This chapter will review the facilities-related data for the District and will examine critical issues in facilities areas.

The organization of the Gavilan Community College District will continue to be a single college district with designated educational centers. Because of the close proximity of adjacent community colleges, the Board of Governors of the California Community colleges and the California Post Secondary Education Commission (CPEC), in all likelihood, will not approve additional campuses in the District. However, in the long-term, the state may approve educational centers in the northern (Morgan Hill) and southern (Hollister) areas of the District. Any other satellite education centers will need to be developed without state support by working with other educational institutions, public agencies or as partnerships with local business or industry.

In terms of educational delivery systems, there are two general trends that will need to be addressed. The first is that additional emphasis will be placed upon new learning paradigms and new delivery strategies. New learning paradigms will include instructional delivery strategies that are more individualized, self-paced, and accessible at any time of the day or night. This will require an expanded use of technological devices such as computers and computer-related hardware and software both in classrooms and laboratories, and in learning centers. This will also necessitate college faculty and staff developing the appropriate technological skills to support the new delivery systems. The second area to be addressed will be in student services where increasing student diversity will necessitate additions, deletions, or modifications in the delivery of support services. These services may or may not require use of technology, but will require facility spaces that are capable of being modified, as needs change. Facility planning must take into account the need for development of flexible spaces that are capable of being changed.

College staff will need to be sensitive to these subtle changes in the composition and needs of the student body as these trends continue to develop.

1. Building Information

The following charts describe the relevant data for each building currently listed on the District’s Space Inventory. It should be noted that buildings at outlying locations such as the airport, Hollister, Morgan Hill and Gilroy are included in the inventory and have an impact on the overall capacity load ratio for the College. Logically however, they are not included in the facilities master plan for the main campus.

Each February, the college is required to file a 5-Year Capital Construction Plan with the California Community College Chancellor’s Office. This plan serves as the basis for requesting state funding for future capital construction projects. The criteria for state funding is based on a series of formulas that have as their origin the Annual Space Inventory of the District. Essentially, projects are funded by the state when the District demonstrates that the space it currently has in a given category is less than that which is allowed by state formula.

Currently, Gavilan College has three projects that have been funded by the state and are either in the planning or construction stage. These projects are as follows:

• Health Occupations Building
• Child Development Center
• Adaptive Physical Education Building

The Chancellor’s Office has placed a moratorium on new facility proposals for the 2001-2002 fiscal year. This is because all funds have been expended on the 1998 higher education bond act. It is anticipated a new bond act will be submitted to the voters in 2002 and future projects will be submitted based on that bond act.

This Facilities Master Plan will serve as the basis for the development of future 5-Year Capital Construction Plans. It is anticipated that approved projects will need to be submitted by February 2002 to be eligible for the 2002 bond act.

A 5-Year Plan for Scheduled (Deferred) maintenance was initially developed in December, 1999 and has been updated for December 15, 2000. In accordance with state guidelines, this plan will continue to be updated annually. The current 5-Year Scheduled Maintenance Plan includes the following projects:

