4Faculty

California Community Colleges, organized into 71 districts and serving more than 1.4 million students, represent the largest system of higher education in the world. Adjunct instructors educate more than 40% of the system’s students. An additional 5,000 new adjunct faculty are likely to be added in the next five years. This dependence on adjunct faculty members makes it essential that they are prepared to create a positive learning environment and use effective teaching strategies from the start of their first class.

Nine Community Colleges (or districts) have formed a collaborative partnership to improve the quality of first time faculty teaching and involve new adjunct faculty quickly and more fully in their campus communities by providing a detailed online course in teaching, state education code issues, and college policies. The course will be available the moment a new faculty member is hired and will provide assistance and support as first lessons are planned. This effort will translate into improved first impressions, enhanced teaching, higher retention rates, and greater student success.

The course and follow-up face-to-face workshops will employ the interactive, learner-centered techniques faculty need to use. It will also demonstrate the effective use of technology, thereby helping to reduce the "digital divide" among faculty members who understand the value of technology and those who do not. Issues will be addressed in the order faculty typically confront them.

Designed for use by several districts, all California Community Colleges can easily adapt the model as they face the same problems and state education code. Outside California, the web-based components can be used as models, saving other districts time and avoiding the need to "reinvent the wheel."

1. Need for the Project: As massive change occurs throughout society, community colleges are the educational resource of last resort for millions who need skills, training and the knowledge to equip them for the twenty-first century. The California Little Hoover Commission found that, "nothing is more critical to preparing Californians for the New Economy than emphasizing quality teaching in our community colleges." Despite the widespread recognition that education is the key to an economically flourishing and politically stable future, California Community Colleges face critical resource shortages. These colleges, organized into 71 districts and serving more than 1.4 million students, represent the largest system of higher education in the world. They employed 19,168 full time and approximately 30,000 adjunct (part-time) instructors in 1998-1999. The California Community College Chancellor's Office predicts that during the next decade enrollment will climb by at least 3.3% per year. If these projections are correct and the ratio of faculty to students remains the same, more than 5,000 new adjunct positions will open in the next five years. Adjunct instructors educate more than 40% of the system’s students. This dependence on adjunct faculty members makes it essential that they be prepared to create a positive learning environment and implement effective teaching strategies from the start of their first class.

As college enrollments surge and full-time faculty hiring increases, the pool of experienced adjunct instructors will decrease. For the next few years, capital (technology) for labor substitution efforts in California will not mitigate the need for large numbers of new faculty. Furthermore, cost saving is key to continued access to education for California's booming population. It is reasonable to assume, therefore, that the largest increase in new hiring will be among adjunct faculty. Experienced adjunct faculty members, as the California legislature points out, enrich the curriculum and strengthen the "tie between the college and its community." New instructors who come to their first teaching position with little or no background in classroom presentation andstudent learning need help to succeed from day one.

The vital need for more effective teaching was spelled out in March 2000 when California's Little Hoover Commission issued their report: Open doors and Open Minds: Improving Access and Quality in California's Community College. In the Executive Summary, Finding 1, the Commission found that:

"While the fundamental mission of community colleges should be to help millions of Californians become lifelong learners, this opportunity is often lost because insufficient attention is given to the quality of teaching. …Each college needs to pursue every opportunity to ensure that its faculty have the skills and expertise they need to provide teaching excellence…. Yet the Board of Governors has recognized that most faculty are hired with little or no teaching experience or teacher education. And research at the University of California on community college teaching reveals that few colleges offer effective teacher education programs for faculty. In this void, researchers concluded, trial and error has become the dominant way most faculty learn to teach [emphasis added].

The colleges have three distinct opportunities to improve teaching: at the point of hiring, through professional development activities and through tenure review. …Currently the colleges are not encouraged to assess the capacity or potential of applicants to become quality teachers. The State pays for professional development, but research points out the money is often spent instead on personal development or ineffective seminars.

Recommendation 1: …A policy focused on quality teaching should: Establish hiring qualifications that include teaching excellence. The Board of Governors should set minimum qualifications for full-time and part-time faculty hiring that require evidence of teaching skills as well as discipline-specific expertise. The Board should consider requiring education in pedagogy as a prerequisite to employment, or at least as a condition of continued employment.

Develop teaching and learning centers. The Legislature should establish and the Board of Governors should administer a competitive grant program to encourage community college faculty members to create learning communities, teaching centers, or other programs that promote teaching and learning excellence. Teaching and learning centers need to be responsive to the needs of full-time and part-time faculty.

…Create incentives for institutions and faculty to improve teaching and learning. The Board of Governors should establish incentives that are appropriate for full-time and part-time faculty, including:

"Research suggests that where teaching is not prioritized and faculty do not receive institutional support to improve their teaching, both full-time and part-time faculty are affected. …But researchers warn that as the community college begin [sic] to create institutional resources to improve teaching quality part-time faculty may have less access to those resources. Every initiative to improve teaching quality in the community colleges needs to address the needs of full-time and part-time faculty members."

In fall 1999 these colleges served over 255,000 students and employed nearly 6,700 adjuncts. Their districts predict growth rates at least as high as the statewide average and predict a continued high rate of dependence on adjuncts. For example, in 1994 Riverside Community College served 20,555 students. By the fall of 1999 that number had grown to 27,340. Should the college maintain its current growth rate of 5% per year, the district will in ten years serve over 45,000 students annually.

&n ; Growth in just the last three years has resulted in a significant demand for new faculty. During the three-year period 1996-1999, the number of full time faculty at Riverside Community College grew 33.7% from 196 to 262. During that same period, adjunct faculty increased 77.6% from 590 to 1,048. At Santa Monica full time faculty grew 18.7% from 262 to 311, while adjunct faculty increased 46% from 600 to 879.

