- Lakeside Chat (Required for all new full-time employees within 1st year of employment)
- Intercultural Competence (Required for all full-time employees)
- Cooperative Learning (Required for all new full-time faculty & other employees who teach as part of their load within 2nd year of employment / open to all employees
- RLC Visions of Excellence (Required for new full-time faculty & other employees who teach as part of their load within 1st year of employment)
- DCCCD Visions of Excellence (Required for new full-time faculty & other employees who teach as part of their load within 1st year of employment)
- eCampus Training (Required for new full-time faculty & other employees who teach as part of their load)
- Adjunct Faculty Academy (New Adjunct Faculty)
- Whole Person Retreats (Open to all employees)
- Work-Life Series (For new and current supervisors)
- LearnLab Training (Required for employees who teach in a Learn Lab)
- Leadership Development & Professional Conferences (All Employees)
- Software Training (For all employees)
The Lakeside Chat with the President and Vice Presidents is offered several times throughout the academic year. Each session includes a group of new employees who have been at Richland for less than one year meeting in conversations with Richland’s senior leaders and the Director of the Thunderwater Organizational Learning Institute (TOLI). After introductions, discussions focus on Richland’s Mission, Vision, and ThunderValues new employees participate with college leaders in small group activities in which they identify Values-in-Action; reporting back to the larger group on their conversations and shared examples. The Lakeside Chat reinforces shared commitments toward supporting performance excellence at Richland College.
The Thunderwater Organizational Learning Institute will contact new employees regarding session times and registration.
The Intercultural Competence series consists of six initial sessions which employees must complete in sequence. Once employees complete the six initial sessions, the annual Intercultural Competence requirement may be fulfilled by attending the recurring “Moving Beyond 3B” session. Employees may register through eConnect.
Introduction to Intercultural Competence I (Level 1A):
Developing Cultural Self-Awareness and Intercultural Curiosity
Each of us has our own unique way of communicating which is comfortable for us. And we ALL want to be listened to, heard, and understood in a respectful manner. But sometimes it is difficult to be understood by, or to understand, others who use a communication style that is different from our own. Effective communication is important in every area of our lives – in our workplace with customers and co-workers, in our families, our friendships, and our communities. In this interactive workshop we will explore our cultural identities and communication styles, gain new insights about effective interaction in a multicultural workplace, and learn how we can become more effective communicators, capable of creating respectful, positive, and effective working relationships.
- Define culture and discuss the elements of culture that affect interactions.
- Generate a common language to use to discuss cultural differences.
- Bring into consciousness ways that we are different.
- Distinguish between destructive stereotypes and useful generalizations.
- Develop an awareness of subjective culture
- Increase “cultural self-awareness.”
- Identify the impact of communication styles on interactions across cultures.
- Increase knowledge and improve skills for bridging cultural differences.
Introduction to Intercultural Competence II (Level 1B):
Focusing on Commonalties and Intercultural Team Building
This session will focus on a process called the Four Ways Identity Mapping System that will assist in self-empowerment to increase effectiveness in all of your professional and personal relationships. Using the personality model of Carl Jung and the teaching application of Personality Resources International, the supervisor or manager, coworker, friend, teacher or parent can:
- Maintain a work, home, or school environment that is supportive, challenging, and stimulating for all four personality styles or colors.
- Learn to encourage growth by specifically motivating learning and achievement.
- Gain cooperation and enter into collaborative projects
- Use the most appropriate and conscious methods of communication and team-building to attain the best outcomes
- Relate more effectively with everyone
- Celebrate the diversity of personalities with great respect and honor
It is a fun, engaging, and interactive session that will help us to gain insights about ourselves, our preferred personality styles, our families, and our co-workers, as well as give us some experience in “reframing” our perceptions of each other so that we can work more harmoniously and effectively with one another.
- Become more aware of commonalities and differences.
- Be able to appreciate a wide range of differences.
- Engage in an in-group / out-group discussion and discuss interdependence.
- Identify with a personality type
- Develop community building strategies
Intermediate Intercultural Competence I (Level 2A)
Increasing Awareness of Differing Values, Beliefs & Experience
Since we live and breathe our own cultural values and experiences every day, we may not be aware of how important they are to us, or that there may be other valid cultural values and experiences of which we are not aware. The concept of differing value orientations and experiences will be addressed in this session using Kluckhohn’s Model of Value Orientations and a role-playing exercise. The unique experiences of people with disabilities will be presented with the aid of a video.
- Identify beliefs, attitudes, and values in cultural context
- Articulate personal cultural values
- Recognize non-verbal communication differences
- Interact non-judgmentally
- Increase cultural self-awareness and recognition of the privileges associated with membership in own culture.
