STATUS OF COLLEGE EFFORTS IN SUPPORT OF
STRATEGIC INITIATIVES 1, 2, 3 and 4
September 2005
Strategic Initiative #1: Achieve excellence in teaching and learning.
Activities:
A. The College will rigorously pursue superior academic and skills-based student outcomes.
Instruction
· The Faculty Resource Center played a key role in organizing relevant, meaningful professional development activities for faculty during the College’s major professional-development days. During Opening Week, for example, the FRC sponsored several sessions focused on teaching and learning. Topics included “Quantitative Literacy,” “What to do about Cheating,” and “Teaching in a Multicultural Classroom.” Additionally, the FRC and Instructional Design co-sponsored a poster session entitled “Connecting to Highline Students: Best Practices.” On Professional Development Day 2004, the FRC offered three sets of sessions aimed at meeting faculty professional development needs. These included seven workshops on such topics as “the Culture of Poverty in the Classroom” and “Using the Visual;” eleven technology training sessions, and four participant-led roundtable discussion sessions on such topics as “Teaching Issues” and “Best Practices.” A mixture of faculty and staff attended these sessions.
· The Gateway Consulting Faculty for Fall Quarter 2004 –in Writing, Reading, and Math - worked with individual faculty and departments to improve instruction and student performance in these key areas.
· Faculty-led professional development activities increased in popularity. During fall 2004, the Faculty Resource Center and the Instructional Design Department co-sponsored three Teaching and Learning Brown Bag Discussions, with topics including “Cooperative Education” and “Humanism and Rationality in the book Wittgenstein’s Vienna.” In addition, the FRC formed three new Faculty Learning Communities (FLCs). The topics for the FLCs are “Student Support and Student Responsibility,” “Quantitative Literacy,” and “Problem-Based Learning.”
· The Faculty Resource Center’s three Gateway Consulting Faculty for Winter Quarter 2004 –in Writing, Reading, and Math - worked with individual faculty and departments to improve instruction and student performance in these key areas.
· Four Faculty Learning Communities (FLCs) were active in the Faculty Resource Center during the winter quarter. The topics for the FLCs are Student Support and Student Responsibility, Quantitative Literacy, Problem-Based Learning, and Hybrid Class Development.
· On February 22, a Writing instructor and the Faculty Resource Center hosted a faculty discussion on Teaching English in the Two-Year College.
· A number of Math instructors developed a question that appeared on all Math 97 finals and a rubric for assessing the data gained from student answers that will give quantitative feedback as to the success of achieving the student outcomes for Math 97.
· The Division of Social Science developed and employed assessment tools for all departments in the Division.
· The Biology Department has developed and is implementing a rubric based assessment program that will give quantitative feedback as to the success of the stated student outcomes for each course offered.
· Math instructors have developed a questionnaire and rubric for assessment that will give quantitative feedback as the success of the stated student outcomes in Math 97 and Intermediate Algebra.
· A re-energized Standards, Outcomes, and Competencies Committee (SOCC) took an active leadership role in responding to the 2003 Full-Scale Evaluation Team’s recommendations around educational assessment. Under the leadership of SOCC Chair Sue Frantz and HCC Assessment Gateway Faculty Vickie Ropp, SOCC fully implemented a number of initiatives proposed in HCC’s two-year Assessment Action Plan, which had been developed during self-study. Among key SOCC initiatives during fall quarter:
Ø 35 disciplines selected assessment coordinators to guide evaluation efforts in their departments. Each discipline took a specific learning outcome, measure it, recorded results, made any modifications to instruction that might improve learning, and noted changes at the end of the year.
Ø A subcommittee of the SOCC undertook a revision of HCC’s college-wide outcomes, reducing the list from 10 to 5. These outcomes were presented to the Faculty Senate, the students, and Instruction Cabinet for consideration during winter quarter. Following approval, these outcomes will become the focus of a larger, campus-wide assessment program.
Ø An electronic “Assessment Newsletter” was launched to build connections among faculty and share assessment ideas. Each issue features one department, provides helpful hints on assessment, gives information about SOCC mini-grants, responds to FAQs, and publishes faculty editorials/responses.
Ø The SOCC web site has been updated and significantly expanded as a resource.
· The Faculty Resource Center’s Gateway Consulting Faculty for Spring Quarter 2005 –in Writing, Reading and Math - worked with individual faculty and departments to improve instruction and student performance in these key areas.
· Summer Institute 2005-6 Session 1, “Assessment of Student Learning Outcomes” began on June 20-21. This year’s institute was conducted in a “hybrid” model ¾ part face-to-face, part on-line. The on-line component continued through the summer and into the coming academic year. Session 1 focused on developing departmental student learning outcomes assessment plans and is sponsored by the Standards, Outcomes, and Competencies Committee (SOCC) and the Faculty Resource Center. Eighteen faculty from 11 departments participated.
· Summer Institute 2005-6 Session 2, “Reflections and Action to Improve Student Success,” began on June 27-28. Twelve faculty members from nine departments participated in a variety of projects designed to improve student learning.
