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STANDARD IIC:  Student Learning Programs and Services



Library and Learning Support Services

Library and other learning support services for students are sufficient to support the institution's instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.




  1. The institution supports the quality of its instructional programs by providing library and other learning support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery.
  1. Relying on appropriate expertise of faculty, including librarians and other learning support services professionals, the institution selects and maintains educational equipment and materials to support student learning and enhance the achievement of the mission of the institution.


LIBRARY

DESCRIPTION:

The library actively selects and maintains materials and equipment to support student learning, using various formats and delivery systems. Accessibility of the collection has been enhanced by the library's homepage (2C.1).

  • 60,000 + titles in print collection available during library hours
  • 12,000 online e-books available 24 hours per day
  • Over 2,500 title newspaper and periodical collection through 16 full-text subscription databases available online 24 hours per day
  • Library periodical literature, in print and electronic formats, reaches back for decades
  • Encyclopedias in English and Spanish available online 24 hours per day

In 2005, the library completed a review of the entire collection of books and periodicals, removing several thousand obsolete items, and adding materials to fill gaps in current curricular offerings. Systemic collection analyses include the use of circulation, reference and student assignment records to identify strengths and weaknesses. The collection is evaluated in terms of quantity, quality, depth and variety through:

  • Formal assessment techniques developed at George Mason University and other institutions.
  • Professional library tools such as Choice Magazine, published resources lists, and discipline-based bibliographies.

The diverse professional backgrounds of the library faculty are an asset in the continued assessment of the collections. Participation in the library consortium and professional conferences such as the Internet Librarian further enhances knowledge of useful resources.

The library faculty participates in Department Chairs, Curriculum, and Technology Committees, all of which address methods for enhancing student achievement. Students' information competency skills are assessed using formal assessment tools and information competency modules have been integrated into various key courses.

Student learning needs are routinely discussed between library and instructional faculty. These discussions facilitate the development of effective library orientations related to particular disciplines or specific classes. The college process of reviewing applications for new or revised courses in curriculum meetings provides an opportunity to address needed learning resources. A number of projects funded by grants allow staff to review demographic data, retention statistics, and professional observations in order to identify the learning needs of specific student populations, e.g. Hispanic students, within the college.

Mindful of students with disabilities, the library website and library instructional modules are in compliance with Section 508. A service desk for students in wheelchairs is located directly across from the reference librarian. Ten percent of the computers in the library are equipped with screen reading programs (JAWS and ZoomText) designed for the visually impaired.

Printed books, e-books, close-captioned DVDs, and videos can be checked out. There are 18 instructional workstations and four express workstations for students to access the library catalog, databases, and web resources. In January 2006, 11 digital tape recorders, purchased with grant money, were made available for students to check out. In 2006, 32 grant-funded wireless laptops were made available for faculty and students for short-term use.

EVALUATION:

The library provides timely printed and electronic resources sufficient in depth, quantity, and variety, anytime and anywhere, to facilitate educational offerings and support student learning. Plans to add alternative formats of learning resources such as e-books, e-audio books, and DVDs will supplement the present collection. For the past four years, the funding of learning resources from various grants has resulted in a superior learning collection, a good online collection, and additional equipment.

PLAN:  

None


STAFF RESOURCE, TUTORING AND WRITING CENTERS

DESCRIPTION:

The Staff Resource Center (SRC) equipment includes:  color scanners (flatbed and 35mm), digital video editing devices, equipment for audio tape recording, computer workstations with software applications, audio conferencing and teleconferencing equipment, streaming video equipment, VCR/DVD players, a data/video projector, digital cameras, and Smart classroom equipment. SRC works with the library to provide supporting materials for software adopted campus-wide.

The tutoring center equipment includes small tables and numerous white boards to facilitate several tutoring sessions of varying sizes.

The writing center equipment includes:

  • A reference library available for student use.
  • A bank of 15 computers with word processing software and internet access.
  • A white board and tables and chairs available for small groups and peer-to-peer sessions.

EVALUATION:

The three areas of staff resource, tutoring, and writing centers support the quality of its instructional programs by providing learning support services with adequate equipment, materials, and services that are easily accessible for students and meets the standard.

PLAN:

None


MEDIA CENTER

DESCRIPTION:

The media center is staffed by one full time classified person (multi-media specialist) who reports to the dean of liberal arts and sciences. The media center provides administrative and instructional audiovisual equipment and technical services to the main campus, to the three Gavilan offsite locations, and the Gavilan Television Channel, GavTV 18 (2C.2). Additional specialized equipment is located in the media center and includes video cameras and laptop computers. The media center assists with defining technical requirements, technical research, procurement, installation, maintenance of all audiovisual equipment, and maintaining sufficient on-site stocks of replacement and repair parts.

