Richland College Media

Alex McDonald, Richland College adjunct instructor, is competing in the prestigious 14th Van Cliburn International Piano Competition.

Dr. McDonald is the first Dallas-area native to participate in the competition. He took a break from teaching piano at Richland College to prepare for the Cliburn. Dr. McDonald, who also teaches part-time at Texas Woman’s University, received doctoral and master’s degrees from the Juilliard School and earned a bachelor’s degree from the New England Conservatory of Music.

The Cliburn, held every four years in Fort Worth since 1962, will run from May 24 to June 9 at Fort Worth’s Bass Performance Hall.

From 133 pianists, 30 Cliburn competitors were chosen. During the preliminary round, all competitors perform two 45-minute solo recitals. On May 30, the field will be narrowed to 12. Six competitors will be chosen for the final round which culminates on June 9. Winners and runners-up in the Cliburn receive substantial cash prizes and international fame. First prize is $50,000 and three years of career management.

In the preliminary round, Dr. McDonald plays Friday afternoon and Monday evening. All performances will be streamed live in their entirety and available on-demand at www.cliburn.org.

This spring, a team of Richland College anthropology students found more than just banana peels, empty coffee cups and plastic bottles in the trash on campus – they found a treasure trove of data.

Professor Lesley Daspit’s anthropology students uncovered interesting patterns in recycling behaviors on campus that give Richland College leaders valuable insight into how to improve current sustainability practices.

The group of students – known as “garbologists” – also noticed after digging through almost 600 pounds of trash that recycling rates at Richland College would improve if recycling receptacles were placed in the outlying areas of campus, such as the soccer fields and parking lots.

“It was a dirty job,” Dr. Daspit said with a smile. “I am very proud of my students; they have worked hard on this research project.”

Before they riffled through the refuse, Dr. Daspit taught her Introduction to Archeology students the proper anthropological techniques for how to study artifacts and gain insight into the people to whom they belonged.

“Garbology is the study of modern refuse and trash,” Dr. Daspit said. “Archeology used to just deal with people in the past, but garbology has taken us into new venues such as landfills and college campuses.”

One student, Gigi Lofland, said she learned that analyzing a community’s garbage is nothing new to anthropology or archeology.

“Studying trash is legitimate archeology,” she said. “We learned about trash middens, or trash heaps. Archeologists have been learning about societies and understanding cultures through middens for years.”

Dr. Daspit’s class started the garbology research project by surveying fellow students about their recycling habits at home and on campus and their awareness of Richland College’s recycling initiatives.

The garbologists found that of the 88 students surveyed, 47 percent recycle at home, 77 percent recycle on campus, but only 14 percent were aware that Richland College was participating this spring in Recyclemania, a national contest among colleges and universities. Richland College won top state honors in 2010, 2011 and 2012 in Recyclemania and consistently ranks in the top 10 nationally.

Tales from the Trash
Dr. Daspit’s students also got their hands dirty. They collected 599 pounds of garbage from 18 collections sites on Richland College’s 243-acre campus. The team studied trash receptacles from inside and outside campus buildings.

From the rubbish, the garbology team sorted out 1,368 items that could have been recycled. The majority of the recyclables found were plastic bottles (56 percent), followed by plastic bags (27 percent), cans (12 percent) and glass items (5 percent).

Practicing good anthropological technique, the students also included observation as part of their research. They spent a total of eight hours watching what people threw in the waste bins at various locations on campus.

The garbologists discovered that 52 percent of the 79 people they observed threw away items that could have been recycled. The students think placing recycling bins closer to waste receptacles and simply adding more recycling bins on campus would encourage more recycling.

Students said they were amazed by the amount of food and beverage waste they found, which included many half-full drink bottles, an unopened six-pack of Gatorade, a full box of peanut butter crackers, unopened granola bars, whole coconuts and an unopened jar of tomato sauce.

That wasn’t the only surprise the students discovered in the garbage.

“We found a bundle of perfectly good iPod cords,” said student Isaak Lee. “We couldn’t figure that one out.”

Global Garbage
Not surprisingly, the class found items from across the globe in the waste bins. Richland College’s student body of some 20,000 college credit students and another 5,000 continuing education students is internationally and ethnically diverse, speaking more than 79 first languages.

“I knew we had a really diverse community at Richland College but it was really neat to see that show up in the trash,” Gigi said.