· An on-campus follow-up discussion on this year‘s national “Teaching English in the Two-Year College” Conference was held on May 18. It was facilitated by adjunct Writing instructor Jill Kronstadt and sponsored by the Faculty Resource Center.
Student Services
· Gloria Rose Koepping continued a pilot study of the Brief Symptom Inventory 18, an inventory to assess levels of distress and client progress in counseling on her individual client caseload.
Administration
· Approved and administered client services contracts for instructional division to provide guest lecturers to supplement classroom instruction.
· Facilities department provided ESL training for department employees.
A. The College will create an atmosphere that inspires and prepares all students to succeed.
Instruction
· The Faculty Resource Center brought in Angela McGlynn, author of Successful Beginnings for College Teaching: Engaging Your Students from the First Day, to facilitate one workshop and two group discussions. The workshop was entitled “Warm It Up: Managing the Classroom Environment to Promote Learning” and the group discussions focused on the scholarship of teaching and learning. Forty-six faculty and staff participated in at least one of these sessions.
· Friday, March 4th the Faculty Resource Center hosted a workshop presented by a HCC Education Planning advisor titled “Dealing with Hostile and Angry Students.” Twelve faculty members attended.
· The Faculty Resource Center and the Instructional Design Department sponsored two Teaching and Learning Brown Bag Discussions. Topics included Student Letters of Recommendation and Hidden Cultural Assumptions. Twenty-three faculty attended at least one of the sessions.
· Community Employment Services’ ACHIEVE Program offered a variety of training opportunities designed to meet the needs of students with learning challenges or other barriers to traditional education. Curses may serve as bridge to credit programs or as a place to gain skills for entry level employment. ACHIEVE served 56 students winter quarter. In addition, 10 more students took part in classes offered through the ACHIEVE Bridge Transition Pilot Project. This is a partnership between HCC, Highline School District and Federal Way School District. The program identifies students with special needs in their last year of transition out of high school and into employment.
· A Nursing instructor has organized a pool of guest speakers for the Maternal/Child Nursing courses. The speakers are experts in their fields, from community leaders to education specialists to practicing staff and advanced practice nurses. These speakers bring a “real world” perspective and provide students with information that takes class content into action.
· The Physical Education Department developed a new course, which combines both health information and exercise. This new course, PE 165 Lifetime Fitness was offered as a pilot winter quarter. It is hoped that this course will become a model that can be used in a future fitness center.
· The Business Information Technology created BTECH 282 Special Topic: On-line Learning with Blackboard to assist all students to take on-line courses.
· The Office of the Dean for Professional Technical Education requested and received approval for several short term certificate and new programs through the Workforce Training and Education Coordinating Board which ensures program recognition and funding for eligible students.
· The Office of the Dean for Professional Technical Education continued to coordinate the advising and registration of perspective students for the Dispensing Optician Apprenticeship
· The Office of the dean for Professional Technical Education began disseminating curriculum planning worksheets drafts to all Professional Technical coordinators to help improve student advising.
· In order to better service students and allow them to ladder towards a degree, the Human Services Program Manager with support from the Office of the Dean of Professional Technical Education designed short-term certificates in (1) Family Support Specialist; and (2) Youth Development Specialist. The State Board granted approval of these instructional programs in mid-December.
· A Math instructor and a Chemistry instructor collaborated on a project to assist students coming from Math 91 and Math 97 succeed in Chemistry classes. The Math Department is examining curriculum in Math 81, 91, and 97 to prepare students for other science courses.
· The Instructional Design Department welcomed a HCC Psychology instructor experienced in BlackBoard applications as the winter quarter Faculty in Residence to assist them meet the needs of faculty interested in developing online and hybrid courses.
· Instructional Design served 72 faculty and 16 staff member with their “just-in-time” technical support during Winter Quarter.
· Three student officers from the Teachers of Tomorrow Club, with their faculty advisor, attended a leadership conference in Leavenworth in October.
· The Engineering Department continues its Engineering Scholars Program funded through a NSF grant. In addition to receiving scholarships, the students are in a cohort group that provides opportunities for students at all levels of the engineering transfer program to interact with one another and enables the more advanced students to inspire the newer students.
· Puget Sound Early College (PSEC) successfully completed its first quarter of operation this fall. In its first term, PSEC enrolled 55 students — over 90 percent of the full capacity — from 12 high schools in the Kent, Highline, and Federal Way School Districts. All 55 students completed fall quarter and re-enrolled for winter 2005. Commemorating the program’s inaugural quarter, PSEC students organized Founder's Day celebration December 6 that traced the history of the program and recognized the work of twelve "founders" who were particularly instrumental in the planning and development of PSEC. In attendance for that event were area school superintendents, principals, the HCC community, and the friends and family of PSEC students. The ceremony was followed by an open house which showcased the students' academic and committee work.
· The Workfirst program has continued to achieve excellence in serving TANF and low income populations. During summer A344 Workfirst CJST served 52 students and Workfirst ABE served 53 students. Fall A452 CJST served 42 students and Workfirst ABE served 29, with 67% of the students during the two quarters being TANF. The WorkFirst ESL program is also achieving tremendous numbers with 128 students served in the summer and 154 students served in the Fall.
