STATUS OF COLLEGE EFFORTS IN SUPPORT OF

STRATEGIC INITIATIVES 1, 2, 3 and 4 

September 2003 

 

 

Strategic Initiative #1:  Achieve excellence in teaching and learning.

 

Activities:

 

A.                  The College will rigorously pursue superior academic and skills-based student outcomes.

 

Instruction

·         A subcommittee of the college’s Coordinated Studies Committee has undertaken an initiative to expand faculty planning for coordinated studies.  The subcommittee’s activities have included outreach to specific divisions and departments, faculty informational events, and one-on-one assistance with applications and program design.

·         On January 22 and 23, 2003, the Faculty Resource Center hosted Virginia Anderson, a nationally recognized grading and assessment expert.  Dr. Anderson gave workshops that involved 42 HCC instructors and met with members of the Pure & Applied Science Division to discuss grading and assessment issues specific to their disciplines.

·         The Education Department continued to integrate skill standards into student outcomes and assessment.  This effort is supported by the Phase IV Skill Standards grant from the State Board for Community and Technical Colleges.

·         Respiratory Care has institutionalized oral exams of proficiency for all graduating students.  A professional from the field administers the oral exams and provides feedback for students in an interactive format.

·         The Speech Department has revised their “Assessment of Student Knowledge” test to reflect their recent work on the development of a broader repertoire of group communication skills by their students and have collaborated on a new rubric for the assessment of group communication skills for use by Speech faculty and faculty in other disciplines.

·         Cooperative Education has revamped all of the evaluation forms used by the student, faculty, and employer, giving opportunity for more appropriate and useful feedback to be used by the campus and business community.

·         The Faculty Resource Center supports innovations in teaching through its “Gateway” faculty initiatives in Math, Reading, and Writing.  Gateway faculty activities included:

o        Working with the Math department to revise and update the operation of the Math Lab

o        Working with faculty from History, Anthropology, Music, and Biology on improving student performance on reading assignments

o        Working with Writing 91 and ESL 91 instructors to standardize course content and assessments.

 

Institutional Advancement

·         Institutional Research office provided student progress and outcomes analyses to multiple academic offices; assisted with designing the instrument and sample file for a Writing placement study; conducted prerequisite evaluations for several programs; and re-designed the graduate follow-up survey for professional/technical programs.

 

B.                 The College will create an atmosphere that inspires and prepares all students to succeed.

 

Instruction

·         The site visit team noted in its commendation number 1 that Highline “is commended for actively engaging in college-wide appreciation of diversity.  This commitment can be recognized in the inclusive, multidimensional approach to instruction, student services, and on/off campus activities.”

·         The Accreditation site visit team praised the College in commendation number 2 stating that the College “is commended for providing exemplary support to faculty in the areas of instructional design and professional development.  Examples include the Instructional Design department, the Instructional Computing department, and the Faculty Resource Center; as well as the Summer Institute Program, faculty internships and the International Education initiative.”

·         The site visit team also commended the college in commendation number 4 “for their innovative instructional approaches to supporting student success through ‘student focused’ experiences and ‘learning-centered opportunities.”

·         Media Services has provided on-going support for Instruction programs including instructional video production, DVD’s for Sign Language education, and materials for the Medical Assistant program among others.

·         The Library Technical Services have worked diligently to enhance the library catalog, update bibliographic records, and prepare items for circulation quickly and efficiently.

·         Instructional Design had strengthened the campus’s web presence for student success by establishing policies and procedures, designing and posting new web sites, implementing a new web editor for distance education, researching and proposing new software, beginning development of the on-line version of the college catalog, redesigning and updating the Campus Web Committee web site, and publishing the summer and Fall Preliminary Quarterlies and developed a “kiosk” version for use on the Student Services kiosks.

·         The Faculty Senate undertook several policy initiatives aimed at promoting student success and progression.  Among these efforts, the Senate:

o        Further refined the Academic Standards Policy to provide for more intensive intervention with students with low academic performance.

o        Revised the Residency Requirement to reduce time-to-degree for students who transfer among several community colleges during their associate degree work.

o        Adopted the AAS-T degree, which provides a transfer option for professional/technical students into Bachelor of Applied Science programs.

·         The development of the 2003-05 catalog has stressed clarity, readability, and usefulness of the document as a tool in student success. Degree descriptions, in particular, have been streamlined and simplified, with an eye to student needs.  Support services and related information/resources are identified on each page.  Sections have been re-ordered and indexing has been improved to ease student use.

·         In January 2003, the Faculty Resource Center conducted Winter Institute, focusing on student retention and entrepreneurship.  Four Highline instructors, four Cape Technikon instructors from South Africa, and one administrator from the Polytechnic of Namibia worked on projects related to retention.  Two Highline instructors and two Cape Technikon instructors worked on entrepreneurship projects.  The institute included a Martin Luther King Day retreat that provided participants with the opportunity to share their expertise and contribute to the development of each other’s projects.

·         The Scholarship of Teaching and Learning discussion series covered gender roles and expectations and their implications for teaching, the development of student learning communities, and the effect on HCC students of poverty and socioeconomic forces on the working poor. A total of 25 faculty and staff took part in the various sessions.

·         A faculty learning community was formed and met every other week during Spring quarter in the Faculty Resource Center to discuss under-prepared students: the challenges they pose and appropriate instructional responses to their needs.  Seven faculty from different departments and divisions took part.

·         The Faculty Resource Center held a number of faculty seminars including those for new faculty, those focused on retention, and those on understanding the second language learner.

·         In early May, seventeen faculty and staff members shared the results and achievements of eight different Summer Institute 2002 Projects during two one-hour symposiums.  These projects included such activities as a techniques catalogue for ESL instructors, reading and study skills across disciplines, a market communication capstone course, and a students of color conference.

·         On June 23, 2003, the Faculty Resource Center hosted Dr. Vincent Tinto, a nationally recognized expert on student retention and learning communities in higher education. The workshop was attended by over 70 faculty and staff as well as visitors from South Africa and Namibia.  He also met with eight administrators from different divisions to discuss student retention at Highline.

·         The 2003-04 Summer Institute involved a total of 23 HCC faculty and 3 staff who worked on eleven projects.  Four participants from the Polytechnic of Namibia and four participants from Cape Technikon also took part.  The Summer Institute model offers time and support for faculty and staff to come together for an intensive, focused time to work on projects that are directed at improving instruction and/or improving the experience students have at Highline.

·         Faculty from Heath, Physical Education, and Education worked to organize an Education Transfer Fair as part of the FIPSI grant.  Over 70 HCC students attended the fair.

·         HCC Instruction faculty organized and participated in this spring’s “Defining Democracy in 2003” which provided a day-long campus forum to examine the Patriot Act, meanings of freedom, dealing with uncertainty, bioterrorism, and other relevant topics.  The coordinating committee brought in speakers and tapped campus expertise to provide the College community with a variety of viewpoints and to engage participants in wide ranging discussions.

·         Cooperative Education continued to provide students with quality, work-based learning opportunities using its database of over 850 area employers.

·         The Office of Professional Technical Education secured State Board of Community and Technical Colleges funding allocation for “Non-Traditional Training and Employment” that will support targeted recruitment, increased enrollment, and retention of underrepresented students in high-demand Information Technology and Healthcare programs.

·         The Office of Instruction has completed professional-technical program transfer articulation agreements with University of Phoenix (all AAS programs), Argosy University/Seattle (AAS in Human services and Administration of Justice), and University of Washington-Tacoma (AAS in Nursing).

 

Student Services

·         College 100/Freshman Seminar – taught by MCS, EPAC and Entry Services professional exempt staff; continued support in teaching classes as well as sessions.

·         Washington Achievers – MCS providing mentoring, advising and quarterly workshops.

·         Orientation to college and careers for Level 5 and 6 ESL classes.

·         Orientation to College for GED students.

·         “Living with Chaos” a special program offered by Women’s Programs to help students juggle home, job, school, kids, etc.

·         New Student Orientation and Registration, ”pilot” program for Medical degree students – May 30.

·         New Student Orientation and Registration pilot program that is a collaboration of faculty, Admissions/Entry Services, EPAC, Team Highline/Ambassadors, and Student Programs.

·         New Transfer Information session for Running Start students – collaboration of EPAC and High School Programs.

·         “Good Writing Does Matter: Writing a Personal Statement” program offered collaboratively by Transfer Center and Humanities faculty.

·         New Student Leadership Development program initiated through a new ASHCC budget allocation of over $9,000 to support monthly leadership trainings open to all HCC students and to foster student participation at statewide leadership training conferences.

·         Access to college success programs for parent users of childcare services will be improved with the planed expansion of services.  This year, student fees have been allocated to provide new infant program staff in advance preparation of the new Early Childhood Education Center coming on-line in Fall 2004.

·         Access Services served 130 to 150 students each quarter.  The disability breakdown for students who received services is as follows:

Ø      49 Physical Impairment

Ø      34 Emotional/Psychological

Ø      30 Learning Disability

Ø      11 Deaf and 5 Hearing Impaired

Ø      8 ADD/ADHD

Ø      2 Blind and 5 Visual Impairment

28 Access Services students received degrees in 2003.   

 

·         International Student Programs (ISP) conducted a college survival course fpr to all new international students each quarter.  It helps international students to adjust themselves to the U.S. academic life and culture.  It also helped to monitor our student’s success.

 

C.                 The College will assess the progress of pre-college students and develop strategies for their success.

 

Instruction

·         The college’s Institutional Effectiveness Plan includes specific measures for assessment of student success in Pre-College Studies areas.  During the 2002-03 academic year, the Institutional Research Office has provided the Pre-College Studies Department with statistics on both course retention and completion rates.  Retention rates were better than expected but faculty are committed to further improvements.  The department plans to continue monitoring these data and using the information to plan new classes and revise current ones.

·         As part of a 2002 Summer Institute project, the Pre-College Department developed a reading/study skills course designed to link specifically to Psychology 100.  Preliminary studies of that project indicate a positive impact on retention in PSYCH 100.  The Pre-College Studies Department will expand the linked study skills course to biology in the fall and has a reading/writing link for second-language student in the planning phase.

·         Several academic departments have implemented reading prerequisites for courses. As a result, a greater number of students with pre-college reading skills will receive instruction in reading before they enter courses that place heavy demands on textbook skills. In addition, the Pre-College Studies Department has revived the model of integrated readings/writing classes at lower levels.  The first of these 10-credit blocks will run in 2003-04.

·         The Pre-College Studies Department and the Writing Department agreed, with Instruction Cabinet support, to reassign oversight of developmental writing courses to full-time Writing faculty.  Writing Department Coordinator has worked with full- and part-time faculty on an in-depth study of curriculum, placement practices, and teaching methodologies in these courses.  Follow-up training for part-time instructors has been scheduled for Opening Week 2003.  Additional research and policy recommendations are anticipated in 2003-04.

·         Library Reference Services has worked closely with faculty to discover better ways to communicate with students about resources available to them.  Library staff have taught 75 classes to pre-college students.

 

Student Services

·         Provided language assistance in six languages during ESL orientation session.

·         Identified first generation college students via the admissions application.

 

D.                 The College will assess the community to ensure that the instructional programs, services and technology capabilities respond to community needs.

 

Instruction

·         Working with Central Washington University’s Manufacturing Technology Department, HCC has developed an articulation agreement and a collaborative cohort program that will allow HCC professional-technical graduates to continue into a Bachelor of Applied Science program offered by CWU, without leaving campus.

·         In implementing its first year of funding through the Office of Immigrant and Refugee Assistance (ORIA), the Adult Basic Education/ESL Department has expanded and strengthened its ties to organizations that serve those communities.  These include the International Rescue Committee, New Futures, Neighborhood House, the Non-Profit Assistance Center, and World Relief.