Intermediate Intercultural Competence II (Level 2B):
Accepting the Reality and Difficulties of Difference
The goal in this session is to move from avoiding talking about race and ethnicity (minimizing differences) to a place with tools/skills so that we can create opportunity for dialogue and to create an atmosphere to discuss race/ethnicity confidentially and with respect. We will do this through discussions of the dimensions of our own identity which affect our perceptions and worldview, identifying how first impressions affect us, and group brainstorming about our group membership.
- Be able to listen completely and respond non-judgmentally in conversations about difficult topics such as race, ethnicity, and gender differences.
- Share our own experiences so that others can learn about them.
- “See into” the experiences of someone else.
- Provide shared definitions for terms related to intercultural competence.
- Learning to live with paradox. Recognizing that there is more than one reality and that we can learn from each other.
Advanced Intercultural Competence I (Level 3A):
Fostering Intercultural Empathy
The developmental task is to develop frame of reference shifting skills.
- Affirm and validate their own cultural identity and perspectives
- Foster environments for deep listening, support and safety (openness)
- Make culturally appropriate judgments interacting with different cultures
- Feel appropriateness of behavior within other cultural frames
- Facilitate constructive contact between cultures (self and others)
Advanced Intercultural Competence I (Level 3B):
Integrating and Reframing World Views
Course content is currently under revision.
Practicing Intercultural Competence (Moving Beyond 3B):
Engaging the Attributes and Abilities of Intercultural Competence
The primary goal of “Moving Beyond 3B – Practicing Intercultural Competence” is to engage participants in experiences of learning in which they practice the attributes and abilities of intercultural communication. Among these attributes are: tolerance for ambiguity, open-mindedness, flexibility, respect, adaptability, sensitivity, and creativity. Opportunities to practice these skills of intercultural competence will be offered through a menu of activities made available through TOLI. Each activity will focus on one or more aspects of cultural difference and will move participants deeper into culture specific learning.
The expectation is that each employee continue attending at least 3 hours per academic year of required Intercultural Competence, choosing from a variety of possible options that focus on dimensions of diversity.
as part of their load within 2nd year of employment / open to all employees
Cooperative Learning Foundations I, II, III, IV
The Cooperative Learning initiative at Richland College was developed to provide faculty and staff the theory and practice to incorporate Cooperative Learning principles and activities in the classroom and other learning environments. The series consists of 2 full day sessions / 15 hours, which must be taken in sequence.
Interaction patterns, How to assign members to groups, group size, Basic elements of cooperative learning,
Base groups, Informal activities, Cooperative skills, Group processing, Formal activities, Structuring the 5 basic elements into activities, Intellectual competencies.
Employees may register through eConnect.
You will need to register for all four sections to attend.
Visions of Excellence at RLC I, II, III, IV, V, VI
The purpose of Richland College VOE workshops is to:
- Provide substantial resources to new faculty
- Promote effective teaching practices in the classroom
- Allow faculty to share ideas and concerns
- Build relationships with each other & college resource areas
Richland College VOE consists of six sessions to be completed during the faculty member’s 1st year:
- Session I “Welcome to Richland!”
- Session II “Employee Development”
- Session III “Campus Services”
- Session IV “Sustainability and Instructional Technology”
- Session V “Pursuit of Performance Excellence”
- Session VI “Celebrating Sustained Success
Faculty may register through eConnect.
DCCCD Visions of Excellence I, II, III, IV, V, VI, VII
DCCCD Visions of Excellence is a 43-hour orientation program that consists of an initial three-day Faculty Forum followed by seven sessions throughout the academic year, most often on the fourth Friday of the month.
Visions of Excellence (VOE) is designed to:
- Introduce new faculty to the culture of the DCCCD
- Ensure that they enter the classroom with the knowledge and skills needed to deliver excellence in teaching and learning
- Create opportunities to learn from and with outstanding DCCCD faculty
*Bt 99 Syllabus/Grade Center
This is the only module needed for faculty only teaching on-campus. All Richland College courses are required to have an eCampus course shell containing at least a current course syllabus and an updated eCampus gradebook matching the grading legend posted in the syllabus. This module will offer instruction to build and maintain those items within the eCampus framework as well as present you with a certification quiz to check your understanding. You may take the quiz as many times as necessary to achieve the certification score of 80 out of 100 points or 80%.
