STATUS OF COLLEGE EFFORTS IN SUPPORT OF
STRATEGIC INITIATIVES 1, 2, 3 and 4
September 2006
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 continued to provide professional development and consultation activities that were aimed directly at assisting faculty in their efforts to improve teaching and learning. Some recent examples include:
Ø Four Teaching and Learning Brown Bag discussions were held during winter and spring 2006. The topics discussed were “Understanding Graphs and Charts in the Classroom,” “Breaking the Cardinal Rules of the Classroom,” “Web-Based Rubrics” and “Engaging Students Beyond the Classroom”. 32 faculty and staff participated in at least one of these four discussions during winter and spring quarters.
Ø The Faculty Resource Center’s Gateway Consulting Faculty for winter and spring 2006, Pat Phillips, worked with individual faculty and departments to improve instruction and student performance in the area of reading and study skills areas.
Ø On May 5, the FRC sponsored a panel presentation entitled “Wikis and Blogs: How They Work in Teaching and Learning.” Nine faculty members from across the campus were participants.
Ø A five-member faculty panel conducted a discussion on working effectively with groups in a classroom was held on May 17. This session was requested by the FLC on effective teaching and co-sponsored by the FRC. 14 faculty and staff members attended.
· Puget Sound Early College graduated its first cohort in June. In all, 23 students completed both years of the program on-site (another 16 transferred to on-campus Running Start). Of the 23 PSEC completers, 21 fulfilled their associate degree requirements as well as their high school graduation requirements. Two-thirds of the cohort plan to transfer and will continue at Highline this coming year to complete transfer requirements. Five have been admitted already to four-year institutions. All students who applied to four-year institutions were accepted into their first-choice schools.
· As a result of the joint efforts of two HCC instructors, an Economics 110 class and an Anthropology 100 class participated in a national internet discussion on climate change organized by the Earthday Network. During the April 21 event, the panelists read and answered one of the questions submitted by a HCC student.
· The BTECH department launched the BTECH Challenge event, an effort to create a learning community in their division. With support from publisher Thomson Course Technology, faculty, and staff the BTECH Challenge was held successfully on May 12, 2006. The Challenge was open to all students on campus and designed to test their skills in four major applications from Microsoft Office 2003 suite, Access, Excel, PowerPoint, and Word. SAM 2003 was the simulated software used to test students and share the results immediately. Many students participated in the competition and generated fantastic excitement. The winners represented Paralegal, BTECH, and Accounting departments.
· Center for Extended Learning staff worked with instructors to develop new courses within their fields of expertise which resulted in a new series of online courses in a certificate program called the Highline Community College HR Certification Series. CEL staff worked closely with the Business Division Chair and instructors in Business and B-Tech to integrate the courses into ongoing credit programming at HCC. One of the three 5-credit courses (each taught by fully certified HR Professionals) was offered each quarter, after which the students were eligible to take the HR Certification exam.
· The National League for Nursing (NLN) has reaffirmed Highline’s Nursing Program’s special accreditation for eight years at its January national accreditation commission session. Coordinator Barbara Smith and her department colleagues were recognized with several commendations that focused on the success of their program.
· A Writing instructor developed and taught a two-credit, late-start course on Teens in Film Spring Quarter. It was created under the auspices of the College’s U.S. Department of Education Title VIA Internationalizing the Curriculum grant to help with student retention and to diversify the school’s film course offerings. Two other Writing Instructors and a Drama and Music instructors designed three additional five credit film courses to respond to student interest and to establish the curricular foundation for a possible Film Studies Department. These were also funded by the Title VIA grant.
Student Services
· Career and Employment Services was able to offer video reviewed practice interviews for students and job seekers. Second year students from Respiratory Care, BT 139 and International Business are all required to do mock interviews Spring Quarter. CES also provided practice for students going out on job interviews.
· A Career and Employment staff member and a staff member from the Educational Planning Center collaborated to offer a 4 credit College 100/Careers 110 Coordinated Studies class. It was an attempt to reach new students who were undecided about their futures, 24 students finished the quarter.
· Approximately 640 students and community members signed in to receive Career & Employment Services during fall quarter, 2005.
· A total of 12 career development workshops were facilitated by Career & Employment Services. These workshops were attended by students and community members with an average attendance of 19 participants.
· Eleven children of staff and faculty participated in the “Bring Your Daughter or Son to Work Day” including a campus tour and for the first time demonstrations and hands –on activities by Respiratory Care, Administration of Justice, Visual Communications, and Engineering departments.
· A staff member from Career & Employment Services presented interviewing information for a Library Tech class.
Institutional Advancement
· Recognized by the MetLife Foundation as one of six finalists for their Community College Excellence Award. Highline is the first college in the state of Washington to be recognized by MetLife for our work to help low income, first-generation, students of colors succeed.
B. The College will create an atmosphere that inspires and prepares all students to succeed.
Instruction
· Highline launched a revived and revitalized Late-Summer Bridge program in August 2005. Of the courses offered, the most successful were COL 100 (College Success for Athletes) and MATH 099 (Intermediate Algebra Refresher). Two sections of COL 100 ran, with a total of 28 students. The mathematics course allowed students who had completed Intermediate Algebra in high school ― but who had scored poorly on the COMPASS placement test ― to complete an intensive, short review of algebra topics in order to qualify for college-level math in the fall. Additional offerings included brush-up courses in both Reading and Writing.
· The college’s second Late-Summer Bridge program will get underway this August. Like last year’s program, the 2006 Late-Summer Bridge will feature a fast-track intermediate algebra refresher, along with several college-success (COL 100) and skills-building courses in writing and technology applications.
