Gavilan College is a component of the California Community
Colleges. It is a fully accredited two-year community college located in Gilroy, California, and long recognized locally and regionally for its excellent
educational opportunities for learners of all ages. Gavilan is intent on
supporting its educational mission through prudent and progressive fiscal
management while increasing revenue streams to complement and augment
diminishing state support. To that end, a housing initiative has been
undertaken as an integral component of its Educational and Facilities Master
Plans with the anticipated outcome of an intergenerational housing complex
serving the academic community.
Building linkages with its community and establishing an
academic community is an important component of Gavilan College's future.
Balancing its educational program with serving the needs of the people, places,
and productivity increases is at the heart of Gavilan and its mission.
Many people have long seen community colleges as bridges to
opportunity. Gavilan is not just located in Gilroy; it has long been seen as
serving the community. The success of the proposed on-campus housing complex
is more than simply a place for people to stay. It can accomplish many things:
enhance recruitment, increase retention, build community, and serve as a tool
for lifelong learning programs. Accomplishing this will take a holistic
perspective.a different approach to housing. The housing initiative, referred
to herein as The Village at Gavilan College, reflects a new
approach within the mission of Gavilan.
The Village at Gavilan College is an idea
whose time has come, for Gavilan and the community. It is conceived as a
strategic initiative to enrich the educational, cultural, and civic fabric of
the community. The housing complex and its living-learning orientation will
make the campus more attractive, vibrant, and livable. It will have a
transformative impact on the college as well as the surrounding community,
while offering service learning, teaching, and applied research opportunities
for Gavilan students, faculty and staff, and active adults as well as
positively impacting the community at large.
the housing complex is envisioned the Village Academy which will offer unparalleled cultural, educational, social, and training
opportunities for active seniors to fulfill their dreams and allow their
imaginations to soar. The Academy is a residential community
with a difference: an ideal place to live for adults who want to enjoy the
benefits of a collegiate environment. It also is a place where there is
interaction - a synapse - between more seasoned individuals and those
experiencing the college experience perhaps for the first time as well as
providing a synergy between and among college faculty and staff and those
residing in the lifelong learning residential community. The Village Academy brings the college learning experience into the
everyday lives of its members, bridging the formal world of the classroom with
the informal world of the residential college.
is a significant movement across the country for the development of retirement
communities linked to colleges and universities. The motivation of active adult
seniors returning to campus is qualitatively different from those who choose
traditional retirement communities. It is obvious that there is a hunger for
something more than warm weather and a condo on the fifth green. It is
fundamentally about personal growth, the development of more meaningful roles
and a supportive intellectual and cultural climate to make it happen.
Village at Gavilan College will implement
a new and more meaningful role for active adults in retirement wherein lifelong
learning, work or meaningful work substitutes, intergenerational interactions,
and personal growth are a way of life. Also, Gavilan College will find useful
ideas that will direct and support them to develop policies and practical
arrangements that will foster the development of a college linked retirement
community on its campus and find ways to serve a leadership role in terms of
laying a foundation for attitudinal changes, providing opportunity structures,
and creating an environment that can empower older adults, the young, and the
campus at large.
Some of the benefits to be realized by the housing
initiative at Gavilan College include the following:
- Provides student housing as well as
faculty and staff and active adult housing;
- Enhances academic excellence by
transitioning Gavilan College into a more residential campus;
- Provides facilities, uses and
activities that create a world-class educational experience;
- Decreases traffic congestion during
- Significantly increases the parking
- Provides a "front door" that
better defines the College;
- Develops synergy between the campus and
the College neighborhood; and
- Generates more unrestricted revenue to
benefit faculty, staff and students.
For those living in this exciting
new residential community, they will enjoy being part of university-style
housing in a caring, dynamic, diverse and energetic community college environment. Residents will enjoy the
benefits of living in an intergenerational community; a convenient, on-campus
location; comfortable, high quality facilities; an excellent study environment;
and an opportunity to get involved and make friends in a supportive academic
community of American and international students as well as active adults,
faculty and staff, and students.
Integrating Housing into the Life of Gavilan College
During the next
decade there will be many environmental changes that will create revolutionary
reform in higher education. Stakeholders and society at large will continue to
broadening of the educational perspective from national to global;
demolition of traditional walls between academic colleges, disciplines and
offering of baccalaureate degrees by community colleges;
increased emphasis on practical applications of academic theories to
"real world" problem-oriented environments;
integration of subject areas via cross-functional and cross-discipline
teaching and learning;
emphasis on "people skills" in all aspects of education;
movement from passive to active learning, from faculty-centered to
student-centered, from process-oriented to outcome-oriented;
accelerated utilization of information and instructional technologies
throughout colleges and universities;
to search for alternatives that promise increased system efficiency and
cost reduction; and
increased emphasis on shared and collaborative governance.
question facing educational leaders is not if there will be a renaissance in
higher education as a consequence of the extraordinary environmental changes
taking place, but how colleges and universities will respond to the inevitable
challenges resulting from this transformation. But no one faces these issues
alone. Effective college administration is a collaborative enterprise in which
all stake-holders (students, faculty, administrators, alumni and governing
boards) must have a strong voice in order to create a high quality educational
The Village at Gavilan College complex, designed as an intergenerational housing environment, not only will
serve as a gateway to the campus but also will provide a "sense of place" that
the College needs. Its contribution to the College and its community is
unlimited, but at a minimum will support programs, enrich a meaningful learning
experience and contribute to student development. Campus housing also will play
a pivotal role in both developing enrollment and recruitment strategies and
ensuring students have the benefit of the full Gavilan College experience
during their time at the College. On-campus residential housing will help set
the tone for the student-focused culture on campus with a focus on quality
student services, integrated learning and programming for students.
The housing complex also will assist the
College's efforts as a key strategic contributor to institutional enhancement
in general and to furthering academic excellence in particular.
BENEFITS OF PROPOSED CAMPUS HOUSING
programs are specialized residential programs having direct connections with
the academic and educational program of the institution. Gavilan College is committed to link the curricular and residential experiences in ways that create
opportunities for deeper understanding and integration of classroom material.
Furthermore, the inclusion of the senior housing component of the housing
program - The Village Academy - is intended to invigorate and enable learning
opportunities for all that go beyond the traditional classroom experience.
across the country in colleges and universities who participate in residential
college programs have higher retention and graduation rates and report higher
satisfaction with their educational experience. These positive outcomes result
- connections that
are made with students who share similar interests;
contacts and interactions that occur with individual faculty members
outside the classroom;
guidance on academic and career planning;
- frequent service
learning opportunities; and
utilization of the research, cultural, natural and political resources of
the geographic area in which the program is offered.
living on campus is not required, Gavilan College's housing program, once
developed, offers many benefits including:
- an easy access to
the College, its programs and services;
- a chance to meet
new people, make new friends and establish life long relationships;
- an increased
opportunity for learning to live with others;
- an atmosphere
conducive to being involved with academic, educational, and social
- an opportunity for
inter-generational living and learning; and
- a likelihood of
exposure to other cultures.
The College is undergoing
comprehensive planning to initiate and develop a residential experience
primarily for students, aided and abetted with housing for faculty and staff
and active adults. This is an exciting opportunity to build collaborative and
innovative spaces that will employ technology, create better environments for
student living, and promote a close connection between academic and residential
life. Between living, learning and further promotion of lifelong education,
the College recognizes and knows that the physical environment is a critical
element that supports the academic community and its excellence.