EVALUATION:

The media center, adequately staffed in the past, now carries the following additional duties:

  • Maintenance of 20 new smart classrooms.
  • Establishing an online inventory of instructional equipment.
  • Providing electronic access to operating instructions for individual items.

Due to its daytime hours of operation, (7:30 a.m. to 4:30 p.m.) the media center is unavailable to the college evening programs. However, equipment can be delivered to classrooms for evening use.

PLAN: 

None


COMPUTER LABS

DESCRIPTION:

The computer place with 50 PC workstations, is located in the library and is the primary lab for all students on the main campus. The computers have general software programs and discipline-specific support software. A computer classroom in the library (L171) can also function as a lab. The library has 24 workstations for research purposes, which can also serve as a computer lab.

There are also a number of labs serving specific programs:

  • The Disability Resource Center (DRC).
  • Extended Opportunity Programs & Services (EOPS).
  • Writing center.
  • Math, Engineering, Science Achievement (MESA).
  • Noncredit (off-campus).
  • TRIO Program.

The DRC is designed for students with verified disabilities that include but are not limited to learning disabilities, acquired brain injuries, and physical disabilities. It has 15 computer workstations, two staff workstations, and an instructor station, all equipped with various types of assistive software and hardware, special devices, and adaptive furniture. Small clusters of computers, such as the learning skills lab, are located in program areas. The noncredit department has a joint computer lab at South Valley Junior High School with 36 new workstations, funded by the Hispanic Serving Institution Assisting Communities (HSIAC) grant (2C.3) in 2005 and collaboratively managed with the Gilroy Unified School District (2C.4).

There are computer labs of at least 20 workstations serving specific disciplines:

  • The digital media center has 22 high end Macintosh computers and 22 PCs equipped with software for creating and editing multimedia.
  • The business skills lab consists of 61 workstations including two staff stations. The students in this lab work on programs for computer and business classes.
  • The English as a Second Language (ESL) lab has 34 stations specially equipped with software for learning English as a second language.
  • The math lab has 20 workstations and provides tutoring for math problems and applications, use of special math and science software, and free program downloads for Texas Instruments calculators.
  • The Health Occupations Building has a state-of-the-art computer lab for nursing students.
  • The Morgan Hill site has two computer labs averaging 25 workstations each. The labs also serve as classrooms.
  • The Hollister site has one computer lab with 25 workstations. This lab serves as a classroom and a lab.

EVALUATION:

The college has continued efforts and commitments to provide technology support for learning and teaching. The District Technology Committee meets regularly to address important technology issues. With the passing of the Measure E Facilities Bond (2C.5), the voters approved upgrading technology. Three hundred computers per year will be purchased between 2004 and 2007 to replace outdated models. The college is "properly integrating new technologies into the teaching and learning environment, ensuring the faculty and staff are properly trained, and programs are developed to assist faculty in making this transition", as outlined in the Technology Master Plan: Appendix F (2C.6).

PLAN:

None


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

The Gavilan College television studio is a fully equipped studio designed to support television instruction and public access television production for communities served by Gavilan College. The facility consists of a green room, a control room, and a studio facility and is used by Gavilan television, film, and theatre arts students. Gavilan College produces original programming for the Gavilan Educational Channel GavTV 18 (2C.2). The Gavilan Television Studio provides instruction for pre-production, production, and post-production learning experiences creating live and live-to-tape shows aired on GavTV 18. In addition to original content, GavTV 18 programming includes sports events, satellite feeds, American Cinema, Destinos, and health-related telecourses. GavTV 18 is on the air 24 hours a day, seven days a week. The college has assigned .80 FTE to perform the duties of executive producer for GavTV 18. The assignment includes teaching courses in TV/Film Acting and Introduction to Scriptwriting in addition to serving as the executive producer for the channel. Other support staff includes a .50 FTE studio technician. Professional experts are hired to perform pre- and post-production activities for the creation of original programming as needed.

Community Media Access Partnership (CMAP) is a nonprofit corporation that manages the use of public, educational, and government (PEG) access resources. The CMAP (2C.7) facility on the Gavilan campus houses master control which disseminates programming for four public access channels: 17, 18, 19 and 20. CMAP was established as the result of a franchise renewal negotiation with Charter Communications by the cities of Gilroy, Hollister, and San Juan Bautista, a growing area with about 15,000 cable subscribers. Channel 18, GavTV, is exclusively devoted to college events and activities that are produced in conjunction with media arts classes and directly tied to student productions. All GavTV Programs, telecourses, and other programming must be submitted to and approved by the GavTV Committee before they can be aired on GavTV-Channel 18.