1. Install/Replace HVAC Systems-Phase I $400,000.00

2. Roof Replacement-Phase I $250,000.00

1. Replacement and Renovation of Plumbing

System-Phase I $265,000.00

2. Electrical and Communication System

Replacement and Renovation-Phase I $300,000.00

TOTAL $1,215,000.00

Projects for 2001-2002

1. Install/Replace HVAC Systems-Phase II $400,000.00

2. Roof Replacement-Phase II $250,000.00

3. Replacement and Renovation of Plumbing

System-Phase II $150,000.00

4. Electrical and Communication System

Replacement and Renovation-Phase II $220,000.00

3. Painting of Building Interiors-Phase I $150,000.00

1. Install/Replace HVAC Systems-Phase III $400,000.00

2. Roof Replacement-Phase III $250,000.00

3. Replacement and Renovation of Plumbing

4. Electrical and Communication System

5. Painting of Building Interiors-Phase II $150,000.00

TOTAL $1,175,000.00

1. Roof Replacement-Phase IV $250,000.00

2. Painting of Building Exteriors-Phase I $225,000.00

3. Electrical and Communication System

TOTAL $1,175,000.00

1. Roof Replacement-Phase V $250,000.00

2. Electrical and Communication System

3. Painting of Building Exteriors-Phase II $225,000.00

4. Floor Replacement and Renovation-Phase II $150,000.00

5. Renovation and Repair of Warehouse $90,000.00

TOTAL $1,015,000.00

1. Fire Sprinkler System Installation-Phase I $250,000.00

2. Roof Replacement-Phase VI $250,000.00

3. Electrical and Communication System

4. Painting of Building Exteriors-Phase III $225,000.00

5. Floor Replacement and Renovation-Phase III $150,000.00

TOTAL $1,175,000.00

NOTE: The following information is also contained in the Educational Master Plan for Gavilan Community College District. But, as it is highly relevant to the facilities planning process, it is also included in this document. See the Educational Master Plan for a more detailed analysis of the instructional and support services areas.

The following tables and charts are created for the purpose of presenting data on the instructional program at Gavilan. For purposes of comparison to statewide averages and standards, the divisional breakdowns used by Gavilan will be converted into the uniform Taxonomy of Programs and Service (TOPS) Code Listing.

Presented in Table II-C is a breakdown, by division, of Gavilan College’s current instructional program.

The Taxonomy of Programs and Services (the TOPS Code Listing) is the standardized method by which the state views and categories the different disciplines for comparison purposes. It varies substantially from the divisional breakdown used by Gavilan to group the various disciplines. Table II-D provides a relational base from which to view the college’s curricular offerings by TOPS code listing.

Table II-E is a comparison of statewide and Gavilan averages for curriculum percentages of lecture-generated WSCH and laboratory-generated WSCH. The statewide averages are used as both a baseline and a target for projecting the instructional program of the future.

Statewide Averages		Gavilan Averages
Inatructional Discipline	TOPS Code		% WSCH Lecture	% WSCH Lab	% WSCH Lecture	% WSCH Lab
Biological Science Business / Mgt. Communications Computer Info. Systems Education /PE Engineering/Tech Fine/Applied Arts Foreign Language Health Occupations Consumer Ed/Child Dev Law Humanities Library Science Mathematics Physical Science Psychology Public Affairs/ Services Social Science Commercial Services Interdisciplinary	0400 0500 0600 0700 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1900 2000 2100 2200 3000 4900		40 85 80 50 25 35 40 85 40 75 80 90 50 90 40 95 95 95 40 80	60 15 20 50 75 65 60 15 60 25 20 10 50 10 60 5 5 5 60 20	55 82 52 79 9 27 32 85 56 95 100 69 38 95 62 77 83 85 22 57	45 18 48 21 91 73 68 15 44 5 0 31 62 5 38 23 17 15 78 43

Table II-F outlines the productivity of the instructional divisions at Gavilan. For the 1998 fall semester, Gavilan offered a total of 463 net, active class sections that generated a total of 43,246 WSCH and 1,442 active, full-time equivalent students (FTES). The average WSCH per section was 93. The effective WSCH per student enrollment was 8.63.

Instructional Discipline	TOPS CODE	# of Net Sections*		WSCH Generated	FTES Generated
Biological Science	0400	8		1,632	54.4
Business / Mgt.	0500	11		650	21.7
Communications	0600	18		1,360	45.3
Computer Info. Systems	0700	46		1,390	46.3
Education/PE	0800	31		3,672	122.4
Engineering/Tech	0900	17		2,261	75.4
Fine/Applied Arts	1000	33		3,344	111.5
Foreign Language	1100	11		1,299	43.3
Health Occupations	1200	11		1,267	42.2
Consumer Ed/Child Dev.	1300	17		1,154	38.5
Law	1400	4		162	5.4
Humanities	1500	84		10,871	362.4
Library Science	1600	3		33	1.1
Mathematics	1700	30		4,671	155.7
Physical Science	1900	8		1,279	42.6
Psychology	2000	8		1,046	34.9
Public Affairs/Services	2100	8		526	17.5
Social Science	2200	28		2,924	97.5
Commercial Services	3000	5		1,537	51.2
Interdisciplinary	4900	82		2,169	72.3
TOTAL		463*		43,246
Gavilan WSCH/Section			93.4
Statewide Average WSCH/Section			115