Gavilan College is committed to
increasing and ensuring access to the vast opportunity and knowledge
that it generates - for the sake of the stakeholders it serves, and for the
intellectual ecosystem that provides its academic distinction. A public
community college has little value for its stakeholders if its resources are
The Role and Commitment of Community College
Community colleges are committed
to serving all segments of society through open access admissions, allowing
equal and fair access to all students. The diversity of community colleges
makes "one size does not fit all" approach very compelling. At the same time,
community colleges face significant challenges in fulfilling the promise of
educational opportunity, student achievement, and lifelong learning because of
this diversity and the limited resources available to both students and
institutions. A residential housing program on a campus increases the
opportunity for student aspirations to be fulfilled while providing a
significant influence on the type of educational climate that a college or
university wishes to embrace. Furthermore, a successful housing program can
contribute to a revenue stream that increases programmatic and facility
Mission of Community Colleges
their inception, community colleges have existed to identify and respond to the
educational needs of adult learners within a specified service area (Cohen
& Brawer, 1996; Vaughan, 1997; Gleazer, 1980). This mission becomes a
daunting task when today's social, political, economic, and technological
revolutions precipitate educational needs that differ greatly from those of the
previous age (Bragg, 2001). Responding to educational needs that are unique to
information-age learners presents an adaptive challenge to those who contribute
to student success. An adaptive challenge occurs "when our deeply held
beliefs are challenged, when the values that made us successful become less
relevant, and when legitimate yet competing perspectives emerge" (Heifetz
& Laurie, 1997, p. 124). Community college leaders must articulate the
adaptive challenges ahead if colleges are to respond to learner needs in a
rapidly changing environment.
Mission of the California Community
California's Education Code assigns to the state's three
public higher education segments the following shared goals:
- Access to education and the opportunity for educational success
for all qualified Californians.
- Quality teaching and programs of excellence for their students.
- Educational equity not only through a diverse and representative
student body and faculty but also through educational environments in which
each person, regardless of race, gender, age, disability, or economic
circumstance, has a reasonable chance to fully develop his or her potential.
The Master Plan for Higher Education,
originally adopted by the Legislature in 1960 and periodically updated,
specifies the mission of each particular segment, as discussed below.
The Master Plan and state law assign the community colleges
many and sometimes competing, roles.
- First, the state's community colleges are required to offer-as a
primary mission-academic and vocational instruction at the lower-division
(freshman and sophomore) level. Community colleges may grant the associate of
arts and the associate of science degrees.
- Based on agreements with local school districts, some college
districts also offer a variety of adult education programs-including basic
skills education; citizenship instruction; and vocational, avocational, and
- Finally, state law directs the colleges to establish programs to
promote regional economic development.
Included in the mission of the California
Community Colleges are the following specific areas of focus having
- increasing access and the likelihood of success for learners of
- providing educational, training, and personal enrichment
- meeting the diverse needs of the state and region being served.
Language extant within current Education Code
regulations pertaining to the Mission of the California Community Colleges
includes the following:
- The California Community
Colleges shall, as a primary mission, offer academic and vocational instruction
at the lower division level for both younger and older students, including
those persons returning to school. Public community colleges shall offer
instruction through but not beyond the second year of college. These
institutions may grant the associate in arts and the associate in science
- In addition to the primary
mission of academic and vocational instruction, the community colleges shall
offer instruction and courses to achieve all of the following:
- The provision of remedial
instruction for those in need of it and, in conjunction with the school
districts, instruction in English as a second language, adult noncredit
instruction, and support services which help students succeed at the
postsecondary level are reaffirmed and supported as essential and important
functions of the community colleges.
- The provision of adult
noncredit education curricula in areas defined as being in the state's interest
is an essential and important function of the community colleges.
- The provision of community
services courses and programs is an authorized function of the community
colleges so long as their provision is compatible with an institution's ability
to meet its obligations in its primary missions.
- A primary mission of the
California Community Colleges is to advance California's economic growth and
global competitiveness through education, training, and services that
contribute to continuous work force improvement.
- The community colleges may
conduct to the extent that state funding is provided, institutional research
concerning student learning and retention as is needed to facilitate their
[from California Education Code
Section 66010.4 (a), as of 10/19/99]
California Community College Housing
community colleges primarily serve their local areas, most do not have
dormitories and those that do tend to be in more rural areas of the state. The
eleven community colleges that do have on-campus housing are Columbia, Kings
River, Lassen, Redwoods, Santa Rosa, Shasta, Sierra, Siskiyou, Taft, West
Hills, and Yuba.
Defining Residential Colleges and Related Terms
Residential colleges have evolved over the
centuries and under different local conditions. As a consequence, there is a
range of variation in their structures and a lack of consensus about the
meaning of the term residential college. In its most generic sense, the term
may be used to refer to an institution that houses most of its students
on-campus as opposed to an institution with a large commuter or off-campus
population. Many small, independent, liberal arts colleges conform to this
definition of residential college. In a more restricted sense, the term
residential college may be used interchangeably with terms such as
living-learning center, theme house, and residential learning community. This
usage, however, may obscure important differences between the classical model
of residential college, conventional residence halls, and other types of
contemporary residence education programs.
Conventional residence halls are on-campus
facilities intended to provide low-cost, attractive, safe, and convenient
living quarters for undergraduate students in close proximity to academic
buildings. Residents may participate in dining plans provided by centralized
dining facilities and services. Conventional halls are usually supervised by
undergraduate resident advisers and professional staff members trained in
student affairs administration. Staff members are trained to assist students
with adjustment and developmental issues or to make appropriate referrals to
other campus professionals. Conventional residence halls may offer a range of
social, recreational, and educational programming organized by their staffs.
Contemporary residence education programs attempt
to more completely integrate out-of-class experiences with in-class learning.
In a 1998 opinion paper, the Residential College Task Force of the Association
of College and University Housing Officers presented a number of models of
existing residence education programs. There is considerable overlap among these
models; the differences are often matters of emphasis. These programs are
generally the result of partnerships between student affairs professionals,
academic staff, and faculty.
Living-learning centers are programs with direct
connections to specific academic programs such as foreign languages, premedical
studies, or science. For instance, the McTyeire International House at
Vanderbilt University clusters students interested in studying one of five
foreign languages in halls with native speakers as program coordinators.
Faculty advisers guide the programming of each language hall.
Theme houses offer opportunities for students
with special interests to live and work together. Stanford University offers a variety of theme halls. Casa Zapata (Chicano/Mexican-American theme) and
Ujamaa (black/African-American theme) are cross-cultural theme halls exploring
issues of ethnic identity, culture, and history. Other halls offer programs for
students with interests in community service and environmental issues.
Residential programs provide support services,
such as academic advising, career planning, tutoring, and programming in study
skills, to residential students. At Washington State University, the Academic Resource Center is located in the freshman residential complex. The center
provides a computer lab, advising, tutoring, and programming on study skills,
career planning, and time management. Specially trained, upper-level residents
are assigned as academic peer advisers to freshmen.
Residential learning communities create
opportunities for students attending the same classes to live in the same
residence hall. Participants in the Scholars Program at the University of
Maryland-College Park are grouped so that they can take fourteen to seventeen
credits of curricular theme courses together over the first two years of
college and participate in a colloquium on their theme.
Freshman Year Experience housing provides
specialized housing configurations to focus delivery of student affairs and
academic services to first-year students. At the University of
Missouri-Columbia, groups of up to twenty freshmen take three courses together
and live on the same floor with a peer adviser assigned to help first-year
students with adjustment issues.
Residential colleges and the aforementioned forms
of contemporary residence education programs share a common goal of seeking to
integrate in-class learning with out-of-class experiences in residential
settings. What distinguishes classic residential colleges from other forms of
residence education is the level and quality of faculty involvement. In
residential colleges found in leading universities, faculty and students live
and work in shared residential facilities. Further, the program is staffed and
directed by the affiliated and resident faculty. In rare instances, the college
is itself a degree-granting institution.