EVALUATION:

The college is committed to the success of GavTV, not only as a learning experience for television, digital media, theatre arts, and journalism, but as a tool to promote the many activities, programs, and educational opportunities available at Gavilan College. On a typical day or night, GavTV showcases original programming such as The Gavilan Hour, Art is Essential, Gavilan Connections, The Backstage Pass, Jane-ER-CISE!, Let's Ask Alice, News and Views Live, and Gavilan STAR.

Annual requests for upgrades or replacement of equipment are made through the annual instructional equipment request process (2C.8).

PLAN: 

None


  1. The institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency.


LIBRARY

DESCRIPTION:

Reference and instruction services are available during regular library hours (currently 46 hours per week) at the main campus. A reference librarian works closely with students and instructors one-on-one, in small groups, or in classes.

The library faculty is involved in statewide leadership pertaining to the integration of information competency training into the curriculum. They work closely with teaching faculty to integrate online information competency components into curricular offerings. Various grants in 1998-2002 allowed the development of these modules into the nursing curriculum, as well as effective evaluative instruments to gauge student success. The results of these projects were disseminated in professional journals, conference presentations, and via the Gavilan College website (2C.9).

The library created several co-listed information competency courses. LIB3/CSIS3 is a research skills class for Eng 250/Eng 1A students. Other courses were developed including LIB6/CSIS6/DM6, which teaches web authoring, LIB 140/AH140, which focuses on information competency for health professionals, and LIB556/ESL556, which is designed for English as a Second Language students. In addition, library staff initiated a much needed noncredit internet literacy class for older adults. These courses are used to integrate information competency skills at various levels across the curriculum.

The library faculty was instrumental in the development and expansion of the distance education program in 2001. A former reference librarian was re-assigned to the key position of distance education coordinator, and the library and the distance education programs continue to work closely in support of the college curricular offerings and in the teaching of information competency.

Many required core courses in the Gavilan curriculum routinely incorporate library research assignments into their requirements, typically making use of a reference librarian for one or more instructional sessions. These assignments need to be updated every semester, and the reference librarians work closely with teaching faculty to keep the assignments current.

The reference librarians provide face-to-face orientations for students taking online, hybrid, and web-enhanced courses at the beginning of each semester. Working in tandem with the distance education coordinator and instructors, the library faculty routinely assist students with course work and assignments, and provide technical support for distance learners. The reference librarians also actively participate in staff training offered by the distance education coordinator at the Staff Resource Center. Currently, an adjunct librarian works seven hours per week as the Staff Resource Center trainer, providing one-on-one faculty training on new software. All library classified staff, as well as the computer specialist, are trained to assist online students with technical problems.

EVALUATION:

With the resignation of the full-time reference librarian in May 2004, five part-time librarians, coordinated through the head librarian, provided library instruction. The increasing use of adjunct librarians diminished the quality of library instruction primarily due to their fragmented work schedules. The library staff is small, with 2.45 FTE faculty, and 3.5 classified staff. The college has now reinstated a 0.5 classified technician position and hired a full-time librarian in fall 2006.

Library staff is developing more training modules and experimental methods to compensate for the lack of print resources and reference assistance at off-site campuses. The library's large online collection, which is available around-the-clock from the library homepage, is an important means of addressing the problem of unequal access.

PLAN:

  • Assess staffing needs and equal access for all students, while developing more online training modules and alternative methods for delivery of library services.


STAFF RESOURCE, TUTORING AND WRITING CENTERS

DESCRIPTION:

The Staff Resource Center (SRC) is open five days a week for drop-in training. It provides a flexible, innovative, and cost effective way to introduce administrative and instructional technology to all Gavilan employees, both part and full time. The SRC offers structured individual and group training sessions with the available technology, as well as drop-in availability and one-on-one assistance for those wishing to familiarize themselves with the programs. Topics for training include:  distance education strategies, classroom management software, website development and maintenance, online research techniques, accessibility and universal design, and specific software applications, such as Contribute, Excel, Microsoft Word, ETUDES, PowerPoint, Dreamweaver, Front Page, anti-plagiarism technology, and Indesign. The Staff Resource Center is staffed seven hours per week with a faculty trainer. The college webmaster and the distance education coordinator also provide additional back-up training.

The tutoring center tutors and staff are trained in various learning pedagogies, so as to be able to offer assistance to a diverse set of students with widely varying needs. An English as a Second Language conversation lab is available to students.

