Architects for 21st Century

Learning Success

Richland College Convocation 2011 Tuesday, August 23 n Fannin Performance Hall

RLC

*Refreshments are made possible by the Credit Union of Texas, ORP representatives, and Thunderwater Organizational Learning Institute.During the continental breakfast, benefits, retirement, wellness, and professional

association representatives will be available at information tables in the Student Center.

CONVOCATION 2011Tuesday, August 23 • Fannin Performance Hall

7:30-8:25 Continental Breakfast* in the El Paso Student Center

8:25-8:45 Enter Fannin Performance Hall

8:50-10:30 - Part I - Excellence in Teaching Video Convocation State of the College Address Kay Eggleston Architects for 21st Century Learning Success

10:30-10:50 Intermission Refreshments* in the El Paso Student Center

10:50-12:00 - Part II - New Employee Welcome Kay Eggleston Awards and Recognition • Innovation of the Year Nominees Kay Eggleston • Jean Sharon Griffith Award Nominees Kay Eggleston • Administrator of the Year Nominees Kay Eggleston • Learning Technology Innovation of the Year Nominees Kay Eggleston • PSS Full-Time Employee of the Year Award Kyle Barron • PSS Part-Time Employee of the Year Award Kyle Barron • Facilities Services Employees of the Quarter Ron Clark • Innovation of the Year Award Ron Clark • Jean Sharon Griffith Award Tony Summers • Administrator of the Year Award Tony Summers • Learning Technology Innovation of the Year Award Zarina Blankenbaker • Excellence in Teaching Award Zarina Blankenbaker • Full-Time Faculty

12:00 Recessional Music

12:15-1:45 Convocation Luncheon with Work Groups in Large Gym

2:00 Academic Schools and Work Group Meetings

Richland College Excellence In Teaching Award Recipients

Full-Time Faculty1972-1973 Parker Nunley, Social Science1973-1974 Lyndarae Sims, Communications Ada Smith, Social Science1979-1980 Bob Hughes, Business Division Gary John, Counseling Tom Motley, Humanities1980-1981 Rose Burke, Math/Sciences Robert Alther, Social Science Ray Whitfield, Technology1981-1982 Don Lokke, Math/Science1982-1983 Sid Chapman, Humanities1983-1984 Don Lokke, Math/Science1984-1985 Warren Watson, Communications1985-1986 Harold Albertson, Technology1986-1987 Jana Flowers, Social Science1987-1988 John Barrett, Communications1988-1989 Rica Garcia, Communications1989-1990 Weldon Burnham, Math/Science/Technology1990-1991 Parker Nunley, Social Science1991-1992 Jerry McElveen, Communications1992-1993 Elaine Sullivan, Human Development1993-1994 Mary Osentowski, Communications1994-1995 Becki Williams, Math/Science/Behavorial Sciences1995-1996 Harold Albertson, Math/Science/Behavorial Sciences1996-1997 Barbara Branum, Human/Academic Development1997-1998 Mark Kelso, Communications1998-1999 Kay Coder, Math/Science/Behavorial Sciences1999-2000 Luke Barber, Humanities2000-2001 Bill Neal, Physical Education2001-2002 Bill Matter, World Languages/Cultures/Communications2002-2003 Dru Bookout, Humanities2003-2004 Mary Osentowski, Humanities2004-2005 Rose Marie Pilcher, Business & Professions2005-2006 Michael Bell, Math/Science/Behavioral Sciences2006-2007 Larry Polk, Human and Academic Development2007-2008 Trudi Swedlund, World Languages/Cultures/Communications2008-2009 Fred Newbury, Engineering/Business/Technology2009-2010 Randy Conine, World Languages/Cultures/Communications2010-2011 Joe Cortina, Human & Academic Development

Adjunct Faculty 1990-1991 Robert Harris, Communications1991-1992 Marilyn Kaufman, Counseling/Human Development1992-1993 Carole Lester, Social Science1993-1994 Gerald Caldwell, Math/Science/Technology1994-1995 Jeff Westfall, Communications1995-1996 Tommy Marion, World Languages/Cultures/Communications1996-1997 Liliana Hickman-Riggs, Business & Professions1997-1998 Ann Fielder, Human & Academic Development1998-1999 Susan Barkley, World Languages1999-2000 Rodger Warren, Business & Professions2000-2001 Karen Forbes, Business & Professions2001-2002 Carol Kent, Humanities2002-2003 Afaf Abughazaleh, Math/Science/Behavioral Sciences2002-2003 Don Verne Joseph, Humanities2003-2004 Kay Woodard, Business & Professions2004-2005 Lehman Marks, Humanities2005-2006 Mimi Witcher, Office Computer Technology & Support2006-2007 Liliana Hickman-Riggs, Business and Information Technology2007-2008 Caren Tate, Computer Technology2008-2009 Anna Gann, World Languages/Cultures/Communications2009-2010 Elizabeth Pickett, Math/Science/Health Professions2010-2011 Judith Cline, Speech Communications