While the functions, nomenclature, and
organizational structures of colleges differ from university to university,
leading institutions in the United States share certain general patterns. In
institutions such as Harvard, Yale, Princeton, and Rice Universities,
residential colleges are decentralized academic societies or associations
composed of faculty and student members. They range in size from 250 to 500
members. A distinction is usually drawn between senior and junior members of
the college. The senior membership includes faculty, selected staff, and
distinguished members of the local community. The junior membership includes
undergraduate and graduate students. Residential colleges are microcosms of
their universities. Senior members are drawn from all schools and departments;
care is taken to achieve a balance in disciplinary representation. The junior
members of a college reflect the full range of academic interests and
backgrounds present in the university as a whole. Some schools randomly assign
junior members to their colleges. Others take into consideration the
preferences of junior members but also take measures to ensure that students do
not self-segregate on the basis of demographic characteristics.
A faculty member is appointed to serve as the
master of the college and has oversight responsibility for the college as a
whole. The master reports to the chief academic officer or the chancellor or
president of the university. A college dean is also appointed from the faculty
and is responsible for academic advising and the personal welfare of student
members of the college. Affiliated senior members are expected to attend
college functions, dine frequently at the college, and take an interest in the
life of the college. Senior members are appointed for specific terms and
periodically reviewed. Resident tutors are selected from the graduate student
members of the college and serve as intellectual role models, mentors, and
advisers for the undergraduate students. They are supervised by the dean.
In a residential college, the staff works to
create an orderly, satisfying, and nurturing environment that fosters a sense
of belonging, promotes positive relationships among all members of the
community, and is organized around the experience of learning. The master, the
dean, and, especially, the resident tutors are visible and available members of
the community; they closely observe their students, listen to their concerns,
and respond as needed. Colleges have active student governments and seek to
provide leadership opportunities for all junior members. The senior members of
the college and the resident tutors are expected to participate in the evening
activities, both formal and informal, of the college.
A residential college has its own character and
culture; a conscious effort is made to create and sustain a tradition and a
sense of history. A college program has a measured temporal structure providing
for regular interactions of its members and for special events with ritual
significance. Colleges hold regular weekly, monthly, and annual meetings. A
common meal plan for students and staff plays a central role in establishing
the college community. Welcoming events are held for new members as well as
commencement events for departing members. Colleges create unique identities by
celebrating selected events such as specific holidays or anniversaries. The
pattern of events and activities is intended to be meaningful for its members;
the program fosters shared norms, values, and expectations. These shared
meanings may even be embodied in artifacts such as murals, facebooks
(containing photographs of and biographical information on the college's
residents), commonplace books, insignia, and mascots.
The central purpose of the college is academic.
Colleges may provide academic advising for their junior members, offer
for-credit classes or not-for-credit study, and organize opportunities for
formal and informal discussions with faculty and visiting scholars and artists.
Social activities are organized around opportunities for learning. Poetry
readings, recitals, theatrical productions, scientific experiments, reading
groups, field trips, and attendance at cultural and artistic events are common
activities in residential colleges.
The architecture of the classic residential
college promotes its educational mission. College buildings and gardens
generally demarcate some sort of an enclosed space, such as a quadrangle. The
enclosure helps foster a sense of communal identity and can be used to create
traffic patterns promoting positive interaction among the college's members.
The master, the dean, the resident tutors, and their families are provided with
living quarters. Each college has an office complex to support the master,
dean, and resident tutors. Central to the life of a college is a dining commons
large enough to seat all of the members of the college. The dining commons can
be used for announcements, college meetings, social activities, and special
events. Separate meeting or social rooms are provided for senior and junior
members. Libraries, classrooms, guest apartments, art studios, computer labs,
kitchens, and laundries are often included in college facilities.
Benefits of Residential Colleges
The benefits for students derived from simply
living on campus, as opposed to living off campus, are well documented. Living
on campus has been linked to increases in aesthetic, cultural, and intellectual
values; increases in self-concept, intellectual orientation, autonomy, and
independence; gains in tolerance, empathy, and interpersonal skills;
persistence in college; and degree attainment. According to a 1991 book by
Ernest T. Pascarella and Patrick T. Terenzini, there is little evidence linking
living in a conventional residence hall with knowledge acquisition or cognitive
growth. A 1998 meta-analysis by Gregory Blimling of studies published from 1966
through June 1997 shows, however, that residential colleges, as compared to
conventional halls, increase students' academic performance and retention and
enhance the social climate of the living unit. Blimling's study does not
distinguish clearly between classic residential colleges and living-learning
According to studies conducted in 1991 by George
D. Kuh and associates and in 1993 by Jerry A. Stark, faculty participating in
residential colleges or living/learning centers report improvement in their
teaching skills and enhanced relationships with faculty from other disciplines.
Frances Arndt reported in 1993 that faculty also held positive attitudes about
opportunities offered by residential colleges for teaching a variety of special
and experimental courses.
Challenges and Prospects
In the 1996 book, Importing Oxbridge, Alex Duke
analyzed factors affecting the failure of residential college systems in North America. While attempting to model their colleges after the exemplars of Oxford and Cambridge, North American educators did not understand the historical
development or social context of these institutions. Further, the departmental
organization of academic disciplines does not cohere with the interdisciplinary
character of residential colleges. Finally, the rapid postwar growth in
enrollment simply outstripped the ability of institutions to provide housing
for students. In a chapter in the 1994 book Realizing the Educational Potential
of Residence Halls, Terry B. Smith argued that institutional reward structures
focus on disciplinary achievement in the form of scholarly research, publication,
and grant awards. There is little incentive for faculty to work with students
in out-of-class contexts. Will Koch reported in a 1999 article in College
Student Affairs Journal that students may prefer conventional housing
assignment practices that permit self-segregation by demographic
characteristics. Finally, residential colleges require considerable investments
in personnel and facilities. Funding for programming and space requirements as
well as compensation for participating faculty make residential college
programs more expensive than conventional residence halls.
Since the publication of the landmark study
Involvement in Learning: Realizing the Potential of Higher Education, published
by the National Institute of Education in 1984, numerous reports have called
for increased emphases on improving teaching and learning, increasing student
involvement in learning, and integrating in-class and out-of-class learning.
Residential colleges are clearly one way to achieve these goals. There is
evidence of growing interest in living-learning centers and residential college
models. The future of the residential college model may depend on its
cost-effectiveness relative to other means for achieving these educational
Strategic Plan for Campus Housing
Fulfill the mission, vision, and values of Gavilan College and maintain the commitment to excellence, continuous improvement, and
lifelong learning through residential housing that are an integral part of the
Residential housing provided at Gavilan College is intended to integrate the intellectual excitement of Gavilan College into residence life for students, faculty and staff, and active seniors helping to
build a new learning environment at the College. Integral to the initial
housing program is the College's inter-generational housing complex for
students, faculty and staff, and active seniors 55 and older incorporating
state of the art facilities with an active educational component.
Relationship of Campus Housing to the Educational and
Facilities Master Plans
of the major purposes of the Educational and Facilities Master Plan is to
establish a guide to assist the College in making decisions regarding the
development of new facilities or the modification of existing
classrooms/laboratories and offices. The Facilities Master Plan largely
reflects those items or activities associated with the recent Bond Measure
passed and was developed based on the Educational Plan that projects program
needs within the District. In addition, the Facilities Plan considers the need
for District facilities projects to qualify for the California Community
College Capital Outlay Program.
Gavilan College has recognized
the need to consider making available housing for existing and future students,
faculty and staff, and active seniors from the community and elsewhere. As
enrollments from outside the College district have increased, the availability
of affordable housing for students and faculty has been impacted by the limited
availability of housing stock as well as its affordability in close proximity
to the College.
following issues have driven the need for the College to consider campus
- The impact of students and faculty on
the housing market in Gilroy and the related political climate surrounding
students in the neighborhoods.