At Santa Barbara City College during the three-year period 1997-2000, the number of full time faculty grew 16% from 176 to 204, while adjunct faculty increased 23.8% from 420 to 520. Between 1996 and 1999 the number of full time faculty at Rio Hondo College grew14.6% from 150 to 172. During that same period, adjunct faculty increased 13.5% 243 to 273. Growth caps at Pasadena City College resulted in a moratorium on full-time hiring. During the two-year period 1997-1999, the number of full-time faculty dropped 3.5% from 316 to 305, while the number of adjunct faculty increased 12.9% from 513 to 589.

Moreover, a significant portion of the growth in part-time faculty will be in business and technology-related fields. Most of these individuals work full-time in their areas of specialization and have little or no experience or training in how to teach.

The most serious institutional problem these colleges face is the under-preparedness of community college students. Many of these students have found success in educational institutions a life-long challenge. They are dependent upon effective teaching, or they will not succeed. Often they have significant deficiencies in basic skills. Traditional lecture formats also fail to address the needs of students with diverse learning styles. Teacher centered, rather than learner centered, programs are often disengaging and uninspiring. Faced with frustration and failure, students leave the college before they make any progress.

Statewide only 32% of students who entered the community colleges in 1996 and enrolled in 12 units or more completed their course of study and earned a degree, a certificate, or two-years of transfer preparatory courses (California Community Colleges’ Chancellor’s Office, 1996). At Riverside Community College in that same 1996 cohort only 22.6% completed. Most California Community Colleges have no comprehensive program, and where one exists it tends to focus on technology training.

The need to improve teaching and modernize teaching techniques has been widely recognized. The American Association of State Colleges and Universities reports that well-guided professional development programs do improve faculty abilities and the quality of colleges (American Association of State Colleges and Universities. 1995). The Pew Charitable Trust's Program on Course Redesign is a national program to address the need for course redesign to control cost while improving learning. Numerous FIPSE programs have addressed this issue in the past. However, nearly all of these efforts address the professional development needs of full time faculty.

Adjunct faculty needs are often left unmet as FIPSE itself notes in its call to "…involve adjunct faculty more intensely in campus communities, and to offer them meaningful opportunities for professional development." The State of California has recently begun to increase funding for programs to improve teaching and learning, but very little has gone into programs for adjuncts. While much as been done to examine the quality of full-time teaching versus adjunct faculty performance, the limited amount of literature on adjunct faculty development suggests that little is being done to address the needs of new adjunct faculty. One notable exception is the FIPSE funded effort at Santa Fe Community College [1] where a detailed web site provides information about the college and many teaching topics. Their site provides a model for all community colleges.

&n ; Literature Review: A survey of the literature on professional development of adjunct faculty reveals a scattered pattern of response to a population that comprises approximately 60% of the workforce (Balch, 1999). It is only in the past decade that institutions have begun to respond to the parallel needs of the college and the adjunct faculty in fulfilling an institution's mission (Alfano, 1994; Bethke & Nelson, 1994; Tyree, Grunder, & O'Connell, 2000). The literature reveals a pattern of pro-action in the colleges who are engaged in adjunct faculty development. The first proactive stage is the development, administration and interpretation of a faculty survey, usually both full-time and adjunct faculty members are respondents (Mattice & Richardson, 1993; Tompkins et al, 1995; Weglarz, S., 1997). The second stage is the development of an adjunct faculty handbook ( Greive, D., 1999; Rainone, J., 1996; Fideler, E.F., 1992; Rio Salado, ERIC document, 1989). This phase is followed by the third, a variety of face-to-face short-term adjunct faculty events such as orientation workshops ranging from one-half a day to three days, seminar series, and establishing veteran/adjunct faculty mentoring situations (Price, C., 1995; Todd, A., 1996; Foote, E., 1996; Kamps, 1996; Willaimson, L. & Mulholland, K., 1993; Alfano, 1994). In the fourth, technology transfer begins to emerge with video orientation programs and mini-training videos (McKinney, 1996; Green, 1995). There is a paucity of institutions reporting adjunct faculty development efforts utilizing online communication and training. Santa Fe Community College in Gainsville, Florida is one institution actively involved in the fifth level of adjunct faculty development: an online website. (Tyree, et al, 2000).[2] We propose to add a sixth, an online course and follow-up face-to-face workshops.

&n ; The lack of opportunity for professional development of community college adjunct faculty has also been described as the experience of being “strangers in a strange land.” This phrase, originated by Lao Tzu in the I Ching (Wilhelm translation, 3rd edition, 1967) and utilized most recently by Roueche, Roueche & Milliron (1995, 1996), describes the adjunct faculty, a faculty that carries more than half of the teaching assignments in most community colleges and receives far less than half of the institutional support.

In every institutional attempt to provide a remedy for the lack of professional development for community college adjunct faculty, training emerges as an important component (Bethke & Nelson, 1994; Gerda, 1991, Richardson, 1992; Alfano, 1994; Thompson, 1995; Freeland, 1998). Cyberspace training is the most recent effort to increase the professional development of community college adjunct faculty. Doucette looks at technology training as providing two possibilities: supporting classroom teaching and transforming classroom teaching (1994). McKinney points to the link between technology and student retention (Mc Kinney, 1996).