Among the international refuse were chips from Korea, soymilk from Malaysia, fruit drinks from Mexico and Belgium, dates from China, a natural toothbrush from Pakistan and a calling card to call Ethiopia.

The garbology team recorded more of their observations and adventures on the Richland College Garbology Blog.

Ideas for the Future
At the end of their project, Dr. Daspit and the class presented their findings and recommendations to college leaders, which included:

• installing recycling bins in the campus parking lots and athletic fields
• placing recycling and waste bins in closer proximity
• standardizing the look of recycling bins
• posting signage atop the bins indicating what can go in respective recycling bins
• increasing student and employee awareness and participation in recycling on campus
• expanding the study to include offices and classrooms
• exploring partnerships with food vendors on campus to reduce plastic packaging waste and
• further studying food and beverage waste on campus.

The students hope that garbology won’t be a one-time class project at Richland College.

“We definitely should keep it going. It needs to be studied year round,” Isaak said. “I’ll definitely recycle more after what I’ve seen. There’s still a lot to work on.”

Seeing the change in students’ awareness and attitudes about environmental sustainability is gratifying, Dr. Daspit said.

“That’s what I love about the project – something so simple as a waste audit can have a cascading effect across campus and into our lives,” Dr. Daspit said.

Jerry Owens, Richland College’s assistant director of Facilities Services, who leads the college’s energy conservation and sustainability efforts, said the garbology project provides important information for sustainability initiatives.

“Their project was very helpful to us,” he said. “We already knew that there was an opportunity for more recycling in the parking lots and outer areas, but the project gave us some good data. One of the best things about this is that students are getting more involved and aware.”

Mr. Owens said that Facilities Services has been working not only with Dr. Daspit’s students but also with other Service Learning groups on campus.

“We are happy to partner with students and we hope to work more closely with them in the future,” he said.

The garbology project ties into Richland College’s active commitment to the triple-bottom line of social equity and justice, economic viability and environmental vitality. Richland provides educational programs, services, processes and practices to empower students to achieve their educational goals and become lifelong learners and responsible global citizens, building sustainable local and world community.

Richland College has received awards and recognitions for its commitment to environmental sustainability from the U.S. Environmental Protection Agency, the Association for the Advancement of Sustainability in Higher Education, the Dallas Business Journal, the Community College Journal, the Rocky Mountain Institute and the North Texas Corporate Recycling Association. The U.S. Green Building Council awarded LEED Platinum certification for Richland College’s Sabine Hall science building and LEED Gold certification for the Richland College Garland Campus.

Somewhere between getting a General Education Development (GED) certificate and going to college, a lapse may occur for many students who didn’t finish high school.

In response to this need, Richland College developed the GED Transition Program, a six-week, intensive, college readiness program for individuals ages 17 and older who have passed the GED test and want to go to college but don’t feel prepared.

LaTasha Mack was one of those students. She was a great student when growing up in El Dorado, Ark., but a pregnancy at age 14 changed everything.

“Being a mother made school rough,” LaTasha said. “I tried it for a little while but it was too hard trying to go to school and take care of my son. I dropped out and started working.”

LaTasha had another child, a daughter, and continued working. She gave up on her dream of finishing high school or going to college.

In 1997, LaTasha moved her family to Dallas, where she had relatives, saying, “I wanted more for my children. I didn’t want them to take the wrong path like I did.”

Her family got settled in Dallas. LaTasha got a few jobs to make ends meet, but she noticed that more and more employers were requiring a high school diploma or GED certificate. She tried to take to GED classes once, but it was difficult to find evening courses and she was exhausted from working and single-parenting two active children.

Finally when LaTasha’s son graduated from high school in 2012, she enrolled in a GED program through the Texas Workforce Commission. Her children were supportive, even offering to have their cell phones turned off to help pay for classes and books.

LaTasha finished the program and passed the GED exam with flying colors. At her GED graduation ceremony, LaTasha met Deborah Hill, coordinator of Richland’s GED Transition Program.

Ms. Hill explained that Richland College’s GED Transition Program includes college prep classes in reading, writing, math and student success. She also let LaTasha know that through a grant, qualified applicants may take the program at no expense, including books and tutoring.

Ms. Hill reassured LaTasha that it wasn’t too late to achieve her dream.

“I have a passion for students and I firmly believe that everyone should be able to go to college if that’s what they desire,” Ms. Hill said. “Many of our potential students still have it in the back of their minds that they will fail. My staff and I make sure they know they can do it and we will help.”