·         A family literacy “summit” in June brought together schools and organizations that have partnered with HCC to deliver school-based English-as-second-language programs in neighborhoods serving a high proportion of immigrant and refugee families.  The result will be a better integrated, more efficient model for these collaborative programs in 2003-04.

·         The basic skills components of WorkFirst were integrated and coordinated with the program’s job training components in 2002-03. A 32-hour-per-week WorkFirst Skills Lab was developed to provide vocationally-related ABE/ESL and family literacy instruction for WorkFirst referrals.

·         The college’s Adult Basic Education/ESL Department continues to collaborate with King County Housing and other agencies that serve public housing developments in the college service area.  The Hope VI redevelopment of Park Lake Homes has been a focus of these efforts.  The Dean of Instruction for Transfer and Pre-College Education serves on the Park Lake Homes Employment Task Force.

·         Reference Services (Instructional Resources) received a Virtual Reference Services grant (shared with Tacoma Community College) to assess ways to meet our community needs for Virtual Reference Services.

·         Instructional Resource staff have been working to improve library services to HCC’s culturally diverse student body through participation in state-wide groups, using assessment tools to determine areas of need, and working on grants to fund specific multi-cultural outreach programs.

·         Reference Services assessed database resources during Spring Quarter and is now seeking faculty and staff involvement in evaluating the databases.

·         Professional-Technical Education established an Apprenticeship training program for Educational Paraprofessionals and Instructional Assistants to help those currently employed to comply with the No Child Left Behind Act.  The program is offered in conjunction with the Public School Employees, the Highline and Federal Way School Districts.  In additional Highline continues to work closely with the Dispensing Optician Joint Apprenticeship Training Committee, and the Public School Employees’ state-wide Library Technician Joint Apprenticeship Committee by offering related training in those program areas.

·         Professional-Technical staff increased program visibility with the WorkSource Renton and Auburn offices by the Worker Retraining Department’s regular participation in general client orientation sessions and sessions designed for laid-off Boeing employees.

·         Many instructors integrate a service-learning component into classes whereby students work with local service agencies and complete projects that link their classroom instruction to Highline’s community.  A few examples include involvement in World AIDS Day activities, projects with World Vision, working with Spanish-speaking elementary students, and providing reading tutoring and English language support to area grade schools.

·         The Dean for Professional Technical Education and the Education Department developed five, short-term certificates for Early Childhood Education that provide students the opportunity to build upon their initial certificate by adding specialty areas.  This also creates a ladder toward completion of the Associate of Applied Science degree in Early Childhood Education.

 

Student Services

·         Provide computer access to students via six student kiosks located in building 6.

·         Implementation of DegreeWorks, an effective web based advising tool for students, faculty and staff.

·         Streamlined the Distance Learning Registration process.

·         Installed a reader board in lower lobby of bldg 6 to provide timely information to students of important dates and events.

 

E.                 The College will establish a process of incorporating continuous quality improvement by regularly assessing services, staff, faculty, administrators and instructional programs.

 

Instruction

·         With substantial support from the Office of Institutional Research, the college completed development of an institution-wide Institutional Effectiveness Plan (IEP) that will measure progress toward HCC’s Strategic Initiatives.  The IEP contains a significant number of benchmarks for instruction.  The first IEP report was reviewed by Instruction Cabinet in Winter/Spring 2003.

·         A team of 15 faculty and administrators attended the annual Assessment Conference of the American Association of Higher Education in Seattle in June.  The sessions provided important background, in a national context, on assessment activities at the course, program, and institutional level. The Student Outcomes and Competencies Committee funded faculty attendees.

·         In preparation for the college’s successful full-scale accreditation evaluation, the Student Outcomes and Competencies Committee invested significant effort during 2002-03 in a review of assessment activities at the academic department and program level across campus.  This review resulted in a two-year “action plan” for assessment that will guide the committee’s work with faculty in improving HCC’s assessment and curricular planning efforts. The plan focuses on utilizing SOCC members as “consultants” to departments in a campus-wide effort to improve consistency and understanding of assessment terms and tools; and to assist departments in development and implementation of meaningful, sustainable assessment activities.

·         The college’s Speech Department arranged and publicized two days of consultation sessions and workshops with Dr. Ron Shumer, a nationally-known expert in the assessment of service learning programs in January 2003. Dr. Shumer’s visit was underwritten by a project grant from the Student Outcomes and Competencies Committee.

·         Instructional Design has conducted a brief survey of faculty to determine workshop needs and scheduling issues then revised spring quarter schedules accordingly.  Instructional design also researched, negotiated, and advised on purchasing a Course Management System. BlackBoard was chosen and implemented.  Staff attended BlackBoard training and will begin assisting faculty during the next academic year. They have continued to provide their “Just-in-time” assistance to faculty on a variety of technology and curriculum design issues and have continued their workshops on uses of technology in the classroom and as an instructor aid.

·         Instructional Computing continued with the quarterly updates of lab images as well as re-imaging computers that use instructional software.  They have created and implemented web sites for online courses, new employees, and students using web related courses.  They also continue to improve their communication with the campus by maintaining and enhancing an intuitive department web site.

·         Professional Technical programs have instituted a systematic program review process.

·         All librarians have been working on creating and using formal assessment of course-integrated information literacy instruction.  At a foundational level, library personnel worked with a Student Outcomes and Competencies Committee subcommittee to create a campus-wide information literacy outcome, which has now been adopted.

 

Student Services

·         Student Services staff participated in the new Associate of arts educations and business statewide articulation programs.

·         Two sessions of academic advising training were offered to new faculty.

·         In addition to individual consultations with continuing faculty, sessions were offered on how to advise students about financial aid and nursing.

·         Educational Planning and Advising mailed a survey to all of the spring graduates who had earned an Associate of Arts and Associate of Science transfer degree.  The survey was enclosed with each graduate’s diploma.   Graduates were queried about their plans for continuing their education and how the Transfer Center can better serve students.  Results from the survey will be used to develop and improve the outreach of Highline’s Transfer Center.

 

 

Administration

·         Institutional Research office developed institutional effectiveness plan, identified measures.  Collected the base year data, prepared report for accreditation, and refined measures for next edition of report. 

·         Institutional Research office developed the Spring 2003 employee survey.

·         Human Resources office developed and has begun pilot implementation of a program for comprehensive evaluation and professional development for administrative and exempt professional staff.

·         Human Resources office has begun training all classified supervisors and some classified staff on elements of performance review and assessment in accordance with state guidelines. 

·         Administrators in Administrative Services participated in post-tenure review of faculty, and VP of Administration serves on Tenure Review Committee as administrative appointment.

·         Individual offices within administrative services have developed customer feedback forms to assess performance and improve service. For all conference or classroom set-ups and all maintenance work orders, surveys are sent to the requesters to get customer feedback and ensure quality service.

 

F.                  The College will create and maintain an infrastructure that supports a safe, accessible and innovative environment for teaching and learning.

 

Instruction

·         The College’s Distance Education registration page has been streamlined so that students may now view course offerings, assess readiness, and receive clearance for on-line registration in one “stop.” Previously, registration information was submitted to that website, and then re-inputted by hand in the Registration Office, causing additional workload, delays, and occasional conflicts with closed sections.

·         Media Services (Instructional Resources) began working in consultation with Instruction’s scheduling office to coordinate instructors, rooms, and high demand equipment to reduce the equipment delivery load and also reduce faculty frustration with equipment delay and unavailability.

·         Instructional Computing has upgraded several servers, including the campus’s instructional web server, has implemented an improved computer based training system, and has installed a BlackBoard server to facilitate online instruction.

·         Instructors across disciplines have collaborated to provide innovative learning opportunities for students.  For example, a Respiratory Care instructor taught Education students about the care and treatment of asthma, a Physical Education instructor shared her expertise on world health issues to global studies classes, writing classes, education classes, and geography classes, and Nursing and Biology instructors have collaborated on sharing resources and information.

·         Under the leadership of speech instructor and Accreditation Steering Committee Chair Dr. Vickie Ropp, over 150 HCC staff, faculty, administrators, and students participated in the development of the college’s 2003 Accreditation Self-Study document.  The first complete draft of the report was completed in December 2002 and was posted to the college web site for campus comment.  The final report includes significant analysis of the college’s strengths and challenges, with thoughtful recommendations that reflect the consensus of a wide cross-section of the college community.

 

Student Services

·         Admissions/Entry Services departments combined to provide streamlined enrollment functions for new and returning students.

·         New database of prospective students who request information about the College or programs. Information packets sent daily to inquiring students.

·         Provide bi-weekly reports of prospective students to Professional Technical program coordinators for follow-up.

·         Assist with orientation and enrollment of apprentice students.

·         Maintain probation/suspension list.

·         Administer Nursing and Respiratory Care special admissions process.

·         Provide avenues of financial assistance for students.

·         Offer priority registration for following quarter to students enrolled in College 100.

·         Admissions/Entry Services co-coordinates quarterly Registered Nursing program information sessions with EPAC.

·         ASHCC conducted a detailed report on the safety and security climate for students at HCC.  This report addresses proposed changes to college facilities and services that would improve student perceptions of their own safety and well-being.

 

Administration

·         Deficiencies in all major campus utility systems have been identified, scoped, and are being upgraded and/or are targeted for upgrades.  These systems (power, domestic water piping, heating water piping, storm drain piping, sanitary sewer piping, etc.) are required for building occupancy and essential for comfortable, distraction-free instruction.   

·         Building is beginning on three major additions to campus to replace old, obsolete ineffective facilities with modern up to date facilities. Complex administration of GCCM project management, coordination of three projects, schedules and budget, and campus coordination including signage and information letters, power and utility disruptions.  

·         Administrative Technology set up a computing environment with computing, printing, network and internet access services for the visiting Accreditation Team.  

·         In August of 2002 Enterprise Services (AT) fully implemented Altiris Deployment Solution for Clients  

·         In mid June of 2003 Customer Services (AT) worked in collaboration with Instructional Design and the Faculty Resource Center to install software needed to enable faculty (and staff) to utilize Blackboard.   

·         Assisted with the Implementation of DegreeWorks  - Beginning in December 2002, Student Services staff supported by Admin. Technology began training and gearing up for the deployment of DegreeWorks.   

·         Bookstore Server Upgrades  - In August of 2002 the Bookstore upgraded their textbook ordering software, providing specifications for server, security, and placement of the new server along with linking Follett’s software with Sequoia  

·         Campus Construction Technology needs - Project Coordination for technology, wireless network planning and use of web cams in addition to insuring building construction fits campus technology standards. Projects included --- The remodel of the Administrative Technology offices; the remodel of building 21  including reconstructing the hardware lab; Building 6 installation of  a vertical fiber optic cable to extend the building 06A fiber to the building 6 communications closet after building 8 hub was moved;  moving the  main campus network hub rooms  located in building 8; Campus construction work for the new Student Center, Childcare Facility, and the Higher Education Center Utility project required Network Services planning and coordination  for relocating network and telephone utilities.  The remodel of building 16 into office space to house the Student Programs required new utility and technology connections; the Higher Education Building Utility Project required that Network Services install and terminate a temporary fiber optic cable from building 21 to building 22 to allow network access to building 22 during construction.  

·         Creation and Implementation of Databases for Student Services including upgrade of Prospective Student database; creation of Admissions database; creation of a Nursing program database to process prospective Nursing applicants; creation of a Respiratory Care program database to process prospective Nursing applicants; conversion of a Student Services Records database to print out diplomas to updated Access data format; creation of a Transcript Tracking database for Registration.  

·         Implementation of SQL 2000 database server for database services to enable implementation of Sevis and Docit systems, and eventual implementation of Resource25 and Purchasing System.  