Associate Faculty 1999-2000 John Carmichael, Human & Academic Development2000-2001 Becky Jones, Business & Professions2001-2002 M.T. Hickman, Business & Professions2002-2003 Raj Seekri, Math/Science/Behavioral Sciences2003-2004 Michael Iachetta, Humanities2004-2005 Michael Wright, Humanities2005-2006 Dwayne Carter, Business & Information Technology2006-2007 Gail Donaldson, Engineering and Technology2007-2008 (no recipient)2008-2009 Matt Hinckley, Human & Academic Development2009-2010 (no recipient)2010-2011 John Carmichael, Academic Advising

Continuing Education 2002-2003 Audrey Tennant, Corporate Services2003-2004 Babs King, English for Speakers of Other Lanuages2004-2005 William Dickenson, English for Speakers of Other Languages2005-2006 Daniel Cerrato, Workforce Communication2006-2007 Greg Marishek, Workforce Training2007-2008 Jasmina Fahrendorff, English as a Second Language2008-2009 Amber Reedy, Health Professions2009-2010 Ann DuVal, Business Writing2010-2011 David Wozniak, Business/Accounting

• Executive Producer •Kathryn K. Eggleston

• Producer/Director •Janet James

• Scriptwriting •Kay EgglestonJanet James

• Special Thanks • Rainey AgentJohn Butler

Maria ChobanyAnitra Cotton

Facilities ServicesJenni Gilmer

Jeremy HaldemanJimmy Lopez

Whitney RosenbalmSusan StolarczykBethany Wright

• Video Production/Camera and Editing •Kris Hyttinen

Janet JamesRick Walker

• Theater Technicians •Nic McMinn

Jennifer Owen

• Program Cover Design •Patricia Benter

• Program Design •Suzy Hogue

• Program Photography •John Pollock

2011-2012 Excellence In Teaching Award - Full-Time Faculty Nominee Finalists

Raj SeekriRaj’s mission as an educator is to follow in his father’s footsteps – sharing with oth-ers his love for math, learning and life. “My father promoted education in India and instilled in people the importance of educated parents. He believed educa-tion was essential and I share that belief,” Raj says. “My father taught me to love life, to share my life with others, and to en-joy life. I seek to emulate the patience, gentleness, authenticity, and humility of my father.” Those who know Raj say he is living up to his father’s legacy. “Let Seekri teach all math courses in all semesters,” one student says. “He is the best profes-sor. He cares if students know the material and purpose of this material. He does ev-erything for students to know the subject.” Raj holds a stunning five degrees -- two bachelor’s degrees and three master’s degrees. Besides Richland, Raj has taught at Eastfield and UTD. He was Eastfield’s Adjunct Faculty EIT recipient in 1996 and RLC’s Associate Faculty EIT recipient in 2002. Raj was one of the recipients of the Dallas Historical Society’s 2008 Awards for Excellence in Community Service.

Becki WilliamsSince joining Richland’s chemistry faculty in 1976, Becki has influenced countless students and colleagues in the DCCCD and beyond. She is known as having a “passionate, almost ferocious love of learning that infuses everything she does.” Former student Li Dinh had little interest in chemistry as a class, much less as a ca-reer. “I felt that chemistry was not for me and that I only needed to get through it for course credit,” Li wrote. “Originally, I had no idea where I was going in life. After tak-ing your class, I realized that I did have a passion for chemistry and that I could potentially see myself in the future do-ing something that is chemistry-related.” Li graduated with a biochemistry degree from UT-Austin and is going on to UT’s Col-lege of Pharmacy this fall. Becki sees her role as the “leading learner” and believes in a constructivist approach infused with cooperative learning. Colleague Gary Duke says, “Becki makes us all better. She does it in the classroom and she does it around the conference table. Teaching and learning on this campus would be far less than it is without her presence.” Becki earned a BS and MS in chemistry.

Peggy LittleOne “I know something that they don’t know, and they need to know it!” This sim-ple declaration transformed Peggy from a shy graduate student into a powerful foreign language teacher. Peggy started her career at El Centro in 1970. She came to Richland in 1972, teaching French and German. Eventually she chose to special-ize in German. She holds a bachelor’s and master’s degree from Indiana University and has relentlessly pursued additional training in German, French, Arabic, writ-ing, literature and teaching. Colleague Jerry McElveen, Richland’s Poet Laureate, once took Peggy’s German class and was amazed by her “considerable teaching skills which were enhanced by that spar-kling personality.” Jerry admits to “borrow-ing heavily from her pedagogy as I taught my English classes. I learned so much from her that I almost felt I should acknowl-edge her contributions in a footnote after each of my classes ended.” Peggy urges educators to “fight complacency, keep on your toes, enjoy learning, be truthful to your students, don’t expect more of them than you do of yourself, keep looking at your subject matter with inquisitive eyes, and when your students ask questions, al-ways realize that this is an opportunity to look at your subject and yourself from a new perspective.”

