one more layer,” said Gatewood. “We love what the tutors get out of it. The growth we see when a student signs up, first comes in, and they walk out changing their majors to education and working with youth.” Philip Avila was one of those students. After graduating from high school, he did not want to go to college. But education felt like the thing to do. “In life you need a better education to pursue better things,” said Avila. Like many students, he struggled with working full time, attending classes, and at a loss about saving money to afford university tuition. “I wanted to drop out every single semester,” he said. A chance encounter with a NASA recruiter, visiting Gavilan to speak with STEM students, changed everything. “He told me that writing scholarships, to pay for his education, became almost a full-time job,” said Avila. “And he shared with me how to write them, which I now pass on to other students.” Avila graduated from Gavilan College with a double major in liberal arts and general business in 2016. He currently works as the program specialist and English fellows coordinator. “One of the things I learned,” he said, “Don’t let fear and stereotypes about college hold you back. College is affordable.” Alejandra Rueda took a different route. “I was drawn to this community college because it felt like a second home,” she said. “Gavilan has great professors and counselors that truly care for their students’ success.” Rueda started working as a program specialist in Gavilan’s Tutoring Center while attending UCSC. “I wanted to give back to the community that gave me so much,” she said. “Without their support, I wouldn’t be where I am now. I want to help build the tutoring program as much as I can.” 21
“As a community college with a diverse community, we need to be a model of diversity and inclusion. We know that students have to feel safe, respected, and valued in order to succeed. Gavilan College has Principles of Community that include the aspirations to be Diverse, Purposeful, Inclusive, and Equitable. It is what we do. For 400 years African-Americans have had to deal with atrocities – from slavery, to Jim Crow, to discrimination. How long do people have to keep fighting for what is right? As a college, we need to show our commitment to all of our students, and our support for justice.”
Board of Trustees Adopts Resolution Affirming Commitment to Black and African-American Students At their July meeting, the Gavilan College Board of Trustees voted in unanimous support for Resolution #1056, “affirming our commitment to student success for Black and African American students.” According to Board President, Rachel Perez,
Along with many other community colleges around the state, the Gavilan College Board of Trustees adopted the resolution following the issuance of a Call to Action by California Community Colleges Chancellor Eloy Oakley, following the death of George Floyd of Minneapolis, under the knee of a white police officer. According to Gavilan College Superintendent / President Dr. Kathleen A. Rose, “With the Board of Trustees’ supportive resolution, Gavilan College can strengthen our commitment to equity through honest conversation and dedicated service.”
Kinesiology and Athletics Programs Impacted by COVID-19 Pandemic With Santa Clara County Shelter in Place order March 16, Gavilan’s spring sports programs shut down in the midst of the season. For some freshmen, the season only lasted six weeks before the college closed. “As athletes we are wired to compete, every sport we offer is a team sport, and we work towards common goals,” said Ron Hannon, Dean of Kinesiology and Athletics. Lack of face to face interaction is especially difficult for Gavilan’s student athletes. Teamwork functions as an important part of their lives as they engage in fitness and training. “This hub of learning, training and teaching,” he said, “It’s a tool we don’t have access to right now. Even in the off season, teamwork is part of our development plan.” The pandemic has impacted every college across the country. Opportunities for athletes who were vying for scholarships have been shut down. Because the college could not hold face to face classes during shelter in place, coaches have been working to maintain connection. Darlene Del Carmen, counselor for the program, attends team meetings, and coaches are creatively reinventing their classes, virtually. 22
For many students, the main reason they are in college is to pursue the opportunity to compete. “That very brief time you get to spend with them changes the trajectory for those young people,” said Hannon. “The one motivational tool we have to change their lives is on the shelf right now.” Erik Hilliker and Rebecca Northon, certified athletic trainers in Gavilan’s Athletics program who work with the teams, collaborated to create a model Athletics Resocialization Protocol. Other certified athletic trainers from across the state came together as a task force to discuss how to safely return to face-to-face team competition. They developed a broadly written document for other colleges to use to create their own guidelines. “Our goal is to return to athletics as safely as possible,” said Hilliker. “We want students and staff to be safe and healthy,” said Hannon. “Returning to face-to-face team sports, we will be very methodical.”