·         Desktop Upgrades / Equipment Installations including installing more than 270 devices for the faculty and staff.  This consisted of 187 Windows based workstations (175 TAC upgrade) , 5 Macintosh workstations (all of these under the TAC upgrade), 33 printers, and 48 other miscellaneous peripherals such as Personal Digital Assistants, flat-panel monitors, scanners, laptops, digital cameras, etc. Installation also included configuring, reuse of old computers to other areas, provided support to Federal Way, and created (along with Media Services) 3 computer/printer carts for special events.  

·         Highline Technology Passport  -- Developed and implemented (along with Instructional Resources) training program for technology training for faculty and staff.  255 individuals have participated in the Highline Technology Passport Program by attending workshops or completing assessments either during a training session or on-line. 

 

Highline Technology Passport	2002/2003  FY		Overall since Fall 2001
	Workshop	Assessment	Workshop	Assessment
Highline Basics Part One	58	62	63	65
Highline Basics Part Two	35	21	45	23
Highline Basics Part Three	26	20	35	20
Completed all Highline Basics	16	19	20	19
Web Part One - Intro to FP	23	in-class	78	in-class
Web Part Two - More FP	16	in-class	27	in-class
Web Part Three - Design	42	in-class	46	in-class
Data Express for SMS -     Trainer from CIS	7	n/a	7	n/a

 

·         In May of 2003 the Web Credit Card system was tested successfully then implemented in a limited roll out for summer and fall quarters.   If the system continues to perform well, a full implementation is scheduled for September 2003.  

·         Established a domain controller at Federal Way.  

·         In 02/03 the inventory data from the physical inventory was compiled and reconciled with the inventory information that had been collected throughout the previous years for over 10,000 individual items.  Also established, updated and maintained software inventory and installation information.   

·         In May and June of 2003 Enterprise Services migrated the following servers to Windows 2000:  CATEGO (main campus file server), WEBBIT (web server for Public, Intranet, and access to HP3000 information), and OMNI (file server at OMNI building).  

·         In November of 2002 Enterprise Services migrated the campus e-mail system from Exchange 5.5 to Exchange 2000.  This included extensive campus preparation in training staff about reducing and maintaining campus e-mail  

·         Mission Critical Operations including  network Services providing telephone voice mail and telephone set support ,IP address and physical network support - additions, moves, changes;  during the past year Administrative Technology phased in the management and operations of the campus Telephone Switchboard into Network Services;  Enterprise Services provides e-mail and campus administrative file server account support ,main frame job scheduling, on demand reporting and system maintenance and account creations throughout the year, campus administrative operational support that including regular backups, report printing and delivery, and file restorations as needed throughout the year.  

·         Network Enhancement Projects including upgrading networks in buildings 5, 11, 16, 26 2^nd floor, and install wireless Ethernet in the Administrative Technology office and coordinating and working with contractors to install wireless networking to the 6^th and 4^th floor of the Library, installing wireless networking to every floor of the Instructional Computing Center.   

·         New Telecommunications Cabinets In Building 19,16.  

·         Office Moves and Remodels --- support of office moves, and remodels.  

·         Support Calls Received and Resolved  customer services has received between 1500 and 2000 calls to the helpdesk in the past year, with an average of 30% of the issues being resolved over the phone.  There were approximately 1000 calls entered into the Helpdesk database.  Software installed that enables remote access to staff computers to address problems.  

·         Updated the On-Line Web Application -- supported the implementation of new Admissions form in April of 2003.

 

Institutional Advancement

·         The Highline Community College Foundation accepted in-kind donations of printing equipment in excess of $40,000 for the Offset Printing program. In addition it secured a $6,500 line of credit from the Boeing Company that was used to purchase computer and engineering equipment from Boeing Surplus, and received $4,025 worth of equipment donated to the Dispensing Optician Apprenticeship Program.

 

 

Strategic Initiative #2:  Enhance a college climate that values diversity and global perspectives.

 

Activities:

A.                  The College community will deepen its understanding and appreciation of the diversity of our nation and local community.

 

Instruction

·         Instruction faculty, staff, and administrators work continuously with various community organizations on global issues including World Affairs Council, Community Colleges for International Development, World Trade Center Tacoma, Trade and Development Alliance of Greater Seattle, and the South West King County Economic Development (focusing on the creation of an Export Promotion Center), the Port of Seattle; and various committees supporting city initiatives in Kent, Federal Way, Burien, Seattle, and SeaTac.

·         Recruitment efforts to target non-traditional industry employers and employees for professional-technical advisory committee membership are ongoing.

·         Instructional on-line website and catalog have been tested to meet accessibility standards. Additional initiatives that support HCC’s diverse student and staff population include a monthly “Recommended Reading” display that have included themes such as Native American History, Black History, Travel and Exploration, and World Literature.

·         Nine members of the library staff attended the workshop “Intercultural Communication in Libraries” sponsored by the Washington State Library, and forty-seven took part in customer service training that addressed working within a diverse culture.  Nine library staff members attended the workshop “Signing for Library Services” presented by Access Services. In addition, a key library staff person is a member of the Washington State Library’s Diversity Committee and has brought information back to HCC that further enhances Instructional Resource personnel expertise in working with diverse populations.

·         The Center for Extended Learning offers classes for seniors at 10 Senior Centers in our area.  Courses vary from beginning and intermediate Spanish, Art of India, The Art and Culture of Islam, Neighbors of the Pacific Rim and Contemporary Programs. The Center also provides beginning level classes through our ACIEVE program for individuals possessing all learning styles and abilities, and offered a mentoring program that focused on training people to work with persons with disabilities.

·         CEL participates in community outreach and marketing to diverse populations including ESL students, Federal Ways’ Korean community, and Environmental Safety and Health courses focusing on the Hispanic population.

·         CEL’s WorkSafe project with Colville Federated Tribe focusing on Train-the-Trainer in lead and asbestos removal also serves to raise HCC’s profile as an institution well positioned to meet the needs of diverse populations, as does the fact that 98% of the clients CEL serves at Park Lake Homes are of a minority background.

·         The Adult Basic Education Department has continued to provide significant service and outreach to second-language English speakers in the college service district.  Last academic year, over 2,000 students participated.  This year, to date, is on track to equal or exceed that number.   Several particular initiatives have been launched to better serve immigrant and refugee populations in the HCC area:

o        “School Success” ESL family literacy projects at Seahurst and  Parkside elementary Schools, funded in partnership with Renton Technical College

o        Continued growth of the Even Start family literacy program at Tukwila

o        Integration of vocational ESL (VESL) with job-skills training as part of the WorkFirst service program

·         The Office of Institutional Research has begun distributing a student demographics summary each quarter to all faculty and staff. The “Student Data at a Glance” gives the HCC community a better picture of the diversity of the student population.

·         The Diversity and Globalism Committee approved the first Business course as meeting the standards for Diversity and Globalism credit in spring 2002.  The total number of courses meeting that requirement now stands at 41 and represents all of the college’s divisions. One new course has been developed by the Culture, Gender, and Global Studies (CGG) this academic year, which brings that area’s offering to 16 courses.

·         On March 3, 2003, the FRC sponsored a presentation on “Understanding the Second Language Learner” by Professor Nona Stokes, American Language Department Chair at Mt. San Antonio College in California.  Professor Stokes also conducted small group discussions during the day with interested faculty and staff.

·         Three Opening Week 2002 sessions related to internationalization or appreciation of student diversity and included “Gender and Islam,” “Gender, Race, and Performance Expectations of College Students,” and “The Challenge and Values of Teaching Abroad.”

·         Faculty serving on the Unity through Diversity Committee have discussed way to create assignments that respond directly to the Unity through Diversity programs students attend during the week.

·         Faculty in the Humanities Division have increased the cross-cultural content and pedagogy in a number of existing courses through an emphasis on world literatures, ethnic literatures in the U.S., writers of color and gay/lesbian writers, as well as the development of new courses.

·         During International Week, three sessions led by HCC faculty specifically addressed internationalization issues:

o        Beyond CNN:  Alternative information sources for international events,

o        Discrimination Post 9/11: A Look At U.S. Government Policies,

o        How Teaching Has Changed Since 9/11

·         Established Faculty & Staff Recruitment & Retention Council.  The goal of the council is to improve the recruitment and retention of faculty and staff of color, a goal which will require the continued attention of the council and college.

·         Employment statistics document that HCC employs more people of color than almost all other community colleges.

·         Community Services and Supported Employment Initiatives at Highline Community College currently provide education, training, employment opportunities and advocacy services that promote and support the rights of individuals with disabilities to become fully contributing members of the community.  The department currently works with 60 local employers and numerous other community organizations in both the public and private sector to achieve this outcome.  Outreach to the community includes education, training and consultation as required for accommodation.

·         The 2003 Contract with HCC’s Community Services and Supported Employment office and King County Human Services serves 160 individuals and will generate $1,521,186 this year. 

·         The Department of Vocational Rehabilitation and Supplemental Security Payment through Social Security to HCC will serve approximately 102 individuals and will produce a projected $286,330 for 2003.  These initiatives have substantial community impact and create high visibility for HCC.

·         Through HCC’s Adult Basic Education and partnership with local city government and private not for profit organizations another 150 individuals are served in Bellevue, Federal Way, and Kent.  

·         Total number of individuals served through the office of Community Services and Supported Employment in 2003 is expected to be between 400-465 clients.  Total revenue from outside sources is projected at $1,807,516.

 

Student Services

·         Co-sponsored the Students of Color Opting to Reach Excellence (SCORE) conference on February 28, 2003. (Summer Institute Project). Purpose of the program was to provide a one-day activity for diverse youth to: explore post-secondary opportunities (including Highline Community College), discuss relevant issues as students of color and build networks of support for future reference.

o        Held a one day leadership conference for college bound junior and senior high school students of color.  61 students accompanied by 6 high school counselors from Tyee, Thomas Jefferson, Federal Way and Highline High Schools attended.  15 HCC students of color volunteered their time during the day to act as college peer leaders for the event.  Plans are being made to maintain contact with these students and provide recruiting services from Highline as they complete their senior year. 

·         Increase the number of underrepresented students, administrators, faculty, and staff to reflect the needs of the communities Highline College serves.

o      Maintain ethnic minority representation for custodians.

o        Participated in recruiting conference for faculty to increase diversity pool

o        Participate in Faculty and Staff Diversity Council

o        Increase representation of minorities in business office from 16% to 26% through new hires; increase gender diversity.

·         A Student Services staff member joined the Black Dollar Days Task Force.

o        Promotes economic development in the African-American community and builds institutions that support self sufficiency.  Impact and Outcomes are evident in on-going activities.

·         Critical Moments (CM) Components for Student Leadership, a retention, awareness and change project for students of color and other underrepresented students.  The project prepares students, faculty and administrators to respond proactively to campus and classroom events that involve issues of race, gender, class and other differences through detailed discussion of in-dept case studies cased on extensive interviews with individual students.  The interviews focus on describing situations that caused the student to think about dropping out of college-the “critical moment”.

o        In coordination with the Washington Center for Improving Quality of Undergraduate Education, this project provides student leadership opportunities and advocacy for students of color and a particularly powerful complement to the many existing strategies for improving campus climate for diversity and retention because it empowers students to act on behalf of themselves and their communities.

o        Summer Institute Projects showcased Highline Students’ Untold Stories through a FRC Grant and teamwork with other campus divisions and services.  The goal to increase visibility of successful students from diverse backgrounds on campus and in the community was met.  A published CM booklet and art gallery showcase gala was a high moment in the team project development—to hear the student’s voice.

o        These case stories are being used in a variety of educational settings:  academic courses, co-curricular organizations, community settings, and staff/faculty development institutes. 

o        Critical Moments work contributes to the cultural knowledge of faculty, staff and students, and promotes collaboration among academics and students, and among 2-year and 4-year educational institutions. 

o        Current Development Project in progress —Plans for figuring out how Highline might connect Critical Moments work with plans for using the Assessing Diversity Framework at the College.