*Bt 101/102/103/104 eCampus Online Teaching Certification
Online certification via eCampus. This folder contains the full regiment of eCampus Online (DL) certification training. Completion of this training set provides certification for both classroom and online. BT-101 eCampus Basics; BT-102 eCampus Assessments & Surveys; BT-103 eCampus Grade Center; BT-104 eCampus Communications Tools. Each module will contain DCCCD training materials relevant to the section topics and a certification quiz relevant to those topics. Faculty may take a quiz as many times as necessary to achieve the certification score 80% for each posted item.
Prior to Teaching First Semester:
For those instructors teaching in the classroom only
*Bt 99 – Blackboard Grade Center & Syllabus (XDLP-2001)
– Or –
For those instructors teaching online learning or hybrid classes
*Bt 105 – eCampus Online Teaching Certification (XDLP-2005)
Includes all four Blackboard levels in one eCampus class, and must be completed in one semester.
- *Adjunct Online Orientation & Handbook (XNEO)
- Fall Faculty Convocation (XCVN) – (on campus)
- *Safe Classroom Management (XPDL) – (on eCampus)
- *FERPA (XREG) – (on eCampus)
- *Keeping Safe in a Campus Emergency (XSAF) – (on eCampus)
- Spring Faculty Professional Development (XCFN) – (on eCampus)
- Intercultural Competence (XICC) – (on campus)
- *Introduction to Cooperative Learning (XCPL) – (on eCampus)
- *Review of Student Services (XPDL) – (on eCampus)
Formation refers to a process through which the true, original self is rediscovered and affirmed. The fierce pressures of daily life and the projections of others often cause us to become disconnected from who we truly are. In formation work, we take time away from everyday distractions to engage in reflection and renewal.
Richland employees are involved with formation through participation in the retreats and retreat series offered each year. Most participants find that the principles and practices of formation spill over into their lives outside the retreats, influencing their work with students and colleagues. The values of formation and Richland’s ThunderValues mutually inform one another. Renewed Richland employees can recommit to the institution and to the students they serve.
- renews the individual’s heart, mind, and spirit
- encourages silence, solitude, and reflection
- provides safe space for personal identity and integrity to flourish
- strengthens accountability in personal and professional life
- fosters wholeness and living “divided no more”
- enhances communication by deep listening and the asking of honest, open questions
- improves collegiality and employee morale
For information and registration, contact Susan Miller.
Employees may register through eConnect.
The Work-Life professional development series is designed by Richland College Human Resources to provide enhanced knowledge and skills for employees in supervisory positions Topics include:
The Employment Process
- Employment Law
- Search Process
- Making a Good Hire
- Reference Checking
- New Hire Paperwork
- Establishing Performance Expectations
- Orienting Your New Employee
- Developing Job Skills
- Coaching for Improved Performance
- Taking Corrective Action
- Conducting the Annual Progress Discussion
- Developing Your Employees
- Employee Engagement and Retention
- Succession Planning
Essential HR Skills and Forms
- Timesheets, Contracts, Payroll Calendar
- Retirements, Terminations, Exits
- Travel and Budget
- Communications Management
- Staffing Report
Assuring a Safe Work Environment
- Workplace Safety and Security
- Sexual Harassment
- Emergency Preparedness and Response
- Workplace Violence
Employees may register through eConnect.
A LearnLab is a high performance classroom, which creates a design space with the best educational area for the instructor and student. These rooms not only support communication and collaboration but really encourage it. LearnLabs are currently located in B022, D117, M140, S201, T222, WH105, and WH201.
Professional Meetings and Annual Conferences
Several excellent leadership development opportunities are available to Richland College employees. All candidates will be selected through the Career Succession Planning Survey. If you would like to be considered during the current academic year, please click here to complete the candidate application. All names will be forwarded to ThunderTeam for final selection.
Professional Meetings and Annual Conferences
Several professional meetings and annual conferences are available to Richland employees through the Career Succession Planning Survey. If you would like to be considered during the current academic year, please Click Here to complete the candidate application. All names will be forwarded to ThunderTeam for final selection.
Texas Higher Education Coordinating Board Conference (THECB
National Conference on Race and Ethnicity (NCORE)
Community College Humanities Association Annual Conference (CCHA)
Association of American Colleges and Universities Annual Conference (AAC&U)
League for Innovation in the Community College Annual Conference
League for Innovation Conference on STEMTech
League for Innovation Learning Summit
National Institute for Staff and Organizational Development (NISOD)
Southern Association of Colleges and Schools Annual Meeting (SACS)
Includes Colleague, eCampus, MS Office (Word, Excel, PowerPoint, Outlook), and others. To request a specific training, contact TOLI at x6735 or RLCProfessionalDevelopment@dcccd.edu. Employees will register through eConnect.