2011-2012 Excellence In Teaching Award - Adjunct Faculty Nominee Finalists

Julie PhillipsJulie is known as a kind and caring edu-cator who can meet the needs of begin-ners or experts in her PowerPoint software classes. Whether teaching RCHS students who have been using PowerPoint since elementary school or Emeritus students who have never used a computer be-fore, Julie is supportive and challenging. “I cannot begin to express how impressed I am with her teaching methods, caring attitude, and commitment to her stu-dents,” says colleague Angela Edwords Niño. “Her interactions with students are exemplary and demonstrate her knowl-edge from numerous years of experience in the classroom.” RCHS student Moham-mad Bushnaq took Julie’s class and then passed the Microsoft Office Certification Exam in PowerPoint. He says, “Ms. Phillips is fun, knowledgeable, enthusiastic, car-ing, funny, and understanding. That is why I have told every junior I know to take Pow-erPoint in August Term. Learning while hav-ing fun is what put Ms. Phillips class over the top.” Julie earned an associate’s and a bachelor’s degree in education, as well as Microsoft Office, PowerPoint, Internet and Computing Core certificates.

Angel GregoryAngel joined Richland two years ago as an ESOL Listening/Speaking instructor and has been teaching ESOL Reading for a year. Mary Peacock says that from the start, Angel has shown her passion for teaching and learning. While completing paperwork to be hired, Mary and Angel encountered a Richland student who had been in Angel’s junior high reading class five years earlier. “Not only did Angel re-member his name, but also the names of other students who had been close to him. Before saying goodbye, the student told her that he and his friends still talked frequently about her and all that they had learned in her class,” Mary says. “At that moment, I knew we had found an instruc-tor who embodied Richland’s commit-ment to treating students as whole people who belong to a community of learners.” Along with her work at Richland, Angel continues to teach reading in the Mes-quite ISD to 6th-8th grade students. Angel says, “My hope is that students will emerge from my course with heightened commu-nication skills, enhanced thinking skills and most importantly, a greater confidence in themselves to thrive wherever they might be.”

James BatesJames’s educational and career backgrounds have made him an asset to Richland’s Continuing Educa-tion faculty since 2005. James holds a BBA and an MBA, but also is a certified public accountant and project management professional. Colleagues say James is a wonderful example of “how it is important to continue learning past the graduate or post-graduate level.” James actually prepared for his PMP certification through classes at Richland. This unique perspective of being a CE student informs how James teaches. “Your approach and style must fulfill the students’ need for a positive experience, for practical, applicable knowledge and skills,” he says. “When you do it right, the rewards are immediate, obvious, and fulfilling. You have a student who takes something valuable away from the class; you see ‘the light bulb go on.’ You as the instructor have the satisfaction that you have given a student something important, and you can honestly say, ‘I’ve made a difference today.’ There is no better feeling than that.”

2011-2012 Excellence In Teaching Award - Continuing Education Adjunct Faculty Nominee Finalist

2011-2012 Innovation of the Year Nominees

Designation as a National Center of Academic Excellence 2-Year (CAE2Y) in Information Assurance EducationTeam Leader: Zoltan Szabo

Zoltan worked with the National Security Agency and the Department of Homeland Security in creating the CAE2Y designation. Prior to this, only four-year colleges could receive the CAE designation. Richland is one of 12 two-year colleges to receive the CAE2Y des-ignation, and the only community college in Texas that has received this recognition. It is awarded to community colleges that have established a robust information assurance program, and have successfully mapped their security courses to two of the Committee on National Security Systems (CNSS) training standards. Zoltan worked tirelessly to map the Richland information security curriculum to the CNSS 4011 and 4012 certifications. The benefits to Richland are significant: recognition of the quality of the program by industry, professional associations, and academe; seamless program articulation with CAE universities; better job placement and/or transfer op-portunities for students; opportunities for collaboration with other CAE2Y and CAE institutions; improved institutional standing in the local, regional, and professional community; opportunities for institutional/program marketing; and monetary support.

ESOL to College Level OrientationTeam Leader: John DrezekTeam Members: Diana Urrutia, Thuy Anh Nguyen and Tommy Marion with technical support from Robin Bartolleti, Kim Crisp and Dee Hobson with ESOL Listening/Speaking Lead Faculty support from Mary Peacock

The ESOL to College Level Orientation was inspired by the DCCCD decision to go green and have schedules solely online. The 13-minute narrated PowerPoint orientation shows students how to navigate to eConnect and read class schedules. It also describes the four math delivery options, how to fill out a registration form, and pre-core requirements at DCCCD (EDUC 1300 and Computer Skills Placement). The orientation also introduces the concept of three tiers of core classes, explains the First Time In College (FTIC) general advising ses-sions and encourages students to visit the Multicultural Center for assistance. The orientation was incorporated into the ESOL Level 4 curriculum as a listening /note-taking activity and then students answered comprehension questions. The orientation and assessment were copied into the eCampus shells of ESOL 0034 instructors for their convenience.