·         GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) With the help of a $15.5 million, five-year federal grant, the Washington State GEAR UP Program is focused on helping more students from disadvantaged backgrounds go on to college.  GEAR UP creates partnerships between K-12 schools, colleges and universities, governments, businesses, and community organizations to prepare students for college success.  Highline has been working in partnership with both Seattle and Tacoma GEAR UP Programs.

o        We have hosted 3 GEAR UP middle and high school tour groups from the Tacoma School District, approximately 60 students, and 3 GEAR UP groups from the Seattle School District, approximately 75-100 students.

o        The students who visit Highline are given a tour, classroom visits, and an opportunity to meet with Highline students.  A main part of the GEAR UP mission is to expose these students to higher education opportunities.  We provided these students with a hands-on, interactive tour of the Highline campus that exposes them to college life.  The tours have been extremely successful, and we expect to host even more GEAR UP groups in the future.

o        No tracking system has been implemented to date; however, tracking has been done on a statewide level.  In Washington State, 87 percent of those who participated in a five-year National Early Intervention Scholarship Program (NEISP) stayed in school.  In 2000, studies show that 78 GEAR UP and NEISP participants graduated from high school.  To date, 72% of them have gone on to college.

·         Collaboration with University of Washington Office of Minority Affairs.

o        Diversity and Student Development office has developed an effective partnership with this UW work unit. A total of 39 students took advantage of the partnership with UW and met with OMA advisor representative this year.

·         Member of the South Puget Sound Higher Education Diversity Partnership; attend quarterly meetings and events in collaboration with 2 and 4 year public and private institutions

o        Promote HCC transfer and professional technical programs.  HCC faculty presented at the Faculty Diversity Institute held at Pacific Lutheran University on February 28, 2003. 

·         Participate on the Diversity Assessment Committee (SBCTC)

o        Working with HCC Institutional Research Office to assess Highline’s diversity efforts, outcomes and institutional effectiveness.

·         Held the Annual Martin Luther King, Jr. Week, January 2003.

o        Sponsored educational programs and campus events commemorating Dr. King to promote multicultural awareness and celebration to keep the legacy alive. This year’s celebration included seven quality events such as a theatrical performance by Living Voices that captured the life of young men working during the civil rights movement; a lecture on women in the civil rights movement presented by Dr. Zoharah Simmons, a former organizer and activist with the Student Nonviolent Coordinating Committee; and also a campus wide service project aimed at creating care packets for the Union Gospel Mission, a homeless shelter based in Seattle.  Attendance at the MLK Week programs ranged from 40-150 students, staff and faculty.  This year’s MLK Week attracted a total of 570 students, faculty and staff to the various programs.

o        6th annual Unity Through Diversity Week, April 28-May 2, 2003 exceeded last year’s record turnout of 1,072, with over 1,300 people over the course of 12 separate events during the week.

·         Offered 2 sections of College 100 (fall 2002); Multicultural Freshman Seminar for students who are new to the college environment.

o        Taught a 2-credit orientation course for 48 students. providing opportunities to connect with the campus community, learn about campus resources, leadership development and academic advising.

o        Of the 42 Freshmen Seminar students fall 2002, 29 are registered for spring quarter 2003. 69% of those students, who registered for these classes fall 2002, are still attending HCC.

·         Support for the Washington State Annual Student of Color Conference planning committee.

·         Sponsored 20 students to attend the Students of Color Conference, Leadership for Change, in Yakima April 24-26, 2003.

·         Ambassador Team provided student outreach with a strong student of color presence.

o        This team has provided outreach to students in the community that also reflect HCC diversity.  30% of this team is students of color.  Ambassadors have represented the College at approximately 50 discreet events throughout this academic year.  It is estimated that ambassadors and outreach staff have connected with close to 1200 perspective students, community members, and/or campus visitors to provide HCC information, campus tours and personal testimonials at college fairs and other Outreach functions.

o        It is estimated that ambassadors and outreach staff have connected with close to 1200 perspective students, community members, and/or campus visitors to provide HCC information, campus tours and personal testimonials at college fairs and other Outreach functions.

·         Maintain partnership/ agreement with the Washington Education Foundation.

o        Advised and mentored approximately 40 Washington Achievers; coordinated quarterly meetings and provided academic advising and advocacy for all scholarship recipients. Currently 27 Washington Achievers registered for spring 2003 quarter, out of the original 40 students served.  Thus, 67% are still in attendance, which is an estimated improvement over our typical students of color retention rates.

·         Presented a new Transferring to the University of Washington – Tips for Students of Color program by the Transfer Center and Multicultural Services.

·         Established Safe Zones within Student Services Offices.

·         Student Programs (SP) partnership with Diversity Student Development Services (DDS) staff

o        To ensure that Student Programs stays near the pulse of campus diversity initiatives, the Multicultural and Student Program Advisor position has dual reporting to both SP and DDS. 

·         Diversity Employment and Training

o        DDS managers remain committed to recruit and retain staff of color who mirror our student population; approximately 50% of the DDS staff are staff of color. Staff provide culturally competent customer service and foster a climate that promotes student success.

·         International Student Programs (ISP) works with the Kent Sister City Association (KSCA) and we are leading the KSCA international marketing group.

o        Provides an opportunity to work with the local community.  We attended the board meeting once a quarter, participated in a subcommittee meeting every month, participated in receptions, hosted a meeting and a reception on our campus, and sent student volunteers to the association events such as Canterbury Fair.  Currently Highline is leading on two projects: one is an infomercial and the other is actual Kent Sister City Association video.   This involvement helps send an international image of HCC to the public.

o        ISP, through contacts at KSCA, sent members of Highline's Vietnamese Student Association and an ILSC (International Leadership Student Council to perform dancing at the Kent Canterbury Fair.

 

Administration

·         Strengthen programs that contribute to an atmosphere of inclusiveness.

o        Arrange visit of Muslim high school students to campus during summer 2002

o        Participate in Seattle School District committee on closing the gap in student achievement

o        Acted as student club advisor to Rainbow/gay pride club

o        Participated in Asian leadership council among national community college trustees.

 

Institutional Advancement

·         In January 2003, the college launched a new marketing campaign, “The Faces of Highline,” that features photographs of Highline students, staff, and faculty. The photographs reflect the diversity of our campus population and local community. These “faces” are used throughout the college’s various publications and advertisements.

o        The marketing campaign is part of the college’s brand marketing efforts, which will help position Highline in the community and communicate effectively with our diverse audiences. With its depiction of the rich diversity of Highline’s campus population, the campaign communicates to our campus and local communities that we value diversity and seek to have a college climate that is welcoming for all people.

o        In June 2003, the Office of Communications & Marketing held two photo shoots on campus to capture additional “faces” of Highline. Those who were photographed were again chosen to reflect the diversity of the campus and community.

 

B.                 The College will sustain and enhance the framework to support internationalization of the College.

 

Instruction

·         Ambassador from South Africa Sheila Sisulu visited Highline in October under the auspices of one of the Colleges USAID grants and met with area businesses, addressed the campus community, and was briefed on HCC’s South Africa projects.

·         Instructional administrators participated in CCID’s Summer Institute that included an intensive two day workshop on contract training.  The group also took part in the CCID committees focused on projects in Africa, Asia, and the Caribbean. In February, instruction administrators attended CCID’s annual meeting and conference.  They gave two presentations.  The first, at the request of the Association Liaison Office of Universities for Development, focused on how to develop and write a successful grant proposal in response to ALO’s requests for proposals.  Highline has successfully competed for a number of ALO awards.  The second focused on how community colleges can successfully develop and sustain international partnerships.  As a follow-up to this conference, Instruction hosted two higher education professionals from Australia to discuss program matches, credit articulation opportunities, and institutional partnerships.  

·         In October, a representative for the National Access Consortium Western Cape visited HCC under the auspices of Ford Foundation Funds and one of HCC’s USAID funded initiatives to conduct an in depth study of the College’s Center for Extended Learning.  This was part of a feasibility study on how the CEL concept could be regionalized in South Africa.  HCC was a central part of their report to the Ford Foundation.

·         The Vice President for Academic Affairs met with the new Consul General from South Africa based in Los Angeles in January.  He briefed the Consul on Highline’s current South African projects.  The Consul requested that HCC keep her informed on the progress of these initiatives and pledge the continued support from the Consul General’s office.

·         Instruction personnel are members of the Trade Development Alliance of Greater Seattle’s Africa roundtable and have been active in shaping the programming the roundtable will support.  The first open forum featured Congressman Jim McDermott, author of the Africa Growth and Opportunity Act.  The Congressman briefed the assembled business and community leaders on the international conference that focused on the act.

·         A number of instruction faculty, staff, and administrators worked with the January visitors from the Polytechnic of Namibia and Cape Technikon on grant funded projects that focused on curriculum development, recruitment of promising students in applied science and math, and retention of students to completion of degree.  As a part of that initiative, the College took part in a video conference between HCC and Cape Technikon staff and faculty that was funded by the U.S. Consulate in Cape Town.

·         In June two administrators from False Bay College, Muizenberg, South Africa spent two weeks at Highline to gain an in-depth understanding of the college’s Supported Employment program and services for special needs students.  The trip was funded by HCC’s most recent USAID grant to develop a supported employment program in South Africa.  While on campus, the South African visitors attended classes, spoke with faculty and students, and worked closely with HCC supported employment personnel.

·         Library Acquisitions in diversity and globalism in the curriculum has led to the collection becoming much stronger in world literature and religion, cross-cultural communication, international business, and cultural information about individual ethnic groups and countries around the world.  This effort includes print, audio/visual, and electronic formats.

·         Center for Extended learning staff provided training and information to staff from the Polytechnic of Namibia, False Bay College, Cape Technikon, and National Access Consortium Western Cape as part of the College’s USAID funded projects.

·         Five Summer Institute 2002-3 projects – involving 7 faculty and 6 staff – have components related to internationalization and/or appreciation of student diversity and include:

o        Techniques Catalog for ESL

o        Serving Culturally Diverse Students at Highline Community College Library

o        ESL Goes to Court

o        Opening Doors

o        Students of Color Conference (SCORE). The SCORE event was held Feb. 28, 2003, on the HCC campus, with over 200 students participating.

·         Two sessions of the Teaching and Learning Brown Bag series have dealt with topics related internationalization and/or appreciation of student diversity.  “Interactive Teaching Techniques: Reaching Out to all Learning Styles,” and “Meeting the Needs of a Multi-dimensional Classroom” were presented in the Faculty Resource Center to interested faculty and staff.

 

Student Services

·         Cultural Clubs Support at HCC

o        Student Programs supports the diversity effort by supporting club communities that foster and build awareness of different cultures. Seven out of 20 active and chartered clubs are formed around cultural differences: Vietnamese Student Association, United Latino Association, Muslim Student Association, Khmer Student Union, International Club, Black Student Union, and American Sign Language.  Regular membership in these clubs combined is approximately 160 students and produce events and programs such as: Day of the Dead Celebration, Tet Festival, Black History Month activities, Islam Education Forum, and fundraisers for off-campus charities (in conjunction with the HCC Foundation).  Approximately $3,700 has been allocated to support activities and programming from these campus groups this year.