· The Department of Community and Employment Services offered the second year of the ACHIEVE Bridge Transition Pilot Project. The program is designed for 8-10 special education students from local partnering school districts. It provides individualized learning opportunities for students in an age-appropriate, inclusive community college setting and is structured to promote and support successful transition to adulthood including services to obtain employment in the open labor market. The three-quarter program offers an alternative to school district transition programs for students’ ages 18-21 years of age. The program consists of a combination of classroom theory and opportunity for community based application. In the first year of the pilot project, eight out of the ten students exited in June with paid employment. The project continues to provide employment retention services for those individuals who became employed and job training and job placement activities for those who have not yet achieved employment.
· 2005-06 ACHIEVE Bridge Transition Services expanded to include contracts for serving students from Renton, Tahoma, and Kent School Districts.
· The Math Department, with the leadership of one of its newer instructors, inaugurated programming using a Math Resource Center approach during Winter Quarter which should enhance student performance in several disciplines that rely heavily on math skills as well as will support students’ work in their math classes.
· Once again a Paralegal instructor led the College’s new faculty recruitment initiative. Working with HR staff he arranged for Highline’s participation at the California Community College’s annual job fairs in Los Angeles and San Francisco in January. The number of participating colleges at both locations had increased this year. But with the instructor’s energy (He has effectively spearheaded recruitment previously) and the unusual supporting cast of two deans, the VPAA, and a veteran Math instructor, Highline attracted some of the best prospects into our candidate pools and were able to recruit ten new tenure track faculty for 2005-2006, five of whom were faculty of color.
· Work produced by students and staff from Highline’s Printing program took honors at the International Association of Printing House Craftsmen International competition for fine printing. This year, competing against more than 2,500 print shops from around the world, work from our printing program won a total of 4 awards. Over the past 3 years Highline produced work has won 14 national and international awards.
· At the May 20th annual meeting of the Seattle chapter of the International Association of Printing House Craftsmen, Highline was awarded one gold, two silver and six bronze plaques for pieces printed by our Print Shop.
· The BTECH department started the "Lunch Bunch" Winter Quarter. Every Thursday the BTECH faculty meet with students in the HSU cafeteria to chat, advise and get to know the students outside of class.
· The Engineering Department took four teams of students to Spokane April 29th for Eastern Washington University’s Human Powered Paper Vehicle Competition. HCC won first place for Most innovative Design, both first and second place for Best Presentation Award, and third place in the timed race. Highline won four of the six awards presents.
· Instructional Computing worked with the tutoring Center to expand and improve their use of Accutrack. This software allows the Center to collect and analyze data on how their services are being utilized by students.
· HCC Reference Librarians met throughout the year with CWU’s Instruction and Outreach Librarian at CWU to develop appropriate services for all students.
· The Center for Extended Learning worked with WorkFirst to reorganize how HCC serves this student population to improve retention and maximize FTE production.
· A faculty task force studied retention throughout the year and solicited a full spectrum of perspectives from their colleagues in a significant retention initiative. The focus was on utilizing the special relationship between students and faculty to strengthen retention efforts.
· The Tutoring Center was awarded level 2 & 3 certification from the College Reading and Learning Association. Level 3 is the highest level possible. Highline had a level 1 certification for the past five years. The certification is based on quality of tutor training and supervision and quality of program management. It is quite an honor to achieve this level of excellence, particularly for a community college.
· Instructional Computing staff set up a small computer lab at the Parklake Homes location shared by Highline ABE and the YWCA in White Center. This lab will provide computerized ESL instruction and resources for both organizations in that location.
Student Services
· The Student Services division made significant contributions to Highline’s College 100 program. Twelve sections were offered (College 100, 110, and 199) by ten staff. The courses were designed with an emphasis student success, multiculturalism and diversity, career exploration, low-income, and running start students.
· The 4th annual SCORE (Students of Color Opting to Reach Excellence) conference was held on March 3, 2006. Multicultural Services and Student Programs hosted 79 high school juniors and seniors from Evergreen, Todd Beamer, Decatur, Thomas Jefferson, Mt. Rainier and Highline high schools. Twenty-six Highline student leaders volunteered to serve as mentors and group facilitators.
· Student Services leadership supervised Seattle University Interns working with the Counseling Center, Women’s Programs, the Educational Planning and Advising Center, and Student Programs. Interns are enrolled in the Student Development Administration or Counseling master’s degree programs and provided insight and support of our advising and leadership training functions. Comments from SU faculty advisors--a most successful internship! Further developments include an SU intern working with the Childcare Center and other human services activities supporting retention.
· Counseling Center faculty conducted instruction and presentations on the following: a presentation to the International Student Leadership Council on the topic of Student Services, classroom instruction on Handling Test Anxiety, and Access Services and Counseling, a presentation on Interpreting the Strong Interest Inventory, workshops on Instructional Accommodations: Serving the Classroom Needs of our Disabled Students, The Tutoring Center and Student Testing Success, and Stress Reduction: Attaining comfort and calm at work and home.
· Educational Planning and Advising offered student College Orientation and Registration Experience (CORE) sessions. Prior to each quarter, approximately 125-150 new students attend one of the five to six CORE programs that are offered. New students attending CORE learn about Highline’s educational degrees and programs, campus resources and procedures, register for classes and receive a faculty or staff advisor assignment.
· Women’s Programs/WorkFirst Services used foundational resources to better assist students towards success relative to state defined program objectives. We have enhanced retention efforts, and developed marketing opportunities consistent to the needs of the population served.
· Access Services sent out “Access Services Information” Bulletin. Topics included: Universal Design website for Learning/Teaching and Information on Letters of Accommodation Expiration.
· Counseling faculty participated in the Tutoring Center Advisory Board and helped develop a questionnaire regarding the Tutoring Center services and usage.
· Counseling faculty conducted a one hour workshop “How to Take Tests and How to Manage Test Anxiety” for students in the Puget Sound Early College, College 100 class, Terry Farris instructor. (10/17/05)
· Counseling faculty developed relaxation tapes for use by students experiencing stress and anxiety.
