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.
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.
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
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."
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.
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.
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
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].
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.
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
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.
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,
Basing employment and tenure decisions primarily on teaching
…Rewarding faculty with recognized education in pedagogy.
…Designating select faculty members as "Mentoring Teachers"
based on validated teaching excellence.”
The Little Hoover Commission Report also pointed
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."
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.
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.
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.
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.
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.
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.
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.
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 
where a detailed web site provides information about the college
and many teaching topics. Their site provides a model
for all community colleges.
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).
We propose to add a sixth, an online course and follow-up
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.
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).
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).
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).
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.
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.
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.
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.
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.
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.
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.
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.
Design: The course materials will be designed for
use within WebCT,
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.
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.
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.
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
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
to Completion of the Project:
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
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.
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.
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, 
preferential treatment in rehiring or course assignment, course
credit, professional growth credit, or FLEX
Core Materials in Red;
District Specific in Black; Author, if identified, in Blue
Lesson 1: Welcome & Navigation Guide
- Welcome to the Course (Kristina Kauffman, Riverside
Introduction to the WebCT system as applied in this
course (Kristina Kauffman, Riverside Community College)
Learning Objectives for the course (Kristina Kauffman,
Riverside Community College)
Learning Objectives for the lesson (Kristina Kauffman,
Riverside Community College)
- Index of links to other members of the campus:
- Campus map with links,
discussion/photos of areas of key concern to new faculty
Lesson 2: Introduction to the Community College,
its Students and its Faculty
Community college mission and goals
Characteristics of community college students
of community college faculty (statistics)
to the Changing Role of the Community College
Lesson 3: Planning for Your First Class
- Course Descriptions: How they work and what they tell
you and do not tell you about organizing your class
- Indexed link to all course descriptions by college
- Outlining Your Course: Selecting topics
- Selecting a Text
- Link to college/department policies on text selection
- Link to publishers
- Building your first Syllabus
(Mark Ferrer, Santa Barbara City College)
District policyon syllabi
- Learning Objectives
- Grading Rubrics
- Grading Standards
- Syllabus Templates
- Making a Good First Impression
- Planning for Your First Class
(Mark Ferrer, Santa Barbara City College)
- Does the college have messages that should be communicated
at the first class meeting?
- Practical Tips:
- How do I place a textbook order?
- Are typing and copy services available?
- Where is the copy room?
Lesson 4: Building Lessons (Learning Modules)
to Serve Your Objectives
How do people learn?
Pedagogical Issues (Team from Pasadena City College:
Brock Klein, John Jacobs, Karen Carlisi, Lou Rosenberg and
contributions from Cassie Morton, San Diego Community College
(Suzanne Miller, Diablo Valley College)
o To lecture or not to lecture that is the
Building a Learning Community
What makes an effective lecture?
Project Based Learning
(learning through internships)
Lesson 5: Using Technology to Enhance Effective
Using Technology in the Classroom
(Ric Matthews, San Diego Community College District)
Using the Web to Enhance
Your Course (Kristina Kauffman, Riverside Community College)
(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?
o Where can I go for hands on training?
Lesson 6: Helping Students Succeed in Your Course
Student Resiliency and Explanatory Styles (Suzanne
Miller, Diablo Valley College)
searchable index of all materials will be available to aid
long-term and repeat use of materials.
The institutions and individuals 
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.
Valley College, home to an award-winning 
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
"> 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
"> 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, 
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. 
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. 
4. Project Evaluation:
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.
Evaluation: To assess training effectiveness,
quantitative data will be gathered on the following dependent
Faculty responses to self-test
items at the end of each online lesson will be used to
assess understanding of the material;
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:
faculty hired the semester prior to implementation of
the course, divided into two groups, those with and those
without prior teaching experience;
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.
To assess the impact the training program
ultimately has on students:
- Student satisfaction surveys will be given during
the second week of their course and near the conclusion
of the course (second week evaluation will help to measure
first impressions and allow testing of students who may
drop within the first few weeks of the course);
- Comparisons will be made between courses taught by trained
and untrained instructors on the course failure (D,
F) and withdrawal rates for students.
The major independent variables
used in the analysis are faculty members’:
1) Total teaching experience (number
Institutional teaching experience (classes/semesters);
His/her department; and
Median hours/minutes spent by instructors in each section
of the online course. 
Our evaluation will examine which types of faculty benefited most from
the training program in terms of their teaching and student
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
The League for Innovation and other similar
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:
Costs Incurred by Riverside Community College
Funding for the Participating Colleges (including Riverside
Community College) for costs incurred at the institutional
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
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
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 1 = &n ; $ 1,000
Lesson 2 =&n ; $ 3,000
">   bsp; $13,000
Lesson 4 = &n ; $17,000
Lesson 5 = &n ; $12,000
Lesson 6 = &n ; $14,000
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)
Lesson 8 = &n ; $ 5,000
Lesson 9 = &n ; $ 7,000
Lesson 10 = &n ; $ 7,000
= &n ;&n ; $
81,000 &n ;&n ;&n ;
The remaining $3,000 will be applied
as necessary to development of the course and template material
creation and technical consultants.