Richland College Galleries: Collaborative Expansion through ExperimentationTeam Leader: Ryder RichardsTeam Member: Sherry Dean

The Richland galleries have experienced unprecedented success, garnering considerable press and praise, through the collaborative, local and national efforts of Ryder Richards with the support of Sherry Dean. Approaching the gallery as an experimental social center with expansive outreach, Ryder developed a multi-faceted approach: increase gallery events, broaden diversity of media and level of artists to encourage increased dialogue and collaboration, engage in best educational practices, and most importantly, develop a Richland College arts presence through extraordinary participation. Because of Ryder and Sherry’s innovation, Richland’s galleries are a recognized platform for innovative arts programming. The prestige is heightened by a series of experimental and conceptual exhibitions featured in statewide press (glasstire.com, Arts & Culture Magazine, and D Magazine). By working with outside institutions, opportunities for scholarships and high school recruitment have increased.

Glaze Firing: From Cone 10 to Cone 6Team Leader: Jen RoseTeam Member: Sherry Dean

After almost a year of research, Jen made the decision to change the Clay Department firing process from exclusively Cone 10 reduc-tion firings to Cone 6 reduction and oxidation firings. A cone is a piece of clay used to measure the temperature in the kiln. Cone 10 fires to a temperature of 2,300 degrees Fahrenheit while Cone 6 fires to 2,170 degrees Fahrenheit. Cooler firings save Richland approxi-mately 30 percent in fuel costs and reduce firing time by four hours. Richland’s carbon footprint also is reduced. The switch to Cone 6 re-duction/oxidation required extensive research in glaze chemistry and clay bodies. The change has introduced many new color options to our glaze palette while maintaining quality of the pottery and its aesthetics. Our glazes are both beautiful and food safe. Richland almost doubles its color options, and our students enjoy a faster turnaround time for their work by firing both oxidation and reduction.

2011-2012 Innovation of the Year Nominees

Health Information Technology (HIT) Online ProgramsTeam Leaders: Shannon Ydoyaga and Mary BrumbachTeam Members: Victoria Correll, Shelly Thomas, Shaniqua Neal and Rosa Rosales

As the healthcare providers move to an electronic medical records environment by 2014, healthcare information technology profes-sionals are needed to meet the needs of the industry and fill the employment gap of trained professionals in information technology and healthcare. To meet this demand, the Richland and Mountain View partnered with Austin Community College and Temple College to provide a matrix of 20 online, continuing education, repeatable courses in order to prepare students for the Healthcare Information Technology (HIT)-Professional Competency Exam, and deploy six new Healthcare Information Technology Programs (practice workflow and information management redesign specialists, clinician/practitioner consultants, implementation support specialists, implementa-tion managers, technical/software support, and trainers). This partnership has created an innovative format for linking courses, sharing talented HIT Professors, and staff collaboration to deploy curriculum for this emerging industry.

Online Student Satisfaction SurveyTeam Leader: Becky JonesTeam Member: Susan Calhoun

Students in each class complete the Business Office Systems & Support (BOSS) Online Student Satisfaction Survey every semester. The results are tabulated and the comments summarized for the instructors by the instructional support specialist. The associate dean re-views all the student surveys and incorporates the results into the annual adjunct faculty evaluation discussion. The online survey has worked extremely well. Students are encouraged to add any comments, good or bad, to help improve the courses offered in the BOSS program. With diminishing resources, providing an online Student Satisfaction Survey saves money and provides a better method for students to evaluate their instructors. The results are given to instructors within a few weeks following the end of the semester, giving them an opportunity to make changes to the course or address other areas of concern prior to the next semester.

Online Accounting Tutoring Lab for Distance and Campus Courses (Online Accounting Tutoring Lab)Team Leader: Greg Gross

The Online Accounting Tutoring Lab for campus and distance courses is a comprehensive tutoring and learning website that provides a unique support system for students, tutors and adjunct and full time faculty. Using eCampus as its backbone, students communicate with tutors online through email or open discussion boards. TLC accounting tutor checks guarantee response to students within 24 hours on school days. Students check homework assignments against solution sets and review lecture slides for each chapter. Faculty mem-bers have centralized access to faculty and publisher resources for classroom presentation of teaching materials. The tutoring lab has increased the quality of all accounting classes at Richland including Accounting 2301, Accounting 2302, Accounting 1303, QuickBooks and others. The entire department has been enhanced as students have a centralized source of support through which they can ac-cess tutoring, answers and learning tools and communicate with the tutors and other students.

2011-2012 Learning Technology Innovation of the Year Nominees

ESOL to College Level OrientationTeam Leader: John DrezekTeam Members: Diana Urrutia, Thuy Anh Nguyen and Tommy Marion with technical support from Robin Bartolleti, Kim Crisp and Dee Hobson with ESOL Listening/Speaking Lead Faculty support from Mary Peacock

The ESOL to College Level Orientation was inspired by the DCCCD decision to go green and have schedules solely online. The 13-minute narrated PowerPoint orientation shows students how to navigate to eConnect and read class schedules. It also describes the four math delivery options, how to fill out a registration form, and pre-core requirements at DCCCD (EDUC 1300 and Computer Skills Placement). The orientation also introduces the concept of three tiers of core classes, explains the First Time In College (FTIC) general advising ses-sions and encourages students to visit the Multicultural Center for assistance. The orientation was incorporated into the ESOL Level 4 curriculum as a listening /note-taking activity and then students answered comprehension questions. The orientation and assessment were copied into the eCampus shells of ESOL 0034 instructors for their convenience.

