AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE:
SUBJECT:
August 1, 2011
Watsonville Center Annual Report
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
E.9
ENCLOSURE(S)
Page 1 of 2
BACKGROUND
The Watsonville Center continues to offer access to higher education in a venue particularly
accessible to residents of the Pajaro Valley and the tri-county location in Cabrillo’s service area.
In spring 2011, over 2,200 students enrolled at the Center, with 41% taking classes exclusively
on site.
Since the expansion with a three-story facility in 2001 (Building A), the Center has often served
educational, governmental and nonprofit organizations in the Watsonville community by
providing space for meetings, events and presentations. Starting on July 1st of this year,
collaboration with community partners entered a new phase with two new educational partners
through a formal lease for daytime use of Building B. Ceiba College Preparatory Academy will
start its ninth grade program in the first floor classrooms of the original two-story facility
(Building B), and the SOS (Second Opportunity for Students) program will go through a
redesign to use the rest of the building and continue its 9-year relationship with the college at this
site. SOS is a partnership with the County Office of Education’s Alternative Education program
and Watsonville/Aptos Adult Education. Both Ceiba and SOS have goals of preparing students
to succeed in college and education beyond high school, and both enroll youth from the
Watsonville community who are traditionally underserved in higher education.
Instruction and educational support services
Students at the Watsonville Center are still able to complete general education requirements for
AA/AS degrees and course preparation for majors in certain degrees and certificates. When the
Green Technology Center (Buildings C & D) is completed at the end of 2011, students will also
have access to the most up-to-date information and training in the area of sustainable energy and
technologies in construction and other trades. In developments within instructional support, the
Supplemental Instruction (SI) model of peer-facilitated tutoring was piloted at the Integrated
Learning Center (ILC) for math students as part of the STARS First Year Experience pilot with
the Title V grant. SI has successfully engaged students in a tutoring model that complements the
traditional tutoring services and has the potential to grow to other math classes and subject areas.
The integration of library services has also continued to grow within the ILC, as has the selection
of electronic and online resources for students working on labs in English and ESL.
Administrator Initiating Item:
Rachel Mayo, Dean Education Centers
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
Student Services
The lease of Building B during the day prompted a move for the Admissions and Records (A&R)
office from that building to the space inside the front door of Building A where the bookstore
was formerly located. Due to budgetary considerations, the bookstore operation closed at the end
of the spring semester, and students will need to procure texts at the Aptos store or online
through the bookstore's website. The A&R relocation puts all of the student services on the first
floor of the same building, which will serve students well. The following table shows some
demographic and enrollment information highlighting the differences between the Watsonville
and Aptos student populations, which are taken into account by the college when planning for
services. For example, the hours of operation for Admissions and Records, counseling and
financial aid extend to 6:00 p.m. in Watsonville to better serve the larger evening population.
Extra support is provided for online registration and financial aid applications, addressing the
higher percentage of first time students, lower numbers of those with a college background, and
a much smaller percentage of those who enroll in online classes.
Overview of enrollment patterns
The following table shows that 44% of Watsonville Center students are co-enrolled in classes at
the Aptos campus and 30% are enrolled full-time when college-wide enrollment is taken into
account, which is close to the full-time enrollment rate across the college. However, in sharp
contrast to Aptos students and the college as a whole, only 5% of those enrolled exclusively in
classes on site are attending full time. This corresponds to the profile of the working student
population, along with the higher enrollment rate in evening classes noted earlier.
WATSONVILLE CENTER ENROLLMENT COMPARED TO APTOS CAMPUS
SPRING 2011
FTES
Hispanic/Latino
WATSONVILLE
2,232 (15.8% of college)
413.62 (7.6% of college)
1,746 (78.2% of Center)
APTOS
12,362 (87.6% of college)
4,201.69 (77.4% of college)
3,466 (28% of campus)
COLLEGE-WIDE
14,108
5,427.72
4,440 (31.5% of total)
White
Concurrent High School
Foreign HS completion
Completed BA or higher
First time students
Enrolled at this site only
333 (14.9% of Center)
39 (1.7%)
99 (4.4%)
76 (3.4%)
217 (9.7%)
917 (41.1%)
7,213 (58.3% of campus)
441 (3.6%)
209 (1.7%)
1,393 (11.3%)
664 (5.4%)
8,447 (68.3%)
7,837 (55.6% of total)
493 (3.5%)
281 (2.0%)
1,569 (11.1%)
860 (6.1%)
14,108 (100%)
Enrolled in classes at this site
and online
Enrolled at both sites
80 (3.6%)
2,431 (19.7%)
3,481 (24.6%)
978 (43.8%)
978 (7.9%)
Enrolled in day classes
Enrolled in evening classes
Enrolled in both day &
evening classes
Full time enrollment on site
Full time enrollment in
classes college-wide
578 (25.9%)
606 (27.2%)
1,006 (45.1%)
6,357 (51.4%)
1,829 (14.8%)
4,072 (32.9%)
6,747 (47.8%)
2,506 (17.8%)
4,225 (29.9%)
99 (4.5%)
677 (30.3%)
2,889 (23.4%)
4,250 (34.4%)
4,393 (31.1%)
Enrollment (unduplicated)
2