Even the word “college” was scary for LaTasha so Richland’s GED Transition Program was appealing to her.

“Algebra was my hardest subject. I feared it,” she said.”I knew that Richland’s program could help me.”

LaTasha enrolled in the GED Transition Program in summer 2012 and did well in the course. The rigorous schedule was a lesson itself, she said.

“It got me ready for college,” LaTasha said. “It was intense. You really learn how to manage your time. We all had jobs and families and kids. You had to push yourself through the GED Transition Program. If you could do that, you could do the same in college.”

Today LaTasha is a student at Cedar Valley College,  close to her home. She’s taking the basics and plans to transfer to Northwood University to study business management.

Enrollment is open now for the GED Transition Program course starting in June. Class size is limited. Students must be enrolled by May 28. For more information, visit www.richlandcollege.edu/gedtransitions, call 214-890-3811 or email GEDTransition-RLC@dcccd.edu. GED Transition Program information sessions are held at 10 a.m. every Monday and Wednesday in El Paso Hall, Room E056.

Richland College, an equal opportunity institution, is located at 12800 Abrams Road in Dallas.

Richland College recognized faculty members who support and enrich learning cultures, climates and contexts with the annual Student Engagement Award Ceremony on April 24.

The 2012-13 recipients were Sherry Dean and Jennifer Millspaugh, speech communication professors; Ed Luter, English professor; and Clive Siegle, history professor. Below are descriptions of each student engagement practice.

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“Meaningful Conversations That Engage, Focus and Encourage”
Sherry Dean & Jennifer Millspaugh
School of Humanities, Fine and Performing Arts

Dr. Dean and Ms. Millspaugh engage their Speech 1311 and 1321 students by having meaningful out-of-class conversations during student-instructor office visits. In Fall 2012 they conducted a pilot of the activity with a goal of determining how a focused personal conversation between student and instructor impacts student success, retention and completion.

The results were extremely encouraging. Based on students’ self-reporting: 91 percent percent were more motivated to complete the course; 92 percent had increased motivation to work harder to make an A; 97 percent were more likely to approach their instructor for conversation or assistance; 86 percent said it was helpful to be reminded/encouraged to file a degree plan; 85 percent indicated that this was the first time a Richland College instructor had invited him/her to meet in her office.

Dr. Dean and Ms. Millspaugh schedule an office visit with each student in their classes. The conversation lasts from 15 to 30 minutes and is a course requirement with a participation grade.  Dr. Dean and Ms. Millspaugh ask for feedback about the student’s experience of the course and encourage students to file a degree plan. Students describe their current academic goals and transfer plans.  In addition, Dr. Dean and Ms. Millspaugh offer targeted help regarding college resources. If a student has not yet filed a degree plan, Dr. Dean and Ms. Millspaugh link the student to a Richland advisor, direct the student to make an appointment with the advisor, and then ask them to report back. Upon completion of the office visit, students complete an online feedback survey about their experience. More than 200 students have participated in the office visits and follow-up survey.

Conversations can take place during any instructor’s office hours throughout the semester. The questions in the conversations are straightforward and include, “Tell me about your experience in the course so far. How do you think you are doing? What has been most helpful? How many hours are you taking this semester? Are you working in addition to taking classes? Have you filed your degree plan yet? What are your transfer plans? What kind of support do you have at home for your studies? What resources are you lacking? Where do you see yourself in five years? Ten years? How can I help you be successful this semester?” This practice is a simple and easily replicable, yet effective way to engage students.

Meaningful conversation practice definitely makes a positive difference for student engagement. They report improvements in many areas. Students also provide comments, many of which mirror the feedback from one student who wrote, “I went to see Mike Wright in advising. I now actually know why I’m taking classes! I can now promise you that I will do my best to get an associate degree. I haven’t been this clear on my goal since I was aiming to get my GED. Thank you for finding me the right person to talk to about my degree plan and for helping me with my communication skills.”

This practice promotes student success. A full review of the Speech Pilot survey data with student comments is available as a model for interested instructors.

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“Making Thinking Visible: See, Think, Wonder”
Clive Siegle
School of Humanities, Fine and Performing Arts

Dr. Siegle utilizes techniques in the classroom to promote engagement, understanding, and independence for all learners in alignment with Richland’s Quality Enhancement Plan, “Learning to Learn: Developing Learning Power.”  One of these techniques is a simple thinking routine to help students to take ownership of their own learning while enhancing their critical thinking skills.