&n ; Some specific approaches to adjunct faculty development that can be a source for ideas and replication are cited here. The Santa Fe Community College model is one that is continually emerging and developing. In addition to providing online assistance for adjunct faculty, the college has recently established an ombudsman for adjunct faculty, a faculty member must be adjunct to hold the position. It has also established a Joint Standing Committee for Part-Time Faculty Affairs under the direction of the Vice President for Educational Resources (Tyree et al, 2000). The College of the Canyons in Santa Clarita, CA has established The Associate Program for Adjunct Faculty; the APAF provides instructional workshops and advanced teaching workshops. This program emphasizes development and evaluation of skills rather than dissemination of information (Gerda, J. et al, 1991). Maricopa Community College, AZ has adopted a technological committee approach for full-time and adjunct faculty development (McKinney, K. 1996).[3]

&n ; Finally, a finding of the Academic Senate for California Community Colleges that is pertinent to this proposal is that "There is a greater propensity for the part-time faculty to be appropriately acculturated if there is a formal and distinct orientation to the academic community” (Stanback-Stroud et al, 1996).

2. Proposed Strategies: We seek to improve the quality of first time faculty teaching, particularly adjunct faculty teaching, and to involve new adjunct faculty more quickly and more fully in their campus communities by providing a detailed online course in teaching, state education code issues, and college policies. This effort will translate into improved first impressions, enhanced teaching, higher retention rates, and greater student success. In addition to the course, follow-up face-to-face workshops for adjunct faculty will provide the opportunity to meet with campus leaders in faculty development and be assured that their participation in campus life is welcome and encouraged. These small group workshops will begin the process of community building. Continued conversations will be encouraged through the ongoing use of the online course bulletin board. This asynchronous bulletin board will allow adjuncts, despite their commuter lifestyle and varied schedules, to build an online learning community with other faculty members. Experienced adjunct faculty and full-time faculty will be encouraged to participate in the bulletin board discussions. The bulletin board and the use of links to faculty homepages will allow for the sharing of expertise, syllabi, and other course materials.

We seek funding to develop, pilot test, assess, and disseminate a web-based faculty development course. The participating colleges will develop the course collaboratively employing the skills of faculty development experts at each of the participating colleges. Should outside expertise be warranted, it will be sought. The course and follow-up face-to-face workshops will employ the interactive, learner-centered techniques faculty need to learn. The effective use of technology will also be demonstrated, thereby helping to reduce the "digital divide" between faculty members who understand the value of technology and those who do not. In short, it will teach by example. Issues will be addressed in the order faculty typically confront them, making the course more than a relational website with links. The old hit and miss approach to information about book orders, grading and even course content can result in alienation of new adjunct faculty and poor performance in the classroom. The course will provide a consistent framework for the presentation of this information.

We believe our comprehensive web-based faculty development course -- available the moment a new faculty member is hired -- is the first of its kind in the nation. While it builds upon the best practices in faculty development and teaching, its presentation format is unique. It unleashes the power of the Internet to allow for any place, any time education for adjunct faculty.

The course will be designed and presented in a format for statewide and/or national use, yet adaptable to individual colleges. All California Community Colleges can easily adapt the model as they face the same problems and state education code. Outside California the web-based core components can be used as models, saving other districts time and avoiding the need to "reinvent the wheel." It can be personalized to include the building of learning communities within an adjunct faculty cohort on a particular campus, or easily amended to include individualized online mentoring advice. Each component of the course can be edited.

The course will allow adjunct faculty members to gain the knowledge necessary to succeed from their first day in class. It will provide tools and techniques as faculty plan their first lessons, perhaps weeks or even months before their first class begins. The course will mirror the process of teaching, delivering information "just in time" for their needs. It will lead new faculty through the maze of issues they will address, how to establish learning objectives, create informative syllabi, make a positive first impression, address various learning styles, use technology effectively, and deal with the heterogeneous student bodies of the California system, various state education code requirements, and unique district policies. It will also include technical and pedagogical advice, links to helpful websites organized by topic and rated for value, and campus specific information about ongoing faculty development programs, where to locate supplies and information, grading procedures, and an introduction to administration, staff, and faculty leaders. While the course has ten lessons, it is not designed to overwhelm new faculty. The course will make it clear that they will likely benefit most from completing the first four lessons prior to their first class but that remaining lessons can be completed over the course of the session or semester.

We believe that improving teachers' knowledge about teaching will improve the quality of instruction. Improved instruction, and particularly increased student involvement through the use of learner-focused techniques, should result in decreased dropout rates, increased learning, and higher completion of student educational goals. The course also will encourage faculty members to become more aware of student learning styles, develop ways to reach students through technology, and guide effective communication with large groups and individual students. It will familiarize faculty with the need to be sensitive to all types of diversity, including learning styles, ethnicity, disabilities, new immigrants, and more.

The nine participating colleges have highly diverse student populations. Their systems are constrained by collective bargaining agreements and state education code restrictions. Positive change in these colleges will serve as a clear example to all who think that change at their institution will never happen, is too costly, or is simply not worth the effort.

Replicability is vital to the project goals. The colleges seek broad-based education reform. They are committed to systemic change, including a thorough staff development package, a rethinking of pedagogy, and attention to economic realities. If we are to guarantee access to a quality education, all of these factors must be addressed simultaneously.

Project Design: The course materials will be designed for use within WebCT,[4] a set of course development tools widely used for the creation of online college courses. Despite the WebCT framework for the project design, most core materials could be adapted for other course management systems, as most pages will use HTML formatting. A possible partnership with WebCT for dissemination of the course and provision of server space for the core documents is currently being discussed. Should such a partnership materialize, it will provide substantial benefit for the dissemination of the project.

The course lessons will illustrate important teaching concepts. They will: use a pedagogical framework that introduce concepts; provide detailed written materials and other technologically enhanced communication tools such as streaming video to build a knowledge base; help faculty apply what they have learned by expanding their pedagogical research skills or offering exercises to develop their skills; ask them to reflect upon that learning and share their insights on the course bulletin board; and provide opportunities for evaluation.[5] In addition, faculty will be linked to helpful websites and guided through procedures and policies of the individual campuses. Faculty will have opportunities to interact on an asynchronous discussion board and via a real time chat function.