The writing center collaborates with faculty across the curriculum to increase students' academic success, providing links to assignments when possible and a library of effective research and writing strategy resources. It also offers specially-tailored assistant-led in-class workshops upon request.

EVALUATION:

The Staff Resource Center provides drop-in hours for faculty to get practice with technology. More formal training sessions are provided, but those sessions take place only during specific hours. The current recommendation from the Staff Resource Center coordinator is to explore the possibility of increasing the training hours from seven to 15 hours per week in order to serve more faculty and support staff.

The writing center is available to evening students one night per week. Additionally, writing center staff would benefit from librarian-led training in assisting students to address information competency across the curriculum. An assistant coordinator was hired to provide desk coverage during daytime hours because the coordinator also has instructor duties and is often outside of the center. Funding does not currently exist for an evening writing center lab assistant or tutors.

The tutoring center is often understaffed, with limited evening and drop-in tutoring hours. EOPS and TRIO offer individual appointments for students who are enrolled in the programs. MESA offers drop-in tutoring and tutoring by appointment. Full-time math faculty hold office hours in the math lab and part-time math faculty are also available for tutoring.

PLAN:

  • Use the collegiate process to determine and plan for all tutoring centers staffing needs.


MEDIA CENTER

DESCRIPTION:

The media specialist has many years of experience and training with audiovisual equipment and does extensive research on the newest instructional equipment with regards to multimedia, audiovisual repair, computer hardware, video teleconferencing, video editing, and video production. 

EVALUATION:

The media center provides an important service for the college. However, many staff may not be aware of the resources and services offered through the department or how to contact the specialist for routine maintenance requests. An online request form has been developed and is available on the college intranet (2C.10).

PLAN: 

  • Develop a communications plan to make more staff, especially adjunct, weekend, and evening faculty, aware of the media center and its services.


COMPUTER LABS

DESCRIPTION:

Computer labs and their software programs adequately meet students' needs and contribute to the achievement of student learning outcomes.

EVALUATION:

Most labs meet the standard, offering convenient hours for many students, however, labs such as the business skills and writing center close in the late afternoon or early evening, making it difficult for evening students to receive the same level of instructional support. Weekend students are not served well on the main campus or at the Hollister site.

PLAN:

  • Determine annually whether the current lab hours are adequate for students.


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

GavTV, Channel 18, is open five days a week and assists students, faculty, and staff in creating original productions through the Community Media Access Partnership (CMAP) Educational Users program. Video Production instruction is available through class offerings. Students and community members can submit shows or other productions for approval. Gavilan employees can sign up as CMAP Educational Users to create content for GavTV.

The GavTV Committee meetings regarding broadcast content are open to the campus community. CMAP and GavTV jointly publish a monthly TV program guide, available at the CMAP website (2C.11).

EVALUATION:

The institution meets the standard for daytime staff and students. Weekend, evening, and offsite students are not as efficiently served. The two programs have readily accessible phone numbers and websites to accommodate those unavailable during regular business hours. Components of the television, journalism, and digital media programs may want to collaborate more formally to ensure maximum student access and avoid unnecessary duplication. The GavTV, Channel 18 maintains a committee to address programming functions and the CMAP Board of Directors provides management of all four channels. Both programs articulate program needs through these two bodies.

PLAN:

None


  1. The institution provides students and personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.

LIBRARY

DESCRIPTION:

The geographic footprint of the district, student employment patterns, and distant off-sites require the library to design its services around the concept of distance learning available from any location. The main campus library is currently open 46 hours weekly, 8:00 a.m. to 6:00 p.m., Monday through Thursday. State budget cuts in 2003 necessitated the reduction of library staff (0.5 technician) and that impacted regular library hours for Friday to a shorter day from 8:00 a.m. to 2:00 p.m. As soon as the position is reinstated, library hours will be extended to 8:00 a.m. to 8:00 p.m., Monday through Thursday.

The library homepage (2C.1) provides one-stop shopping for all library services. Using the online databases, students can locate, view, print, email, and download an enormous assortment of magazines, newspaper articles, and specialized research support materials. Also available for student research use are several thousand online e-books allowing for full text searching of their contents and providing citations in Modern Language Association (MLA) format. Reference librarians routinely add materials to the topical subject index to useful websites and online services, as well as maintain a collection of handouts explaining technical details in using these online resources. A reference librarian is on duty during library hours providing reference assistance to students individually and in class orientations. Reference assistance is also available by telephone and email. The reference librarians provide occasional on-request training sessions at the off-sites.