- The inability of matriculated students
from outside the District to find suitable, affordable housing.
- The slowly decreasing in-flow of area
students and the in-flow of out of area students.
- The evaluation of college physical
assets that might support campus housing.
- The possibility of recruiting a larger
population of non-area resident students.
- The likelihood of partnering with San
Jose State University, the University of California, Santa Cruz, and California
State University, Monterey Bay to ease their housing needs and developing a
guaranteed transfer agreement as part of the partnership.
- The desire to increase a consistent
revenue stream to augment state financing.
housing costs in the area generally are increasing faster than income.
- The Gilroy residents desire job training, elder and youth
services, and affordable housing.
- The intent to develop a model housing
program that accommodates multiple generations.
- The desire to improve the College as an
academic community with a commitment to lifelong learning.
- The aspiration of incorporating the
knowledge, skills, and experiences of a senior population desirous of being a
part of an academic community and augmenting the learning experiences of
Housing Statement of Purpose
Gavilan College offers residential facilities for students, faculty and
staff, and active seniors 55 or older to provide a desirable, safe, secure, and
economical living environment that attracts learners of all ages to the campus
and enhances their collegiate and lifelong learning experience.
College recognizes that education takes place both within and beyond the
classroom. The College seeks to maintain a diverse community committed to
broadened educational opportunities within an atmosphere of respect for others.
To this end, the College believes that
campus living is integral to a student's educational experience and success.
The purpose of Gavilan College's residence life
is to promote community development, intellectual advancement, and personal
growth. In choosing to live on campus, all participants commit to participate
as a positive citizen in an educational community; a community characterized by
respect, responsibility and opportunity.
All of this takes place in a splendid
natural setting with well-maintained buildings and grounds that not only support our
academic and co-curricular programs, but also impart a sense of permanence,
stability, tradition, and stewardship.
Rationale One: Building a New Learning
Gavilan College is committed to residence hall
living as a vital complement to its academic program. It recognizes the fact
that students who live on campus have better grades and participate more fully
in the academic life of the college. The campus housing initiative - The
Village at Gavilan College (Village) - is an integral component of the
College's substantial efforts to provide an engaged learning community.
By so doing, the College intends to better promote the intellectual, social,
and personal growth of students and the institutions commitment to life-long
learning by strengthening the relationship between the classroom instruction
they receive and their lives outside the classroom. This purpose is realized in
the following ways:
- Building a
supportive and inclusive residential community, supported by faculty, in
which students can further their scientific, professional, liberal arts,
artistic, or other intellectual interests;
programs that instill in students a commitment to and habit of learning;
promote self-determination, integrity, independent thought,
self-discipline, and tolerance and support for diverse ages, cultures and
beliefs; and promote the common good;
common experiences that help students form a sense of community and mutual
their experiences through programs, seminars, lectures, and field
experiences that increase opportunities for students to learn together,
enhance communication skills, and grow academically, professionally, and
- Furthering the College's
mission of creating an informed and responsible citizenry through civic
engagement, community service, and public dialogue.
A project of the Gavilan College Auxiliary Organization, a privately funded
entity created to meet the facilities needs of the College, the Village
features private bedrooms, common living areas and fully furnished kitchens.
The new learning environment is a place where Gavilan students, faculty and
staff, and active seniors who wish to contribute to, actively participate in,
and experience a new learning environment come to challenge themselves
academically, culturally, socially, and personally.
At Gavilan College, the new learning environment is taking shape in
residential facilities such as The Village at Gavilan College, a housing
complex for students, faculty, and active seniors. The facilities will
include, when fully functional, an electronic library and multi-purpose
classroom facilities designed to operate around the clock and to function for
the way today's students learn, with fully wired study carrels and plenty of
group study rooms, plus a juice and donut shop.
More importantly, the new learning environment will be an academic and intellectual
community on the campus of Gavilan College which hums with the vibrancy of the
true college experience - bright and talented students, seasoned and
knowledgeable seniors, all working with brilliant faculty and staff formally in
the classroom and informally over a donut and juice or lounging in the green
space which stretches from one end of campus to the other. It is a place which
recognizes that new information technologies are transforming traditional
academic disciplines and embraces those opportunities.
Through the use of residential living on campus, Gavilan College not only is
being responsive to community needs and those of many students but also is
maximizing the unique and beautiful physical campus in the manner outlined in
the newly adopted educational and physical master plan to promote the creation
of a true community of scholars. The College is integrating in-class and
out-of-class experiences by placing academic advisors in the Village, creating
classroom spaces there, updating campus computer networks and bringing cultural
experiences into residential areas. Furthermore, with its intergenerational
focus, the College will be on the cutting edge of residential community
colleges and serve as a prototype for other colleges to follow.
Rationale Two: Transformation and Engagement
Residential life at Gavilan College is intended
to be much more than dormitory housing. It is an important part of a student's
growth and development as a social and cultural being, an important moment in
forging individual identity. It is also a time for students to explore the
world of ideas outside themselves with others, with their peers, with their
teacher-mentors, and with seasoned individuals of life's journey.
For students in their first year of residence
developmental issues often do receive more attention than academic exploration
in a college or university setting. For most other students, the balance often
shifts from developmental concerns to intellectual community. Gavilan's
residential housing for multiple generations is intended to close the gap, if
not eliminate it altogether, to expedite student immersion in the kind of
educational environment considered to be conducive to their ultimate success
in life and their chosen path.
By providing inter-generational housing for
students, faculty and staff, and active seniors, in an innovatively configured
living-learning housing complex, Gavilan College will be offering a
comprehensive residential experience for those students, faculty and staff, and
active seniors who wish to live on campus. This experience will make available
increased faculty-student interactions for those who desire it, so that the two
groups come to know each other beyond the formal interactions of the classroom,
and so that students can be drawn more fully into the intellectual life of the
This vision is innovative and bold but is not
disconnected from the history of the College. The partnerships developed among
students, faculty and staff will support Gavilan's mission of educating
students in the broadest sense. Implementing the Gavilan vision will provide
future College students a transformative educational experience.
Envisioned Shared Values
For this residential housing model to be
successful there must be a set of shared values, for
.a society is held together best when it commands a
set of shared values that define the virtues the society seeks to uphold,
strong commitment to shared purposes and a clear sense of social
responsibility; but also when it has a strong commitment to mutual tolerance
and a high regard for minority individual rights.
The challenge for Gavilan is defining those
shared values and fulfilling that strong commitment.
Essentially, the College envisions an academic
community of students, faculty, and staff where freedom with responsibility
exists as a communal as well as an individual value. As students, faculty and
staff, and active seniors pursue their own development to the fullest extent,
they do so in full recognition and acknowledgment of their membership in a
Gavilan College is committed to promoting a
learning and living environment in which students, faculty and staff, and
participating active seniors respect one another and share:
- a belief in the value of education
- an understanding that the academic community gains when
individuals and groups of diverse backgrounds learn and work together
- a recognition of the importance of service and the belief that an
individual can make a significant difference
- a commitment to creating a just community in which members learn
to respect and value one another for their unique qualities and for their
contribution to the community as a whole
The Village at Gavilan College Goals
With these suggested values as background to
defining community, the College considers the following goals for the
residential participant experience. The College believes that these goals help
establish a broad framework in which the residential experience is best
Gavilan College shall:
- Convince students to widen their intellectual horizons, develop a
commitment to serious study, and obtain a core of intellectual skills;
ability to engage people of different cultural perspectives; and▪the
ability to work both independently and in cooperation with others and to
- Create and provide formal and informal opportunities for students
and faculty and seniors to engage together in the intellectual life of the
- Encourage all residents to explore, respect, and appreciate the
cultural, intellectual, and social diversity of the College.