Use of these tools and provision of detailed information should help to ameliorate the difficulties encountered by new adjunct faculty who have little or no teacher training or experience and who may not be well-versed in learning theory or well-informed about the teaching tools and techniques available to them. Use of an Internet based course will also provide faculty an opportunity to learn how to use technology, navigate the Internet, and enhance their ability to build online learning communities with their students. To make this possible each college will provide technical support and access to computers.

During the second and third weeks of classes, the orientation will include a series of face-to-face workshops providing adjunct faculty an opportunity to meet faculty development personnel and other faculty and administrators. The workshops will offer opportunities to discuss problems and concerns, as well as provide a forum for social interaction, creating a human lifeline of support.

Path to Completion of the Project:[6] Project participants will meet for a two-day planning conference in the fall of 2000. Using the Course Outline that follows, participants will refine the outline by adding additional subheadings and direction for completion of their component. Unless previously designated in the course outline submitted here, the participants will designate contributors to complete the research and writing of the section. Additional contributors from the participating colleges may be asked to submit a proposal to contribute. If necessary, contributions from experts outside of the participating colleges may be sought to ensure the best possible result. Please see assessment section for additional information relevant to this meeting.

During the remainder of the fall and winter of 2000-2001, the contributors will prepare their materials and submit them electronically for peer review by the pa The participating institutions will also begin preparation of materials for their unique portions of the course. During the late fall and winter, Riverside Community College will work on development of the course structure, file naming protocols and technical aspects of the course. These materials will be submitted to experts at the participating institutions for technical review. The course will be assembled during the spring of 2001. Participating institutions will gain access to individualized portions of the course and will be able to begin building their unique portions of the course structure. Riverside Community College will assemble the core portions of the course during the spring of 2001 in preparation for a July 1 launch date.

Adjunct faculty members hired for the first time by the participating institutions for fall 2001 classes will serve as the pilot cohort. They will have access to the course after July 1, 2001. Information gleaned from their reviews of the material will inform revisions during school year 2001 - 2002. The program will continue and be institutionalized based on the formative and summative evaluations and revisions of the course materials and follow-up face-to-face meetings. Evaluation, revision, and dissemination will follow during year three of the project.

California Community Colleges are occasionally constrained in their quest to provide new programs and implement new policies by the slow processes inherent in collective bargaining. To that end, both faculty and administration at the participating colleges are considering several incentives to encourage or even require adjunct faculty participation. All of these options will be explored in greater detail at the participating institutions and in joint consultation. Where incentives for adjunct faculty participation differ, these differences will be clearly delineated in the assessment design. Completion of the “course” is defined as completion of the online curriculum, including tests, contributions to the discussion board, posting of a syllabus, attendance at the face-to-face workshops, and completion of all assessment surveys. Completion does not include a measurement of the quality of the work completed by individual faculty members, although qualitative assessments may be included in the college’s assessment of the project. Positive incentives to participate may include: early granting of payroll step increases, direct payment for completion of the course, [7] preferential treatment in rehiring or course assignment, course credit, professional growth credit, or FLEX[8] credit.

Core Materials in Red; District Specific in Black; Author, if identified, in Blue

Lesson 2: Introduction to the Community College, its Students and its Faculty

      Using Technology in the Classroom (Ric Matthews, San Diego Community College District)
       Using the Web to Enhance Your Course (Kristina Kauffman, Riverside Community College)
        Distance Education (Sharon McConnell, Riverside Community College)          Practical Tips:   o What technologies are available on my campus, and are they available in my classroom? How do I order equipment?

A searchable index of all materials will be available to aid long-term and repeat use of materials.

____________________________________________

The institutions and individuals [9] selected for participation in this project are leaders in educational pedagogy and technology in the state of California.

"> College of the Desert, is home to a vital faculty development program that supports both full time and adjunct faculty by funding conference attendance, in addition to numerous on campus workshops and technical training sessions.

"> Diablo Valley College, home to an award-winning [10] web based learning styles survey used nation-wide for both faculty development and student advisement; and part of a collaboration wit research using Explanatory Styles workshops to help students become more resilient (“Learned Optimism");

"> Orange Coast College, with it’s a reputation for quality technology training, is a vital participant in the California Community College Council for Staff and Occupational Development and has worked on adjunct faculty projects as part of a program offered through the National Institute for Leadership;

"> Pasadena City College, plays a vital role in faculty development across the state. It maintains aNew Media Center on its campus and two years ago began to conduct staff development "bootcamps";

"> Rio Hondo College, home to the California Virtual College Division 2 and provider of outstanding web based courses and regional faculty development programs;

"> Riverside Community College District (three campuses), well recognized for it’s comprehensive approach to the training of online faculty;

"> San Diego Community College District (three colleges) educates over 80,000 Californians each year, provides the nationally attended Beach Camp for Profs, plays a leadership role in technology plans with the State Chancellor's Office, and regularly contributes to publications on faculty development issues;

"> Santa Barbara City College has received three FIPSE grants and is well known in the state for its faculty development and technology programs;

"> Santa Monica College, active participant in the California Virtual College and home to a vital staff development program.

"> Additional contributions to the project will be made through collaborations with @One, [11] a state-wide Chancellor's office funded program to promote effective technology training. @One will provide statewide dissemination information in year three.

"> Collaboration with WebCT for server space and dissemination is pending.

Each institution is committed to the success of this project. [12] All have the resources necessary to support both the technical and procedural demands of the project. They are able to provide access to computers for the u They are able to assume responsibility for data collection. [13]

4. Project Evaluation:

&n ; Formative Evaluation: Assessment of the program will measure both the efficacy of implementation and the impact of the project. To track and enhance the effectiveness of project development and implementation, focus group meetings will be held in fall 2001 with new adjunct faculty following the pilot use of the course. Feedback from faculty evaluating the course will also be captured directly on the web site during both the pilot stage and implementation in 2002. Areas for providing suggestions for clarifying course materials and requests for additional topics and training activities will be made available on the web site. Faculty will be asked to identify techniques described in the course and subsequently employed in their course that had a favorable impact on student learning. The suggestions and comments gathered through the focus groups and web site will be used to refine the training program.