At-A Glance College Profile From 2019 - 2020 Data
STUDENT INFORMATION Headcount Full-Time Equivalent
9,587 5,238
GENDER Female Male Other / Unknown
50.6% 47.6% 1.8%
ETHNICITY / RACE African American or Black Asian Hispanic Native American / Alaskan Pacific Islander / Filipino White, Non-Hispanic Multiple Unknown
1.67% 5.47% 43.4% 0.24% 2.57 % 21.7% 19.9% 5.03%
AGE < 18 years old 18 - 20 years old 21 - 25 years old 26 - 30 years old 31 - 40 years old 41 - 50 years old 51 - 60 years old > 60 years old
7% 24% 22% 13% 17% 9% 4% 3%
EDUCATIONAL GOALS Transfer Update Job Skills Undecided Discover Career Career Education Certificate Basic Skills AA / AS only Complete High School Credits
4107 1474 862 1156 468 348 982 232
EMPLOYEES, FULL-TIME EQUIVALENT Administrators 9 Management 15 7 Confidentials Full-time Faculty 70 Part-time Faculty 206 Professional Support 119
ADMINISTRATION OF JUSTICE Administration of Justice - AS-T Law Enforcement - AA, Certificate ALLIED HEALTH AND KINESIOLOGY Health Science - AS Home Health Aide - Certificate Kinesiology - AA, AA-T, Certificate Licensed Vocational Nursing - AS, Cert. Nursing Assistant - Certificate Public Health Science - AS-T Registered Nursing - AS, Certificate AVIATION MAINTENANCE TECHNOLOGY Aviation Maintenance Technology - AS, Certificate Unmanned Aircraft Systems Technology AS, Certificate Powerplant - Certificate BUSINESS AND ACCOUNTING Accounting - AA, Certificate Business - AA Business Administration - AS-T Business Computer Applications - AS, Certificate Economics - AS, AA-T, Certificate General Business - Certificate General Office Skills - AA, Certificate Management - Certificate Medical Office - AA, Certificate Office Applications - Certificate Retail Management - AA, Certificate CHILD DEVELOPMENT AND ED. STUDIES Child Development - AA, Certificate Child Development: Spanish Early Childhood Education - Certificate Early Childhood Education - AS, Certificate Early Intervention Assistant - Certificate Elementary Teacher Ed - AA-T School Age Child Care - Certificate COMMUNICATION STUDIES Communication Studies - AA, AA-T, Cert. COMPUTER SCIENCE INFO. SYSTEMS Computer Applications and Business Basics for ESL Students - Noncredit Cert. Computer Science and Information Systems - AS, AS-T Computer Hardware - Certificate Computer Networking - AS, Certificate Computerized Accounting - Certificate Computer Programming - AS, Certificate Intro to Computer Networking - Cert. Programming for the Internet - AS, Cert. Scientific Programming - AS, Certificate UNIX Operating System - AS, Certificate COSMETOLOGY AND ESTHETICS Cosmetology - AS, Certificate Esthetician - Certificate DIGITAL MEDIA Digital Media - AA Digital Video and Animation - Certificate Digital Design and Imaging - Certificate Interactive Media - Certificate ENGLISH English - AA-T ENGLISH AS A SECOND LANGUAGE Business Basics For ESL - NC Certificate ESL - Certificate ESL Citizenship - NC Certificate
ESL for Child Care - NC Certificate ESL Life Skills - NC Certificate Computer Applications and Business Basics for ESL Students - NC Certificate Computer Applications - NC Certificate Vocational ESL - Certificate FINE ARTS Art - AA-T Art History - AA-T Film, TV, and Electronic Media - AS-T Journalism - AA-T Music - AA, AA-T Music Composition and Production - Cert. Philosophy - AA-T Philosophy: World/Religion - Certificate Studio Art - AA, AA-T Theater - AA, Certificate Television Performance - AA, Certificate Theatre and Television - Acting - AA Theatre Arts - AA-T FIRE SCIENCE Fire Science - Certificate GENERAL EDUCATION CSU General Education - Certificate GED Preparation - NC Certificate IGETC General Education - Certificate GUIDANCE Peer Education Leadership - Certificate HEATING, VENTILATIONS, AIR COND. HVAC - AS, Certificate LIBERAL ARTS Administration of Justice Emphasis - AA Business Emphasis - AA Comp. Sci. and Info. Systems Emphasis - AA Elementary Education Emphasis - AA Expressive Arts Emphasis - AA Language Arts and Humanities Emp. - AA Multiple Subjects - AA Natural Science Emphasis - AA Social Sci. E., Behavioral and Org. S. S. - AA Social Science Emphasis, Cultural and Historical Sciences - AA NATURAL SCIENCES Biological Science - AS Biology - AS-T Biotechnology - Certificate Chemistry - AS-T Engineering - AS Mathematics - AS-T, AS Physics - AS-T Physical Science and Engineering - AS SOCIAL SCIENCES Anthropology - AA-T History - AA-T Political Science - AA-T Psychology - AA-T Social Justice Studies - AA-T SPANISH Spanish - AA, AA-T, Certificate WATER RESOURCES MANAGEMENT Wastewater Collection Tech. Ed. - AA, Cert. Wastewater Technology Ed. - AA, Cert. Water Distribution Tech. Ed. - AA, Cert. Water Resources Management - AA, Cert. Water Technology Education - AA, Cert. WELDING Welding Technology - Certificate, NC Cert.
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