- Promote experiences that foster the personal development of
- Construct an environment in which all members of the College
community feel a sense of belonging, are trusted, and are able to realize their
personal and professional goals.
- Provide living units that support the residential communities'
principles and goals for undergraduate education and are functional, safe,
stimulating, and aesthetically attractive.
- Form living situations that both comfort residents with familiar
environments and challenge them to expand life experiences.
District boundaries no longer
define the service area of a particular campus. With the adoption of "free
flow" policy, students may attend whatever campus meets their needs without
special permission or fees. The potential effect of this is to redefine the
service area of each campus from traditional political boundaries to other
criteria such as driving times, curricula, demographics, and programs.
of College Housing
College housing plan - The Village at Gavilan College - including the Academy,
is intentionally linked to the College's mission, master plan, and core values
of community, diversity, equality, excellence, integrity, justice, and stewardship.
The resulting housing plan is a dynamic one that the College will review
annually and change as needed to meet shifting circumstances and emerging
Academic and Vocational Education Application
addressing practical academic and vocational education in the housing plan, the
College recommits itself to excellence in advancing its multiple mission and
the historic role and responsibilities of a community college. The College will
concentrate on preparing students to engage in principled problem solving as a
means to contribute not only to the practical education of students but as a
way to contribute creative solutions to existing and emerging problems in the
community, state, nation and world.
housing initiative enhances the College's efforts to redefine the role of a
community college as it attempts to better serve its stakeholders and
constituencies in the 21st Century. What drives the housing plan is the desire
to remain relevant in the emerging knowledge economy. The College strongly
believes that each of its Master Plan goals speaks to the needs of new economic
realities and the value of a practical community college education.
addition to the student and faculty housing components, the Academy will
involve active seniors in a variety of educational and training opportunities,
including but not limited to courses and teams using their talents and life
experiences with faculty guidance to address authentic, real world problems.
The Academy may also be the locus for piloting one or more projects that relate
directly to the accomplishment of the college's strategic plan. Furthermore,
Academy residents will also be a resource for faculty and student scholarship
and study relating to their program studies.
incorporating inter-generational on-campus housing programming into the
Academic Program of the College, the institution will approach education as a
whole and provide a range of extra-curricular and co-curricular experiences and
internships for students that will invigorate and enhance the educational
experience of the academic community.
the Academic Community
Master Plan, Gavilan College expresses the intention to expand its academic
community over the next few years, increasing enrollment and leveraging
partnerships within the region it serves. Capitalizing on its adult programs
and the Academy, the College will strengthen its commitment to a "lifetime
of learning." The 21st century knowledge economy requires that those
who do not have college degrees earn them; and those with and without academic
degrees or certification in occupational and vocational areas must continue on
the path of continuous learning. Gavilan College embraces both objectives and
welcomes individuals of all ages who have the desire and need for intellectual
growth and development.
in enrollment and revenue will come not only from new students but from
improved retention and faculty and staff growth will rise in proportion to
enrollment to maintain the quality of academic programs and administrative
implication of the College's Master Plan is to not only expand the academic
community by making it larger, but also better. Revenue generated from a
larger enrollment will be used to achieve the college's high academic and
financial goals and objectives, to deepen the existing curriculum, and increase
educational opportunities for the community at large. In addition, there would
be increases in staffing for academic support programs and student services,
all in an attempt to produce higher student achievement, retention, and satisfaction.
also makes the College more diverse, expands its geographic representation, and
improves its competitive position relative to attracting and increasing
participation rates from local and regional high schools and the community the
College serves while still preserving a small college size and ambience. Growth
does not mean either residential or commuter but rather "both/and" through the
incorporation of the housing initiative. Most importantly, growth gives more
students the opportunity for a Gavilan education and to make a difference in
addition to strategic goals, Gavilan College aims to improve in areas
considered more tactical and operational but still crucial to the health of the
institution, such as building community. Community is not related to size
-examples abound of large and small colleges with excellent and poor senses of
community - as much as to creating opportunities and spaces for fun and
fellowship. By incorporating an inter-generational housing component into the
College environment, Gavilan is strategically and tactically positioned to
build an academic community based on a culture of life-long learning and a
foundation of facilities serving its mission.
The Village Academy at Gavilan College
on-campus student housing, an active adult residential environment providing
the chance for learners, particularly active adults, to write a new chapter in
their life - one in which they may achieve goals and aspirations held for a
energizing environment which not only embraces active lifestyles but also
promotes them through its unique relationship with the College.
participating in life-enriching cultural events, empowering seminars and even
continue learning new things in a stimulating university environment.
Seniors enjoying a totally independent, carefree retirement, allowing them to
focus their energy on living a long and healthy life in the manner of their
choosing - in the direction of their dreams.
The Village Academy at Gavilan College offers unparalleled cultural, educational, social, and
training opportunities for active seniors to fulfill their dreams and allow
their imaginations to soar.
Village Academy (Academy) at Gavilan College, an innovative idea in
inter-generational community living, combines the cultural, recreational and
educational opportunities of a world-class community college with the
friendliness and charm of small-town living. For instance, students or interns
go to the Village to provide exercise and swimming classes, and many of the
residents teach classes or mentor the students.
retirement communities like the Academy are a growing trend in the U.S. A big part of the allure is the intellectual and cultural stimulation. Gavilan College believes that similar engagement on a community college campus has
unlimited possibility and has the potential to be on the cutting edge of the
by growing research suggesting that mental activity fights off dementia,
college-affiliated retirement communities have sprung up in 50 college towns
across the country, linking the retired set with schools such as Notre Dame,
the University of Florida at Gainesville, the University of Michigan, and Lasell College in Newton, Massachusetts.
adult seniors, returning to their college campus brings back old memories of a
seemingly care-free time when they met classmates and were just beginning to
think seriously about their careers. But college life for seniors at the
Academy comes with a range of perks besides nostalgia, including:
- reduced or free classes,
- priority access to sporting and
cultural events, as well as
- intellectual vigor and youthful energy
they might never get on the shuffleboard court or playing cards.
turn, the College perceive these educated and affluent retirees as ready-made
mentors, teachers, cheerleaders in the football stands, and, perhaps more
As conceived at Gavilan College,
The Academy is a retirement community for those active seniors (55 or older)
who are not ready to retire-a "de-retirement" village for
academicians, scientists, artists, and executives to continue their work and
remain physically, intellectually, and creatively active.
The Academy is an exciting initiative within the overall Campus
Master Plan and its Educational Master Plan because of the opportunities for
teaching, research and service programs of the College to connect with the
residents. (It is also one component of the overall housing program at the
College with student and faculty and staff housing also being a part of the
housing initiative underway at the College.) One example is the demand for
greater training and knowledge in the field of gerontology and related
disciplines such as medicine, nursing, family studies, nutrition and health
administration -- all strengths of Gavilan College in its quest to not only
meet the educational needs of its region but also in recognition of the
changing demographics within its primary service area.
In addition, many of today's retirees are interested in
volunteering their considerable expertise, taking classes and attending
artistic, cultural and sporting events. The wealth of untapped expertise of the College's alumni and friends for
teaching or volunteering also is waiting to be explored.
Many people are interested in the amenities at the College that
include a fitness facility, library, a bookstore, activity rooms and access to
tickets for athletic and cultural events. Future residents will have met at a
variety of cultural and social events designed to bring them together in
interesting and enjoyable ways, and they will contribute to the planning of
College's housing initiative is being designed as a community devoted to
life-long learning, thinking and doing. The Academy will be the source of
educational and cultural programs that complement the health and wellness
programs, services and social events provided by the College. Together, these
activities and services support a stimulating and fulfilling retirement.
seniors residing in the Academy, they will be entitled to attend all programs,
seminars, concerts and courses offered by the College. The College will
actively survey the interests of Academy members and respond with high-quality
offerings in various forms and styles. Members will enjoy and contribute to as
well as lead in some instances 5- and 10-week courses, mini-courses, lectures,
seminars, conferences, panel discussions, and concerts.