· The College’s Workfirst program has assessed services, faculty and instructional programs and is making progress so that CJST and GED classes are consistent with mainstream Highline Community College classes to prepare WF learners for college level learning. Professional development for instructors has been implemented so they have the opportunity to better understand the WF population as well as create top quality programs. There is constant support of student’s need so they may be successful both at Highline Community College and after they leave our programs.
· This fall the Worker Retraining program offered weekly new student workshops designed to motivate students to take full advantage of their educational opportunities and to inform them of the steps they need to take to successfully complete their program and/or return to work.
· A workshop on “Dealing with Hostile and Angry Students” was held on April 27. The session was conducted by Denny Steussy (Educational Planning and Advising) and Lance Gibson (Counseling) and sponsored by the Faculty Resource Center. Eight faculty and staff participated.
· Four Teaching-and-Learning Brown Bag discussions were co-sponsored by the Faculty Resource Center and the Instructional Design Department spring quarter. Over 30 faculty and staff participated in at least one of these discussions. Topics included “Beyond Grammar: Critical Thinking” facilitated by Writing Gateway Angi Caster on April 8; “Letters of Recommendation for Employment” presented by Regional Hospital Recruiter Valerie Albano on April 15; “What is social conscience?” facilitated by visiting South African Maths Lecturer Mark Jacobs on May 13; and “Curriculum Change and Innovation” facilitated by HCC Math instructor Helen Burn on May 20.
· Two multidisciplinary faculty learning communities, “Hybrid-Class Development” and “Student Support and Student Responsibility,” were active during Spring quarter 2005. Sponsored by the Faculty Resource Center, learning communities provide a faculty-driven venue for sustained, collegial discussion of instructional issues.
· The Technical Services Department of Instructional Resources collaborated with ESL faculty to add reading level information to the library catalog for all books in the “new Readers” collection. This information will aid students in their search for appropriate and accessible materials in the library collection in support of their class work and personal reading needs.
· The Engineering Department took 15 students to Spokane in April for Eastern Washington University’s Human Powered Paper Vehicle Competition. HCC had four teams competing and won an award for Team Spirit.
Student Services
· Launched a new publication, “Parent Perspective” to be distributed to parents/family of Highline students via programs offered by Outreach, Educational Planning and Advising and High School Programs.
· Conducted five educational seminars for students enrolled in the Puget Sound Early College.
· Offered new “Ultimate College Success Game” to help students learn how to navigate Higher Education in general and Highline specifically. This program used the popular reality T-V show format to make learning about college fun.
· Infused more interactive activities into the College Orientation and Registration Experience (CORE) to a record number of participants.
· In response to the emphasis from baccalaureate institutions for “major ready” transfer students, Highline now offers multiple seminars on being major ready and has developed more than 15 tracks entitled “Major Steps” for students to prepare for specific majors at different baccalaureate institutions.
· With the Nursing faculty, Educational Planning Center (EPAC) developed a Nursing Orientation and Nursing Newsletter for students who are exploring nursing career options.
· Recruited and hired new Running Start/Student Development Coordinator/Advisor for Running Start Program. Designed and implemented a more comprehensive and intrusive retention program for Running Start students experiencing academic difficulty (probation status).
· Mock Interviews - Career and Employment Services (CES) is able to offer video reviewed practice interviews for students and job seekers. One hundred and nineteen students took advantage of this opportunity to practice their interviewing skills.
· Staff members from Career and Employment Services and Educational Planning and Advising Center collaborated to offer a four-credit College 100/Careers 110 Coordinated Studies class. It was an attempt to reach new students who were undecided about their futures; 23 students finished the quarter.
· Workshops and Class Visits - One hundred sixteen visits were made this year to classrooms to provide information about the State Work Study program and services provided by the Career and Employment Center.
· Career Connections - Twenty two career development workshops were facilitated by CES throughout the year. These workshops were attended by students and community members with an average attendance of fifteen participants.
· Nine children of staff and faculty participated in the “Bring Your Daughter or Son to Work Day.” Activities included a campus tour.
· A CES staff member participated in the Opening Week Poster Session with a display about students and college major decision making.
· Five CES staff members attended the Professional Development Day.
· A CES staff member assisted the CJST program with mock interviews.
· Counseling staff members presented workshops for approximately 15 classes.
· A staff CES staff member conducted mock interviews for Library Tech students.
· CES and Counseling have been directly involved in teaching Career 110 (Career Planning and Self-Evaluation); Career 291 (Special Topics); Student Services 100 (College Survival--a special section for International Students); sponsoring Student Services 90 (College Skills Lab) a joint partnership with the Physical Education Department; College 100 (College Success Seminar) in conjunction with Instruction. A special section of College 100 for students with disabilities was offered fall quarter. Gloria Koepping from Counseling and Carol Jones from Access Services worked with the Community Services/Supported Employment program on campus to offer this unique course.