· Counseling faculty offered a one-hour training course in Crisis Intervention and Critical Incident Debriefing skills.
· The Educational Planning and Advising Center sent over sixty letters to students who have removed themselves from academic probation, congratulating them for their persistence, discipline and hard work.
· The Early Childcare Learning Center increased use of state work-study students this year as classroom aides. This effort provided work experience for campus education students and that truly reflects their field of study. This reflects an increase of students in these practicum roles from 2 students (in 04-05) to 13 students (in 05-06).
Administration
· Financial Services through STEPP (Student Tuition Easy Payment Plan) assisted over 1400 students to attend school.
· Financial Services reoriented the cashiering lines and reduced the wait time for students paying tuition and fees in person.
· Student Services, Financial Aid and Financial Services collaborated to streamline the financial aid payment process that now allows the Office of Financial Services to mail the financial aid checks directly to the students address prior to the first week of school thus eliminating the need for the student to wait in the line to pick up their checks.
· The Bookstore hosted a Book Fair for Women’s Programs to support their emergency funds program.
Institutional Advancement
· Received $30,000 grant for the Early Childhood Learning Center to create a learning lab for student in the Early Childhood Education program.
· A $10,000 grant from KeyBank to the Foundation for the Corporate Partner for Education program, to support business programs and students at Highline.
· The Women’s Softball Action was held in the HSU with a record amount raised of $14,900, including $3,000 for a new pitching machine.
· Highline student, Tracy-Ying Zhang, has been selected as one of 38 students to receive one of the larges and competitive scholarships available to undergraduates.
· T-Bird Golf Classic was held June 2006 at Elk Run Golf Club
C. The College will assess the progress of pre-college students and develop strategies for their success.
Instruction
· Highline Community College’s Adult Basic Education/ESL program, now the largest in the state, was awarded full funding from the SBCTC’s Office of Adult Literacy for 2006-2007. Funding levels are contingent, in part, on satisfactory student progress and skills gain. Fifty percent of ESL and ABE/GED students completed at least one program level. Forty percent made significant gains in the federal levels. This is consistent with student achievement levels at other programs in the state of similar size.
· The college’s Integrated Basic Education and Skills Training (I-BEST) programs promise to create new opportunities for English Language Learners and others to enter and succeed in professional-technical programs. HCC was the first college to receive State Board approval for an I-BEST program — a Childcare Assistant short certificate — winter quarter. Since then, three additional I-BESTs — in Business Information Technology, Fundamentals of Caregiving, and Print Technology — have been approved as well. One other proposal, in Nursing Assistant – Certified (NAC), has been submitted. To promote the I-BEST opportunity, staff has created an I-BEST brochure and other informational materials. Furthermore, students who are identified as I-BEST-eligible through COMPASS testing receive information on the program. Here are the success figures from winter-spring 2006 I-BESTs that we're reporting in this Opportunity Grant application:
|
Table 5. Local I-BEST Outcomes, January-June 2006 |
||
|
Indicator |
Number |
Percent |
|
I-BEST enrollees to date |
60 |
100% |
|
I-BEST successful completers to date |
55 |
92% |
|
College-level credits earned (per completer, average) via I-BEST |
13.2 |
N/A |
|
Re-enrolled in college immediately post I-BEST |
20 |
36% |
|
Earned industry-recognized credential |
36 |
65% |
|
Projected to reach 15 college-level credit threshold by fall 2006 |
25 |
45% |
|
Obtained employment in field/stopped out |
13 |
24 |
|
Source: Local SMS data and staff follow-up |
||
The I-BEST faculty and staff "team" really deserve a lot of credit for their work in making this all possible.
· Travel Transportation, Hotel/Tourism and International Business have joined to create a Certificate in Customer Service using the IBEST model. A core piece of instruction is a new course, “Careers in Hospitality, Tourism and International Business”. Classes in this IBEST model will all articulate into degrees and certificates in the respective programs.
· Outreach to local immigrant and refugee communities — particularly with an eye toward transitioning participants into college-level work — has continued to be a focus of activity in several instructional areas. As one example, the Adult Basic Education/ESL Department created and offered a 10-credit Transition to College ESL course spring term. The course drew over 20 students, about half of whom signed up as well for a Friday math component added at their request. Meantime, a number of instructional and student services programs collaborated to organize HCC’s first “Families and Communities Education” night May 11. The event was promoted through local schools, agencies, and on- and off-campus ESL classes, as well as through Spanish-, Korean-, Vietnamese-, and Russian-speaking media. Attendees were exposed to HCC’s ESL programs, professional-technical offerings, I-BEST options, and high school-to-college bridges.
· The college successfully initiated its new Weekend College Program in fall 2005, with three course offerings ― ECON 211 (Principles of Microeconomics), LIT 100 (Reading Imaginative Literature), and SPCH 100 (Basic Oral Communications). First-term student enrollment was NN. Pre-registration figures for winter 2006 showed good retention from fall to winter, with 32 fall students re-enrolling. Overall enrollment figures, too, were up for winter. Winter offerings include Art 100 (14 enrolled; cap is 25), Writing 101 (24 enrolled; cap is 25), and Math 85/91/97 (28 enrollment; cap of 28).
· The Weekend College has continued to gain momentum over its first year. Enrollments have grown from around 30 students, total, in fall to over 30 in a single class — mathematics — this spring. Offerings have increased from three classes per term to four, all with strong enrollments. Brochures have been developed to advertise next year’s start-up of a business and education pre-transfer track. The program offered four courses spring quarter, one more than winter: Speech 100 (21 enrolled, cap of 28); Writing 105 (13 enrolled, cap of 25); Physical Science: Astronomy (30 enrolled, cap of 38); and the Math 85/91/97 cluster (34 enrolled, cap of 28). A survey of 25 Weekend College students in the Art 100 and Writing 101 classes winter quarter found that 36% could take only Weekend College classes, not day or evening classes and 84% were very satisfied with their Weekend College classes. While the college is offering no summer weekend classes, five classes are on the fall schedule, including psychology, economics, education, college-level math and a developmental math cluster.