·         The International Leadership Student Council (ILSC) organizes international events and activities on campus and off campus.  The 2002-2003 ILSC members are from China, Japan, Hong Kong, Congo, and the U.S.A. 

o        To expose our students, staff & faculty and the community to the global environment and enhance their global awareness and understanding through events and activities.  It also helps create a friendly and multicultural atmosphere on campus.  Events include International Conversation Pal Program (50-100 participants each quarter), Cultural Café (8-15 students, staff and faculty participate every other Friday), International Week (Nov.20-22, 2002), Cultural Sharing Volunteer Network (We visited Seattle Children’s House and presented various cultural sessions for 5 weeks), etc.

o        International Week, a week of festivities and events (Tues Nov 19 - Fri Nov, 2003), was presented in accordance with federal recognition for a week's dedication to international awareness. 

·         International Student Programs send students to Costa Rica, Italy, Australia, England, Ireland, and France on a study abroad program.

o        Exposes our students to different cultures and customs and brings international experience back to our campus in order to share the experience with our students, staff & faculty.  HCC instructors taught overseas for this study abroad program in Costa Rica, Italy and England.
Total HCC students on our study abroad programs since Summer 1999:

Costa Rica -- 9 students

London, UK -- 5 students

Paris, FR --  3 students

Florence, IT  -- 11 students

Melbourne, Australia - 1 student (GRCC prgm)

TOTAL = 29 students

·         Explored student study abroad options in Australia through CCID.

·         An international student page has been added to the Cooperative Education website.

 

Administration

·         Integrate diversity goals with marketing efforts, ensuring that the community knows of the resources and global perspectives of Highline College.

o        Assisted student services office in assessing diversity among staff

o        Insure that institutional effectiveness plan includes measures of diversity, and globalization; incorporate measures, gather data

·         Support International faculty.

o        Assisted international faculty with visa issues.

o        Provided international character sets for international faculty and facilitated their use.

 

Institutional Advancement

·         Primary host for Yangzhou, People’s Republic of China, delegation (13 urban planners, environmental engineers and municipal construction directors), as part of their visit/program sponsored by Center for Extended Learning

o        Hosted the guests while supporting external public relations activities throughout the Puget Sound area, increasing the visibility and respect for Highline’s growing global educational efforts to numerous corporations and governmental organizations.

 

C.                 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

·         During the Summer Institute and Winter Institute Instructional Design supported the International Teams brought here under USAID funding.

·         Personnel with Instructional computing and Instructional Design interact with Polytechnic of Namibia, Cape Technikon and the National Access Consortium Western Cape through email, telephone, and in-person visits both at Highline and at partner campuses.   They provide Technical training; consulting on technological solutions to support instructing and institutional partnerships; and exploring opportunities for future partnerships.

·         CEL provided contract training for Yangzhou Project 2002. This is the second year CEL has delivered this contracted service.

·         The Professional Development Day 2002 session "Teaching - and Learning - in China: Faculty Exchanges as Professional Development" focused on internationalization.

·         HCC signed a Memorandum of Understanding with False Bay College and Cape Technikon (both in Cape Town, South Africa) to support mutually beneficial programming.  The College has received funding for grant projects with both institutions subsequently.

·         Instruction continues to participate in Washington Consortium of Community Colleges for Study Abroad through attendance at quarterly meetings.  Instruction is also supporting additional study abroad options through Community Colleges for International Development.

 

Student Services

·         International Student Programs (ISP) offers the diversity scholarship to international students from underrepresented countries

o        On November 5, 2002, HCC Executive Staff approved the International Student Programs Scholarships, including the Diversity Scholarship designed to increase the number of students from underrepresented countries.  In Spring 2003, we chose 4 students for diversity scholarships: one from England, one from Canada, one from Hong Kong, and one from Cameroon.  The diversity scholarship allows them to pay the same amount of tuition as an in state resident tuition rate. 

·         ISP corresponds and works with Hachinohe University (HU), one of our sister schools in Japan.

o        By receiving visiting instructors and students from HU and visiting HU in Japan, our students, staff & faculty learn more about Japanese culture and customs.  We learn to appreciate the differences and similarities between Japan and the U.S.  From 1998 to March 2003, HCC staff has visited HU five times and HU staff has visited HCC seven times including 18 students who came to HCC summer programs.

·         ISP visits various countries to recruit international students, and work with overseas agencies and schools.

o        Currently we have about 220 international students from over 30 different countries.  We have attended recruiting fairs in Asia (Japan, Korea, Taiwan, Hong Kong, China, Indonesia, Malaysia, Thailand), Latin America (Mexico, Brazil), and Europe (Sweden, Germany, Poland, Chez Republic, France).

·         ISP organizes activities and events which help to enhance a college climate that values diversity and global perspectives:

-International Conversation Pal Program (every quarter including summer)

-Cultural Cafe (every quarter except for Summer)

-International Week (mid November)

-International Night (the end of Diversity Week)

·         While not "international students", per se, the creation of WorkFirst-related Customized Job Skills Training Programs that provide integrated ESL, VESL and skills training for which a limited English proficient population is targeted (specifically, Careers for Children and Medical Office for monolingual or Spanish-speaking dominant students).

·         Piloted an ESL 099 course specifically designed to assist international Hotel and Tourism Management students in the successful completion of college-level, technical emphasis courses by providing concurrent VESL instruction.

 

Administration

·         Promote the understanding that international students benefit the global perspectives of native students.

o        Conducted training for staff in dealing with international students.

o        Training for personnel staff and international students in meeting IRS reporting requirements.

o        Increased study guides and supporting material for international students in bookstore.

o        Increased use of international student workers in business office and bookstore.

·         Recruit international students from throughout the world to achieve a reasonable balance of international students from each of the continents.

o        Administrative technology implemented SEVIS software and training to support international student enrollment and meet federal timeline.

o        Improved admission data collected from international students.

o        International Recruiting:  ISP is now focusing more on spending its marketing dollars in the US and Canada.  Articulation agreements are being established with ESL programs in an effort to increase enrollment of international students who already hold a visa.

 

Institutional Advancement

·         Establishment of the Arun Jhaveri International Student Scholarship

o        Provides financial assistance to a student from an under-developed country.

·         Establishment of the Danica Children’s Foundation Scholarship

o        Provides financial assistance, with special consideration given to international students. 

 

 

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

·         Secured state funding for CWU/HCC Higher Education Center and for a new Child Care Center.  Secured legislative approval to construct the new Student Union Building funded by local student fees.

·      Instruction and Administrative personnel have worked extensively with Provost David Soltz and his colleagues at Central Washington University on the development of the Higher Education Center and other cooperative program initiatives.  Also, charter was signed by presidents of both institutions; staff toured Edmonds/CWU and Yakima centers, staff participated in design development and joint Board meeting.

·         Instruction administrators, faculty and staff serve and/or chair numerous local, regional, state, and national boards, associations, and organizations.  These involvements enhance the College’s visibility, enable it to develop new and adapt current programs to meet business and community education and training needs, and support Highline personnel professional development.

·          HCC was successful in its application to the Bill and Melinda Gates Foundation funds for a "2 plus 2" Information Technology Institute at the college's Federal Way campus.  The project is funded at $50,000 for planning during the 2003-04 academic year.  An additional $320,000 will be available in 2004-05 and 2005-06 for initial investments and start-up costs.  Based on the Running Start model, the Institute would integrate 11th-12th grade requirements and associate degree-level studies, allowing students to earn their high school diplomas while simultaneously completing a share -- or, in some cases, all -- of the Information Technology coursework necessary for successful entrance to University of Washington-Tacoma's IT Institute.  Other nearby school districts have viewed the program as a potential referral site for interested students.

·          Nineteen Professional-Technical programs hold regular meetings with over 200 advisory committee members to exchange ideas concerning new innovations and enhancements to current programs.  The members’ contributions to the Professional-Technical programs are recognized annually at the reception held during Opening Week prior to the start of Fall Quarter.

·          Instruction administration met several times with representatives from the U.S. State Department and U.S. Department of Education to gather information on new funding possibilities and promote the College’s interests.

·         HCC representatives attended the ACIIE fall conference in Washington, DC in November and also attended a CRD pre-conference training session on creating and running a community grants office. Meetings were held with the Namibian Ambassador, USAID officials, Corporate Council on Africa, Fund for the Improvement of Post Secondary Education (FIPSE) representatives to report on our projects, gather information on new funding possibilities, and promote the College’s interests.

·         The Parent Education Program hosted the annual Children’s Fair and Children’s Art Show.  The events were well attended and open to the public.

·         The Barbara Bush Foundation for Family Literacy named Highline Community College as one of ten recipients of funding for $64,860 to develop programming to improve the literacy skills of parents and their children. 

 

Student Services

·         Presentation of ESL Advising Initiatives for the NACADA and WAAC drive-in workshop.

·         Provided statewide advisory leadership of Vietnamese Student Association at other community colleges and universities.

·         Gwen Spencer serves on the Gene Juarez Academy of Beauty Board (Federal Way).

·         A graduate student from the Seattle University Student Development program (MA) completed an internship with the Educational Planning and Advising Center.

·         Siew Lai Lilley serves on the Seattle University Transfer Advisory Council.

 

Administration

·         Administration participated with Johnson County Community College in a FIPSE grant to study the costs and instructional activity of community colleges.  This provides access to national comparative data on costs and instructional activity for similar community colleges.

·         Secured $497,000.00 Congressional Award to enhance science and marine education facility at Redondo Pier.

·      Administration has held several discussions with the city of Des Moines on the rehabilitation of the pier with the result that work was completed on first stage of repair and rehabilitation of pier.

·         Participating in National Postsecondary Education Cooperative Accessing Survey Resources working group to improve the utilization of national databases for local campus decision making.

·         Staff and faculty routinely network with colleagues to learn more about what is happening regionally and nationally and increase visibility of Highline Community College within these regional and national organizations - Staff members participate on many state and national professional organizations including: Public Relations Society of America; National Council for Marketing & Public Relations; Council for Resource Development; Northwest Development Officers Association; Washington State Community & Technical College Public Information Commission; Society for College and University Planning, Association for Institutional Research; Educause; Western Assoc. of College and University Business Officers (WACUBO); Northwest College Bookstore Association; National Association of College Bookstores; American Association of Community Colleges (AACC); Community Colleges for International Development (CCID); American Council on International Intercultural Education (ACIIE).

 

B.        The College will strengthen its visibility by developing a coordinated institutional

advancement program.

 

 

Instruction

·         Instruction personnel are members of the Grant Committee established by the Office of Institutional Advancement.

·         Instruction prepared and submitted a Department of Education Title VIA International Education and Foreign Language grant that was selected for funding. 

·         Administrators met with our senators and staff from the congressional offices of Jennifer Dunn, Jim McDermott, and Adam Smith in November to update them on our projects, including our request for funds for the Marine Science Technology Center, and the ongoing needs of higher education that national legislation should address.

·         The National Access Consortium Western Cape (a long time HCC partner in South Africa) announced that it received a Ford Foundation grant to embark on a feasibility study for the establishment of a regional Center for Extended Learning that would serve as a prototype for a national model.  NACWC included funds for HCC to participate in the project.

·         Faculty and staff strongly support charitable causes in the community (e.g. Food Banks, Giving Tree, Pediatric Interim Care Center, and Literacy Access)

·         CEL personnel participate on a number of community boards and are involved in many community activities enhancing the visibility of the College.  These include Discover Burien Steering Committee, Park Lake Home Partners meetings, South King County Economic Development Committee, Southwest King County Roundtable, Women’s Breakfast Forum, and Northwest Partnership for Environment and Technology Education.

·         The Dean of CEL serves as the Boeing Lead Coordinator for HCC and is a member of the Operations Committee for the Boeing Lead project.

 

Student Services

·         ISP staff serves as a board member on the Kent Sister City Association.

·         The ISP Director joined Nikkei Jin Kai (Japanese Community Service of Seattle)

·         ISP works with Federal Way Sister City Association occasionally and welcomes delegates from the City of Hachinohe to campus.