Riverside Community College
Kauffman: Project Director, District Faculty
Development Coordinator, Associate Professor Political
Rick Axelson: Assessment
Design, Interim Associate Vice President Program
Assessment and Accountability
McConnell: Associate Professor Telecommunications
Scileppi Krivanek: Associate Professor Speech Communications
Wylldestar, Assistant Professor Reading
College of the Desert
Pina: Campus Project Coordinator, Coordinator
of Educational Technology and Staff Development Officer
of Adjunct Union (to be named in fall)
Diablo Valley College
Orta: Campus Project Coordinator, Nexus Coordinator
Miller: Instructor Mathematics
Lema: Staff Development Coordinator, Instructor Speech
Maga: AssistantDean of Instruction
Orange Coast College
Wright: Campus Project Coordinator
Carroll, Professor of Speech (Worked on Adjunct faculty
projects as part of a program offered through the National
Institute for Leadership)
Sandra Toy, Vice-President Academic Senate, Head of the
Pasadena City College
Klein: Campus Project Coordinator
Jacobs, Staff Development Coordinator
Carlisi, Faculty Training
Rosenberg, Service Learning/Diversity Coordinator
Rio Hondo College
Howard: Campus Project Coordinator
Voss, Staff Development Coordinator
District Project Coordinator, Coordinator for Technology
Training with the CVC Region 3, Professional Development
Coordinator Miramar College
Cassie Morton: Manager, Economic and Workforce Development
Continuing Education faculty and director of the
New Media Center
8.Mark Ferrer: District
Project Coordinator, Director of Faculty Resource
Center, Instructor English and Multimedia Arts and Technologies
Friedlander, Executive Vice President, Educational Programs
District Project Coordinator, Training Director
for theCalifornia Virtual Campus Professional Development
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
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
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
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.
Goals And Objectives
goal will be attained
first time teaching quality of adjunct faculty.
online course with information about community college
students, syllabus creation, lesson planning and pedagogical
tools (see lessons 2,3,4,5).
adjuncts more quickly in their campus communities.
online lessons that include state education code and
college policies (see lessons 1,2,7, 10)
face-to-face workshops with new adjunct faculty.
online lessons about how students learn, and how faculty
can help better communicate with students (see lesson
effective use of technology.
online class with effective pedagogical tools.
workshops and online lessons that employ interactive,
a course that can be used by many colleges.
core modules that can be shared and templates for college
specific materials that can be easily adapted to other
effective assessment techniques.
online lessons with tools and techniques for faculty
assessment of their course (see lesson 9).
effective assessment techniques for other colleges through
use protocols for assessment (of this project).
to Ensure Equitable Access for Special Needs
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
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
Development of Planning Conference
Notification of Grant
Arrangements: Riverside Community College
Agenda: Kristina Kauffman, Riverside Community
Ric Matthews, San Diego Community College District
Design Course Structure and File Naming Protocols
Notification of Grant
Riverside Community College
Development of Student Assessment of New Faculty Questionnaire
Notification of Grant Award
October 2000 (draft for review at planning conference)
Riverside Community College
Development of Course Structure (technical aspects)
October 1, 2000
Riverside Community College
Development of Core Course Materials
Contributors from 10 participating colleges and other
expert consultants if necessary.
Technology Team Review Course Framework
January 30, 2001
Ric Matthews, San Diego Community College District;
Andy Howard, Rio Hondo Community College District; Jack
Friedlander, Santa Barbara City College
Peer Review of Core Materials
Open to all contributors
Editing, formatting if necessary (images and text),
Uploading Core Materials
Riverside Community College
Preparation of district/college Specific materials
Uploading of district/college specific materials
Survey of Control Group of First Time Adjunct Faculty
Second week of semester survey (dependent upon institution
calendar, probably February 2001)
Near Course Completion Survey
(dependent upon institution calendar, probably May
Pilot Use of Course with First Cohort of New Adjunct
Survey of First Cohort of New Adjunct Faculty for Their
Formative Evaluation of the Course
Adjustments to Course if Needed to Provide Clarifications
of Course Materials
Survey of Students of First Cohort of New Adjunct Faculty
Second week of semester survey (dependent upon institution
calendar, probably September 2001)
Near Course Completion Survey
(dependent upon institution calendar, probably December
Analysis of Pilot Use Data
Revisions of Course if Needed
Riverside Community College, Contributors and/or Participant
Institutions depending upon findings
Use of the Course by Cohort 2 of New Adjunct Faculty
Survey of Second Cohort of New Adjunct Faculty for
Their Formative Evaluation of the Course
Survey of Students of Second Cohort of New Adjunct
Second week of semester survey (dependent upon institution
calendar, probably February 2002)
Near Course Completion Survey
(dependent upon institution calendar, probably May
Analysis of Cohort 2
Riverside Community College
Ongoing Analysis, Use of Course, Workshops with Adjuncts
Riverside Community College and Participant Institutions
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