· At the recommendation of its Evening Program Subcommittee, the full Instruction Cabinet voted this winter to shift evening class start-times forward 45 minutes to better accommodate the schedules of working adults. That change will take effect fall 2006. The Cabinet subcommittee also identified and informed the divisions of gaps in evening offerings.
· During fall, winter and spring quarter, a large number of Highline Online courses were added in key curricular areas — most prominently Business 100, Writing 091, Writing 101, Technical Writing, Basic Oral Communication, and Public Speaking. The Basic Oral Communication (SPCH 100) and Public Speaking (SPCH 213) courses fulfill an AA graduation requirement not previously available on-line. A non-lab oceanography survey and nutrition course has also been developed this year. The inventory of professional-technical offerings grew significantly as well, with a number of Medical Assisting courses and additional Business Technology courses moved on-line. The new Polysomnograhpy and Library Assisting programs are slated to be available fully on-line next year
Student Services
· Counseling faculty met with the math department faculty to review interventions for pre-college students who are experiencing math and test anxiety and to develop new intervention techniques.
Administration
· In support of Student Services and Instruction, Administrative Technology purchased and installed a server and Resource 25 software to implement a common college schedule of events on the Highline campus. Campus wide implementation is scheduled for fall 2006.
· Administrative Technology working with King County I-NET, WACTC-CIS, University of Washington and the K-20 increased Internet bandwidth at Highline Community College by threefold to twenty megabits per second (20 mBits/s) on a new fiber optic backbone. This bandwidth greatly decreases delays and increases transaction times to all students, faculty and staff on and off campus.
· A college Virtual Private Network (VPN) was is operational. It will allow staff to access the college network from remote sites and enable some staff to telecommute.
· A storage area network (SAN) was installed and is operational. It allows data storage from many servers and desktop computers to migrate to one that organizes the connections, storage and security on the college network.
· Administrative Technology and Instructional Computing initiated a data security team to assess risks and respond when there are attacks on the college computing network.
Institutional Advancement
· Highline was awarded a $50,000 implementation grant as an Achieving the Dream college ~ as one of six colleges in the state to be selected. An additional $400,000 over four years is available in 07-08.
· Highline was selected as one of ten recipients for the Opportunity Grant, bringing $432,000 a year (for the next three years) to get low income students beyond 45 college credits, otherwise known as the “tipping point”.
· Updated professional-technical brochures and updated website content
· Created new program marketing brochures.
· Foundation hosted 6th annual GALA, and was able to net over $100,000 for student scholarships and emergency assistance.
D. The College will assess the community to ensure that the instructional programs, services and technology capabilities respond to community needs.
Instruction
· The Library Technician degree is undergoing curriculum revision with the intention of becoming an entirely online program.
· The Polysomnography program is being converted to an online and hybrid format. Highline has an interagency agreement regarding this program with three other colleges, Edmonds, Tacoma, and Olympic. This certificate program will begin fall quarter 2006. Students can prepare by completing prerequisites in spring or summer quarters. Polysomnography will also be a viable option for Respiratory Care students who wish to complete their final three quarters specializing in this discipline. A Program Manager is in place working with the partners, developing curriculum and clinical relationships. The Advisory Committee meets January 31.
· Three new short certificates in professional technical programs were approved and added to the inventory. Two certificates are in the Business Information Technology area, Accounts Receivable/Accounts Payable and Introduction to Business Information Technology. Introduction to Print is a short certificate preparing entry level general workers for careers in the print industry. All short certificates are part of the Associate of Applied Science degree and serve as a pathway toward completion.
· HCC collaborated with several bio-tech industry partners to develop a proposal for two new bio-tech instructional programs. These proposals seek funding for these initiatives in conjunction with the Prosperity Partnership based on the Governor’s recommendation to the U.S. Department of Labor.
· The Dispensing Optician (Apprenticeship) certificate is being converted to online and hybrid model.
· The Nursing and Medical Assisting programs have begin an online survey method for follow-up of graduates. (Zoomerang software)
· The development of hybrid courses has continued to flourish. Over the course of the 2005-06 year, the number of hybrid offerings has grown substantially. A Hybrid Task Force group, formed in the fall, has worked over the year to develop a definition, an internal marketing plan, and faculty support resources for the “hybrid college” initiative.
· After a full year of work, the college’s Distance Learning Committee this spring finalized a greatly simplified scheduling process for on-line offerings. The new process will streamline the development of creation of new offerings, while continuing to ensure that technology-support services receive adequate notice of technology-dependent courses. The full Instruction Cabinet endorsed the new process in June.
· Fall Quarter saw the addition of three WAOL courses to Highline’s course schedule. In addition, three new Highline Online courses were approved by the Distance Learning Committee in fall.
· HCC staff was active in the SBCTC Workforce Education Council Environmental Scan effort. Nancy Warren, Director of Workforce Development, chaired the Competition scan team; Alice Madsen, Dean of Professional and Technical Education, was a member of the Demographics scan team; and James Peyton, Economics Instructor and Director of the Center for Community Research and Evaluation, was a member of the Education scan team.
· The library technician program is being reorganized and as of Fall 2006 it will operate as part of the college library, under the direction of the Dean of Instructional Resources. Classes will be taught by library and faculty staff. Marie Zimmermann, Dana Franks, and Monica Luce have been intensively involved in the reorganization process, which has included identifying skill sets necessary for library technicians, revising the program curriculum, meeting with current and past students of the program, talking with potential employers of library technicians, and working out logistics for having Highline Community College Library faculty/staff teach in the program as part of their normal workload. This last consideration has led to creating a one-year position for a faculty reference librarian to assist in providing reference services and teaching in the library tech program.