Using the best available data, the projections that follow provide a quantifiable answer to the question of what the instructional program of the future will look like as Gavilan moves toward a target enrollment of 8,000 students. The projections presented have taken into account the actual performance of each discipline over the past five years and melded this with input from faculty, staff, students, and 58 community college districts in California. Changes in the instructional delivery methods that are anticipated in the future have also been factored into these projections.

Growth in the instructional disciplines has been forecasted at varying rates. The increase of approximately 60% in enrollment growth over the next ten years, therefore, will not come as linear or relational in its application to each instructional discipline. External and internal factors, demographics, past performance, projected need, and curriculum balance have been taken into account. The projection is meant to serve as a model for the instructional program that will be required to meet a future enrollment of 8,000 students.

The following reference sources were used to arrive at these projections:

1. 1998 Gavilan District Report 17 ASF/OGSF Summary and the Capacities Summary (an inventory of facilities that is recorded with the state Chancellor’s Office).
2. 1999 Space Inventory and Facility Building Summary, conducted by the Maas Companies.
3. The Weekly Student Contact Hours (WSCH) Comparison Report (published by the state Chancellor’s Office).
4. Enrollment and performance data provided by Gavilan’s office of Admission and Records.
5. The Maas Companies’ database that is comprised of information from 58 of the 72 community college districts within the state for which the Maas Companies has completed educational and facility master plans.

Table II-G provides a perspective for an enrollment of 6,500 students. The data projected suggests a greater emphasis on increasing the efficiency and productivity of the instructional program. At the time when 6,500 enrollment is achieved, active class sections are projected to be 583 and WSCH 59,018. WSCH generated per section would increase from the current 93 to 101. FTES are projected to be 3,935 with an overall WSCH per student enrollment of 9.07.

Table II-H provides a WSCH and FTES perspective for an enrollment of 8,000. Class sections are projected to reach 713 with WSCH of 73,344. WSCH per class section are projected to reach 103. A total of 4,890 FTES are forecasted with WSCH per student enrollment climbing to a level of 9.17.

Table II-I provides a current breakdown, by instructional discipline, of lecture WSCH and laboratory WSCH for Gavilan. The 1998 fall semester is used as the baseline for comparison.

In Table II-J, a perspective is provided relative to WSCH ratios for lecture and laboratory at a point when a student enrollment of 6,500 is achieved. The projections are designed to move Gavilan closer to the statewide averages for lecture/laboratory WSCH ratios.

Table II-K provides a lecture and laboratory WSCH projection for an enrollment of 8,000 students. Greater emphasis has been placed on matching efficiency and productivity with growth and expansion over the projected ten-year period.

When space needs are projected, a total square footage requirement is compared against current space holdings. This comparison results in a net space capacity. The following sections provide a definition of capacity, a listing and explanation of the utilization and planning standards used to determine capacity, and net space capacity in all categories of educational space for Gavilan College.

The inventory of facilities is an important tool in planning and managing college campuses. The California Community Colleges Facilities Inventory Manual includes descriptive data on buildings and rooms for each college district. This information is essential for developing the annual five-year capital construction plan and for scheduling and controlling campus space. In addition, planning for new capital outlay construction projects, projecting future facilities, developing capital outlay and deferred maintenance budgets, and analyzing space utilization are tasks that rely heavily on the facilities inventory documents and procedures.

The Education Code mandates an annual inventory of all facilities in the college district. This document, the 2000 Gavilan Community College District Report 17 ASF/OGSF Summary and Capacities Summary, was used as the basis for the facility assessment. The facilities inventory, as stated, has been integrated into the current database and used for the projection of future building requirements at the college.