Summative Evaluation: To assess training effectiveness, quantitative data will be gathered on the following dependent variables:

Faculty responses to self-test items at the end of each online lesson will be used to assess understanding of the material;

Faculty’s enhanced self-confidence related to teaching (measured by responses to attitudinal items on surveys completed by faculty members);

"> Faculty’s increased connectedness to their college [measured by responses to attitudinal items and self-reporting of behavioral changes (i.e. participation in faculty development or other department activities, their sense of a campus community) on the questionnaire].

To assess the impact of the training program on the instruction provided by faculty, newly hired adjunct faculty will be divided into two groups of two:

Adjunct faculty hired the semester prior to implementation of the course, divided into two groups, those with and those without prior teaching experience;
Adjunct faculty who participate in the course during their first semester of service, divided into two groups, those with and those without prior teaching experience.

All four groups will then be measured as the foll ft">

Experienced faculty members will be asked to submit their pre-training and post-training syllabi to the web site (using content analysis changes between pre-training and post-training syllabi will be evaluated);
All faculty members will be asked to post examples on the web site of how they formulated and/or revised their course based on the principles outlined in the faculty development course;
All faculty members will complete a post project questionnaire assessing the extent to which the faculty development course influenced the design and delivery of their courses and student learning.

The major independent variables used in the analysis are faculty members’:

4) Median hours/minutes spent by instructors in each section of the online course. [14]

Our evaluation will examine which types of faculty benefited most from the training program in terms of their teaching and student success.

Dissemination: Effective dissemination is important to each of the pa @One, a project of the California Community College Chancellor’s office, has committed to provide links on their website to information about the project and the online course. WebCT has been contacted, and meetings have taken place with their administrative personnel about commitment of server space to house the core pieces of the course and provide free downloads to interested institutions. WebCT is also considering co-sponsorship of a conference to introduce the course and implementation procedures to colleges. In addition to these efforts we plan to present the project at TechED, The California Community College Council for Staff and Occupational Development, The National Institute for Staff and Occupational Development, EDUCAUSE, The League for Innovation and other similar conferences.

1. Basis on which costs are estimated: For purposes of budget estimation, costs were broken into four categories that were further divided between FIPSE grant requests and institutional support. The four categories are:

3. Funding for the Participating Colleges (including Riverside Community College) for costs incurred at the institutional level

Direct costs incurred by Riverside Community College include payment for a Project Director estimated to average 40% of the Director’s salary in years one and two and 20% of the salary in year three. Technical support is estimated at $15.00 per hour for 10 hours per week in year one, 5 hour per week in year two, and 2 hours per week in year three. Clerical support is calculated at $12.00 per hour for 10 hours per week throughout the three years of the grant. Employee benefits are estimated at 30%. $500.00 is allocated for miscellaneous supplies in the first year, $250.00 in each subsequent year. Each year $5,000 is requested for travel to participating institutions as part of project coordination and for attendance at FIPSE sponsored conferences.

In the first year $10,000 is allotted to cover the cost of the assessment design including survey forms and related materials. A total of $22,000 is requested in years 2 and 3 to fund the summative evaluation of the project. The college will also assume the costs of accounting and audit for the portions of the project under its jurisdiction. An additional $5,000 has been budgeted in the district’s contributions to cover travel for dissemination efforts. Riverside Community College has the equipment necessary to complete the project.

Funds are also requested to cover a fall 2000 Planning Conference of the participating institutions. This cost represents air travel: two persons from Diablo Valley, and the representative from @One (note that @One is an ongoing California Community College Chancellor’s Office Grant Project and does not have their own funds for this conference) plus rental car if needed; a total of twenty-one hotel rooms (two nights for Santa Barbara City College, Diablo Valley College and @One); meals for two days; and materials and supplies for the meeting. Riverside Community College will provide the meeting rooms for the conference at no charge.

We request an additional $9,000for each participating college/district in the first year. This will contribute to the cost of salaries and wages and benefits for their local project coordinators, technical support, and clerical assistance. Local district/college contributions to cover additional costs for the project’s coordination, data collection, college based assessment efforts, materials and supplies will vary depending on district/college size, the number of campuses involved, and the number of adjuncts. Our total estimate for all districts is up to an additional $576,000. This includes coordination of the project at their institution (sometimes involving coordination on more than one campus), establishment of the course, as it will exist at that institution, ensuring its functioning, coordinating workshops, and other related responsibilities. We estimate that up to additional $5,000 will be contributed by each participating college to cover graphic/photo/video support, $7,500 to support clerical expenses, $34,500 for employee benefits, $10,000 to fund individual college assessment efforts (not required by this grant, but desired by the participating colleges), $2,000 for accounting costs, and $1,500 for materials and supplies.

The remaining FIPSE funds requested cover the cost of the contributions to the project under the designation “consultants” and $3,000 for first year technical consultants who may be necessary to produce a professional quality result (plus $1,000 in year two and year three).

A majority of the participants at the planning conference will determine consultant costs for completion of each lesson based on an estimation of time involved to prepare the materials, their sophistication, and technical demands. It should be noted that contributors are expected to create interactive materials that address multiple learning styles. These will not be merely text materials with links. In most cases, lessons will be developed by several contributors, edited collectively, and compiled by Riverside Community College. Consultant/contributors will assume all of their own preparation costs and will be expected to assist in the review of materials prepared by other consultant/contributors to the same lesson. Consultant costs cover only the core materials (listed in red on color copies of this request). Preparation of district/college specific materials is included in the estimated costs to the participating districts and is not p;

"> Lesson 7 = &n ; $ 2,000 to create a template and standard images (and/or video) into which district specific materials will be placed (district may add additional imagery)

The remaining $3,000 will be applied as necessary to development of the course and template material creation and technical consultants.