EVALUATION:

Past budget reductions and resignations have hampered the library staff in providing and delivering high quality instruction and services to all users. The recent hiring of a full- time librarian will reinstate the high quality of library instruction. The current adjunct librarians, by background and expertise, form a team of qualified professionals providing library instruction, reference, and other library services. Although the department has been hampered to a degree, other avenues that support student learning such as the development of more online classes have been explored.

Library resources do not permit evening support on the main campus, since the library closes before evening classes are concluded. There are no library services on a routine basis provided at the off-sites. However, the large resources collection available on the web around-the-clock from the library homepage is a major way of addressing the problem of unequal access. The staff is developing more training modules and experimental methods to compensate for the lack of print resources and reference assistance at off-site campuses.

PLAN:

  • Explore ways of bringing library services to the off-sites.


STAFF RESOURCE (SRC), TUTORING, AND WRITING CENTERS

DESCRIPTION:

The Staff Resource Center (SRC) is open five days per week, and maintains a webpage (2C.12) with online help pages for students enrolled in distance education classes, online modules for instructors to practice the various programs and technological materials at their own pace, as well as regular facilitated training sessions, both group and individual. The Staff Resource Center maintains a webpage calendar with scheduled trainings plus email links and telephone numbers to request specific software or hardware training.

The tutoring center is open Monday through Thursday from 8:00 a.m. to 7:45 p.m. and Friday from 8:00 a.m. to 4:00 p.m. It provides a centralized area for students to get free one-on-one and small-group assistance with classes across the curriculum. Peer tutors and staff are on hand for appointments and drop-in tutoring sessions. The students, staff, and tutors meet with one another in small groups or individually.

Tutoring is also available at MESA by appointment and on a drop-in basis from 9:00 a.m. to 5:00 p.m. on Monday through Thursday, and 9:00 a.m. 3:00 p.m. on Friday. Facilitated group sessions are available for specific classes, one hour per class per week.

The EOPS and TRIO programs provide one-on-one tutoring for program participants. The Disability Resource Center provides learning skills strategies and tutoring across the curriculum for students with learning disabilities.

The writing center is open Mondays-Wednesdays 8:00 a.m. to 6:00 p.m., Thursdays 8:00 a.m. to 8:00 p.m. (closed Thursdays 2:30 to 4:30 p.m.), and Fridays 8:00 a.m. to 1:00 p.m. It provides a space for students to get one-on-one and small group assistance with writing across the curriculum. Peer tutors and staff, including Spanish speakers, are on hand during operating hours for drop-in tutoring and assistance with the labs associated with English 250 and 440. Self-paced modules are available for students seeking more individualized approaches to improve their writing, and who prefer a self-initiated model. Individual and small group sessions include the following topics:  grammar and mechanics, research skills, conventions of academic essays, creative writing, the writing process, crafting a thesis, organizing papers, revising and proofreading papers, journalism, practice for the department final exam given to all students in English 250 and 440, writing across the curriculum, reading techniques, and strategies for improving reading skills. For students who are unable to come to the writing center, online and telephone tutoring is available for specific assignments or general writing questions. Additionally, the writing center maintains a website which provides other online resources such as Power Point presentations, tips, and an interactive weblog used for discussions about writing and the writing process.

EVALUATION:

All areas meet the standard for traditional students and faculty who are present during the day, or who use the web services. Currently, about 10 people per week participate in faculty training. The hours for these trainings are limited due to the limited hours of the trainer. Students and faculty receive adequate access to the learning support system offered by the writing center, tutoring center, and Staff Resource Center. Night, weekend, and off-site students and faculty are not equally supported in having the same access to in-person day support services. Students taking courses anywhere other than the Gilroy campus do not have the same level of library services, tutoring services, and accessibility.

PLAN:

  • Support students at the off-sites with tutoring.


MEDIA CENTER

DESCRIPTION:

The media specialist provides audiovisual and instructional equipment technical experience to assist Gavilan staff and faculty. Over the last several years, funding provided by a Title 5 grant (2C.13) (Hispanic Serving Institution) has added 20 "smart classrooms" to the campus. This has increased the need for the media center to be able to provide adequate services for instructional support to faculty in a timely manner. The media center's hours of operation are 7:30 a.m. to 4:30 p.m., Monday through Friday, limiting the technical services available for evening and weekend classes.

EVALUATION:

The current hours of operation for the media center limit the availability of all college instructional programs receiving technical assistance when they may need it. This is especially true of evening, weekend, and off-site classes. Even though the media specialist is available by cell phone, often times it is difficult to reach the specialist for routine maintenance requests or when there are technical assistance problems with the audiovisual and computer equipment. An online request form for routine maintenance is available on the Gavilan College intranet (2C.10).