 

Administration

·      Administration received Port of Seattle funding of $600,000 more for the next College sound abatement project during the summer of 2003.

 

Institutional Advancement

·         Distributed 56 press releases to local and/or national media (32 of the releases also support Strategic Initiative #1, 5 support #2, and 5 support #4).

·         Distributed 18 press releases - 1,005.50 column inches published in local newspapers, for a value of $24,206.93.

·         Seven articles published in 2 local newspapers to communicate with the community about Highline and community college issues.

·         Developed branding campaign - Branding efforts create awareness in the minds of students, donors and other stakeholders and make subsequent direct marketing efforts more effective.

·         Being a “good member of the community” while increasing the visibility of Highline Community College, its programs, needs and successes.  Staff members participate on boards and as members on the following local groups and many more: 

o        Area Rotary Clubs

o        Chambers of Commerce Boards and Committees

o        (Save the) Mt. Rainier Pool Coalition

o        Norman Center YMCA Board

o        Board of Directors, King County Region, Washington State Employees Combined Fund Drive

o        Tukwila Community Cares Network

o        Auburn/Riverside High School Visual Communications Board

o        Tukwila School District Public Relations Advisory Board and Strategic Planning Team

o        Des Moines Food Bank

o        Seattle City Club

o        King County Workforce Development Council

o        Community based organizations such as Boys and Girls Clubs and YMCA

·         Received $50,000 WaterWorks grant from King County Department of Natural Resources and Parks Marine Science & Technology Center to fund equipment, materials and promotional activities.

·         Received $15,000 grant from Commuter Challenge for bus pass subsidies of 50%, in an effort to reduce single vehicle occupancy trips to campus.

·         Reconstituted Legislative Committee and involving committee more actively in advocacy efforts.

·         Reconstituted Legislative Committee and involving committee more actively in advocacy efforts.

·         Hosted Legislative Candidate’s Breakfast - Educated candidates on the crucial role the community colleges play in economic development, community betterment and the opportunities for students.

·         Held individual meetings with 11 legislative candidates – Familiarized them with the campus demographics, programs, facilities and legislative system platform.

·         Met with elected representatives to discuss higher education issues and role of community colleges in economic development.

·         Joint Editorial Board meeting with the South County Journal (Presidents of HCC, GRCC, RTC, TACTC, and Executive Director, SBCTC) provides opportunity to explain Governor’s budget implications and community college needs, resulting in editorial, opinion pieces and additional coverage in the newspaper – influencing public opinion.

·         Production and distribution of Highline’s first Report to the Community.

·         Developed and nurtured relationships with members of the local media.

 

C.                 The College will strengthen its outreach program to prospective students.

 

Instruction

·         In order to establish and maintain strong ties with the various communities and residents in college’s service area, the Pre-College Program offers a number of ABE and ESL classes throughout southern King County – including Foster High School, Highline Senior Center, Park Lake Community Center, and Bow Lake, Seahurst and Thorndyke elementary schools. The Adult Basic Education/ESL program has received funding for pre-employment English-as-a-Second-Language (ESL) training through the state's Office of Immigrant and Refugee Assistance, and has launched an in-house English-as-a-Second-Language (ESL) program for incumbent workers at Holiday Inn Sea-Tac. With funding from a Ross Foundation grant, program has expanded services to the residents of the Park Lake Homes community and discussions are underway with Park Lake’s Head Start program to provide child development activities in conjunction with an additional ESL class at Burien Community Center.

·         Instruction's High School Programs area continues to provide outreach to high school buildings in the college service area.  This year, as occurred last year, several High School Credit Retrieval offerings are planned for Federal Way.  Talks are underway with the Highline School District to replace the college-in-the-high-school history course that was discontinued, this year, as a result of the instructor's retirement.  A successful partnership with Federal Way brought Advanced Placement (AP) chemistry students to Highline's campus once a week for supplementary laboratory experiences. 

·         A number of HCC faculty work with area high schools and middle schools in a variety of capacities including developing articulation agreements, tech-prep agreements, mentoring activities, and enrichment programming.  This raises HCC profile and assists in identifying future students.

·         HCC’s Music Department with the Jazz Ensemble Club sponsored a Jazz Improvisation workshop in which three secondary schools participated (Tyee and Evergreen High Schools, and an area middle school).  There were over 75 secondary students that visited our campus. 

·         The Education department is also offering an on-campus parent education class that allows parents to enroll siblings up to age five.  This class is in response to the community’s request to have a parent education class that parents with more than one child can attend as a family.

·         The Professional-technical staff increased program visibility with the WorkSource Renton and Auburn offices by the Worker Retraining Department's regular participation in general client orientation sessions and sessions designed for laid-off Boeing employees. 

·         The college has expanded its involvement in Tech Prep by joining the Puget Sound Career Consortium and increasing its involvement in the South King County Tech Prep Consortium.  Connections with 13 school districts and the Occupational Skills Center have been enhanced.  The Director of Workforce Training now serves as Treasurer on the Executive Committee of the South King County Tech Prep Consortium.

·         HCC faculty and staff promoted HCC programs at area venues including the Puyallup Fair and the Waterland Festival.

·         Instruction and Student Services met with Kaplan International staff to discuss programming to improve articulation and to increase international student recruitment.

·         Instruction administration met with International Program staff at Green River Community College to coordinate on specific international programming effort, including international student recruitment.

·         Primary host for Yangzhou, People’s Republic of China, delegation (13 urban planners, environmental engineers and municipal construction directors), as part of their visit/program sponsored by Center for Extended Learning - Hosted the guests while supporting external public relations activities throughout the Puget Sound area, increasing the visibility and respect for Highline’s growing global educational efforts to numerous corporations and governmental organizations.

 

Student Services

·         New Handbook for Student Accommodations regarding academic accommodations at the College were distributed to interested parties on and off campus.

·         Through the Washington Association on Postsecondary Education and Disability (WAPED), Jim Field, Director of Access services and other WAPED members developed a number of position papers regarding disability guidelines.  The position papers will be shared with high schools and community based organizations throughout the state informing the readers that HCC serves individuals with disabilities.  Jim is also the technology advisor for WAPED and is responsible for launching a website for the association.  The new website provides information on disability services at HCC as well as at the other postsecondary institutions throughout the state.  www.waped.org.

·         Career and Employment Services (CES) developed a partnership with United Parcel Service to establish a Student Employee of the year award.  UPS has contributed $300 toward this project. CES also received a $4990 grant from the HEC Board for state work-study and collaborated with the Washington Occupational Information Service to host training sessions on-campus for local high school and college counselors.

·         In collaboration with Outreach Services and Entry Services, the Campus Ambassadors leadership team was created.  The 25-member group is committed to providing informed campus representation to prospective students, community members and guests to HCC.  Campus Ambassadors give campus tours, staff information tables and attend college information fairs with members of the Outreach Services staff.

·         The Multicultural Services (MCS) Summer Institute Project, Students of Color Opting to Reach Excellence (SCORE), conference will be held at HCC on Friday, February 28. Approximately 150-200 college bound students from our local service area will participate in workshops and leadership activities. MCS has established a partnership with the Washington Education Foundation to provide advising and mentoring to all Washington Achievers who attend HCC.  In addition Yoshiko Hardin will serve on the scholarship committee to recommend recipients for the 2003-04 academic year.  HCC is also an institutional member of the South Puget Sound Higher Education Diversity Consortium working with 2 and 4-year institution to promote multicultural and diversity initiatives in South Puget Sound higher education institutions. On a regional level, Toni is a member of the NASPA Region V Advisory Board serving as the community college coordinator/liaison.

·         Entry Services (ES) initiated a process for responding to prospective students by sending 3,000 packets (since July 1, 2002) of information about instructional programs (please see sample letter).  ES staff have also met individually with approximately 2,200 prospective students and provides similar services by telephone.  Lists of prospective students are sent to each professional/technical program every two weeks for recruiting purposes.

·         In addition to an Outreach Website, designed for use by high school counselors, Outreach Services continues to collaborate with Financial Aid to present Financial Aid Nights targeted to parents of prospective students.

·         International outreach for fall 2002 included recruiting trips to Osaka, Tokyo, Seoul, Taipei, Hong Kong, Shenzen and Thailand.  A total of 125 students attended HCC sessions with 100 expressing strong interest in the college.  Enrollment was confirmed at the college for six students next quarter, two for spring 2003 and two students for fall 2003.  One couple from Shenzen, China are interested in sending their children to HCC for fall 2004.

·         Philippines Muslim students visiting campus last summer - four Muslim students from Davao, Philippines attended morning classes with our Muslim students, received a tour of the campus, learned from other students about campus life, and treated to a pizza lunch.

·         GED preparation classes and the GED testing program enables adults in our community to earn a high school equivalency certificate.  In addition, the Washington GED Essay Scoring Center provides a grading service for the entire state of Washington.

·         Over the past five years the number of high school students graduating from the High School Completion program has increased from 21 to 55 graduates per year. 

·         Expanded the number of Tech Prep agreements with local schools and streamlined the registration process for South King County Tech Prep students so their grades are posted to their transcripts at the end of spring quarter which enables timely follow-up and recruitment opportunities.

·         Since the inception of the Running Start Program in the fall of 1992, the enrollment has increased from 50 to 677 (fall 2002) students.  The average grade point average of RS students has ranged from 2.74 to 2.94 (2.89 during the 2000-01 academic year).  In June 2000 and June 2001, the number of college degrees awarded to RS students was 24 and 22, respectively.  The number of RS students who enrolled during fall 2001 who returned to the college for winter and spring 2002 was in the 90% range as was the number of RS students that completed each quarter during the 2001-02 academic year.

·         A high school student completed an internship with the Educational Planning and Advising Center.

·         Advising on-line for prospective students and HCC students averages 25 weekly, up from 10 in 2002.

·         The EPAC website receives 1,000 hits monthly from prospective and current Highline students.

·         Developed an Outreach Website designed for use by the high school counselors.

·         Developed a comprehensive Financial Aid website

·         Participated in community festivals such as the Des Moines Waterland Festival.

·         Participated in Career Days at local high school.

·         Sponsor Jostens Leadership workshop for local high school students.

·         Spring Festival that brings high school students to our campus

·         Spoke to 490 Highline High School freshmen about "What You Do Now Matters."   Facilitated participation from other Highline College employees who also met and spoke to these students on subjects ranging from career choices to women's issues. 

·         Visited with over 8,000 prospective students through on-campus events, tours, community fairs, and local high school career & college fairs.  

·         The ISP Director serves as a volunteer & an alumna of a high school exchange program, Youth for Understanding (YFU) and invites local YFU high school exchange students to the Highline Spring Festival. 

·         Developed, nurtured and maintained strong relationships with school districts in the HCC service area through:

o        High School Principal/Counselor Day

o        High School Advisory Board

o        Financial Aid Night for prospective students and their parents

o        Mailing of approximately 5,000 information packets to community

o        Collaboration with South King County and Puget Sound Tech Prep Consortiums

o        Working with Tom Nixon, Program Chair of Washington Business Week, to mentor juniors at Highline High school for one week of leadership and business education.

 

Institutional Advancement

·         Distribution by the Foundation of 750 scholarship application packets to 35 public and private high schools in the HCC service area. Application packet consisted of $83,000 in scholarships that students could apply for to attend Highline.

 

D.                 The College will build its capacity to carry out its role in the advancement of economic opportunity for the communities in the Highline Community College service area.

Instruction

·         Participating on South King County Economic Development Initiative and collaborating with the county, cities, and Port of Seattle to establish a Small Business Assistance Center at HCC.

·         Actively participating in Workforce Development Council and SBCTC sponsored regional economic planning activities and regional organizations, such as the Alliance for Corporate Education.  Working with these groups to build programs responsive to industry needs.