Online Student Satisfaction SurveyTeam Leader: Becky JonesTeam Member: Susan Calhoun

Students in each class complete the Business Office Systems & Support (BOSS) Online Student Satisfaction Survey every semester. The results are tabulated and the comments summarized for the instructors by the instructional support specialist. The associate dean re-views all the student surveys and incorporates the results into the annual adjunct faculty evaluation discussion. The online survey has worked extremely well. Students are encouraged to add any comments, good or bad, to help improve the courses offered in the BOSS program. With diminishing resources, providing an online Student Satisfaction Survey saves money and provides a better method for students to evaluate their instructors. The results are given to instructors within a few weeks following the end of the semester, giving them an opportunity to make changes to the course or address other areas of concern prior to the next semester.

Online Accounting Tutoring Lab for Distance and Campus Courses (Online Accounting Tutoring Lab)Team Leader: Greg Gross

The Online Accounting Tutoring Lab for campus and distance courses is a comprehensive tutoring and learning website that provides a unique support system for students, tutors and adjunct and full time faculty. Using eCampus as its backbone, students communicate with tutors online through email or open discussion boards. TLC accounting tutor checks guarantee response to students within 24 hours on school days. Students check homework assignments against solution sets and review lecture slides for each chapter. Faculty mem-bers have centralized access to faculty and publisher resources for classroom presentation of teaching materials. The tutoring lab has increased the quality of all accounting classes at Richland including Accounting 2301, Accounting 2302, Accounting 1303, QuickBooks and others. The entire department has been enhanced as students have a centralized source of support through which they can ac-cess tutoring, answers and learning tools and communicate with the tutors and other students.

Health Information Technology (HIT) Online ProgramsTeam Leaders: Shannon Ydoyaga and Mary BrumbachTeam Members: Victoria Correll, Shelly Thomas, Shaniqua Neal and Rosa Rosales

As the healthcare providers move to an electronic medical records environment by 2014, healthcare information technology profes-sionals are needed to meet the needs of the industry and fill the employment gap of trained professionals in information technology and healthcare. To meet this demand, the Richland and Mountain View partnered with Austin Community College and Temple College to provide a matrix of 20 online, continuing education, repeatable courses in order to prepare students for the Healthcare Information Technology-Professional (HIT) Competency Exam, and deploy six new Healthcare Information Technology Programs (practice workflow and information management redesign specialists, clinician/practitioner consultants, implementation support specialists, implementa-tion managers, technical/software support, and trainers). This partnership has created an innovative format for linking courses, sharing talented HIT Professors, and staff collaboration to deploy curriculum for this emerging industry.

2011-2012 Jean Sharon Griffith Award Nominees

Gary JohnFor almost 40 years, Gary has served Rich-land as an educator, counselor and men-tor. He has taught career development, personal adjustment, psychology, human development, student success and learn-ing frameworks, and has team-taught honors English and philosophy classes. Gary has served as a faculty counselor, helping students and employees with per-sonal and academic issues to ensure their success. Gary consistently counsels at least one night a week to meet the needs of evening students. He also has been the coordinator for supervising counselor interns. Well respected in the counseling field, Gary has contributed to more than 100 state and national programs for stu-dent services, published articles and writ-ten chapters in several journals. Gary has enhanced the Richland community by helping create the Wellness Program and helping start the first Career Center.

Charles NorrellCharles is not one for a leisurely retire-ment. With a BS and a Ph.D. in physics, he worked in research and development in the paper industry and then ran a fam-ily business. He retired in 2001 but soon embarked on a career in academia. He began as an adjunct physics professor at Richland and became a part-time aca-demic advisor in 2002. He transitioned to full-time advising, where he has earned the respect of his colleagues for his ratio-nal and conscientious approach. As one of two senior advisors, Charles is in charge of the Who’s Next system and coordinates the Probation 1 and Financial Aid Proba-tion programs. Colleagues say Charles eagerly takes on new responsibilities and works tirelessly to help others. “All of this be-ing done after coming out of retirement,” says his nominator, Cindy Berry. “This is not a man who sits back on his ‘laurels’ wait-ing for life to come to him. He steps up and seizes opportunities to ensure that stu-dents have a chance to make their goals reality.”

Lee PaezLee came to Richland almost 30 years ago. She was hired by Jean Sharon Griffith as a faculty counselor. Lee served in lead-ership roles as director in the Adults Return-ing to College program, the Honors Pro-gram, the Global Studies program, and the Classics Cluster. “Her capacity for lis-tening deeply and speaking with care and concern has made her a role model on the campus to students and colleagues alike,” her nominators say. Lee has been a personal and crisis counselor for many years and has served also on the faculty, teaching in Human Development, ESOL, Cultural Studies, and the new Learning Framework class. Among her many other contributions, Lee had a leadership role in the development of the Peace Stud-ies program, the new Counseling Cen-ter, and the Intercultural Competence program. “From Lee we have all been inspired to increase our commitment to social justice, peace, human rights, and multiculturalism,” Mary Darin says. “Lee Paez, in her quiet, unassuming way, chal-lenges all of us to put our students first.”