PLAN:

  • Explore ways of supporting evening, weekend, and off-site classes.


COMPUTER LABS

DESCRIPTION:

Computer lab hours vary and are fully operational except during scheduled classes.

business skills center

M, W, Th & F (9 a.m.-2 p.m.) Tu (9 a.m.-3 p.m.)

digital media center

M-Th (8 a.m.-5 p.m.) F (schedule varies)

Computer Place

M-Th (8 a.m.-6 p.m.) F (8 a.m.-2 p.m.)

writing center

M-W (8 a.m.-6 p.m.) Th (8 a.m.-8 p.m. Closed 2:30-4:30 p.m.) F (8 a.m.-1 p.m.)

DRC high tech center

M-F (8 a.m.-6 p.m.)

math lab

M-F (9 a.m.-2 p.m.)

ESL/language lab

M-W (8 a.m.-2 p.m.) & Th-F (8 a.m.-1 p.m.)

Morgan Hill lab

M-Th (8 a.m.-2 p.m. & 6-8 p.m.) F (8 a.m.-5 p.m.) Su (4-7 p.m.)

Hollister drop-in lab

M-Th (8 a.m.-2 p.m. & 6-8 p.m.) F (8 a.m.-5 p.m.)

EVALUATION:

Most labs meet the standard, offering convenient hours for many students, however, labs such as the business skills and writing center close in the late afternoon or early evening, making it difficult for evening students to receive the same level of instructional support. Weekend students are not served well on the main campus or at the Hollister site.

PLAN:

  • Explore ways to support weekend and evening students.


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

The GavTV, Channel 18, is open five days a week and maintains an email address, and a phone number that assists students and others interested in information or submitting shows and/or other productions for approval. Gavilan employees can sign up as Educational Users with the Community Media Access Partnership (CMAP) to create content for GavTV using CMAP equipment.

All CMAP Fast Track Workshops are available free to Educational Users. Instructors can sign up as Educational Users, and train their students on CMAP equipment to create projects for the channel.

CMAP and GavTV jointly publish a monthly TV programming guide that is easily accessible on the CMAP website (2C.11).

In addition, the GavTV Committee meets regularly to review new content and programs for Channel 18. These meetings are open to all faculty, staff, and students. Classes are also taught in video production where students can submit new programming for review.

EVALUATION:

The institution meets the standard for the traditional students and staff who are able to avail themselves of the program services during regular business hours. Those evening, weekend, or off-site students need to make other arrangements for information, submitting shows, or productions for approval. To facilitate this process there is an email address and phone number available for students, staff, and the community. It appears that there continues to be a nebulous area that needs to be addressed between the three components of television, digital media, and journalism in the areas of duplication and articulation of the various technologies to ensure student access and faculty collaboration on productions.

PLAN:

  • Explore methods of technical coordination among television, digital media, and journalism to facilitate collaboration.

  1. The institution provides effective maintenance and security for its library and other learning support services.

LIBRARY

DESCRIPTION:

The library security is inadequate. Library materials and equipment are secured with electronic strips that trigger an alarm; however, the library security gate is not monitored when the library is closed. Other activities are scheduled in the building during hours when the library is closed and unstaffed. Thefts of expensive equipment and removal of books and library materials occur when the security system for such materials is unmonitored. There are several entrances that feed into the library and it is difficult to maintain adequate security. The staff has concerns about electronic records, which provide an opportunity for identity theft, among other problems.

EVALUATION:

The library has inadequate maintenance and poor security. Reasons include lack of funding for cleaning and upkeep, and poor architectural design that hampers collection control.

PLAN:

  • Measure E bond funding includes the renovation of the library building. Security design issues will be carefully planned in consultation with the library faculty and staff.


STAFF RESOURCE, TUTORING, AND WRITING CENTERS

DESCRIPTION:

The Staff Resource Center (SRC) is located in a secured building with locks on all doors, including the equipment room and the coordinator office.

The writing center and tutoring center are located in the library and share some of the security features of the library.

The tutoring center coordinator has two five-foot partitions to establish a work area within the tutoring center and two locking cabinets for student files. The writing center faculty coordinator has an office that is shared with center staff.

EVALUATION:

The SRC, writing, and tutoring centers provide effective maintenance and adequate security to adequately meet the standard.

