Richland College Fall 2011 Convocation Program

Architects for 21st Century Learning Success

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

CONVOCATION 2011 Tuesday, 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

Architects for 21st Century Learning Success 10:30-10:50

Kay Eggleston

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

*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.

Richland College Excellence In Teaching Award Recipients 1972-1973 1973-1974

1979-1980

1980-1981

1981-1982 1982-1983 1983-1984 1984-1985 1985-1986 1986-1987 1987-1988 1988-1989 1989-1990 1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Full-Time Faculty

Parker Nunley, Social Science Lyndarae Sims, Communications Ada Smith, Social Science Bob Hughes, Business Division Gary John, Counseling Tom Motley, Humanities Rose Burke, Math/Sciences Robert Alther, Social Science Ray Whitfield, Technology Don Lokke, Math/Science Sid Chapman, Humanities Don Lokke, Math/Science Warren Watson, Communications Harold Albertson, Technology Jana Flowers, Social Science John Barrett, Communications Rica Garcia, Communications Weldon Burnham, Math/Science/Technology Parker Nunley, Social Science Jerry McElveen, Communications Elaine Sullivan, Human Development Mary Osentowski, Communications Becki Williams, Math/Science/Behavorial Sciences Harold Albertson, Math/Science/Behavorial Sciences Barbara Branum, Human/Academic Development Mark Kelso, Communications Kay Coder, Math/Science/Behavorial Sciences Luke Barber, Humanities Bill Neal, Physical Education Bill Matter, World Languages/Cultures/Communications Dru Bookout, Humanities Mary Osentowski, Humanities Rose Marie Pilcher, Business & Professions Michael Bell, Math/Science/Behavioral Sciences Larry Polk, Human and Academic Development Trudi Swedlund, World Languages/Cultures/Communications Fred Newbury, Engineering/Business/Technology Randy Conine, World Languages/Cultures/Communications Joe Cortina, Human & Academic Development

• Executive Producer • Kathryn K. Eggleston • Producer/Director • Janet James • Scriptwriting • Kay Eggleston Janet James

Adjunct Faculty

1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Robert Harris, Communications Marilyn Kaufman, Counseling/Human Development Carole Lester, Social Science Gerald Caldwell, Math/Science/Technology Jeff Westfall, Communications Tommy Marion, World Languages/Cultures/Communications Liliana Hickman-Riggs, Business & Professions Ann Fielder, Human & Academic Development Susan Barkley, World Languages Rodger Warren, Business & Professions Karen Forbes, Business & Professions Carol Kent, Humanities Afaf Abughazaleh, Math/Science/Behavioral Sciences Don Verne Joseph, Humanities Kay Woodard, Business & Professions Lehman Marks, Humanities Mimi Witcher, Office Computer Technology & Support Liliana Hickman-Riggs, Business and Information Technology Caren Tate, Computer Technology Anna Gann, World Languages/Cultures/Communications Elizabeth Pickett, Math/Science/Health Professions Judith Cline, Speech Communications

1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

John Carmichael, Human & Academic Development Becky Jones, Business & Professions M.T. Hickman, Business & Professions Raj Seekri, Math/Science/Behavioral Sciences Michael Iachetta, Humanities Michael Wright, Humanities Dwayne Carter, Business & Information Technology Gail Donaldson, Engineering and Technology (no recipient) Matt Hinckley, Human & Academic Development (no recipient) John Carmichael, Academic Advising

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Audrey Tennant, Corporate Services Babs King, English for Speakers of Other Lanuages William Dickenson, English for Speakers of Other Languages Daniel Cerrato, Workforce Communication Greg Marishek, Workforce Training Jasmina Fahrendorff, English as a Second Language Amber Reedy, Health Professions Ann DuVal, Business Writing David Wozniak, Business/Accounting

Associate Faculty

• Video Production/Camera and Editing • Kris Hyttinen Janet James Rick Walker • Theater Technicians • Nic McMinn Jennifer Owen • Program Cover Design • Patricia Benter • Program Design • Suzy Hogue • Program Photography • John Pollock

Continuing Education

• Special Thanks • Rainey Agent John Butler Maria Chobany Anitra Cotton Facilities Services Jenni Gilmer Jeremy Haldeman Jimmy Lopez Whitney Rosenbalm Susan Stolarczyk Bethany Wright

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

Peggy Little

One “I know something that they don’t know, and they need to know it!” This simple 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 specialize in German. She holds a bachelor’s and master’s degree from Indiana University and has relentlessly pursued additional training in German, French, Arabic, writing, 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 sparkling personality.” Jerry admits to “borrowing heavily from her pedagogy as I taught my English classes. I learned so much from her that I almost felt I should acknowledge 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, always realize that this is an opportunity to look at your subject and yourself from a new perspective.”