2010-2011 Full-Time Professional Support Staff Employee of the Year(Announced at the Annual PSS Banquet in December 2010)

2010-2011 Part-Time Professional Support Staff Employee of the Year(Announced at the Annual PSS Banquet in December 2010)

2010-2011 Facilities Services Employees of the Quarter

Bethany Wright, Professional Support Staff Full-time Employee of the YearBethany has worked for the DCCCD for five years, beginning at Mountain View. She started at Richland in Resource Development. In 2007, she became the room coordinator. Bethany is known as an employee who does more than what is necessary. She masterfully coordinated rooms for the redesign project in El Paso and Wichita Halls with only a week’s notice. She impressed colleagues by her communication skills, thorough review of building maps, re-allocation of classes and offices, and her personal presence in the buildings to direct students. Bethany is visible and engaged throughout the Richland community, serving in the African American Connection, African American Read-in, Financial Aid Appeal Committee and Richland’s Komen Race for the Cure team. Bethany is pursuing a master of science degree in social psychology from Walden University.

Judi Miller, Professional Support Staff Part-time Employee of the YearJudi is known for patiently responding to student questions over the phone or through e-mail for the School of Mathematics, Science, and Health Professions. She is lauded for being extremely helpful and cooperative to students and colleagues and consistently going the extra mile to assist with administrative duties or learn additional tasks. Judi’s colleagues say she is reliable and capable but also adds something more: joy. “We look forward to the days you assist us and bring Richland’s ThunderValue of Joy to the office through your presence and demeanor.” Judi conducts professional development sessions to enhance computer skills for Richland employees. She is active in the community by serving as the local Doe’s Club president, vice president, treasurer, and secretary.

Mack Thomas (September - November 2010) Mack attended college at the University of Arkansas at Monticello, where he played football and majored in math. From there he moved to Texarkana where he began working with juveniles in a boot camp facility. Later in Dallas, Mack was elevated in the Juvenile Detention Center system to supervisor level. After 10 years, went back to school and was top in his class at the American Trade Institute (ATI) in HVAC. He was given the honor of making the first-ever graduation speech at ATI. After working for ATI for a year, Mack did A/C repairs and preventive maintenance for Home Depot. Richland hired Mack as an HVAC technician in March 2010. Mack’s Richland colleagues say he is a team player and appreciate his courteous and respectful manner.

Ricky Hoyle (December 2010 - February 2011) Ricky joined Richland’s Facilities Department in March 2004 as a senior preventive-maintenance technician. He is a member of the Op-erations Division HVAC team and serves as an experienced plumber. He has been steadily working on the retrofit of campus restrooms to improve efficiency and sustainability. Born and raised in Mesquite, Ricky enjoys spending time with his wife and three sons.

Stacy Soileau (March - May 2011) Stacy earned a bachelor’s degree in computer science from Northwestern State University in her native state, Louisiana. She also com-pleted the Veterinary Technician program at Cedar Valley. Prior to coming to Richland in March 2010, Stacy was a computer program-mer and a flight attendant with Southwest Airlines. She volunteers with New Beginnings Cat Rescue of Garland and is a part-time pet sitter. Stacy is the first part-time employee to receive the Facilities Services Employee of the Quarter award. Colleagues say Stacy “brings a ray of sunshine into the office.” Her enthusiasm and efficiency in delivering packages on campus, combined with her small stature, has earned her the nickname “Mighty Mouse” by her co-workers. Stacy enjoys attending the New Orleans Jazz Festival and watching her favorite team, the New Orleans Saints.

Donte Hoover (June - August 2011) Donte was hired by Richland in May 2001 as a facilities maintenance assistant. He currently is an apprentice electrician working on his journeyman’s license. Donte keeps Richland’s lights clean and bright and has been retrofitting campus fixtures to be more energy ef-ficient and help Richland’s sustainability efforts. Donte has worked on several adaptive-remodel projects providing all the lighting and power needs. Born and raised in Dallas, Donte spends his spare time with his family and watching his sons’ sporting events.

2011-2012 Administrator of the Year Nominees

Susan BarkleyExecutive Dean of The School of World Languages, Cultures, and CommunicationsBefore serving as dean, Susan taught French for more than 25 years. She has been honored with a Richland Excellence in Teaching Award and been recognized by Who’s Who Among America’s Teach-ers. She is the official trainer for Command Spanish for Richland and has facilitated the Intercultural Competency and Coop-erative Learning Programs. A former travel consultant and passionate traveler, Susan has developed online partnerships with Es-tonia, Finland, and Russia, a Study Abroad Program to Pau, France, and in 2009 she led a seminar for English teachers in Sara-tov, Russia. Susan is also involved in Parker Palmer’s Formation work and with other district colleagues authored the mono-graph, “To Teach with Soft Eyes.” She holds degrees from Purdue and Indiana University.