· Instructional Computing worked in collaboration with Instruction Cabinet and Enrollment Services to design and build an online application for distributing Entry Codes for classes with permission or pre-requisite requirements. The application provides better security and tracking of entry code distribution, while also making the process more accessible and available through the web.
· Instructional Computing is supporting approximately 700 CWU students per quarter in the new Higher Education Center. Two open labs, three computer lab classrooms, and a number of multimedia equipped classrooms are supported by IC in that facility, and are used by both HCC and CWU students. Processes for providing required software and support for CWU classes have been set up with CWU tech staff, and operations are progressing well.
· Instructional Computing developed an application to extract CWU student information from IC's NDS directory and export the accounts to the Library's Voyager circulation system to allow CWU students to make use of Highline's library services. This process was updated in January to accommodate the move to the new Voyager servers. IC is also working with Kaplan Language Programs to use the same process to accommodate their students.
· Instructional Computing staff continues to work to increase the security of our facilities and equipment. Enhancements have been made to the security system in Bldg 30. Security cages and special keyed security screws have now been installed on all instructional projectors across campus, and will continue to be installed on all new instructional installations. Media devised a method to secure projectors to COWs using the same screws. IC continues to urge the vigilance of the campus community in safeguarding our equipment.
· Instructional Computing operates and supports the server which runs the security and access systems in new buildings. This system grew out of the one installed in Bldg 30 during that remodel. Security features have been installed in Bldgs 0 (Child Care), 8 (HSU), 29 (HEC), and 99 (Outreach Center), and IC staff are working with the vendor and staff in those areas to operate the system to meet the unique needs of departments operating in those facilities.
· Instructional Computing worked with the Center for Extended Learning to make on-campus labs available for CEL Customized Training courses. This training has previously all occurred at the Federal Way Center. Making on-campus labs available for customized training increases the attractiveness of CEL offerings to community members in Des Moines, SeaTac, and Burien.
· The Center for Extended Learning offered a number of hybrid and online courses including HR Certification and the Supervisory Management series for working adults seeking new job skills.
· The Center for Extended Learning assisted the Weekend College program’s marketing efforts within the business and extended learning community.
· Highline was a partner with biotech industries in the development of the Life Sciences sector of the proposal developed with the Prosperity Partnership WIRED for the Department of Labor. This project was selected by the governor for the national competition.
· Media Services Staff received, inventoried and distributed ten new overhead projectors and 10 new televisions with built-in DVD players and VHS videocassette recorders to classrooms on campus.
· Media Services staff worked with a number of faculty to produce video classroom materials. These include videos for Nursing, Speech, Business, and Library Technician programs.
Student Services
· Student Programs completed a negotiated student services agreement with CWU. Particular to the agreement was the negotiation of a Services and Activities fee contribution of more than $30,000 annually to allow collaborative programming and use of the Highline Student Union and other select Student Programs activities.
· The Admissions & Entry staff worked closely with the Polysomnography Manager to kick-off the 2006 application year for the Polysomnographic Technologist Program.
Administration
· Purchasing evaluated and redesigned processes including on-line office supply orders and blanket purchase orders.
· Financial Services, in collaboration with Institutional Research, Academic Instruction and Student developed a pilot tuition projection model.
E. The College will establish a process of incorporating continuous quality improvement by regularly assessing services, staff, faculty, administrators and instructional programs.
Instruction
· Instruction staff falling under the EPAS system began their 18-month review process.
Institutional Advancement
· C&M worked with Entry Services, Registration and Advising to improve usability of Quarterly "General Information" pages and organization.
· C&M worked with CEL to improve communication/cross referencing offerings, and to improve usability of that section.
· C&M developed the Brand Education and Toolkit Packages Plan.
F. The College will create and maintain an infrastructure that supports a safe, accessible and innovative environment for teaching and learning.
Instruction
· IC and Instructional Design continue managing the BlackBoard activities, including:
Ø Upgrading the server to BlackBoard 6.3, and rolling out new features to faculty.
Ø Continuing to explore upgrades to BlackBoard Enterprise to support growing Distance Ed and Hybrid Course activities.
Ø Preparing to implement an upgrade to BlackBoard R7
Ø Instructional Computing, in cooperation with Instructional Design, supports the growing use of Blackboard at Highline. Blackboard was used in 120 courses in fall quarter, 148 courses in winter, and over 235 class sections in Spring Quarter with over 4200 student course enrollments.
Ø There are a total of 211 full- and part-time faculty who have been oriented in the use of Blackboard to date. Instructional Design has been conducting orientations an average of four new faculty each week in Winter quarter.
· Instructional Computing staff, working with Instructional Design Coordinator and HCC’s Webmaster, has completed initial implementation of a local Google search appliance to better facilitate searching of all Highline web sites. The system is now online and the Webmaster will be working with the campus community to integrate the new search capabilities into campus websites.
· Instructional Computing has begun to implement VM Ware, allowing IC to more effectively utilized hardware by running multiple virtual servers on one piece of previously underutilized hardware. Several applications which previously monopolized single servers have already been migrated, freeing up existing hardware for other uses.
· Instructional Computing worked with Administrative Technology staff on a project to synchronize user passwords between IC and AT systems to help reduce the burden that multiple passwords create for end users. They tested the system and plan for a September 2006 start. This will allow all college staff to easily access IC resources using one password, and for them to be able to use the MyInfo online password change tool to change that password.
· IC staff completed the initial implementation of the new inventory database, which will allow web-based access to information, significantly improving internal work processes and inter-departmental communication. IC staff have also developed and are implementing a plan to use bar-coded location tags to assist in inventory work, especially when moving equipment around campus, and have discussed with Purchasing and AT the expansion of this application to cover the Small & Attractive inventory for the entire campus.