Raj Seekri

Raj’s mission as an educator is to follow in his father’s footsteps – sharing with others his love for math, learning and life.

“My father promoted education in India and instilled in people the importance of educated parents. He believed education was essential and I share that belief,” Raj says. “My father taught me to love life, to share my life with others, and to enjoy 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 professor. He cares if students know the material and purpose of this material. He does everything 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 Williams

Since 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 career. “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 taking your class, I realized that I did have a passion for chemistry and that I could potentially see myself in the future doing something that is chemistry-related.”

Li graduated with a biochemistry degree from UT-Austin and is going on to UT’s College 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.

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

Angel Gregory

Angel 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 remember 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 instructor who embodied Richland’s commitment 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 Mesquite ISD to 6th-8th grade students. Angel says, “My hope is that students will emerge from my course with heightened communication skills, enhanced thinking skills and most importantly, a greater confidence in themselves to thrive wherever they might be.”

Julie Phillips

Julie is known as a kind and caring educator who can meet the needs of beginners 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 before, Julie is supportive and challenging.

“I cannot begin to express how impressed I am with her teaching methods, caring attitude, and commitment to her students,” says colleague Angela Edwords Niño. “Her interactions with students are exemplary and demonstrate her knowledge from numerous years of experience in the classroom.” RCHS student Mohammad Bushnaq took Julie’s class and then passed the Microsoft Office Certification Exam in PowerPoint. He says, “Ms. Phillips is fun, knowledgeable, enthusiastic, caring, funny, and understanding. That is why I have told every junior I know to take PowerPoint in August Term. Learning while having 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.

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

James’s educational and career backgrounds have made him an asset to Richland’s Continuing Education 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 Innovation of the Year Nominees Designation as a National Center of Academic Excellence 2-Year (CAE2Y) in Information Assurance Education Team 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 designation, 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 opportunities 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 Orientation

Team Leader: John Drezek Team 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 sessions 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 Experimentation Team Leader: Ryder Richards Team 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 6 Team Leader: Jen Rose Team Member: Sherry Dean

After almost a year of research, Jen made the decision to change the Clay Department firing process from exclusively Cone 10 reduction 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 approximately 30 percent in fuel costs and reduce firing time by four hours. Richland’s carbon footprint also is reduced. The switch to Cone 6 reduction/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 Programs

Team Leaders: Shannon Ydoyaga and Mary Brumbach Team 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 professionals 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, implementation 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 Survey Team Leader: Becky Jones Team 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 reviews 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 members 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 access 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 Orientation

Team Leader: John Drezek Team 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 sessions 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 Survey Team Leader: Becky Jones Team 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 reviews 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 members 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 access tutoring, answers and learning tools and communicate with the tutors and other students.

Health Information Technology (HIT) Online Programs

Team Leaders: Shannon Ydoyaga and Mary Brumbach Team 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 professionals 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, implementation 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 John

For almost 40 years, Gary has served Richland as an educator, counselor and mentor. He has taught career development, personal adjustment, psychology, human development, student success and learning frameworks, and has team-taught honors English and philosophy classes.

Gary has served as a faculty counselor, helping students and employees with personal 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 student services, published articles and written chapters in several journals. Gary has enhanced the Richland community by helping create the Wellness Program and helping start the first Career Center.

Charles Norrell

Charles is not one for a leisurely retirement. With a BS and a Ph.D. in physics, he worked in research and development in the paper industry and then ran a family 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 academic advisor in 2002. He transitioned to full-time advising, where he has earned the respect of his colleagues for his rational 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 Probation programs. Colleagues say Charles eagerly takes on new responsibilities and works tirelessly to help others. “All of this being done after coming out of retirement,” says his nominator, Cindy Berry. “This is not a man who sits back on his ‘laurels’ waiting for life to come to him. He steps up and seizes opportunities to ensure that students have a chance to make their goals reality.”

Lee Paez

Lee came to Richland almost 30 years ago. She was hired by Jean Sharon Griffith as a faculty counselor. Lee served in leadership roles as director in the Adults Returning to College program, the Honors Program, the Global Studies program, and the Classics Cluster. “Her capacity for listening 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 Studies program, the new Counseling Center, 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, challenges 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)

Bethany Wright, Professional Support Staff Full-time Employee of the Year

Bethany 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.