· The Student Services staff is frequently asked to make classroom presentations on a variety of topics related to their expertise. Some of the topics this year included:
Ø Career Decision Making
Ø Classroom Success (Study Skills, Time Management, Procrastination)
Ø Drug, Alcohol and Gambling Addictions
Ø Stress Management
Ø Cultural Issues
Ø Eating Disorders
Ø Test Taking Skills & Test Anxiety
Ø Ethnicity and Race
Ø Grief and Loss
Ø Relationship Difficulties
Ø Sexual Abuse
Ø Depression and Sadness
Ø Learning Disabilities
Ø Deaf Culture
Ø HIV/AIDS
Institutional Advancement
· Received a $320,000 earmark in the federal 2005 budget for the MaST center.
· In partnership with the University of Washington, received an NSF STEP grant.
· A $10,000 grant from KeyBank to the Foundation for the Corporate Partner for Education program, to support business programs and students at Highline.
· Submitted a Trio Grant 2005 Student Support Services Program.
· Submitted a CCampis Grant (Child Care Access Means Parents in School Program).
Administration
· Facilities submitted capital budget requests for a new building for Allied Health and Building 6 replacement and conducted a campus facilities condition survey identifying repair projects.
· On going projects include renovation of Building 14 to offer additional general classroom space.
· Continued the relationship with the Port of Seattle and acquired over $1 million in funds for noise abatement projects.
B. The College will assess the progress of pre-college students and develop strategies for their success.
Instruction
· A Writing Instructor began the effort to establish a common outcomes assessment for ESL 60 and Writing 60, so that these pre-college students would be adequately prepared for Writing 91. In addition, she wanted to look at Compass placement scores to be sure students were correctly placed in ESL 30, ESL 60 and Writing 60. With colleagues, she began this process last year and they have continued meeting Fall quarter they met with Counseling and Testing and Career and Employment Services along with outside experts to establish appropriate placement scores for these classes. They have collected some initial data used to determine preliminary placement scores. They will begin comprehensive testing at the beginning of this Winter Quarter of all ESL 30, ESL 60 and Writing 60 students to increase our data and modify our placement scores, if necessary.
· The college’s literacy partnership with Highline School District continued to expand and develop in fall 2004. Two new classes were added to the existing schedule at Bow Lake Elementary, and a partnership with Saint Elizabeth’s Episcopal Church has allowed the classes at Seahurst Elementary to expand from two to four nights a week. In addition, a new site was added at Hilltop Elementary. Continuing programs are located at Salmon Creek, Parkside, and Sunnydale Elementary Schools.
· In Federal Way, the Latino Night School project developed rapidly as a large-scale partnership with considerable community support. On-site, the college provided two sessions of intermediate-level English-as-Second Language and, in winter 2005, launched a hybrid upper-level ESL/GED Preparation course, funded in part by a $15,000 grant from the State Board for Community and Technical Colleges (SBCTC). The college’s services were augmented by community partners who provide childcare, homework help sessions for K-8 students, and conversational English classes for beginning-level adults. The college is developing a number of enhancements to the project for 2005. The HCC Education Department, for example, is organizing early-childhood learning activities to enhance the childcare services. In an additional collaboration with the District, HCC’s High School Completion Department will offer classes on-site for high school-age students who are deficient in credits to graduate.
· CEL worked with Highline School District to provide on-going Spanish language training for parents and children each quarter and is also partnering with them on a potential grant to provide tutoring services in collaboration with HCC’s Tutoring Center and Education Department.
· In winter quarter, representatives of the Washington Center for the Improvement of Undergraduate Education held two direction-setting workshops with faculty members from a variety of pre-college areas – writing, reading, mathematics, speech, and ESL. As a result of these conversations, Reading Department and Writing Department faculty have launched several reading-writing linked courses, as well as links between Reading and content-based offerings.
· The “Access to Nursing” cohort program got underway in earnest in winter 2005. “Access to Nursing” is a basic skills development project intended to serve healthcare aides who are considering Registered Nursing as a career choice. The project model brings faculty from Reading, Mathematics, and Writing to work collaboratively with students from local healthcare facilities to improve their skills, in preparation for entry to Nursing Department prerequisites. The project is funded by a High Wage-High Demand grant.
· The Adult Basic Education/ESL Department has continued to move forward with its CASAS appraisal test implementation. The tracking of CASAS pre- and post-test scores promises to offer concrete evidence of program success.
· The Adult Basic Education/ESL Department completed a thorough revision of its Faculty Handbook in winter 2005. The updated Handbook provides faculty with clear guidelines on assessment of student needs and goals, as well as the reporting of student performance.
· The college’s Adult Basic Education/ESL programs were awarded full funding from SBCTC’s Office of Adult Literacy for 2005-06. Funding levels are contingent, in part, on satisfactory student progress and skills gains.
· The college’s family literacy programs also reported significant skills-level gains for they year. In addition, the program tracks achievement of family literacy goals. Among those achievements, for spring quarter:
Ø An instructor piloted a first time homebuyers’ curriculum, and as a result, several students called loan agents at Bank of America to see if they qualify for a mortgage. One family is buying their second home.
Ø Two sites added First Aid CPR training and all students got their CPR cards.
Ø Many of the students prepared resumes during the “jobs and employment” units in their classes.
Ø Many students got their first job or were promoted due to increased English skills. The number one reason for students not being able to continue with ESL studies was getting jobs.