· Instruction developed the operating guidelines with CWU for the Higher Education Center that outlines the course and degree offerings, collaboration among faculty, and access to faculty and staff professional development services.
· The Library staff supported Weekend College by increasing its open hours on Friday to 10 PM and arranged space so that all Friday night classes could be held in the library. This created a friendly and safe localized atmosphere for students
Student Services
· Student Programs hosted the largest ever winter leadership retreat with 52 participants. This year’s retreat was themed around the tenants of Reflective Leadership. The retreat received a rating of “Excellent” by surveyed respondents.
· New funding lines were created in this budget cycle for specialized student leadership training for community and leadership support focused on student communities in academic areas. This will increase campus collaboration for student leadership development in the coming year.
· Student Programs developed new service plan for campus student programming. Student Programs will be transitioning to act as a Center for Leadership and Service. This switch will refine the focus of Student Programs on creating student leaders as opposed to providing campus activities. As much as possible, campus student programs will be coordinated and supported by recognized student leaders as part of an articulated leadership development plan.
· With the outcome of increasing collaborative efforts with other campus divisions, Childcare increased the number of instruction classes that utilized the center as a lab space, practicums, or for observations such as ECE classes and IBEST.
· Counseling and Access Services staff participated on the College’s Health and Safety Committee, the Professional Development Day Committee (PDDC), and the Commencement Committee.
· Counseling faculty served as co-chair of the Faculty Senate Professional Rights and Responsibilities study committee, and participated on the Faculty Senate Constitutional Review Committee. Gloria Rose Koepping served as Faculty Senate secretary.
Administration
· The Bookstore in conjunction with Women’s Programs, created a new student scholarship fund entitled “Noble Whim”.
· The Bookstore hosted a Book Fair for Women’s Programs to support their emergency funds program.
· The Bookstore has upgraded both the website software and the point-of-sale software to provide additional levels of security for community members using credit cards.
· A college wide firewall that prevents unwanted or unauthorized communication traffic from entering the college network was installed and allows only selected communication traffic to leave or enter the college network.
· For the last 12 months AT Customer Services responded to over 2,000 calls, trouble tickets and requests for assistance.
· Adinitiative Technology has increased the hours available online that students can transact college business, which includes registration, transcripts and payment.
· The last of the campus' original, (chronically-troublesome) high-voltage cables was replaced, as well as the remaining eight original electrical transformers, completing a six-year overhaul of the campus-wide high-voltage system. The system is safe and more reliable and allows electricity to continue to reach the majority of the campus when a section of campus is.
· A redundant water main was installed (at the expense of Highline Water District) that will provide water in the event of a failure in the existing line thus avoiding a campus shutdown.
· Two new compressors replaced one old one. The compressor's function is mission-critical as it serves to control the room temperatures of half the campus buildings and having a built-in back-up prevents campus-wide room temperature problems as one compressor can be taken off-line for repair or routine maintenance while the other continues to keep the campus.
· 1,000 feet of the main storm water drain line was "re-lined" using a new process that involves pushing a steam-heated, malleable plastic sleeve inside-out through the length of the pipe, with air pressure. This new lining doubles the life of the pipe water flow is actually increased due to the much smoother inside surface. Failure of this existing pipe would have resulted in flooding on campus when it rained.
· In an effort to make the campus more welcoming, safe, and user-friendly to new students, the campus "front door" - the exterior plaza/entrance to Building 6 (Entry Services) - is being re-vamped. Better lighting, improved sightlines, and new banners will create greater visibility to this visitor's first stop. Removal of trip hazards, installation of new colored paving, new benches, and new planters will make a better first impression to the prospective student.
· The exterior entrance to the Theater building (Building 4) has been re-worked with new, wider, curving concrete paths that better accommodate both pedestrians and carts. New lighting improves safety and highlights the garden.
Institutional Advancement
· Foundation secured over $475,000 for the MaST capital campaign.
· The HCC drama department is the recent recipient of a mint condition Yamaha console piano.
Activities:
The College community will deepen its understanding and appreciation of the diversity of our nation and local community.
Instruction
· All healthcare programs are reviewing curriculum to ensure multicultural issues and cultural competence are comprehensively addressed.
· During July 2005, HCC participated in a Mexican Teacher exchange program. The Highline School District, in partnership with the City of Burien, Para Los Niňos, and the Mexican Consulate, brought six Mexican teachers to Hazel Valley Elementary School in Burien for an intensive "Understanding Your Culture" program. School age children learned to read and write in Spanish. They also were exposed to Mexican history and culture. Over 100 school-age children took part in the program. Parents of the children were taught by an HCC Family Literacy ESL instructor. She used a culturally appropriate "Healthy Family" curriculum to teach English skills.
· Center for Extended Learning staff worked with the Executive Director of Community and Employment Services, Coordinator of the ACHIEVE programs and Achieve students to accommodate their special needs. CEL provided students with assistance on class set up, general questions from students and their guardians, and in troubleshooting transportations issues as they arose.
· Andre du Toit, visiting lecturer from South Africa, and instructor in the Business Information Technology department has made guest presentations at two primary schools on geography and a perspective of South Africa and has done a variety of guest lectures on campus including the following topics:
o Background and history of SA
o The “Apartheid” regime in SA
o Democracy in SA
o The media in SA
o The criminal justice system in SA
o International business between SA and the rest of the world
o Labor Law issues in SA
o The USA culture vs. SA culture
o South African Society
o Women in business in SA
o HIV/AIDs in Africa
Student Services
· Multicultural Services and Student Programs sponsored the largest program in Unity Week history with 18 programs and almost 1500 students and staff in attendance throughout the week. The theme of the week was “What’s Real in the Reel World: Interrogating American Popular Culture.” Program evaluations proved this was an effective lens to examine diversity issues in meaningful and relevant way to students.