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

Judi Miller, Professional Support Staff Part-time Employee of the Year

Judi 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.

2010-2011 Facilities Services Employees of the Quarter

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 Operations 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 completed the Veterinary Technician program at Cedar Valley. Prior to coming to Richland in March 2010, Stacy was a computer programmer 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 efficient 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 Barkley

Executive Dean of The School of World Languages, Cultures, and Communications Before 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 Teachers. She is the official trainer for Command Spanish for Richland and has facilitated the Intercultural Competency and Cooperative Learning Programs. A former travel consultant and passionate traveler, Susan has developed online partnerships with Estonia, Finland, and Russia, a Study Abroad Program to Pau, France, and in 2009 she led a seminar for English teachers in Saratov, Russia. Susan is also involved in Parker Palmer’s Formation work and with other district colleagues authored the monograph, “To Teach with Soft Eyes.” She holds degrees from Purdue and Indiana University.

Cindy Berry

Director of Academic Advising Cindy’s employees say she is conscientious, fair and supportive, and that she leads her division with humor and a collaborative spirit. For example, her nominator, Lorrie Anderson, says Cindy has “listened 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 shrinking 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 development 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 efficient and helping as many students as possible.

Kristyn Edney

Principal of Richland Collegiate High School Described as the leading force behind the success of Richland Collegiate High School (RCHS), her nominators say that Kristyn has “expertly elevated and integrated 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 integration of a full dual-credit program for junior and senior high school students on a community college campus. Her colleagues say, “Dr. Edney’s extensive knowledge of Texas Education Agency policies and regulations combined with her prior high school administrative leadership experience are invaluable. RCHS has distinguished itself as a high-performing educational entity functioning within a documented culture of evidence.”

2011-2012 Administrator of the Year Nominees

Eddie Hueston

Director of Facilities Services In the past six years, Eddie has distinguished himself in his leadership of the many facets of Richland’s physical plant.

Colleagues say his “extraordinary penchant 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, responding 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 comfortable and esthetically pleasing,” says his nominator, Zarina Blankenbaker. “He is an excellent blend of common sense practicality, knowledge of his art and craft and academia.”

Derrick Logozzo

Humanities Program Administrator Derrick 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 department. His performance expertise, teaching 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 recruitment and outreach. One shining example 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 professional level with only two semesters of classes.”

2011-2012 Administrator of the Year Nominees

Diana Urrutia

Associate Dean of The School of World Languages, Cultures & Communications Diana’s colleagues trust her. “She does not have hidden agendas,” her nominators say. “Her actions equal her words and that is the definition of trust.” Diana has a reputation as a considerate leader, carefully 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 consider an issue from their perspective while we resolve issues.”

Donna Walker

Associate Vice President of Enrollment Management & RCHS Superintendent Donna’s colleagues admire her strength and determination. “She is a fearless leader who does not allow failure to be an option,” 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 yearlong needs assessment to improve procedures. In her role as superintendent, Donna works closely with parents, students, staff and faculty to create a stronger, 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 college to meet student demand and be more efficient in scheduling, thus saving money and resources. She is recognized throughout the higher education community as a leader in enrollment management practices.

Richland College 2011-2016 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

- 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

Emerging Core Competencies •Student engagement •Student retention & persistence •Student success •Service excellence

Richland College 2011-2016 Strategic Planning Priorities Priority #1 - Identify and meet community educational needs

We 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 succeed

We 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 effectiveness

We 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

ThunderValues Richland 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 differences 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 facilities 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.

Richland College Institutional/General Education Student-Learning Outcomes The 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.

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 community 3. Choose self-direction, responsible risk-taking, adaptability, lifelong learning, life skills for effective management of one’s life, including time and money

Skills Richland 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 audience 2. Solve problems

• use critical thinking and logical and ethical reasoning

• employ creative approaches

• apply scientific reasoning to appropriate situations • determine needed information and use it purposefully to solve problems in new and different contexts 3. 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 endeavors 4. Work cooperatively with others in teams or groups (collaborate harmoniously with people from similar and diverse backgrounds)

Knowledge Richland College students learn to

1. Grasp the important ideas from each discipline or field of study 2. Use technology effectively to research topics and prepare appropriate materials for class assignments and for life’s tasks and challenges