Cindy BerryDirector of Academic AdvisingCindy’s employees say she is conscien-tious, fair and supportive, and that she leads her division with humor and a col-laborative spirit. For example, her nomi-nator, Lorrie Anderson, says Cindy has “lis-tened to the ideas of others and offered those of her own to improve our advising and registration processes thus reducing wait times and frustration levels. She takes her role as a leader seriously, not shrink-ing from hard choices. She has a heart for both students and staff and wants all to be satisfied.” Cindy encourages her employees to attend professional devel-opment workshops and conferences and asks them to share new knowledge with the division. Cindy also is an advocate for students. She encourages advisors to find the balance between spending enough time with students so that they do not just feel like a number, but also in being ef-ficient and helping as many students as possible.

Kristyn EdneyPrincipal of Richland Collegiate High SchoolDescribed as the leading force behind the success of Richland Collegiate High School (RCHS), her nominators say that Kristyn has “expertly elevated and integrat-ed a high school culture into the larger culture of Richland College, and in doing so, has won the respect and admiration of many colleagues both within the DCCCD and far beyond.” Under her leadership, RCHS graduates annually garner millions of dollars in university transfer scholarships, and RCHS has earned a reputation as a national model for the successful inte-gration of a full dual-credit program for junior and senior high school students on a community college campus. Her col-leagues say, “Dr. Edney’s extensive knowl-edge of Texas Education Agency policies and regulations combined with her prior high school administrative leadership ex-perience are invaluable. RCHS has dis-tinguished itself as a high-performing educational entity functioning within a documented culture of evidence.”

2011-2012 Administrator of the Year Nominees

Eddie HuestonDirector of Facilities ServicesIn the past six years, Eddie has distin-guished himself in his leadership of the many facets of Richland’s physical plant. Colleagues say his “extraordinary pen-chant for details and vast knowledge of landscaping” are invaluable contributors to the success of Richland construction and renovation projects. Known as an intelligent listener and communicator, Eddie is level-headed and fair, respond-ing well to negativity and always showing respect toward employees and students. Eddie showed excellent leadership as Richland’s point person in interacting with DCCCD Bond construction project architects on LEED initiatives for the new science and Garland facilities. “I cannot imagine a better colleague to have at the helm of ensuring that learning spaces for our students are safe, yet comfort-able and esthetically pleasing,” says his nominator, Zarina Blankenbaker. “He is an excellent blend of common sense practi-cality, knowledge of his art and craft and academia.”

Derrick LogozzoHumanities Program AdministratorDerrick is regarded as taking Richland’s “good music program to the next level.” Colleagues say that under his leadership, Richland retooled its orchestral, jazz and world music programs, putting them on par with four-year university programs. Derrick initiated curricular innovations and program efficiencies that have touched every component of the music depart-ment. His performance expertise, teach-ing ability, analytical and organizational skills and high standards have resulted in a strong corps of music majors, improved advising and a documented culture of excellence. Derrick also improved recruit-ment and outreach. One shining exam-ple is the music department promotional video, “Learn and Perform.” His nominator, Sherry Dean, says, “Steel drum recording artist Andy Narell was initially unsure that he wanted a student band ‘backup’ to his performance. Our students performed flawlessly with Narrell’s compliments. It is evidence of Derrick’s incredible teaching and motivational skills that our two steel band groups performed at a truly pro-fessional level with only two semesters of classes.”

2011-2012 Administrator of the Year Nominees

Diana UrrutiaAssociate Dean of The School of World Languages, Cultures & CommunicationsDiana’s colleagues trust her. “She does not have hidden agendas,” her nomina-tors say. “Her actions equal her words and that is the definition of trust.” Diana has a reputation as a considerate leader, care-fully considering multiple points of view when solving problems. She listens deeply to others and makes reliable decisions. Colleagues say, “She is respectful of all cultures and students and has the highest standards for herself and her expectations of students and staff around her.” Another hallmark of Diana’s leadership is that she takes the time needed to achieve unity. “She helps staff accomplish their tasks even if it means delaying her own,” her employees say. “The Multicultural Center must work closely with Advising, Financial Aid, CE, Admissions, and the Test Center, and Diana often asks us to stop and con-sider an issue from their perspective while we resolve issues.”

Donna WalkerAssociate Vice President of Enrollment Management & RCHS SuperintendentDonna’s colleagues admire her strength and determination. “She is a fearless lead-er who does not allow failure to be an op-tion,” her nominators say. “She is not afraid to make hard decisions if they are in the best interest of Richland College or RCHS.” Donna and her team have dedicated five years to helping build the RCHS program, sometimes working 80+ hour weeks. She also led the RCHS team through a year-long needs assessment to improve pro-cedures. In her role as superintendent, Donna works closely with parents, stu-dents, staff and faculty to create a stron-ger, better program. As associate vice president, Donna strives to ensure classes are available to meet student needs. Her conscientious management of Richland’s enrollment every semester allows the col-lege to meet student demand and be more efficient in scheduling, thus saving money and resources. She is recognized throughout the higher education commu-nity as a leader in enrollment manage-ment practices.

Richland College2011-2016

Vision

Richland College will be the best place we can be to learn, teach, and build sustainable local and world community.

Mission

The mission of Richland College is teaching, learning, community building.