Riverside Community College, Project Director: Kristina Kauffman, Associate Professor Political Science, has taught at Riverside Community College since 1978. She serves as the college's Title III Activity One Academic Coordinator, heading, since 1998, Title III efforts as they relate to remediation, retention, and the use of technology. She has provided leadership in the creation of a Faculty Innovation Center, which she now directs, and in the creation of an Online Faculty Academy to train faculty who will teach online. She serves as Online Faculty Advisor to faculty who teach online. She has also designed online courses in American Government and Political Economy. She regularly makes presentations on Online Teaching and Training to faculty who teach online. She was a contributingeditor of the second edition of the Study Guide for The American Democracyby Thomas Patterson. She authored the instructor's guide used with William Lasser's text American Politics(1996). In 1996 she worked on a petition for certiorari for the US Supreme Court in a case involving property rights law and due process. During her sixteen-year tenure as Model United Nations Advisor, the college was the first community college to host an international Model United of the Far West Conference in 40 years. She was elected Teacher of the Year in her division of the college in 1986. In 1999 she received a Teaching and Leadership Excellence Award from the National Institute for Staff and Occupational Development and was named to Who’s Who in America 2000.

Rick Axelson, Assessment Design, is the Interim Associate Vice President, Program Assessment and Accountability, at Riverside Community College. He has been involved with applied social science and evaluation research for nearly 20 years. He earned masters’ degrees in Sociology (1982) and Statistics (1990) at the University of Arizona. After serving as a statistical consultant to researchers at the University of Arizona, he joined the Arizona Board of Regents staff as a planning and research analyst. In 1993 he became the Director of Institutional Research at Riverside Community College. In 1995 he served as the Vice President for the Research and Planning Group, developing training workshops for research and planning professionals in the California Community Colleges.

Patricia Scileppi Krivanek is an Associate Professor of Speech Communication at Riverside Community College, where she has taught since 1969. She coached the RCC debate team winning California State Championship in 1973. In 1974 she won the President’s Award for outstanding contributions to Community College Forensics. She has taught courses in public speaking, rhetorical theory, argumentations and debate, interpersonal communication, and gender and communication. In 1983 she coauthored the first anthology of women speakers, We Shall be Heard: Women Speakers in America. She was elected Teacher of the Year in 1980 and Teacher of the Year in her division of the college in 1986. She has served as secretary treasurer for the Organization for Research on Women and Communication of the Western Speech Association, spoken extensively on women’s issues, and leads workshops and seminars on communication skills. Since 1995 she has given a one-woman presentation, “A Visit with Susan B. Anthony,” 42 times throughout Southern California and the nation. In 1998 she was listed in “Who’s Who Among American Teachers.” In 2000 she was faculty lecturer, the highest honor awarded by her fellow faculty. Her latest text is on Interpersonal Communications.

Sharon Batiste McConnell, Assistant Professor Telecommunications has been involved in post-secondary distance education for over 25 years. She holds a B.A. from Howard University and M.S. in Educational Technology and Information Systems Design from University of the District of Columbia. She is a fellow of the Annenberg Washington Program in Communications Policy Studies and has completed additional post-graduate work at George Washington University and Virginia Polytechnic Institute. Her career began as an Instructional Technologist at the Extended Learning Institute of Northern Virginia Community College where she designed and developed mediated courses for independent home study, and later held the position of Teleconference Coordinator. Following her tenure at NVCC, Ms. McConnell served as Coordinator of Instructional Television at Montgomery College, Rockville, Maryland. At present Ms. McConnell teaches courses in telecommunication and television production. She served as Telecourse Coordinator for seven years before beginning her tenure as representative to the California Economic Development Multimedia Entertainment Initiative. Ms. McConnell has completed RCC's Online Academy and currently teaches an online section of a survey course in telecommunications.

College of the Desert: Anthony Pina is coordinator of Educational Technology and Staff Development Officer at College of the Desert. He oversees technology training and development and supervises the Instructional Media Center, the Technology & Learning Center, and the Faculty Resource Center. He also serves currently as the college’s Webmaster. Mr. Pina is serving an elected term as President of the Community College Association for Instruction and Technology (CCAIT), a national professional organization. He is also on the Board of Directors for the Desert Affiliate of Computer Using Educators (CUE). Mr. Pina has received national awards from the Educational Technology Foundation, Division of Instructional Development and the Association for Educational Communications and Technology. He is listed in Who’s who in American Education and was one of the first recipients of a Microsoft Mentorship award for professional development. He has presented more than 30 invited papers at professional conferences and has several papers published. Besides teaching graduate courses at California State University San Bernardino, Mr. Pina has taught at Brigham Young University, Rio Salado College and Sherwood Hills Middle School. Mr. Pina has designed instruction for Intel Corp.; Digital Equipment Corp.; the U.S. Coast Guard; Macy’s, Inc.; Fresno County Sheriff’s Dept.; University of California, Riverside; University of California, Irvine; and the Coachella Valley Association of Governments. He is currently completing a doctorate in technology leadership.