·         Trade Delegation to Namibia and South Africa, August 16-30, 2002.

Instruction personnel, an advocate for Eastern Washington businesses, and a representative from the Washington State Office of Trade and Economic Development, traveled to Namibia and South Africa as part of HCC’s U.S. Department of Education Title VIB International Business Education grant.  The delegation met with chambers of commerce and industry in both countries, Namibian and South African government officials concerned with trade and investment, the Commercial Sector of the U.S. Embassy in both countries, and with organizations concerned with economic development.  This activity supported outreach to business and enhanced the College’s relationship with OTED and with the Trade Development Alliance of Greater Seattle.

·         The visit of Ambassador to the United States from the Republic of South Africa, Sheila Sisulu, October 27-28, 2002.  Highline’s USAID International Higher Education Partnership grant with the National Access Consortium Western Cape funded this visit. The Ambassador met with area businesses at a breakfast meeting hosted by the Trade Development Alliance of Greater Seattle and HCC and discussed South Africa trade opportunities with those present.  She then met privately with representatives from Boeing and Nordstrom. This visit further strengthened the College’s relationship with Boeing, Nordstrom, businesses interested in trade with Africa, and TDA. 

·         HCC's Work First services have continued to provide basic education and job training opportunities for recipients of public assistance.  This year, the Instruction program has emphasized integration of basic skills and work skills, establishing a 30-hour-per-week lab that offers clients not only general ABE/ESL services but also targeted instruction that supports Customized Job Skills Training (CJST) offerings such as childcare paraprofessional, general office, and entry-level medical skills.

·         Jack Bermingham participates in the new Africa Roundtable inaugurated this fall by the Trade Development Alliance of Greater Seattle.

·         Instruction has collaborated with the Washington State Office of Trade and Economic Development on numerous programs related to international trade.

·         The Office of the Dean of Professional-Technical Education served on several regional and statewide commissions and participated in a number of meetings concerned with the role of community colleges in economic development raising the profile of the College as it works with the legislature on funding priorities.  Examples include Community and Technical Colleges and Economic Development meetings, Seattle-King County Economic Development Council event participation, the Planning Committee for the Community and Technical Colleges economic development consortium, and the regional Community and Technical Colleges meetings that contributed to the completion of a Regional Economic Development Plan.

·         The Center for Community Research and Evaluation (part of the Center for Extended Learning) completed a report on the demographics and business characteristics of the Burien area for the “Discover Burien” community group.  In addition, the Center is developing a survey of community and business training needs in Federal Way in collaboration with the City of Federal Way and the Federal Way Chamber.

·         In partnership with the cities, county and port, established the Small Business Assistance Center and secured funding for Export Promotion Program.

·         Hosted health care industry breakfast meeting and held follow-up meetings with hospitals to develop partnerships to expand Allied Health Training.

·         CEL assumed leadership role in the Alliance for Corporate Education to assure that HCC is a significant partner in Alliance programming.  CEL contributions to Alliance response to Boeing RFP resulted in SHEA training being awarded to Alliance.

 

Student Services

·         Customized Job Based Training is provided.

 

Administration

·      Unclaimed lost and found articles turned into security are donated to the Salvation Army unless they can be used in college programs.

 

Strategic Initiative #4:  Continue to foster a college climate that nourishes the well being and productivity of the college community.

Activities:

A.                  The College will continue to support positive interactions and promote candid, open exchange of ideas concerning new innovations.

 

1.                  Continue staff and faculty community-building events (e.g. receptions, opening week activities, special luncheons and programs).

 

Instruction

·         The Human Rights Club has held a number of campus wide activities and the faculty advisor (from the Physical Education Department) has worked diligently to promote open dialog and discussion related to human rights and global issues. 

·         The Nursing, Respiratory Care, and Biology departments have had a series of informal meetings to exchange information, share ideas and resources.

·         The Education department continues to work closely with the campus Child Care and Development Center in order to share ideas and information. This quarter children from the childcare come to the Methods in Science and Math class. The Education students plan, present and evaluate science experiences for the children.  Students from the Language Development and Acquisition class go to the childcare and conduct language observations.  Nursing also uses the childcare as a site for students to conduct health education activities for the children.

·         The Office of Instruction holds quarterly pizza receptions for faculty and administration to provide an informal opportunity to promote community building.

·         The Office of Community Services and Supported Employment have collaborated on programming initiatives and outreach with the Center for Extended Learning, the College’s Education classes, and Access Services.

·         Instructional Design directed Brown Bag sessions:  (co-sponsored with FRC) on Curriculum Re-Design, Women’s Ways of Knowing (two-part book club series), and Team Teaching, Linked Courses, and Capstone Courses.

·         Instructional Resources’ departments work on individual projects and keep strong communications with the participants of these projects to insure success.   There are eight committees where participants are working on improving facilities, safety, training assessment, technology, our web presence, exhibits, disaster recovery and everyone’s favorite employee camaraderie (Celebrations). 

·         The Community, Gender and Globalism department’s book club selections have provided the campus community with a forum for discussing issues around the role of religion in world society (Abraham: Journey to the Heart of Three Faiths) and acculturation (Typical American).  The book club is being promoted as part of Unity through Diversity Week.

 

Student Services

·         Presented a focus group session related to campus climate for Student Services employees.

 

Administration

·         Conducted numerous focus groups to learn more about employees’ perceptions of the campus climate.  Based on information obtained implemented the following:

Ø      Conducted employee focus groups,

Ø      Started an employee orientation program,

Ø      Established the Faculty and Staff Recruitment and Retention Council,

Ø      Started a pilot ergonomics program,

Ø      Developed a new employee recognition program to be unveiled Fall 2003,

Ø      Utilized interest based bargaining with the classified staff in their collective bargaining negotiations, and conducted training on this and appreciative inquiry,

Ø      Remodeled administrative and office space,

Ø      Established an all-employee professional development day in the fall, and continuing funding on annual basis,

Ø      Began the development of an administrative and exempt employee performance appraisal program with a fall pilot,

Ø      Established student services employee of the quarter program,

Ø      Rearranged office hours to permit all staff to attend regular staff meetings,

Ø      Expanded training and professional development opportunities for staff including establishing and awarding administrative sabbaticals for the first time,

Ø      Joined Employee Assistance Services,

Ø      Implemented “Passport Training” for campus technology, etc.

Ø      Conducted emergency/crisis management training.

·         The Vice President for Academic Affairs held a series of focus groups involving all tenured faculty on work load issues including student advising, class size, committee assignments, and professional development expectations.

·         Distributed 2003 Campus Climate Survey to employees; results not yet available.

·         Vice President of Administration and Human Resources held a celebratory lunch with negotiating teams at the conclusion of WPEA/HCC labor negotiations.

·         President, Vice President of Administration and Human Resources participated in signing ceremony for HCC and WPEA negotiating teams at the successful conclusion of labor negotiations at Trustees meeting.

·       Administrative Technology held an open house to celebrate the remodel of their office space.

·       Administrative technology held an off campus team building day, and promoted off campus after hours activities for all staff including baseball games, visit to Emerald Downs and attending musical performances in Seattle.

·       Human Resources (HR) department has a regularly scheduled monthly meeting between HR executive director and WPEA president.

·       Vice President of Administration and Human Resources conduct quarterly labor-management meetings between HCC administrators and WPEA leaders. Regular meetings between college administrators and with HCEA and WPEA also take place.

·         Human Resources strengthened classified staff training committee’s function through partnership with administration, WPEA and HCEA in presenting campus-wide training activities.

·         The Bookstore hosted a faculty/staff seminar on copyright issues and creation of instructional packets.

·         The Bookstore sponsored a summer luncheon for the Women’s Program Staff and Campus Security.

·         Each quarter at book buyback students and faculty drop off books that have no value. The Bookstore collected these this year and donated them to the Bridge to Asia, a project sponsored by the National Association of College Stores to provide unwanted texts to third world countries.

·         Facilities host a staff community-building retreat twice a year.

 

2.                  Assist employees in understanding and participating in the shared governance and decision-making policies of the college.

 

Instruction

·         The Office of Instruction holds quarterly faculty meetings and regular non-faculty meetings to share information, answer questions, and discuss issues of concern including budget outlook, accreditation, professional development, policies and procedures, and participation in the shared governance of the College.

·         Instruction Cabinet meets at least eight times per quarter and participates in the shared governance of the campus by initiating instructional policies (often in response to concerns of faculty and staff) for broader discussion, providing a forum for Division Chairs and Deans to collaborate on the development and implementation of Instruction’s priorities, and creating opportunity for sharing of information on programs, success stories, and future plans. 

·         In addition to providing direct service to the Highline Community College community, and performing collection development activities (including materials selection and weeding), each member of the Instructional Resources Reference Department pursued development of programs, policies and procedures in his or her area of lead responsibility: Instruction, Collection Development, Electronic Resources and Reference and Distance Education Services.

·         The Interim Director of WorkFirst Services/Women’s Programs and the Dean of Instruction for Transfer and Pre-College Education have taken primary responsibility for coordinating WorkFirst related activities between Student Services and Instruction.

·         Instruction’s leadership provides a number of forums for faculty and staff input into programming, working environment, and the issues facing the College. Examples include the Vice President’s ongoing meetings with faculty over workload issues, separate quarterly meetings for faculty and staff, division meetings called by Division Chairs, quarterly Professional Technical Program Coordinator meetings, Instruction Cabinet, and topical interest group meetings (e.g., internationalizing curriculum, technology in the classroom, grading effectiveness, teaching excellence) coordinated through the Faculty Resource Center.

 

Administration

·         Human Resources (HR) conducted interest-based negotiations training with members of WPEA and HCC administrators.

·         HR conducted a briefing for supervisors of classified employees on WPEA contract in February 2003.

·         Administrative Technology and Vice President of Administration’s office staff serve on the Campus Web Committee.

·         Administrative Technology staff work on the Passport Training Team.

·         Administrative Technology staff participate on the Classified Staff Training Committee.

·         Administrative Technology staff participate on the Recruitment and Retention Council.

·         Administrative Services Staff serve on accreditation committees --- Standards 5, 7, and 8.

·         Administrative Technology staff serve as members of the Technology Resources Group.

·         Staff in Administrative Services are active in the WPEA, including president, vice president, treasurer, the WPEA elections committee and the WPEA web committee.

·         Facilities provides its employees the time and email tools so each employee can become aware of the college’s policies.

·       Administrative Technology staff participate in campus governance including serving on campus web committee, passport training team, classified staff training committee, recruitment and retention council, technology resources group, WPEA president, and treasurer, the WPEA  elections committee and the WPEA web committee, serving on statewide re-hosting project committees.

 

3.                  Regularly assess the college climate and use the results to implement meaningful changes.

 

Student Services

·         In order to address campus climate issues Student Services managers and the Student Affairs Cabinet have met four times since October, 2002 to develop and launch the following activities:

Ø      Scheduled an open hour once per week to accommodate full staff participation in department staff meetings.

Ø      Re-arranged office space on the second floor of building six, which has improved service delivery to students and generated more student traffic (e.g. increased student use of Career and Employment Services by 22%).

Ø      Increased emphasis on timely and effective performance evaluations for all staff that include a discussion about professional development plans.

Ø      Flexible scheduling so that employees who are seeking college and university programs can do so.

Ø      Modeling and supporting use of college facilities for health and wellness. 

 

Administration

·       Institutional Research administered a climate survey to all employees in June 2003.

·         HR conducted seven focus groups in Feb 2003 to follow-up on results of the Noel-Levitz 2001 survey. Summary comments were distributed to all employees on April 2, 2003.

·         HR engaged a focus group consultant to facilitate the follow up to the Noel-Levitz employee survey.