Ø Schools noted an increase in parents’ participation in events at the schools after they were involved in the Family Literacy classes. They come to feel very comfortable in the school environment.
Ø A group of parents of ELL students at Bow Lake went to a school board meeting and got an unsafe bus stop changed for their children.
Student Services
· Effectively implemented new verbal intake assessment of all English as a Second Language (ESL) non-credit students.
· Enhanced outreach to non-credit ESL students via an orientation program that helps students to explore possible next steps for their college education.
· EPAC collaborated with the Testing Center and the Humanities faculty on training and implementing staff on the use of the new ESL Compass Assessment. It is anticipated that the new ESL Compass will provide a better placement into college classes for our ESL student populations.
· Student Programs staff hosted its Third annual Student Leadership Retreat on January 7-8. This event was open to all students and 42 HCC student leaders were on hand during this 24-hour training session. Key topics included: leadership/personality styles, reflective practice and an overview of service opportunities in leadership positions at HCC.
· A counselor presented at two Pre-College Studies classes.
Institutional Advancement
· Updated professional-technical brochures.
· Created new program marketing brochures.
· Foundation hosted 5th annual GALA; net over $90,000.
C. The College will assess the community to ensure that the instructional programs, services and technology capabilities respond to community needs.
Instruction
· Instructional Design is actively involved in the Hybrid Courses Learning Community.
· Instructional Design offered a wide range of workshops on enhancing the learning experience through using technology, many of the sessions in fall quarter revolved around the newest update to BlackBoard.
· Instructional Computing and Media Services continue to improve faculty access to technology through installation of permanent computer/data projector units in classrooms and through the upgrade of all the equipment in the Multimedia Instructional Design Studio (MIDS).
· Media Services continues to work with faculty to provide video streaming content for traditional, hybrid and online classes.
· The Teacher Cohort classes continued and student have completed four of their seven quarters. The program allows work constrained students to attend classes on Saturdays and online.
· An Education instructor, as part of her professional leave activities, volunteered in a local 4th grade classroom to observe math instruction and WASL preparation. She will share this information with the Education Department and the Math Department as part of our on-going efforts to ensure that HCC’s Education offerings and our Math 180 offering meet the needs of our current students and future teachers.
· The Teacher Cohort classes continued. This program allows work constrained students to attend classes on Saturdays and online. Students have completed five of their seven quarters. In Addition, three Education Department Faculty presented the Saturday Teacher Cohort Model at the third annual National Association of Community College Teacher Education Programs (NACCTEP) on March 5th in New York City.
· CEL staff worked with instructors to develop a series of 8 courses in a certificate program called the Highline Community College Supervision/Management Development Series.
· The Coordinator of the Business Information Technology Department led the successful effort to obtain State Board approval for Highline’s new AAS degree in Project Management. The curriculum was designed in accordance with the Project Management Institute’s competencies and will train individuals for workplace skills that broadly apply to a variety of industries.
Student Services
· Implemented the CIS web admissions application.
· Developed a scholarship nomination process committee.
· Developed a STEPP summer program.
· Redesigned Financial Aid webpage for easier access.
· Outreach conducted a Running Start survey.
D. The College will establish a process of incorporating continuous quality improvement by regularly assessing services, staff, faculty, administrators and instructional programs.
Instruction
· A subcommittee of Instruction Cabinet initiated a focused, in-depth review of Instruction-area findings from last year’s Institutional Effectiveness Report. The subcommittee met regularly to work through sections of the Report and to explore potential improvements that the findings suggest. The subcommittee made a report to the full Cabinet in spring quarter.
· The Standards, Outcomes, and Competencies Committee (SOCC) has moved forward on several winter 2005 projects:
Ø An SOCC subcommittee reduced the ten college-wide learning outcomes to five. The group also refined the outcomes’ language. These outcomes are currently undergoing examination by the campus for endorsement. Senate has approved them.
Ø To help inform and motivate faculty, an electronic assessment newsletter was established. The newsletter is posted twice quarterly and features one department and their assessment work, frequently asked questions, grant possibilities, assessment helpful hints, and feedback from faculty about assessment. See http://flightline.highline.edu/socc
Ø Twenty departments have conducted a guided assessment of student learning outcomes in their courses and have submitted reports to the Gateway Faculty for Assessment. A culture of assessment is growing and faculty members are further developing their assessment skills.
· The work of the Standards, Outcomes and Competencies Committee (SOCC) for Spring 2005 included the following:
Ø A progress report was drafted and submitted to the Northwest Commission on Colleges and Universities outlining Highline’s achievements during the past two years relevant to assessment and evaluation. The document discusses the completion of HCC’s two-year Assessment Action Plan, which was established prior to the accreditation visit of 2003. Having accomplished the goals, of its first two-year Action Plan, SOCC has developed preliminary plans for the next two years and will move forward with the new plan in the fall.
Ø A special luncheon with award presentations was held in May to recognize the work of departments’ assessment coordinators across campus. This event was an excellent way to stimulate conversation related to assessment on campus. Faculty were energized by the event and suggested that a similar opportunities for sharing and conversation be offered quarterly. It was evident in the discussions that faculty are interested in assessment and want to continue the forward momentum.