Richland College identifies and meets the educational needs, primarily of adults, in our principal geographic service area of northeast Dallas, Richardson, and Garland, Texas.

To this end, Richland College offers courses, programs, and services to enable students to achieve their educational goals and become lifelong learners and global citizens, building sustainable local/world community. We empower employees to model excellence in their

service to students, colleagues, and community.

Core Competencies

Emerging Core Competencies

- Agility and Innovation - Values-inspired culture - Strategic performance improvement - Seamless transitions for lifelong learning - Development and engagement of faculty and staff - Sustainable community building •Social equity and justice •Economic viability •Environmental vitality

•Student engagement•Student retention & persistence•Student success•Service excellence

Richland College2011-2016

Strategic Planning Priorities

Priority #1 - Identify and meet community educational needsWe respond to the learning needs of the diverse communities we serve by providing:

•needs-based programs and curricula•student- and customer-based scheduling of classes and services•highly competent and compassionate faculty and staff•quality service

Priority #2 - Empower all students to succeedWe provide a learning climate, including core and specialized curricula with identified learning outcomes, so students can:

•meet their stated educational goals•complete courses successfully•gain college-level skills through remediation•gain lifelong learning skills•collaborate with others•function in technological environments•lead purposeful, meaningful lives in a diverse world community•build sustainable community

Priority #3 - Empower all employees to succeed We advance the success of all employees in a supportive learning climate to ensure ability to:

•work with diversity•work in collaboration with others•integrate technology•develop common and specialized job competencies•provide quality service to students

Priority #4 - Ensure institutional effectivenessWe continuously improve our systems and processes through:

•assessment of performance excellence•financial stewardship•productivity measures, such as: •energy efficiency and •optimal facilities usage•optimal quality-cost balance in educational programs and services

ThunderValuesRichland College affirms these values for our learning and work together:

Integrity: We speak and act truthfully, without hidden agendas. We admit our mistakes, say when we do not know, and honor our commitments. We avoid silence when it may mislead; we seek root causes and solve problems.

Mutual Trust: We value students and employees as whole persons—sharing perspectives, valuing and accommodating both differ-ences and commonalities, assuming our motives are trustworthy.

Wholeness: We believe whole people best learn, teach, serve, lead, and build community. Thus, our programs, services, and facili-ties nurture our unified mind-spirit-body and the emotional and intellectual intelligence requisite for meaningful lives.

Fairness: We treat students and employees justly and expect the same in return—applying rules with equity, giving all the benefit of the doubt, and providing both compassionate support and chalenge for individual success.

Considerate, Meaningful Communications: We share information, ideas, and feelings—listening carefully, speaking forthrightly, respecting diverse views, participating productively in dialogue and conversations. We welcome paradox and ambiguity as we move toward consensus.

Mindfulness: We respect silence, using it for reflection and deeper understanding—not immediately filling silence with words after someone has spoken. We rush not to judgment but turn to wonder what was intended or being felt. Next, for clarity, we ask honest, open questions of ourselves and others.

Cooperation: We work with students and employees to achieve common goals—looking beyond self-interests. We offer both support and challenge, remain helpful and forgiving in difficult situations, help build consensus toward positive results, and help one another shape meaningful lives.

Diversity: We value and encourage diversity, in its many dimensions, intercultural competence, originality, innovation, and vision—appreciating and cultivating both local and world community.

Responsible Risk-Taking: Inspiring students and employees to innovate, expecting follow-through, and using creative ideas that work, we respond well to challenges—considering our actions carefully. Although uncertainties remain, we move forward despite possible criticism.

Joy: We value laughter, play, love, kindness, celebration, and joy in our learning and work—taking our learning and work seriously and ourselves lightly.

Attitudes (Thinking/Feeling)Richland College students learn to 1. Recognize and respect diverse cultures (global, generational, and historical perspectives)2. Commit to using ethical reasoning as they assume personal, civic, social responsibilities, and obligations to future generations for building sustainable local and world community3. Choose self-direction, responsible risk-taking, adaptability, lifelong learning, life skills for effective management of one’s life, including time and money

SkillsRichland College students learn to 1. Communicate effectively • read and write at the college level and appropriately for a larger audience in their professional work • speak appropriately for their audience2. Solve problems • use critical thinking and logical and ethical reasoning • employ creative approaches

Richland College Institutional/General Education Student-Learning OutcomesThe Richland College students, faculty, staff, administration, and community representatives recognize the following outcomes as the learning all students need. These are keys to success in all areas of life: education, career, and building sustainable local and world community.

• apply scientific reasoning to appropriate situations • determine needed information and use it purposefully to solve problems in new and different contexts3. Evaluate information effectively • select and interpret quantitative and qualitative sources appropriately • find, manage, and apply the best and most accurate information • identify and integrate information appropriately into their academic and personal endeavors4. Work cooperatively with others in teams or groups (collaborate harmoniously with people from similar and diverse backgrounds)

KnowledgeRichland College students learn to 1. Grasp the important ideas from each discipline or field of study2. Use technology effectively to research topics and prepare appropriate materials for class assignments and for life’s tasks and challenges