PLAN:

None


MEDIA CENTER

DESCRIPTION:

In the last five years, the college was the recipient of two federal Title 5 grants that have transformed the institution (2C.13, 2C.3). Classrooms are capable of delivering technology-enhanced instruction through the use of smart classrooms. Increased use of technology has had an impact on funding and resources available through the media center for on-going maintenance and security.

EVALUATION:

With the acquisition of new technology, funding for on-going maintenance, and upgrades of instructional equipment will need to be considered through the Instructional Programs' Equipment Request process (2C.8).

PLAN:

None


COMPUTER LABS

DESCRIPTION:

The following labs are equipped with motion detector alarms: business skills center, digital media center, Disability Resource Center (DRC) high tech center, math, and the English as a Second Language lab. Designated staff supervises the various labs during hours of operation and are required to secure the lab by arming and disarming them. The Management Information Systems (MIS) department provides technical support and maintenance to the computer labs (excluding the lab at South Valley Junior High School, which is supported by Gilroy Unified School District (2C.4). MIS assists in networking functions, loads, and other technical assistance on an as-needed basis. Day-to-day routine maintenance of the computers, particularly those in the specialized labs, is done by staff lab assistants and instructors for the programs and classes. MIS is usually called on for technical assistance when the problems cannot be solved by the staff lab assistants or instructors. Computer accessibility is addressed by the DRC's adaptive services specialist who serves as a resource to instructors and staff for adaptive technology.

EVALUATION:

Although most of the computer labs are alarmed, there is no uniform practice for ensuring that the labs are secure when not in use. Lapses in security have led to losses of expensive equipment. Lack of air conditioning in the computer labs negatively affects both student comfort and computer function. Students with disabilities using adaptive technology in the high tech center are particularly affected by excessive heat. Even though the MIS staff is responsive and other staff address routine technical problems, it is not always easy for them to provide regular maintenance, upgrades, or networking assistance for the 1,000+ computers at the college.

PLAN:

  • Measure E funds will provide air conditioning throughout the campus.
  • Identify needs to provide adequate staffing support and computer lab security.


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

The television studio has an alarm system, adequate maintenance, and security with regard to equipment and materials largely provided by the .50 FTE studio technician during business hours. There are security concerns with the equipment and building as the television studio is a communal area for both the Gavilan College classes and Community Media Access Partnership members. Shared use of the building, equipment, television studio, and maintenance of the equipment between the two programs is not clearly defined. Students are encouraged to use the materials and field equipment and the editing suites that are provided for their use through the program; however, there are concerns with the checkout process regarding the use of the equipment and building.

EVALUATION:

Even though there is a .50 FTE studio technician whose primary responsibility is to safeguard the high tech television equipment and to secure the building during business hours, there are still concerns with security measures for safeguarding the equipment and building. Because the area is used by two different programs, issues of security, equipment maintenance, and a foolproof checkout system for student use of the equipment and editing suites is not always adequate. The GavTV Committee and CMAP Board of Directors meet regularly to discuss these important program issues.

PLAN:

  • Clarify the relationship between CMAP and GavTV with regard to the building, equipment, security, and maintenance.

  1. When the institution relies on or collaborates with other institutions or other sources for library and other learning support services for its instructional programs, it documents that formal agreements exist and that such resources and services are adequate for the institution's intended purposes, are easily accessible, and utilized. The performance of these services is evaluated on a regular basis. The institution takes responsibility for and assures the reliability of all services provided either directly or through contractual arrangement.

LIBRARY

DESCRIPTION:

Resource dollars available for library materials are greatly enhanced by participating in various consortia, including the Council of Chief Librarians, Community College League, Monterey Bay Area Cooperative Library System (MOBAC), and Califa for special rates for a variety of electronic products and services, from online catalogs to offerings of various journal and newspaper consolidators. MOBAC also supports inter-library loans. Cooperation with CSU Monterey Bay, Hartnell and Monterey Peninsula Colleges, with the server residing at CSU Monterey Bay, has assisted with providing more library automation to students and staff. Association with some of California's best libraries such as UC Santa Cruz has allowed the library to participate in cooperative training activities, informal consultation on technical issues, and shared collections.

Formal membership and agreements are in place for all the above consortia, as well as for commercial vendors, such as Baker and Taylor for books and Ebsco for paper periodicals. The use of Baker & Taylor's e-system allows the library to have access to a cost effective method of maintaining a paperless book ordering system, and safeguards against duplicate ordering.

EVALUATION:

The Gavilan College Library and other learning support services have greatly benefited through collaboration with neighboring two and four year colleges and universities. Through these formal and informal relationships, the library has enhanced learning support by obtaining special rates for electronic products and services, printed materials, library automation, participation in training, technical assistance, and sharing library collections.