Ø By the end of spring quarter, 31 departments had conducted a guided assessment of their course-level student learning outcomes and had submitted reports to the Gateway Faculty for Assessment.
· The excessive – and sometime frustrating – issuance of registration overrides was the topic for another Instruction Cabinet subcommittee in winter quarter. The group, with additional members from Educational Planning and from Scheduling, identified ways to streamline the registration process and reduce roadblocks to students.
· The Business department continued to incorporate Learning Level elements into the testing activities of Business classes. Two Business instructors are evaluating the results of the Learning Level assessments done in a Business 100 class. We will be analyzing the raw data this quarter. The effort will be expanded spring quarter to include other Business 100 classes. The assessments enable Business faculty to assess student mastery of vocabulary and definitions, understanding of business concepts and principles, and students’ ability to apply knowledge to decision making and critical thinking situations.
· The Office of the Dean for Professional Technical Education conducted a student follow-up survey for 04-05 summer/fall graduates of Professional Technical programs.
· The Office of the dean for Professional Technical Education continues to work with Tacoma and Edmonds Community colleges to revise curriculum of the Polysomnography to provide it in an on-line format.
· The Office of the Dean for Professional Technical Education Continued implementation of the new faculty vocational certification process.
Student Services
· Streamlined the ABE/ESL enrollment process, including collection of $25.00 tuition.
· Refined the Registered Nurse, Licensed Practical Nurse, and Respiratory Care application processes.
· Streamlined drop process, including emailing and calling students in advance.
· Established a student intern program for Admissions/Entry Services.
· Updated registration procedures manual.
· Purchased six new student KIOSKs for building six
· Registration successfully began processing their own production job scheduling.
· Enrollment Services (ES) collaborated with the Education Department to work one-on-one with cohort students.
· ES collaborated with instruction to streamline entry code process.
· ES streamlined the Tech Prep process with South King County.
· ES updated admissions application.
· ES collaborated with Running Start staff to develop coding system to track students.
· ES collected social security numbers with due diligence by sending mailing asking for SSN’s.
· EPAC has developed a “student satisfaction” survey to be distributed randomly to students who use services in the Center. During the upcoming year, an instrument will be developed to determine why some students do not seek advising from faculty and/or EPAC.
Administration
· The Triennial Higher Education Research Institute (HERI) Faculty Survey was administered which provides valuable information regarding instructional activities and experiences. This effort was coordinated by Institutional Research with Instruction and HERI.
· Decision Support database was created containing two modules: one for enrollment patterns, the other for grade analysis. This tool will undergo testing during fall 2005 for deployment during 2005-06.
· Institutional Research provided a variety of data for instructional course-offering decisions, such as coordinated studies, and grant applications and adapted several information retrieval procedures to improve efficiency and distribution of information
· Patty James generated data for faculty regarding student performance and generated cost data for selected academic and professional-technical programs for submission to The Kansas Study, a national study of community college instructional costs and productivity to provide Highline with the ability to compare program costs with those of peer institutions
· Patty James routinely generated and disseminated enrollment data to the college community.
· Facilities developed customer service feedback forms to solicit campus for feedback on completed work orders.
· Administrative Technology (AT) and Institutional Research implemented the EMDB (Enrollment Management Database).
· For the last 12 months AT Customer Services responded to 2,225 calls, trouble tickets and requests for assistance.
· In the December/January timeframe AT set up 48 workstations plus printers and other peripherals in the Higher Education Center including physical installation, the backup and restoration of each person’s data files, and software upgrades to each machine. Performed 80 faculty office moves throughout the year and moved staff and students in to the new Student Union (Building 8), the childcare center, the higher education center and the outreach center. Replaced/upgraded 144 workstations/laptops under the TAC replacement program.
E. The College will create and maintain an infrastructure that supports a safe, accessible and innovative environment for teaching and learning.
Instruction
· Instructional Computing continued to be an active participant in technology planning for the new building, worked closely with CWU staff. IC also prepared for the day to day support of instructional computing resources (both HCC and CWU) in bldg 29. The first quarter of classes were held and all went smoothly and well.
· HCC librarians and the Dean for Instructional Resources met with the Dean of Libraries and others from CWU to prepare for delivery of library services to the CWU students. The first quarter of classes went smoothly.
· Instructional Computing assessed the Life Sciences Department in establishing instructional technology tools at the MaST Center located at the college’s Redondo Pier. Tools installed included a redesigned instructor’s station that has a document camera and scanner, and a set of laptops for student uses along with a wireless network.
· Instructional Computing staff worked to increase the security of facilities and equipment. This included enhancements to the security system in Bldg 30. IC staff also worked with Media Services to devise enhancements in security for equipment permanently installed in classrooms, especially data projectors. Security cages and special keyed security screws were installed on projectors across campus during spring break and Media worked with Maintenance to secure projectors to COWs using the same screws.
Student Services
· Faculty counselors provide ongoing advising for students who are “undecided” about their program, transfer concerns, and career decision making. Counselors provide consultation to faculty and staff and see students for academic, career and personal counseling.