The Village Academy is a retirement community where residents enjoy a fully creative life along
with social and recreational amenities whether they are renting or leasing
accommodations on campus.
Academy is a non-profit, tax exempt auxiliary organization specifically created
to provide residents of Gilroy and the Gavilan College community with
opportunities to acquire new knowledge, to share experiences and skills, and to
remain fully and actively engaged in life.
The Village Academy
Gavilan College offers a wide variety of short courses for
personal growth and enrichment that are tuition-free and non-credit through The
Village Academy at Gavilan College. These courses are designed for mature
adults. No previous educational background is necessary, just a desire to learn
or experience something new.
Village Academy serves the Gavilan College mature adult community by providing
intellectually challenging lifelong learning opportunities. In addition to
residential living, educational programs and courses are designed for adults
age 55 and over although there is no age limit for enrollment. Any student is
55-and-older population, the Village Academy offers a broad range of
intellectually stimulating non-credit courses taught by professors from area
institutions and professionals from diverse disciplines.
Courses are taught in a
welcoming environment without the academic pressures associated with formal,
degree-granting programs. Textbooks are generally not required, tuition is
modest, and there are no examinations or grades.
The Village Academy curriculum is designed to
offer students opportunities to gain a deeper understanding of the ancient and
modern worlds, enjoy the arts, find personal meaning and satisfaction in all
aspects of life, and interact with individuals who share common interests.
What is the Village Academy at Gavilan College?
- The Village Academy is residential environment for active seniors 55 or older that is an integral and
official component of Gavilan College whose members are retired.
- The Village Academy's purpose is to give a home and a focus to continued intellectual, creative
and social engagement of retired persons with the College.
- The Village Academy fosters and promotes the scholarly and artistic lives of its members,
prolonging fruitful engagement with and service to the College.
- The Village Academy provides the College a continued association with productive community
individuals who have retired from their careers but not from their desire for
continued living and learning.
Benefits to Gavilan College
Gavilan College is committed to
provide the highest quality educational experiences that will develop effective
professionals, critical thinkers, and lifelong learners. Through the Village Academy students will expand their understanding of themselves, other generations,
and their roles in a diverse and global society. Field experiences,
internships, service learning opportunities, and social interaction with others
all contribute to the academic environment of the College experience. The Village Academy also provides opportunity for students to work collegially with fellow
students, faculty, and seasoned adults from their particular fields of study.
The Village Academy also provides a number of other benefits that can provide daily benefits as
well as impact career goals and opportunities.
- Students experience a diverse social
environment from residential complex living and from the personal relationships
that are formed.
- Residing and studying together may
significantly enhance the academic knowledge beyond the traditional living
- The proposed dwelling conditions serve
to buffer the transition from home to college life, helps to open doors to
college community involvement throughout the campus and may be instrumental in
determining the measure of success is achieved during the college experience.
- The College represents a "community of learners" that can be the
basis for the maximum of academic achievement and personal satisfaction for
- Cultural and social activities support and complement the
educational mission of the College.
- Residential living may stimulate students' opportunities and
provide a chance for involvement to initiate, organize and direct the cultural
and social life of the College.
- Exposure to the College residential living encourages tolerance,
understanding, mutual respect, and understanding of individual characters.
- The College will consider providing some "Core" courses offered
- Working with other students who have similar academic,
occupational and/or professional goals, and projects affords an opportunity
that is unique to this type of living arrangement.
- The living style as described allows
formal and informal interaction with faculty in their mutual academic fields of
- Group study encourages cooperative
learning experiences and study groups.
For the College.
life supports and complements the academic programs and educational
mission of the College.
of students, an important aspect of retention, enhanced by the
participation of experienced and active retired adults;
in special roles within College partnerships with schools and other
- An exciting
programmatic partnership creates
a blended, intergenerational life-style where residents, students, and
faculty benefit from shared resources and experiences, enhancing the
quality of life for everyone involved.
to participate in community service activities under the auspices of the
College, providing an organizational structure under which to operate,
such as contributing to University partnerships with schools and business
For the Community.
lecture or performance series from experts, artists, and practitioners who
now can take time to broaden the scope of their speaking or performing in
response to community interests;
- A source of
consultant resources for both public and private organizations;
- Participation in a variety of
The Village Academy at Gavilan College Residents
formal name - The Village Academy at Gavilan College - may lead some potential
residents to think that the Academy is designed exclusively for college
professors that is not the case. While it is anticipated that some of its
residents will be retired (and not-so-retired) college professors, the Academy
also will have a diverse group of people representing a wide variety of fields,
businesses and areas of interest. They may have pursued their interests either
as a career or as a volunteer. If the Academy lifestyle appeals to an active
senior, regardless of their journey in life, they should seriously consider
becoming a part of an innovative and exciting learning community that is
inter-generational in nature.
is not a selective haven for "academics." It is a place devoted to
continued learning, involvement in productive activity and service to the
community. Some members may find the support they need to continue their
lifelong work. Others may enjoy what they did not have time for earlier in
life. Whatever the case, Academy residents will be a part of an exciting
learning residential community - The Village at Gavilan College -
in which they are able to learn more, keep their minds and bodies active,
contribute to the College's mission, and to have a good time.
The Academy is a residential community with a difference: an ideal
place to live for adults who want to enjoy the benefits of a collegiate
environment. It also is a place where there is interaction - a synapse -
between more seasoned individuals and those experiencing the college experience
perhaps for the first time as well as providing a synergy between and among
college faculty and staff and those residing in the lifelong learning
residential community. The Academy brings the college learning experience into
the everyday lives of its members, bridging the formal world of the classroom
with the informal world of the residential college.
The Academy is for seasoned individuals - active seniors 55 or older -
who want to not only contribute to the success of others and share their life experiences
and knowledge with those starting on their own excursion to help them succeed
in school but who want other things as well: membership in a real community;
opportunities for involvement and engagement outside the classroom.
What makes the Academy special are the residents who choose to live
here. As part of an inter-generational housing complex, the Academy brings
college students together with "seniors" as well as faculty and staff, thereby
encouraging undergraduates to get to know individuals from outside their own
classes as well as "safety zone." There are minimum requirements for admission
to the Academy, and people from every walk of life are encouraged to apply.
Academy residents make a conscious commitment to build a community of
lifelong learners who want to make the most of their active life and
The Academy believes in empowering residents to shape their own
community and their own education experiences with a wide array of special
programs conceived, designed, and implemented by residents working together
with supportive faculty and staff members.
Members of the Academy believe in sharing their talents with the
larger world of the campus, the city, the state, and the world, through
engagement and community service projects of many kinds. The faculty and staff
also provide courses and other experiences in the residence facility as it an
integral component of the college's educational and facility master plan
fulfilling the College mission to serve its community.
Most of all, Academy residents are engaged. They work and play
hard, and they give as much as they get from the community around them. By
sharing generously with the people around them, they themselves benefit
enormously. If it is one belief that going to college should involve much more
than just attending classes and going to parties and desires to hone talents,
share experiences with students and teachers who have a mutual curiosity about
life and the world, then each individual who is selected to be part of the
Village experience will find a great number of kindred spirits. The Village
will be filled with people who share an excitement about learning, who enjoy
meeting new people and who are confident they can contribute to the educational
experience as well as learn from other students and professors.