Diablo Valley College: Suzanne Miller, Instructor of Mathematics and Multimedia at Diablo Valley College (DVC), is serving as her college’s representative in the CCCCD Faculty Technology Cluster and as a member of the DVC Senate's Distance Learning Task Force. She has earned a B.A in Mathematics from Mills College, a Master's in Mathematics from Cornell University and over 50 graduate units in Clinical Psychology from JFK University. She worked four summers at the Lawrence Livermore Laboratory on the Teacher Technology Team, training teachers to incorporate multimedia and the web resources into their classrooms. Suzanne developed the DVC Learning Styles Survey web site with over 20,000 participants. This interactive Learning Styles assessment is used by students and colleges nationally and won the 1999 Tech ED award for the best use of technology in Education. Suzanne is project director of a DVC collaboration with University of Pennsylvania to replicate their research at DVC using Explanatory Styles workshops to help students become more resilient (Learned Optimism). She is a co-author with 20 statistics professors across the country of "Cyberstats", an interactive statistics course presented entirely on the web. She has developed and taught three online courses: Statistics, Math for Liberal Arts, and WWW Publishing using HTML.

Orange Coast College: Barbara Wright serves as the college’s Staff Development Coordinator. During her tenure in the position, she has established training for technological applications and managed the Staff Development Technology Resource Room. In 1999 she initiated Design Works, a site staffed and devoted exclusively to assisting faculty in technology and building web pages and Internet classes. Barbara has been a professor of physical education for 26 years. She has coached the college badminton, gymnastics and cross-country teams. She has also competed in “Ironman” triathlons since 1981.

Pasadena City College: Brock Klein is an Associate Professor of ESL and Interim Grants Coordinator at Pasadena City College. He completed his doctorate in education at UCLA in May of this year and focused his research on collaboration, experiential learning, and community-building. He is particularly interested in building communities of faculty members and encouraging faculty collaboration across the curriculum. Dr. Klein has worked with both full-time and adjunct faculty, and his interest in faculty training extends beyond the ESL Department into campus-wide conferences, retreats, workshops, and colloquia presentations. He is a member of Pasadena City College’s Staff Development Committee, which includes representatives from all areas of the college and which organizes the two annual staff development FLEX Day events. Dr. Klein has co-authored The Essential Workbook for Library and Internet Research for McGraw-Hill as well as a beginning ESL conversation textbook for Korean high school students. He has presented at conferences on topics that include composition evaluation, at-risk ESL students' issues, project-based ESL, and Internet research.

Rio Hondo College: Andy Howard is currently the Coordinator of the California Virtual Campus Regional Center for the Greater Los Angeles Area. In this role he coordinates the development and delivery of online courses for 25 community colleges serving more than 350,000 students. As the Coordinator of the Regional Center, Howard meets regularly with the California Community College Chancellor's Office and other state agencies to plan and coordinate state programs. Howard is also Coordinator of the Rio Hondo Virtual College, the largest online program among the California community colleges. The Virtual College provides more than 200 online courses to 4,000 students each year. The development of this extensive program provides experience working with Academic Senates, Curriculum Committees, Unions, and Governing Boards. Howard has taught 20 sections of economics online to more than 900 students. He began working with technology in the classroom in 1985, when he developed a computer-based tutorial for economics. In 1991 he participated in a partnership between California State University Los Angeles and Rio Hondo College to use the Internet to create online discussion groups to supplement traditional classes. He has served two terms as Academic Senate President, two terms as President of the local union, and one term on the Executive Committee of the Academic Senate of California Community Colleges.

San Diego Community College District: Ric Matthews has been Professor of Biology and Health Science for 18 years at San Diego Miramar College. He was a four-year member of the Statewide Academic Senate where he served as the first technology committee chair. In this capacity he was involved in the Educational Plan for the California Virtual University, statewide distance education issues, and a founding member of the statewide staff development/training consortium - @ONE. Ric was hand-picked by California Community College Chancellor Tom Nussbaum to coordinate the development of a statewide technology plan reaching to 2005. This was accomplished by his district’s "loaning" him via an Interjursidicational Exchange for two years. The plan was developed with a diverse group of over 25 representatives and is currently working its way through the state legislative and funding procedures. Currently Ric is the Coordinator for Technology Training with CVC Region 3. He has organized four week long technology-training camps. He also teaches biology online this semester. In addition, he has been asked to coordinate Professional Development on his campus of Miramar College.

Cassie Morton manages a number of educational reform programs through the San Diego Community College District including School-to-Career, Tech Prep, and VTEA for the three college and six adult education site district. She has coordinated the San Diego Countywide School-to-Career Partnership’s Postsecondary Action Team for the past five years. She currently directs a regional coordination center for Tech Prep/School-to-Career activities and represents the region on the state School-to-Career Regional Leaders Team. She has provided state leadership in the areas of articulation and comprehensive career guidance. She coordinates the San Diego Community College District Learning Institute, and has directed several weeklong staff development institutes for faculty in conjunction with the University of California at San Diego and San Diego State University. She is currently preparing for the second summer of Beach Camp for Profs, a week of staff development for California community college faculty. Cassie has a B.A from UCLA in Cultural Anthropology and an M.S. from San Diego State University in Rehabilitation Counseling. She is has national certification in Counseling and Career Counseling.

Santa Barbara City College: Mark Ferrer is the Director of their Faculty Resource Center and a member of their English and Multimedia Arts and Technologies department. His professional life has been spent working to help underprepared students achieve academic success. Over the past 20 years he has focused on developing effective uses of technology to achieve this end. Mr. Ferrer taught at the University of California at Santa Barbara from 1973 to 1994 where he established and directed the Program of Intensive English designed to give educationally and economically disadvantaged students a year of highly focused Freshman English courses. He introduced into the curriculum the use of computer-assisted instruction, developing authoring tools to give teachers and students the opportunity to produce interactive, multimedia courseware, reports, tutorials, research projects, presentations and other on-line materials. His main interest was involving students actively in the production of multimedia, computer-based projects. In 1990 he took a leave from UCSB to teach English at Santa Barbara City College. At SBCC he co-founded the Multicultural English Transfer Program (MET), designed to give underprepared students the critical basic skills and Freshman English preparation they need to achieve their academic goals. He then helped found the college's Faculty Resource Center, offering training and courseware development assistance to teachers wishing to use computers for instruction. He also co-founded SBCC's Multimedia Arts and Technologies Program. He left UCSB in 1994 and became a tenured faculty member at SBCC. Mr. Ferrer is an expert in instructional authoring systems. He has given presentations and delivered papers on the development of effective interactive, computer-based instructional materials at the MLA, CCC, NCXTE, EDUCOM, League of Innovation, the Computers and Writing, the Microcomputers in Education, and the California Community College Ed Tech conferences, among 30 others. Mr. Ferrer has expertise as a content developer, curriculum and instructional designer, faculty support specialist, teacher, software developer, and as project initiator, coordinator and manager.