· In conjunction with Unity Week, the 4th annual International Night was held at Highline's Student Union and over 200 guests from the community and staff & faculty attended the event.
· As part of the 10th annual Unity through Diversity Week celebration, Multicultural Services unveiled the Inter-Cultural Center, located on the first floor of building 6. The Center is a resource for students, staff and faculty; and a vibrant and comfortable space to explore and celebrate diversity in a safe learning environment. The ICC provides peer mentoring, computers for student use, scholarship information, a multicultural resource library, and advocacy and referral services.
· The 16th annual Students of Color Conference was held on April 20-22, 2006 at the Doubletree hotel in SeaTac, WA. It was the Multicultural Student Services Director’s Council (MSSDC) largest conference with 528 students and 87 faculty/staff advisors attending. Highline Community College supported 29 students and 6 staff advisors.
· The 2nd annual Faculty/Staff of Color and Allies Reception was held during Opening Week on September 13, 2005. More than 70 faculty, staff and administrators attended the reception.
· On February 10, 2006 several HCC staff, faculty and students attended a day-long Higher Education Diversity Institute at Pacific Lutheran University entitled Reflections on Privilege. The Institute was sponsored by the South Puget Sound Higher Education Diversity Partnership, of which Highline is an institutional member.
· Team Highline created and organized a successful community event called the Hip Hop Summit. The summit included high school students, local artists and Highline students to explore the intersections of hip hop and social justice movements. There were close to 400 people in attendance who participated in workshops, lectures and the artist showcase. Local Hip Hop performers “The Blue Scholars” were featured artists and lecturers during the Summit.
· Ethnic clubs experienced a major growth this year in the sense that programming increased as well as club membership. Both the United Latino Association and the Black Student Union planned and organized successful ethnic heritage months with keynote speakers, social events and educational panels.
· Women’s Programs hosted Breast Cancer Awareness workshops, and a participatory group in the annual American Cancer Society “walk for the cure”. We additionally provided workshops, speakers, and general information from the community to raise awareness on domestic violence, sexual assault, harassment, and eating disorder awareness issues.
· Counseling faculty served on the State Ethnic Minority Advisory Subcommittee, investigating how services are provided to consumers from underserved communities and planning sessions on how advocates can mitigate the looming disproportional reduction in services already in underserved communities and populations.
· Counseling faculty served on the State Mental Health Planning and Advisory Council and Mental Health Planning Subcommittee by providing input into suggested approaches for developing budget related recommendations.
· Counseling faculty chaired the Scholarship Committee of The English-Speaking Union of the United States, Seattle Branch, which awarded two $500 scholarships to immigrants and refugee students attending Highline Community College. Participation included developing the application and evaluation forms, carrying out a marketing plan and writing awarding letters.
· Student Government provided over $20 K of start-up funds for the new Intercultural Center in Building 6. Funds supported both student staff wages and equipment and furnishings for this new student center focusing on welcoming and promoting student success in our rich, diverse, and international student population.
· Access Services continued work with faculty, students, and staff to increase awareness and understanding of access issues and the classroom accommodation process for students with disabilities. Through Access Services, 160 students (58 Academic, 57 Vocational, 26 Undecided students and 19 Other) received accommodations Spring quarter, 2006.
· Thressa Alston worked with the Washington Center for Improving the Quality of Undergraduate Education, in the role as Critical Moments Project Campus Coordinator. The team is in the process of developing a documentary on the current HCC students and alumni on their untold success stories. A book is being published entitled: Highline’s Legacy: Untold Success Stories. This project is proving to be an excellent retention tool for our diverse population.
Administration
· Financial Services staff participated on the Retention and Recruitment Council.
· Financial Services participated in the annual Martin Luther King Jr. celebration.
Institutional Advancement
· Continued work with Federal Way School District on implementing Latino Night School.
· Completed 05-06 Faculty & Staff of Color Recruitment & Retention Council report.
· Incorporated ethnic and diversity oriented media into press release distribution.
· Ran radio ads and interviews on Radio Sol ~ one of the larger Hispanic radio stations in the area
· Started presenting success stories of Highline grads on public website with images of Highline students which reflect our diversity.
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The College will sustain and enhance the framework to support internationalization of the College.
Instruction
· For five weeks during June and July, the International Program Manager with the able support of a Health, PE & Education Division Instructor, led Highline’s Group Fulbright to South Africa and Namibia. The participants included a CWU faculty member, three teachers from the Tukwila, Federal Way and Highline Districts, PSEC’s Director and five College faculty (Education, History, Psychology, Speech, and Writing). Drawing on their South African and Namibian experiences, they offered several community and school workshops as well as finished new curricular modules for their classes.
· In August 2005, the VPAA and the Executive Director of Community and Employment Services along with Cassie Kruger, CEO of Cape Town’s False Bay College (FBC), met with South Africa’s Minister of Education, Naledi Pandor, to discuss Highline’s USAID-funded project on training and employment for the disabled. Minister Pandor was pleased with the project’s progress and FBC’s efforts to institutionalize the access initiatives. She encouraged Highline to continue its work on access to education and training for the disabled. They also met with officials from the USAID mission and the US Embassy in Pretoria and along with an Education faculty member and the ACHIEVE Bridge Transition Program Manager, worked closely with colleagues at False Bay College on access and employment placement issues for the disability project.
· Also in August 2005, three Business instructors worked closely with Polytechnic of Namibia administrators and faculty on CCID’s entrepreneurship project. One of the instructors also offered workshops for several entrepreneurs in Walvis Bay and Arandis on textiles and marketing.