There are a number of Academic Resources available to College and
Academy residents, such as:
✔Faculty and Staff Involvement
There is a group of faculty and staff called "Academy
Fellows" who teach some course sections within the Village itself. They
also plan events, attend activities at the Academy and College, and offer
opportunities for Academy residents to mentor students, and assist in advising
and counseling undergraduates. In addition, these Fellows are guest
lecturers in classes; serve as facilitators and provocateurs around issues of
interest. The Fellows are drawn from a variety of academic disciplines
and are committed to building community through learning
together. They are just as excited about student interests and ideas as sharing
✔College Advising Service (CAS)
The College Advising Office provides many academic advisors for the
College students who are undecided and exploring different major options. All
undecided students as to their ultimate major and/orgoal assigned to these advisors
recognize that the advisors are an integral part of the Academy community. The
CAS advisor also serves students who are considering changing majors or who
have not been admitted to limited-enrollment programs and need to explore other
options for majors. Further, Academy advisors are knowledgeable about careers
and opportunities and augment the CAS advisors as requested, making them a
great resource for all Gavilan College students.
✔Reserved Class Sections
The College reserves spaces in popular courses for Academy residents.
This provides residents the opportunity to meet others throughout the College,
make easy connections for study groups, and many of the classes meet in the
same facility in which they room. Typical courses in which the College offers
reserved spaces include Math, Chemistry, English, History, Political Science,
Sociology, Comparative Literature, and Anthropology. The Academy also offers
its own course called "Community and the Individual," which examines
the ideas processes and experiences of community and community participation.
✔Tutors in Writing, Math and Chemistry
The Academy offers students tutoring in Writing and Math throughout the
year in Academy facilities. Through collaboration with the College's Writing
Program and the Math Department, expert Academy residents are able to offer
excellent, knowledgeable tutors who are an important part of the College
community. In collaboration with the Chemistry Department the Academy is also
able to offer experienced Chemistry Tutors.
✔Computers in Housing Supported Programs
The College offers a variety of services including computer use,
tutoring and computer training sessions to residents in the Academy.
Interested in forming a study group? Academy residents can form their
own or assist with College study groups as leaders or resources and will also
provide additional study tips to help all succeed in their classes.
The Academy is the creation of the residents who live there. To an
unusual degree, its special programming is the product of resident initiatives
and depends on the energy and enthusiasm that active seniors bring to the
community. It grows and evolves with the people who live within its walls.
What kinds of things might you expect to find at the
- Special Orientation activities during the opening
days and weeks of the fall semester to acquaint residents with this special
community and the other "players" who will become some of your closest friends
- Workshops to help students succeed in college and
in later life: for instance, on setting academic goals for their major,
studying for examinations, improving their writing, finding research
opportunities on campus, competing for scholarships, finding summer
internships, applying to other institutions upon completion of the program at
the College, finding a job, and so on.
- Frequent get-together's with faculty members,
visiting scholars, writers, artists, community leaders, alumni, and others who
are eager to share their special experiences and perspectives on the world.
- Regular excursions to theater, film, and musical
events with other Academy members, and the chance to talk with the artists who
- Academy resident-led discussions of current events
and issues of special interest to Academy members.
- Gallery shows, musical performances, literary
publications, and other creative activities organized by Academy residents
- Special service projects ranging from tutoring in
local elementary schools to environmental clean-up projects in city parks.
- Field trips to natural areas, historic sites,
museums, and other interesting places outside Gilroy, often in the company of
professors and staff members eager to share their special expertise about such
Illustrative Academy Educational Programs/Opportunities
In addition to the above programs, the
following activities are illustrative of the myriad opportunities available to
the Academy residents and others that are a part of the Village housing program
at Gavilan College.
Informal lectures on current issues of the day or other
topics of interest are given once a week by residents, community experts, and
A weekly musical program is offered, usually presented by
selected students, residents or faculty from the College or visiting artists to
the area. Soloists, duos, trios and ensemble groups offer a variety of
instrumentation, voices and repertoire, ranging from the classical to the
by Academy Members
There is a high level of community interest in individual
talks by Academy members. They may share their career experiences from business
and professional life or personal travel.
There is a cadre of resident experts who, at times, provide
a series of programs in one discipline, such as art, astronomy, physical
sciences, psychology, engineering, music and economics.
Opening in fall
2008, the Economic and Community Development academic program will focus on Santa Clara County. A year-long program open to Academy residents and students in all
majors, it will offer contact with state and community leaders. Members of the
program will apply the material in their courses to issues affecting the
economic and community well-being of Santa Clara citizens. Participants will
take several core courses and form into groups to complete a long-term project
having to do with economic and community development in the region. In the
process, they will meet with political, civic and business leaders to do their
research and to discuss ideas and plans. This program will offer participants
invaluable real-world experience and networking opportunities. For Academy
residents, it will provide an opportunity to mentor not only College students
but also to work side by side to address issues in a meaningful way.
Community service is a major interest among members of the
Academy. The relationship between Academy members and the College as well as
the nearby Gilroy School District, is a priority. Academy members are invited
to make classroom presentations, mentor students and teachers and serve as
judges for the Science Fairs and other College, school, and community
activities. There are many other opportunities available for community service
in the Santa Clara County region that can be facilitated by the Academy.
▪The College Activity Card (CAC)
In cooperation with the College, Academy members qualify
for a valuable CAC card that provides access to the College library, concerts,
computer system, and sporting events. Through the library system, cardholders
have exclusive access to professional journals on the Internet, leisure
reading, and are permitted use of special collections not available to the
general public. Ticket and bookstore discounts and some faculty privileges make
the CAC card invaluable.
A Program Advisory Committee of Academy members works
closely with College staff to identify areas of interest for Academy offerings.
Member surveys are conducted periodically to gather input, making every
offering truly relevant to members' needs and desires.
Year is divided into 2 semesters and a Summer Program. The Academy program,
while integral to the College's Academic calendar, also will have its own
variations of time and length of programs and courses, among other attributes
to be determined by a College programming committee. The following information,
however, is illustrative of the potential for courses and programs and should
not be considered comprehensive or exclusive.
courses consist of a two-hour session, once a week for five or ten weeks,
depending on the subject. Through the year 2008, there will be one sixteen-week
course during each of the fall and spring semesters. The summer period will
have two five-week courses. As the community grows, the number of courses will
credit and non-credit courses are available to Academy resident members as part
of their residential experience. On a space available basis, interested
non-residents will be invited to participate for an individual course fee.
specific courses (illustrative) planned by the Academy for the
years 2008 to 2010 are as follows:
Academy Courses for 2008-2010
Fall Semester 2008
Religions I and II
Part I (5 weeks) compares Christianity, Judaism and Islam.
Part II (5 weeks) discusses current issues and trends in religion in the US.
Two-hour sessions. Enrollment limited to 6.
Additional series to be announced.
Spring Semester 2009
A 12-week series by Academy resident experts, presenting their major fields of
interest applied to everyday life.
A 12 week series, each session to last 2 1/2 hours.
Learn about local environmental issues, endangered species, how plants and
animals survive in the area, how they interact and how people affect their
Peoples of California (5 weeks)
An anthropological study of native groups to California, including current
cultural, health and economic issues.
Cultural Resources (5 weeks)
Presenters from Gilroy and Santa Clara County art, music, theatre and
environmental organizations and agencies will discuss their activities and
opportunities for volunteering.
of Art I & II
Part I (5 weeks) discusses painting and sculpture from Michelangelo/DaVinci to
Vermeer/Rembrandt. Q&A's will be an important feature of the course.
Part II (5 weeks) centers on the Impressionists (Pissaro,
Monet, Renoir, Gauguin, van Gogh) and samples the 20th Century Modernists
(Picasso to Jackson Pollock).
10 weeks, Academy resident economists discuss how our lives are affected by
economic factors, such as price, growth, business cycles, money supply and the
of Science (10 weeks)
A review of the major contributors to the understanding of science today,
beginning with the Greeks.