Institutional Advancement
· $500,000 Capital Match request from the 05-07 Washington State biennial budget.
Administration
· Security contributed to safety by having all personnel trained in CPR and use of Lifepak Defibrillator; in partnership with Women’s Programs distributed glow in the dark key chains & whistles that have the phone number for security imprinted; assisted 241 students, staff and faculty with unlocking car doors or battery jumps; and provided 269 escorts.
· Improvements were made to campus parking lot lighting and sidewalks for campus safety. Installed light poles offering brighter illumination and emergency phones in campus parking lots for improved safety.
· Night tour of campus safety conducted for Trustees and student government.
· The Bookstore relocated to the new Student Union Building including the installation of a new comprehensive security system, a scanner system to facilitate data entry, and an information kiosk at the back of the store to enable students access to their registration information and on line textbook ordering.
· Administrative Technology implemented Spam Filter on campus e-mail; installed a new UPS installation for Rack 4; implemented e-911 and the added service it will provide; integrated HCC fiber to King County I-NET and K-20; implemented outside Caller ID; activated Code Blue Emergency Call stations in North and South parking lots; created new storage space in building 29 (Higher Education Center) for Network Services Supplies; involved in the administration of the various construction projects (Student Union, Higher Ed and Outreach Center).
Activities:
A. The College community will deepen its understanding and appreciation of the diversity of our nation and local community.
Instruction
· A writing instructor reconfigured a Writing 101 course to have an international/global studies focus that included international service as part of the curriculum. This past December the class planned and implemented Highline’s first International Human Rights Day. Over 150 students and faculty attended.
· The Highline Community Choir’s Fall Concert featured music from China with the internationally acclaimed group “Silk Road Music” as guest artists.
· During Fall Quarter 2004 faculty members across the disciplines, aided by Student Government and Team Highline, organized the Defining Democracy 2004 symposium, "Upcoming Elections and an Informed Electorate. "Two to four different events, scheduled on six different weekdays and held in Building 7, were open to students and the general public, attracting audiences up to 500. Image manipulation, a historical perspective of democracies under stress, information overload: how to see through the sound bites and make up your own mind, a timeline of voting for Asian Americans, Latin Americans, Blacks and Women, and How to Live with the Election Results were some of the topics. Community leaders who spoke included Congressman Jim McDermott, and all candidates of the 30th, 33rd, and 47th districts. After each day's events, the audience was invited to spend time in open discussion.
· During Fall quarter the PE instructor teaching Global Health had her class visit a number of classes on campus on World Aids Day to share information and build awareness.
· A number of students in Health, Nutrition and Education classes participated in service learning project in which they created toiletry kits and school kits, collected clothing, and raised money to by wheel chairs. These efforts have benefited children and families in Guatemala, Uganda, Mexico, Sudan and South Africa as well as local programs.
· WorkFirst ESL has supported over 282 students over Summer and Fall quarters including those speaking Somali, Somali Bantu, Ukrainian, Sudanese, Bosnian, Ethiopian, Spanish (Mexico, Nicaragua, Columbia, and El Salvador), Polish, Cambodian, Russian, Maldivian, Korean, Iranian, Congolese, Gambian, French, and Uzbek.
· The Office of the Dean for Professional Technical Education and the Nursing Program are taking part in the SBCTC grant for Access to Nursing Project that focuses enabling students from campuses with the most diverse populations to succeed in nursing prerequisite courses on programs.
· The Faculty Resource Center with support from the College’s U.S. Department of Education Title VIA Internationalizing the Curriculum grant sponsored a workshop presented by Victor Villanueva on the topic “Language Diversity in the Classroom.” Twenty-three faculty and staff members attended.
· WorkFirst ESL classes continue to grow and serve new refugee and immigrant groups. Over 150 students were enrolled in these classes winter quarter. New groups include Somali Bantu, Sudanese and Meskhetian Turks. Due to the large numbers of referrals, HCC will create additional offerings spring quarter to meet the growing demand for ESL services among newly arriving refugee and immigrant populations.
· Eight HCC students served as tutors in the WorkFirst ESL tutoring program in winter 2005. This project increases the ESL students’ time spent talking to degree-seeking HCC students and, at the same time, enriches the HCC students’ college experience by giving them meaningful interactions with a variety of people. Additionally, several Education students and Human Services students have chosen to complete service learning projects and internships in HCC’s Family Literacy program, working either with adult ESL students or in the children’s program.
· During winter quarter PE 101, Global Health put on an auction and t-shirt sale to raise money for Mercy Corps for tsunami relief and they raised over $12,000.
· A Health and Physical Education instructor, assisted by a number of other colleagues, organized a number of activities for AIDS Awareness Day and Hunger Awareness Day, two very successful campus wide events held in the Student Union.
· A Nursing Department instructor continued to work on the Community Colleges for International Development partnership that created the opportunity for HCC faculty and students to go to Ecuador and participate in a cross-cultural nursing experience. She has conducted an orientation for current students who would like to take the class during the summer. There is a high level of student interest in this growing program.
