Target - Richland College

Mission Statement
The mission of the A.C.C.E.S.S. Center (Adjunct
Faculty College Center and Evening/Weekend
Support Services) is to provide information,
direction, and support to adjunct faculty to
maximize student learning and success.
The mission of Richland College Facilities
Services is to provide a clean, safe, comfortable,
well-maintained, aesthetically pleasing and
environmentally responsible campus in support
of teaching, learning, and community building.
Multicultural Center
• The Multicultural Center promotes the success
of students whose native language is other
than English or who were born outside the
United States.
Proposed Change for 2013-14
Mission Statements change to
Purpose Statements
“In support of the Richland
College mission of teaching,
learning, community building,
the Multicultural Center. . .”
1. It is the plan of the ACCESS Center to identify new
adjunct faculty to coordinate training needs.
All new adjunct faculty will gain access to all DCCCD information systems
- e-mail, e-connect, and e-campus. Once the new adjunct instructor
completes and submits the e-mail request form, the ACCESS Center staff
will work in conjunction with Information Technology to secure a DCCCD
e-mail account. Information to log on to e-connect wil also be included
in the information packet for new adjunct faculty. The ACCESS Center
staff will work with each new adjunct instructor to set a password and
familiarize the new instructor with the various services that are offered
through e-connect. The ACCESS Center will work in conjuction with the
respective school office to order the e-campus course shell fo each new
adjunct instructor. In addition, the ACCESS Center will offer free training
courses for all adjunct faculty. All grading processes will be recorded in ecampus.
3. The staff of the ACCESS Center will work in
conjunction with the Vice President for Teaching
and Learning in the planning and execution of the
Fall and Spring Faculty Convocation programs.
Objectives vs. Activities
The ACCESS office will empower adjunct faculty
success through:
(1) ensuring new adjuncts are oriented to RLC & trained,
(2) ensuring system access for all adjuncts upon hire,
(3) execution of effective fall & spring faculty convocation
All new adjunct faculty will participate in the following activites:
* Attend the Fall and Spring faculty convocation programs and
discipline meetings * Successfully complete the on-line
orientation for new adjunct faculty * Review the on-line Adjunct
Faculty Handbook * Complete the blue information card, request
form for a DCCCD e-mail address, and request form for a locker
Information folders will be prepared for all new adjunct faculty
and will be available in their respective school offices as well as
the ACCESS Center. This information packet will allow new adjunct
faculty the opportunity to become familiar with the practices and
procedures of the ACCESS Center and Richland College.
Target: We anticipate a 95% of all new adjunct faculty will attend the
convocation programs.
1. The measure is the number of new faculty
attending fall/spring faculty convocation.
Target: 95% of all new adjunct faculty will
attend the convocation programs.
2. The ACCESS Center will measure the number
of adjunct faculty that request access to
District e-mail AFTER the certification date
for each long semester
Target: We anticipate a 95% success rate.
2. % of new adjunct faculty who have required
system access prior to certification date each
long semester.
Target: 100% of new adjuncts will have
required system access prior to certification
3. Overall event evaluations (electronic) will be
distributed to attendees containing questions
that pertain to the specific tasks and duties
performed by the ACCESS Center staff. An
electronic satisfaction survey is sent out to all
faculty and administrators who attended
these programs.
Target: We anticipate a 95% participation rate.
2. Positive responses to a satisfaction electronic
survey administer following convocation.
Target: 80% of faculty will rate the convocation
positively in regards to execution
1. A total of 114 new adjunct faculty were hired for the 2011-12 academic year. A total of 58
adjunct faculty were hired in the Fall 2011 semester and 56 adjunct faculty were hired in the
Spring 2012 semester. For the Fall 2011 Faculty Convocation Program that was held on
Thursday evening, August 25th, a total of 55 (95%) new adjunct faculty attended the
convocation program. As for the Spring 2012 Faculty Professional Development Program that
was held on Thursday evening, January 12th, a total of 53 new adjunct faculty attended the
program. We achieved a 95% attendance rate for the Fall 2011 and Spring 2012 faculty
convocation programs. Attendance at the faculty convocation programs is highly encouraged
for our adjunct faculty. It is especially important for our new adjunct faculty so that they can
become familiar with the College, build community with new and continuing faculty, and
attend the discipline breakout sessions for interaction and direction with full-time and
adjunct faculty. Our target was met and we will continue to monitor this action item
• (1) 114 new adjuncts were hired in 2011-12
and 108 (95%) attended convocation. Target
• (2) 100% of new adjunct faculty had required
system access prior to certification date.
Target met.
• (3) Faculty gave an average rating of 83% for
fall and 89% for spring. Target met.
• The ACCESS Center develops and executes the plans for the Fall and
Spring faculty convocations. While each semester program is very
different, the ACCESS Center assumes the role of planning and
execution of those plans for each of these programs. An electronic
survey is sent to all faculty, staff, and administrators who attend the
programs. We have worked with staff from the Office of Planning
and Research for Institutional Effectiveness to develop some
questions regarding the role of the ACCESS Center. "Assistance from
the ACCESS Center" is now a statement included in the Fall 2012
Faculty Convocation electronic survey. Faculty, staff, and
administrators will be encouraged to rate our contributions to the
program and to add any comments that can assist us in the future
plans for the faculty convocation programs. This statement is
included in the Fall 2012 electronic survey and will also be included
in the electronic survey for the Spring 2013 Faculty Professional
Development Program.
Staff will work with OPRIE to develop questions
on the convocation faculty satisfaction survey
related specifically to contributions from the
ACCESS Center. Staff will work with division
offices to determine feasible methods for
tracking # of new faculty who complete online
orientation, review online Adjunct Faculty
handbook, and complete blue information card
as part of ACCESS onboarding.
• HOW EFFECTIVE: Although pass rates for the
Course Exit Assignment in online sections
were basically unchanged from the previous
year, offering the exit test in a secure online
environment for those sections did have a
small positive effect. If we can continue to
build on that and succeed in reducing the
number of abstainers, that small change will
help to improve our overall success rate.
• NEXT STEPS: We will continue to monitor the
rate of student participation in the online
testing to see its effect on the number of
abstainers. However, we also need to explore
other strategies that may also improve
student retention and completion rates.

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