By combining existing and future enrollment estimates with appropriate space use standards, space capacity for the current year or for future years can be developed. Space capacity is the direct relationship between the amount of space available, by type, which may be used to serve students, and the number of students participating in campus programs. Space capacity analysis typically includes the following types of spaces:

Classrooms	Lounge
Non-class laboratories	Bookstore
Teaching laboratories	Health services
Library/learning resources	Theatre
Offices	Meeting room
Audio visual, radio and television (instructional media) facilities	Data processing
Teaching gym	Physical plant
Food service	Assembly/Exhibition

The space categories presented in Table II-L represent the majority of the total educational and general facility space on a typical community college campus. Space capacity analysis enables an institution to identify the types of space it needs and/or the types of space it holds in excess. The analysis of space capacity forms the core of the facilities plan.

To determine space capacity requirements for a college's enrollment, the enrollment itself, or an appropriate form thereof, is applied to a set of standards for each type of space.

Title 5 of the California Administrative Code (Sections 57000-57140) prescribes standards for the utilization and planning of most educational facilities in public community colleges. These standards, when applied to the total number of students served (or some variant thereof, e.g., weekly student contact hours), produce total capacity requirements that are expressed in assignable square feet (space available for assignment to occupants). The Title 5 space planning standards used to determine both existing and future capacity requirements are as follows:

• Classrooms

• Teaching Laboratories

• Offices, Office Service, Conference Rooms, and Reception Areas

• Library/Learning Resources Facilities

• Instructional Media/AV, TV, Radio

Each component of these standards is mathematically combined with an appropriate form of enrollment to produce a total assignable square feet (ASF) capacity requirement for each category of space. The sum of these categories represents the total building requirement for the college.

Listed below, in Table II-M, is the Title 5 state standard used to determine assignable square footage for laboratory space. The determination for assignable square footage for lecture is derived via mathematical calculation.

The sample worksheet (Table II-N) must be completed by the district with the submission of the five-year capital construction plan. This worksheet must be updated and submitted by the college each subsequent year. For long-term planning purposes, this worksheet is used to project future staffing for the instructional program.

The five categories of full-time equivalent (FTE) staff are specified and defined as follows:

1. Instructors: Included are the professional instructional staff for day, extended-day, and adult education, except those whose offices are located in an off campus location.
2. Counselors: Includes the professional counseling staff, special programs coordinators, extended opportunity program coordinators, statutory, and Title 5 required staff.
3. Department Administrators: Includes professional staff responsible for coordinating or supervising departmental activities. This category is dependent upon the organizational structure of the college but is generally defined as the department chair for an instructional or support service area.
4. Librarians: Professional librarians and directors of media services.
5. Institutional Administrators: Professional administrators with responsibilities covering the entire institution such as a president, vice president, deans, business managers, etc. This category generally covers all administrators above the department level.

The state provides standards for utilization and planning for more than 60% of all types of spaces on campus. Capacity estimates for those remaining spaces, representing approximately 40%, are based on a combination of factors including the size and/or nature of the institution. Standards for the remaining types of spaces are presented in Table II-O. These standards were determined based on a national study of space standards and discussions with colleagues in the California community colleges and the chancellor's office.

The determination of future capacity requirements for Gavilan College is included in the following methodology:

• Enrollment estimates, or the appropriate form thereof, were applied in combination with appropriate space planning standards (space planning standards were presented in the preceding pages) to result in a total space requirement in ASF by type of space.
• The current space inventory for the college was subtracted from the total space requirements described above in step one to result in the net ASF need by type of space for the projected ten-year facilities plan.
• The result, net assignable square footage by type of space for the ten-year cycle, was translated into the facility codes used by the state to evaluate and authenticate the space needs projections.

The quantifiable calculations for assignable square footage began with Table II-F, the credit instructional offerings and WSCH for the college for fall 1998. Tables II-G through II-K project the sections of class and WSCH that will be generated by each instructional discipline as the college achieves the projected enrollment of 8,000 students. The WSCH information generated becomes the basis for the projection of future facility requirements for the college.

Table II-P provides a projection for the assignable square footage required to meet lecture and laboratory space needs for an enrollment of 6,500 students.