· The Teachers of Tomorrow Club raised money to purchase wheel chairs for children with disabilities who live in an orphanage in Cape Town, South Africa. An Education instructor and the Executive Director of Community Employment Services established the relationship during their work HCC’s USAID grant project on workforce development for the disabled.
· A Health and Physical Education instructor gave an evening presentation on Genocide, focusing on Rwanda and Sudan, for Student Services and Team Highline.
· BTech department, with the support of publishers EMC Paradigm Ellesworth Publishing, arranged to donate a substantial number of textbooks to the Polytechnic of Namibia’s Secretarial Studies program. The text books all come with software and site licenses.
· The Coordinator for the Hotel Tourism department hosted and sponsored a presentation from representatives of Cesar Ritz Colleges of Switzerland. He has developed articulation agreements with this highly regarded college of International Hotel and Tourism Management Education.
· CEL’s travel and language classes continue to be popular offerings that enhance global perspectives for Highline’s adult learner communities.
· CEL’s Senior College program covers a variety of cultural and global subjects and speakers.
· Dr. Ashraf Mohammed, Institutional HIV/AIDS Program Coordinator at Cape Technikon, Cape Town, South Africa, gave three presentations to HCC faculty, staff and students in January. Two HCC faculty arranged the program that was funded through the College’s Title VIA Internationalizing the Curriculum grant. The seminars focused on Cape Technikon’s approach to HIV/AIDS education and their efforts to infuse it into the curriculum, student programming, and community outreach. Over 200 HCC faculty, staff and students participated in his interactive sessions.
· Media Services edited, streamed, and created a web page for the lecture “Miracles of Modern Science Revealed in Islam.”
· In April Highline’s ESL Special Projects Manager, gave a presentation at the 2005 Office of the Superintendent of Public Instruction (OSPI) Collaboration Conference in Yakima. Ms. Faaren’s session, “Powerful Partners in Leveraging Learning for Second Language Children,” focused on K-12/college collaboration as a means to better serve ESL families. The session included co-presenters from Federal Way Public Schools and the Highline School District.
· Also in April, The ESL Special Project Manager co-presented with the ELL director of the FWSD at the 2005 Northwest Conference on Celebrating Educational Opportunities for Hispanic Students, put on by the School Boards of Washington, Idaho, Nevada and Oregon. The Latino Night School initiative was highlighted.
· A librarian compiled Recommended Reading titles for Unity through Diversity Week, Women’s History, and Asian Pacific American Month.
· At the Mary Mahoney Professional Nurses Organization’s 56th annual scholarship luncheon a scholarship was awarded to Lula M. Johnson, one of HCC’s Nursing students. This organization for African American nurses has awarded scholarships to outstanding HCC students for the past several years.
Student Services
· Multicultural Services and Multicultural (MC) Student Programs sponsored Highline’s 8th Annual Unity through Diversity week (April 2005).
· Multicultural Services and the Critical Moment’s committee sponsored HCC’s First Annual Faculty/Staff of Color Appreciation Reception (70 attendees) during Opening week.
· MCS sponsored 20 Highline students and 5 staff to attend the 14th Annual Washington state Student of Color Conference sponsored by the MSSDC. Four staff members presented workshops.
· Women’s programs continues to raise awareness for the college community relative to the greater issues facing women, i.e. global health concerns, economic wellness, and issues of poverty.
· Gloria Rose Koepping was a faculty co-advisor to the Gay Straight Alliance, Rainbow Pride Chapter, working with the student club to promote club reformation and programming.
· Gloria Rose Keopping and Lance Gibson met with Lee-Anne Faure (Disability Services) from False Bay College, Cape Town, South Africa to share our Access Service’s office forms, policies, handbook and census coding information. We also shared common accommodations and procedures for our office.
· Each quarter several staff members assisted with Comprehensive Adult Student Assessment System (CASAS) testing for incoming ESL students.
· A faculty counselor serves as an advisor to the Rainbow Pride Club, another counselor acts as liaison to International Student Programs and consultant to the Cultural Café program, and a third counselor acts as liaison to Women’s Programs.
· Thressa Alston continues her committee work with the State of Washington Ethnic Minority Advisory Council, Mental Health Division, Department of Social and Health Services. She also serves on the sub-committee of the Mental Health Advisory Council, Department of Health and Social Services, Planning and Evaluation providing research and recommendations for legislative reallocation of funding for designated populations.
· Thressa Alston consults with community leaders, families, state and local agencies to address issues of homelessness and abuse. She continues to serve our diverse community in working with issues on cultural health and homelessness in addition to various community projects she supports. She also continues to be involved in community activities through Forums on Race and the Urban Enterprise Center of the Greater Seattle Chamber of Commerce program, It’s Time to Talk. The forum invites people of every ethnicity to participate, and it seeks a reconciliation that will benefit every aspect of affirming diversity. She continues her support to the Black Dollar Days Task Force. The mission of the Task Force is to assist the community by promoting economic self-sufficiency for all cultural groups, achieving tolerance, and understanding of cultural differences and self-determination through economic justice.
· The Interpreter Center on campus supports 11 interpreters for deaf and hard of hearing students.