The routine is called, “See, Think, Wonder.” The first part of the routine is “See.” In this part, Dr. Siegle presents a chosen image to the students in a way that allows them to see only a small portion of the image or object with as little detail as possible.  Then, he asks learners to state what they have noticed. The second part of the routine is “Think.” He asks the learners what they think is going on in the image.  They share their thoughts with their classmates and instructor. The last part of the routine is “Wonder.” At this point, Dr. Siegle asks the learners what they are wondering based upon what they have seen and have been thinking. He repeats the process as he reveals larger segments of the image. Dr. Siegle encourages learners to share their thinking as he reveals more and more of the image.

This technique promotes the idea of making thinking visible, and it allows students to actively participate in the classroom. Any classroom could use this technique. Images could be selected to be appropriate to course content. The images can be historical, as in Dr. Siegle’s classes, or related to any topic for other courses.

Dr. Siegle piloted this technique during fall 2012. Students in his course were surveyed and interviewed during the SACSCOC on-site visit. Dr. Siegle also demonstrated this technique in another professor’s history class. Students in that course stated that they were amazed by the level of participation and about how much they were able to learn about history using this different method of seeing historical moments.

With Dr. Siegle’s Fall 2012 course retention at nearly 100% and his Spring 2013 enrollment at full capacity, the evidence indicates that this alternate thinking technique contributes positively to student success. This initiative has been selected as a pilot for the history department Quality Enhancement Plan.

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“Chalk Talk
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Ed Luter
School of World Languages, Cultures and Communication

Mr. Luter uses Chalk Talk as a creative, effective practice to promote engagement, understanding and independence for all learners in his English classroom. Chalk Talk is a classroom engagement practice that is a conversation conducted silently on paper. Students consider ideas, questions, or problems by silently responding in writing both to a given prompt and the thoughts of others in the classroom.  They move from one idea to another, formulate questions, and take the time needed to think through the collective information produced.  Students do not have to sign their comments.

Mr. Luter writes a question or a prompt on a large sheet of paper or butcher’s paper and places it on tables around the classroom. He places markers at each table and passes them out to students. The students move around freely in the room responding to the prompts on the various sheets of paper. Mr. Luter then invites students to think about their reactions to the prompt and record their ideas and questions on the paper. He also encourages students to read and add to each other’s responses and build on these responses.

After students have rotated around the room, the papers are posted for all students to read what others have written on their Chalk Talk paper. To process the activity, Mr. Luter asks the students several follow-up questions. ”Where did they see common issues and reactions on the papers?  What questions or responses surprised them?” Students debrief the process and answer questions more effectively about the prompts using this method.

In one example, students in Mr. Luter’s course were given quotes from various books that they read throughout the semester. One was a quote from famous poet who the students identified. The chalk talk paper revealed thoughts that the students had about the poem.  Students offered various ideas, interpretations and answers for their own questions about the writer’s approach to the poem. Students processed the poem and reflected on their comments weeks later. This technique allowed all students to actively participate in the classroom.

Chalk Talk can be replicated in other courses and can be used in department meetings to build community. It promotes active, collaborative team building by encouraging all participants to have a more equal voice in the ongoing discussion of ideas.

Using this exercise, students were not only actively engaged, but they were able to make connections and “make meaning” of the poems and writings highlighted in class. Students were able to retain these connections about their class content on examinations and writing assignments. Mr. Luter’s activity has created an atmosphere of student success.

Richland College students have turned trash into a treasure trove of data about recycling and how campus habits can improve environmental sustainability. They also learned interesting lessons in archeological collection and study of modern refuse and trash as they analyzed what people at Richland discarded in trash receptacles across campus.

WHAT: Students in Introduction to Archaeology, taught by Dr. Lesley Daspit, will present findings and recommendations from their ‘garbology’ research project.

WHEN: Wednesday, May 15 at 11 a.m.  *Live garbology demonstration after the presentation*

WHERE: Room P141 in Pecos Hall at Richland College, 12800 Abrams Road in Dallas
Campus Map — park in Lot E on west side of campus

MORE: Read more on the class blog at richgarbage.tumblr.com

Media Contacts: Jenni Gilmer, jgilmer@dcccd.edu, 940-641-9182 cell
Anitra Cotton, anitracotton@dcccd.edu, 972-693-1712 cell