Classics I & II
Part I (5 weeks) covers the writings of major American authors of the 19th
Century (Franklin/Irving to Whitman/ Twain).
Part II (5 weeks) considers 20th Century hallmarks
(Faulkner, Hemingway, Fitzgerald, Steinbeck).
◘The Role of the United States as a Superpower (5 weeks)
The end of the Cold War places unique responsibilities on the US to maintain peace among nations, many with interests opposite to ours. Did previously dominant
powers (Rome and Greece) learn something we need to recall?
to Anthropology I & II
Part I (5 weeks) looks at humans as biological beings and explores how we order
our social and cultural worlds.
Part II (5 weeks) discusses human origins, biological
characteristics and social customs and beliefs.
in Medical Research (10 weeks)
College faculty, visiting scholars, local medical experts review their research
and the newest treatments for what could ail you. Specific topics to be
Music (5 weeks)
Listen to and learn about this art form. It's not all string quartets! Chamber
music includes voice, piano and orchestras of up to 20 players.
Benefits of Residential Units for Life-Long Learners
Benefits to the
can benefit financially and otherwise by extending their educational mission to
include the increasing larger adult population, particularly active seniors 55
- Revenue from unit rentals, leases, and services.
- Bequests and donations from residents.
- Additional assets and revenue possibilities created
by a housing project, such as new dining options, guest rooms and meeting rooms
that can also be used by faculty and students, community people, and visitors.
- Improved utilization of physical assets, i.e.,
classrooms, fitness centers, conference rooms, recreational facilities,
sporting and cultural event seating and attendance.
- Better utilization of intellectual assets.
- Increased retention of students.
- Increased campus diversity.
- Volunteer guest lecturers and tutors.
- Employment and internship opportunities for
- Opportunities for research on the lifestyle and
health aspects of aging, housing management, and dining/dietary sciences.
- Career advice and networking opportunities stemming
form senior's professional contacts.
- Attractive housing option for retired and current
- Positive effect on student behavior stemming from
presence of seniors.
- Increased audience for campus sporting, cultural,
and public performance events.
- Exposure and encouragement of each student to take part in an
internship or in community service.
- Mentoring and group study opportunities.
- Provides an intellectually stimulating environment.
- Provides an option to either an age-segregated
leisure community or golf community.
- Opportunities for intellectual enrichment by taking
college courses, organizing residence-directed seminars, attending campus
cultural and sporting events.
- Opportunity for fulfillment
through volunteer or part-time paid work.
- Opportunities for cross-generational social
interaction including tutoring and mentoring.
- Group travel planning.
- Use of college facilities and services.
- Contributing to discipline specific faculty
lectures and serving as career resource persons.
- Using career and social networks for the
advancement of the College needs.
Society at Large
There are benefits
to the country-at-large created by residential communities for life-long
- Provide a new, meaningful option for the growing
numbers of healthy, educated "baby boomers", many of whom who have or will have
20 plus years of active retirement living.
- Reduce intergenerational friction that develops
age-segregated residential patterns of housing.
- Encourages the transfer of experience from the
elderly to the young, and vice versa.
- Provides mature, qualified volunteers to address
unmet social needs in communities, and entities such as schools, hospitals,
libraries, and museums, for example.
Rationale for Retirement Communities on College Campuses
As people begin looking for more meaning and value in
retirement, they think about returning to the stimulating environment that they
enjoyed decades earlier. Universities and developers, realizing the
perpetual appeal of a college campus as well as the numerous resources it can
put at the fingertips of retirees, are building retirement communities on or
near the school's grounds.
Indeed, university administrators say the benefits of a more diverse campus
population work both ways. Retirees both take courses and teach them.
Researchers and students use the elderly population for studies on
aging, exercise, even customer service. They also acquire customers for
sweatshirts and hats, and patients for their medical centers.
Some university-affiliated retirement communities are continuing care
retirement communities (CCRC), and some are independent residences that people
own or simply buy into for their lifetime. The extent of the university's
Among the universities/colleges that have retirement facilities on or near
campuses, are the following:
Cornell University (NY) -- The Kendall at Ithaca
Ithaca College (NY) -- Longview
Dartmouth College (NH) -- The Kendall at Hanover
Oberlin College (OH) -- The Kendall at Oberlin
West Chester University (PA) -- The Kendall at Longwood
Lasell College (MA) -- Lasell Village
Indiana University (IN) -- Meadowood
Iowa State (IA) -- Green Hills
Penn State (PA) -- The Village at Penn State
University of Florida (FL) -- Oak Hammock
University of Arizona (AZ) -- Arizona Senior Academy
University of Virginia (VA) -- The Colonnades
Haverford and Swarthmore colleges (PA) -- The Quadrangle
Institutions considering building retirement communities include University of
Alabama, Louisiana State University, Duke University, University of Washington,
Lehigh University, University of Connecticut, and Stanford University.
Retirees are becoming more sophisticated and have higher expectations for how
they will spend their remaining years. When the baby boomers join what is
the relatively new phenomenon of affluent, healthy retirees, the definition of
retirement is likely to change.
Arndt, Francis. 1993. "Making Connections:
The Mission of UNCG's Residential College." In Gateways: Residential
Colleges in the Freshman Year Experience, ed. Terry B. Smith. Columbia, SC: National Resource Center for the Freshman Year Experience.
Bliming, Gregory S. 1998. "The Benefits and
Limitations of Residential Colleges: A Meta-Analysis of the Research." In Residential
Colleges: Reforming American Higher Education, ed. F. King Alexander and
Don E. Robertson. Lexington, KY: Oxford International Round Table.
Duke, Alex. 1996. Importing Oxbridge: English
Residential Colleges and American Universities. New Haven, CT: Yale University Press.
Koch, Will. 1999. "Integration and De Facto
Segregation in Campus Housing: An Analysis of Campus Housing Policy."
College Student Affairs Journal 18 (2):35-43.
Kuh, George D.; Schuh, John H.; Whitt, Elizabeth
J.; and Associates. 1991. Involving Colleges: Successful Approaches to
Fostering Student Learning and Development Outside the Classroom. San Francisco: Jossey-Bass.
Lenning, Oscar T., and Ebers, Larry H. 1999. "The
Powerful Potential of Learning Communities: Improving Education for the
Future." Washington, DC: George Washington University, Graduate School of Education and Human Development.
Pascarella, Ernest T., and Terenzini, Patrick T.
1991. How College Affects Students: Findings and Insights from Twenty Years
of Research. San Francisco: Jossey-Bass.
Residential College Task Force. 1998. The
Residential Nexus: A Focus on Student Learning. Columbus, OH: Association
of College and University Housing Officers-International.
Ryan, Mark. 1992. "Residential Colleges: A
Legacy of Living and Learning Together." Change 24 (5):26-35.
Smith, Terry B., ed. 1992. "Proceedings of the
First Annual Conference of Residential Colleges and Living-Learning Centers." Kirksville: Northeast Missouri State University.
Smith, Terry B. 1994. "Integrating Living
and Learning through Residential Colleges." In Realizing the
Educational Potential of Residence Halls, ed. Charles C. Schroeder and
Phyllis Mable. San Francisco: Jossey-Bass.
Stark, Jerry A. 1993. "Putting the College
Back in University." In Gateways: Residential Colleges in the Freshman Year
Experience, ed. Terry B. Smith. Columbia, SC: National Resource Center for the Freshman Year Experience.
Study Group on the Conditions of Excellence in
Higher Education. 1984. Involvement in Learning: Realizing the Educational
Potential of Higher Education. Washington, DC: National Institute of
O'Hara, Robert J. 2001. "How to Build a
Residential College." <http://collegiateway.org/howto.html>.