· On May 10 and 11, the Faculty Resource Center sponsored "Highline Around the World: An International Symposium." Two panel presentations focused on how faculty's and administrators' work, travel and research outside the United States have shaped, changed and affected their jobs at Highline. 27 participants highlighted how teaching and learning have been enhanced by infusing global perspectives into curricula, community outreach and other campus activities. Funding for this symposium was made possible through the College's U.S. Department of Education Title VIA Grant.
· The VPAA, a Business faculty member, and a Trustee traveled to Yangzhou, China in May. They met with higher education officials on possible joint initiatives and with consular officers at the U.S. Embassy concerning visa implication for exchange travelers. This was a follow-up to the earlier visit by the Yangzhou delegation to Highline.
· Media Services worked with the VPAA and a Business instructor on an International Business Education video production that included interviews of Highline faculty about their international travel and project work experiences with a focus on how each impact their classroom teaching.)
· The VPAA, the International Program Manager, and a Business Faculty member collaborated with Hillsborough Community College on a Higher Education for Development New IDEAS workforce development grant proposal. The project focuses on designing a certificate program in international cargo management for students at Nelson Mandela Metropolitan University (Port Elizabeth, South Africa). The project was funded and Hillsborough will serve as the lead institution with Highline in a supporting role.
· His Excellency Mr. Hopelong Ipinge Ambassador to the United States from the Republic of Namibia visited the campus on April 5. He met with key College faculty and staff and gave a presentation on education in Namibia to the entire HCC community in which he praised the College for its project work with the Polytechnic of Namibia. There was standing room only in the Mt. Constance room with the majority of the crowd being students. Ambassador Ipinge took questions from the audience and enjoyed his interaction with HCC’s students. The VPAA, a Paralegal Instructor, the Dean for Transfer and Pre-College Programs, and a Business Instructor arranged a schedule at the Ambassador’s request that included a discussion with King County Executive Ron Simms, a presentation to business leaders at a Trade and Development Alliance of Greater Seattle sponsored event, and a meeting at the Gates Foundation among others.
· Mr. Kaihu “Tiger” Wang served as Highline’s sixth Chinese exchange faculty from Shanghai Jiao Tong University. While at the College he taught Chinese language courses, gave presentations on Chinese culture and current events, and set up a booth at International Night highlighting China.
· The College completed its U.S. Department of Education Title VIA Internationalizing the Curriculum grant. This project funded eight new courses and over 20 modules for existing courses. It also supported Library acquisitions in support of the new curriculum.
Student Services
· The Testing Center staff continued to meet with Math Faculty to adjust the COMPASS Math placement to better reflect the student’s ability. The Routing Rules were changed and the number of test questions asked was increased. We are still studying the affects of these changes.
· Testing Center staff altered the COMPASS Placement Sheet to incorporate the Bridge Class information.
Administration
· Financial Services provided administrative grant support to Academic Instruction related to the recruitment of both international Faculty and Student’s.
The College will continue to increase the number of international students and nurture the existing systematic programs that promote interaction among international and native students.
Instruction
· Speech faculty members and the Honors Scholar Program continued the International Conversation Café program, completing one Café each quarter. Following Fall’s café on Korea, HCC speech faculty and students were interviewed on Korean television. Spring Quarter’s Café was focused on Latino cultures and attracted over 85 faculty, students, staff, and community members. Jaime Mendez, morning show talk host of Radio Sol was one of the Café panel members.
· Media Services created marketing videos for International Student Programs in English, Japanese, Cantonese, Mandarin, Thai, Vietnamese and Korean. Media staff also worked with ISP on a Hong Kong Focus Group Video and provided video production and audio visual support for the 4th annual International Night Dinner/Show.
· The Center for Extended Learning worked with the International Student Program Director on some short-term English Language programming with students from Japan.
· The VPAA established the International Working Group comprised of the International Student Programs Director, the International Program Manager, a Business Faculty Member, the Director of the Center for Community Research and Evaluation, a Business Faculty member, and a Faculty Resource Center Coordinator to begin work on integrating ISP into Instruction with minimal disruption to ISP initiatives.
· The Coordinator for Computer Science traveled to Turkey as part of an ongoing CCID initiative that hopes to open doors for Turkish students to study at U.S. community colleges. The instructor met with education officials at several institutions in Turkey. His report highlighted the possibilities for Turkish students here.
· Talks with officials from Jianghai College (Yangzhou, China) continued with significant progress being made towards creating a two plus one program that would bring students from Jianghai to Highline
Student Services
· Gloria Rose Koepping and Midori Kunitsugu designed a program for World Peace Day. This program attracted 2 ESL classes as well as native speakers of English to hear about the life of Sadako, fold origami peace cranes, and hear Japanese Language students recite their Haiku poems.
· International Student Programs and Instruction developed a business plan to increase the international student enrollment and to support internationalization of the College.
· International Student Programs conducted a pre-departure orientation and pre-registration in Hong Kong in June to increase the fall quarter international student enrollment.
· Nga Pham, Educational Planner, participated in a recruiting trip to Vietnam, along with International Student Programs staff.
Institutional Advancement
· C&M developed marketing materials (brochures, posters) to support student recruitment.
· Web Coordinator posting upcoming multicultural events on main page of website to enhance visibility and participation
Strategic Initiative #3: Strengthen and expand the presence and role of the college within the communities it serves.
Activities:
A. The College will examine the needs of local, state, national and international communities to determine appropriate college offerings and initiatives.
Instruction
· Highline Community College is participating in the State Board of Community and Technical College’s Environmental Scanning initiative. The initial work of the eight teams representing the taxonomies has been completed. This phase included identifying trends and mega trends, identifying implications, and substantiating findings with documentation. The work was organized into notebooks by the team leaders and turned over to the project consultant in February. He reviewed the materials prepared a report to be shared with all participating colleges. Highline's three participants served as team leaders for the Competition taxonomy, the Education taxonomy, and the Demographics taxonomy. The Economic Implications workshop associated with this research will be held at Highline on July 11, 2006.