PLAN:

None


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

Channel 18, which is part of the PEG/G (Public, Education, Government and Gavilan) access television station, serves the cities of Gilroy, Hollister, and San Juan Bautista. Gavilan College representatives curate and select the content of the channel and the television station, and Community Media Access Partnership (CMAP) manages the channel. Collaboration between GavTV and CMAP is facilitated through the GavTV Committee that meets regularly to review and approve programming for Channel 18. There is also integration between the two programs with an exchange of students who take the television classes and work through CMAP to receive their certificates. The Director of CMAP is a guest columnist for the local newspaper, promoting both CMAP and GavTV programming.

CMAP currently manages the channel as well as other PEG channels, as part of several responsibilities mandated in the cable franchise agreement. CMAP also has a Community Board of Directors with both permanent and rotating members. The Gavilan College Dean of Liberal Arts and Sciences is a permanent board member and a part-time instructor is a rotating board member.

EVALUATION:

The two programs that utilize the television studio have established a collaborative relationship. Gavilan College maintains Channel 18 and CMAP manages the channel. Articulation between the two programs exists through the GavTV Committee that is composed of members from both groups and the CMAP Board that has both permanent and rotating board membership. There is also a free flow of students between the two programs where students who take the television classes can work at CMAP to receive their certificates.

PLAN:

  • Clarify the relationship between CMAP and GavTV with regard to the building, equipment, and maintenance.

  1. The institution evaluates library and other learning support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.

LIBRARY

DESCRIPTION:

In addition to program reviews, the library staff regularly evaluates the library collection and services to assure it adequately meets student and curriculum needs. Three parallel methods are employed to assess the effectiveness of the collection.

  • Constant review of the collection by the library staff, who consider additions and deletions to the collection using standard professional assessment tools. These assessment tools provide a full spectrum of reviews of materials, specifically identified as essential or highly recommended for Gavilan's level of students.
  • Professional assessment tools provide various bibliographic essays reviewing the most useful materials to support a micro-topic. These essays are reviewed by the acquisitions librarian, and relevant materials acquired.
  • Interaction with teaching faculty occurs in professional meetings. A positive impact of having five part-time librarians, some of whom serve at other libraries in the area, is that they provide highly useful feedback about the collection.

EVALUATION:

The library consistently uses the results of these evaluations as the basis for improvement.

PLAN:

None


STAFF RESOURCE CENTER

DESCRIPTION:

The SRC distributes surveys to evaluate the effectiveness of the distance education software and technical assistance models. Personnel training needs have been assessed by campus-wide surveys and by individual requests. SRC solicits ideas from staff about what training modules could be offered (both online and in person) and what software might be beneficial to staff and faculty.

The tutoring center creates participant surveys, printed in English and Spanish, which are sent to a randomly selected group of students at the end of each semester.

The writing center assesses each one-on-one session with a form that collects data and feedback (both qualitative and quantitative) about each session from both student and tutor perspectives. It also disseminates an annual survey for all English 440 and 250 students taking the department exam to assess center services, as well as distributing similar forms to other students. Ongoing conversations with faculty, both formal and informal, provide additional feedback.

EVALUATION:

Suggestions gathered in SRC surveys are researched and technology vendors are contacted for demonstrations or trial usage. The suggested technology is installed in the SRC and staff and faculty are encouraged to experiment, explore, and offer feedback on the new technology's relevance. If the equipment or software is deemed beneficial and relevant, requests for purchase are initiated, and training is offered.

The tutoring center reviews surveys and implements program changes when relevant and possible. The writing center uses surveys to assess its services. It improves and supplements its training program and services based on survey data, as well as feedback from faculty and staff. For the most part, when suggested improvements are not made, it is because of budget constraints.

PLAN:

None


TELEVISION STUDIO/CHANNEL 18

DESCRIPTION:

Currently, the GavTV Channel archives its material after the materials are aired. These materials are reviewed prior to submission to the CMAP Program Manager to ensure timely and accurate information for students and the community. 

EVALUATION:

Students use class evaluations to determine the effectiveness of their learning and educational materials provided through the GavTV Channel. Those responsible for reviewing materials for broadcast would like to see a more standardized or uniform method of reviewing materials for programming and have a more centralized area designated as an archive where materials are stored and categorized for rebroadcast for easy student access. The GavTV Committee meets regularly to discuss these ongoing issues.

PLAN:

None

Last modified: February 4, 2007
Gavilan College Red Diamond 5055 Santa Teresa Boulevard Red Diamond Gilroy, CA 95020 Red Diamond (408) 848-4800