Santa Monica College: Jennifer Merlic holds a Ph.D. in physical chemistry from Princeton University. Since receiving her degree in 1991, she has been a full-time member of the faculty at Santa Monica College. Since 1996, through a grant from the Camille and Henry Dreyfus Foundation received in collaboration with UCLA's Department of Chemistry and Biochemistry, she has directed the Virtual Office Hours project at SMC. This web-based tool uses the Internet to enhance faculty-student and student-student communication and collaboration. Since 1998 Jennifer has been Coordinator of Technology Training and Research at SMC. In addition to organizing and overseeing computer-related professional development activities for the campus, she is also involved in campus-wide technology planning, particularly in academic areas. As of June 1999, Jennifer is also serving as the Training Director for the California Virtual Campus Professional Development Center. This project is funded via a grant from the stateChancellor's Office and is the expression of a partnership between El Camino and Santa Monica Colleges. The PDC works closely with the four regional CVC centers to provide statewide support for faculty and staff using technology for teaching, including distance education. The PDC is particularly involved in the organization, development and dissemination of academic discipline-based and student service area-based professional development resources and activities.

Ellen Cutler has a Masters degree in Speech and Language Pathology from California State University, Northridge and a Masters Degree in Education with a learning disabilities specialty from Mount Saint Mary's College, Los Angeles. Ellen began her career as an elementary school classroom teacher at the Marianne Frostig Center for Educational Therapy and then moved to the Santa Monica-Malibu Unified School District as a speech and language pathologist. For the last 13 years Ellen has been a faculty member at Santa Monica College in the High Tech Training Center, the computer lab for students with disabilities. During this time she has taken a leadership role in the field of assistive technology making numerous conference presentations and serving on the Advisory Board of the High Tech Center Training Unit. In the past few years Ellen has taken an active role in promoting awareness of universal web accessibility and universal design principles for creating accessible sites. She is currently consulting on web accessibility for the High Tech Center Training Unit and the California Virtual Campus Professional Development Center.

All of the participant colleges encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.

All participating institutions will provide access to computers and the internet for all faculty involved in the project. All institutions are to provide adaptive technologies for disabled faculty.

The course will be designed within WebCT3 which meets all ADA requirements. Each course page will be designed using “Bobby” approval guidelines for full accessibility to the visually impaired. All images will be labeled. Audio materials will have text translations for the hearing impaired.

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[2] In a recent article describing the Santa Fe Community College adjunct faculty development program, the authors make an analogy between Maslow's hierarchy of needs (Maslow, 1954) and the hierarchy of needs of adjunct faculty (Tyree et al, 2000). Tyree, Grunder, and O'Connell make a case for the notion that the adjunct faculty's cognitive and self-actualizing needs are unmet in the present work milieu of adjunct faculty. They cite lack of access to the WEB and lack of training in online technology. The authors refer to inhibitions engendered by insecure employment and lack of institutional support that stunt innovational teaching (Tyree et al, 2000).

[3] Though not a community college, Nova Southeastern University, which has a primarily adjunct faculty has developed a self-paced 12-week training program utilizing online resources and video tapes. The university reports, based on participant self reports, "A 31% increase in online utilities and other tools associated with the Internet (Mac Farland, T. W., 1998)." In Austin, Texas, the Web was used to "create four hours of faculty workshops for over 1,200 adjunct faulty at multiple campuses on "Electronic Information Literacy”. Financial compensation was based on mastery learning (Hastings, J.A., 1999). Another university model is the Collaborative Teacher Education Program at Indiana University. This model, developed for in-service teachers in rural communities used the Alta Vista forum for World Wide Web-hosted, asynchronous, text-based conferencing using forums and team approaches (Chung, H., et al, 1998).

[5] At Riverside Community College this process is referred to as ICARE: Introduction, Connect, Apply, Reflect and Evaluate and is the pedagogical framework for all online courses. At Diablo Valley College it is e-CASA: Content, Application, Sharing and Assessment.

[6] For a timeline, please see Appendix

[7] A California Community College Chancellor’s Office Fund For Student Success Grant will be sought to offset the costs of direct payment to adjunct faculty for course completion, or other financial incentives. Regardless of the outcome of that grant application all participating institutions are committed to completion of this project.

[8] FLEX credit refers to a California requirement for faculty development activities which individual colleges may choose to impose.

[9] Please see Appendix for the backgrounds and experience of the key project personnel.

[10] The Diablo Valley College Learning Styles Web Site was awarded the California Community College Foundation TechED's 1^st Place Award: "Best Use of Technology in Education for 1999."

[12] See letters of participation in the Appendix.

[13] While each institution stands ready to assume these costs, Riverside Community College plans to submit a request for grant funds (FSS) to the state Chancellor’s office. This application is due on June 12^th. Funds are to be awarded by July.

[14] WebCT automatically monitors pages visited and time spent.

[15] Please see next page for qualifications of those persons listed in bold.

FIPSE Comprehensive Program Application

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FIPSE Comprehensive Program Application

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