·         HR established a process in first quarter 2002 for exiting employees to provide feedback through an exit questionnaire and/or exit interview.

·         HR began the development of a formal appraisal process for administrators and exempt employees as a first step to campus-wide compliance to classified staff annual performance evaluation.  This system will enhance communication between supervisors and employees reporting to them.  A 5-member committee, appointed by the president, began work in October 2002.   A concept paper including the vision statement “to develop a performance appraisal system that helps achieve personal and institutional excellence” has been presented to the Administrative Cabinet, Classified Staff, Faculty group and Exempt/Professional Staff group during the first quarter of 2003.  The committee continues to meet bi-weekly.

·         Formation of Faculty and Staff Recruitment and Retention Council to strengthen practice of promoting diversity among students and staff; assist with employee recruiting efforts to attract diverse faculty and staff; assist with the development of retention strategies to retain diverse faculty and staff; assist Human Resource Office in improving community ties and opportunities that will help us achieve these goals; and advise the president on general issues of campus climate with respect to diversity for faculty and staff

·         Facilities surveys the campus routinely to assess the campus’ satisfaction with our custodial and maintenance performance, which are used as guides to making improvements to our service.

·         Facilities employees are in daily contact with the campus community and feedback information to their supervisors.

·         The Facilities Director works closely with the campus depts. to understand existing problems and to develop capital repairs and improvements requests.

·       Many staff and faculty from all parts of the campus participated in focus group discussions on campus climate issues.

·       Vice President of Administration participated on a statewide task force on Civil Service Reform, and is the Business Affairs Commission representative on civil service reform issues.

·         Participated on business affairs commission task force for developing the 2005-07 capital budget procedures, in conjunction with the specific needs of the college.

·         The Office of Community Services and Supported Employment brought in an outside facilitator and successfully developed an active participative management team. Work teams have also been created that represent all work groups within the office so that their concerns and ideas are included in decisions that most affect them and their specific program areas.

·         Instructional Resources volunteered to pilot an ergonomic workstation assessment project.  This pilot project is intended to determine the criteria for ergonomic needs, costs and time so that a best practice ergonomic assessment program may be efficiently applied campus wide.  Since the program started nineteen workstations have been evaluated and five more are scheduled for evaluation.

 

B.                 The College will create programs and support training, professional growth and development for all employees.

 

1.                  Expand orientation sessions to lay the foundation for new job success for all employees.

 

Instruction

·         Center for Extended Learning designed and implemented new reference sheets and updated course proposal for use by new part-time instructors to better orient them on CEL procedures and promote instructional success.

·         Instruction Cabinet requested that the Faculty Resource Center sponsor a training program for Faculty Department Coordinators.  Topics were identified by a panel of coordinators at an FRC planning event in Spring 2003.  With assistance from the FRC staff and the Dean of Instruction for Transfer and Pre-College Education, the curriculum is being developed by two experienced Department Coordinators.

 

Student Services

·         The Student Services Professional Development Committee presents quarterly Professional Development workshops that are generally attended by about 56 of the 76 Student Services Staff.  Workshop topics have included accreditation (twice), Washington Online and professional development break-out sessions on accessing professional development funds on campus, yoga, financial planning, two on public speaking by Shannon Proctor, a discussion of current topics in student services, tour of college fitness facilities with Keith Paton and resume writing with Erik Tingelstad.

·         ISP conducted seminars for new faculty and staff to enhance their awareness of international student’s needs.

·         ISP implemented a new software program, called i1440, to comply with a new immigration regulation called SEVIS.

 

Administration

·         A new employee orientation video has been completed.  Co-produced by HR and Media Services, the video is a tool for new employees in providing a big picture perspective.

·         Discussions have begun between HR and Faculty Resource Center for faculty coordinator training.

·         HR conducted new faculty orientation on benefits during Opening Week 2002.  Continually conduct new employee orientation on benefits as needed.

·         The Bookstore expanded and updated its Employee Handbook for new Bookstore employees.

·      Human Resources and Administrative Services staff serve on the Professional Development Day Committee.

·       Administrative technology staff serve as STACC representative for college.

·         New Facilities employees are provided numerous training sessions on a variety of work-related topics, as well as extensive on-the-job training. Written training manuals and policies are also in place to ensure employee success.

·         The second annual college wide Professional Development Day was held in the fall.  The event was designed and coordinated by a committee which represented all segments of campus.  About 270 faculty and staff participated in the event and a number of faculty and staff created materials and made presentations.

·         The Director of Workforce Training served as the Chair of the 02-03 Professional Development Day Committee.  Administrative Technology - Customer Service Manager serves as the Chair of the 03-04 Professional Development Day Committee.

 

Institutional Advancement

·         Attending local, regional, and national professional development conferences to network with peers from other community colleges and learning new disciplines and techniques in the field of advancement.

 

2.                  Expand training opportunities for students, staff and faculty in areas such as technology, leadership, team building and problem solving.

 

Instruction

·         The Health, Physical Education & Education division supported a classified staff member in taking a campus computer course in order to upgrade her skills.  The division also allows classified staff some flexibility in their schedule so they can take a college course during their lunch hour.

·         Instructional Design has continued faculty instruction in new techniques as well as continuing to teach their previously developed faculty workshops.  Instructional Design continued their one-on-one faculty contact giving guidance in computer technology (166 faculty, 241 interactions and 65 staff, 54 interactions) and staff has been visiting faculty buildings to provide “Just-in-time” assistance to faculty.

·         In an effort to respond to faculty training needs, the Instructional Design staff conducted a brief survey of instructors to determine topics of interest and preferred workshop schedules and revised spring quarter offerings accordingly.  They have also worked with Writing Gateway faculty to develop a discussion web rubric to improve the quality of discussion through web contributions among faculty, students, and staff, assisted Access Services in posting back issues of their e-mail newsletter on the web, and worked with the Instructional Computing Center to make the new Skill Soft course library available.

·         Librarians have participated in delivering faculty workshops through the FRC’s Information Literacy Core Group or at campus symposia such as the HCC Summer Institute and the Iraq symposium.

·         Reference Librarians taught 13 classes summer quarter, 101 classes fall quarter, 73 classes winter quarter, and 103 classes spring quarter as part of their information literacy program.

·         Web sites created or maintained for the campus community by Instructional Resources staff are receiving active use.  Examples include the Copyright Information web site, the Accreditation web site, the Foundation web site, and the Information Literacy Core Group web site. 

·         Instructional Resources staff has been promoting library collections by coordinating titles for Recommended Reading shelf and marketing this service campus wide. 

·         Business Information Technology department provided Customer Service Training for instructional staff with about 40 participants during winter break. The BTech faculty also helped individuals on a one-to-one basis helping to answer questions regarding Word, Excel, and Access' functions.

·         The entire Accounting department participated in the VITA -- Volunteer Income Tax Assistance - this spring. It is available to employees as well as members in Highline’s broader community.

·         The Center for Extended Learning development and offered a number of new programs in partnership with a variety of instructional departments.  These included collaborations with Paralegal for a Navy program in Bremerton, Business faculty for Human Resources and ITO Management courses, Hotel and Tourism Management for Event Planning courses, and the Math and Science, Outreach, and Education Departments for the Teen College.

·         ACHIEVE classes with Community and Supported Employment provides access to training for under-served populations in Highline’s community—especially the disabled.

 

Student Services

·         Six of eight full-time employees in Financial Aid staff attended training that provided federal Department of Education updates, HECB updates and a variety of breakout sessions on best practices in financial aid.

·         Members of the Counseling Department, Career and Employment Services and Access Services completed parts 1, 2 and 3 of the HCC Technology Passport training program.

·         The Counseling Center saw over 100 people at their recent National Alcohol Awareness Screening Day, April 18th.  This educational effort included videos, information/handouts, and discussion for the entire campus community;

·         In her role as Student Services web master, Leanna Albrecht is providing on-going training to Student Services web authors and web managers.  Consequently, web pages are being updated.

·         Lance Gibson coordinated an effort by a campus wide committee to produce and distribute a document that provides specific suggestions on how to deal with students in distress.

·         Unity Through Diversity Week.

·         International Student Services staff have participated in several training sessions in order to a utilize new computer software system in order to comply with new Homeland Security reporting requirements on international students.

·         Student Services launched a monthly “brown bag” meeting to review new literature and programs in student development.

·         Supported staff in attending state-wide council meetings, workshops and training conferences.

·         Prospective student database is shared between admissions/entry services, outreach, and instruction

·         Shared databases between instruction and Admissions/Entry Services for selective admission programs (Nursing and Respiratory Care)

·         Currently, eight Professional/Technical programs have provided their own letters that Admissions/Entry services mails

·         White information board at Admissions/Entry Services that displays daily on-campus events.

·         Admissions/Entry Services walk-in schedule shared with Campus Operator and several other departments for assistance with callers looking for general information.

·         Collaborative SMS training for all offices dealing with student records.

·         ISP invited other departments/programs (Entry Services, Admissions, Purchasing) to their staff meeting to work collaboratively with other departments. 

 

Administration

·         Human Resources and Administrative Technology staff established and provided training on individual access to the web-based earnings history page.

·         HR presented a workshop at the Professional Development Day 2002 on “shades of discrimination”

·         HR established contract with the Department of Personnel Employee Assistance Program as a resource tool for supervisors and employees on work or personal issues and facilitated training and publicity about services that are available.

·         Human Resources staff attended supervisory and computer training courses offered by the Department of Personnel.

·         Bookstore staff attended the National Association of College Stores Annual meeting. This event included educational sessions as well as an extensive trade show.

·         Bookstore staff attended Context, the national convention of textbook buyers as well as the Sequoia Users Group Meeting for in depth training on the new software that has been released over the past year.

·      Vice President of Administration’s office finalized emergency plan and provided emergency planning training for campus building coordinators.  Drills and table top exercises were conducted and evaluated.

·     Institutional Research office developed student tracking databases for selected professional/technical programs.

·     Institutional Research office conducted data integrity training with selected staff from Student Services.

·     Institutional Research office developed Project Declare database for Educational Planning office.

·         Vice President of Administration’s office enabled the provision of CPR/First-Aid training for 95 campus employees.  Offered the training to the entire campus.

·         Facilities enrolled supervisors in a week-long training workshop.

·         Facilities Trades staff have been enrolled in training to enhance their skills in building operations and equipment use.

·         Facilities Staff is encouraged to attend seminars and training covering tasks and dept. responsibilities.

·         Financial Services staff participated on the staff development day committee.

·         Financial services held one day Team Building seminar.

·         Financial Services staff attended national conference on Building Performance skills.

·         Financial Services purchased tapes of Building Performance Skills and presented program to Financial Services Staff.

·         Financial Services staff attended Process Mapping Workshop.

·         Administrative Services staff attended Personal Service Contract Management training.

·         Security staff worked with Student Services staff to prepare a training aid for college employees in dealing with students in distress.

 

Institutional Advancement

·         The Office of Communications & Marketing supported a classified staff member in taking campus computer courses in order to upgrade her skills.

 

 

3.                  Continue providing financial resources for staff and faculty development.

 

Instruction

·         Professional development has been a central activity in Instruction and takes a variety of forms from short intensive training sessions on the use of technology, to conference attendance, instructional design activities (including a focus on effective programming for distance learning), the use of Computer Based Training, and working well in a multicultural, multilingual environment.  Specific training for certificate programs, professional technical certifications, and advanced degree work continues to be supported.

·         To date, for academic year 02-03, the Office of the Dean of Instruction for Professional-Technical Education has provided funding for 27 faculty and staff members to participate in professional development activities related to their disciplines/staff assignments.

·         Over Memorial Day weekend, seven HCC faculty attended the annual NISOD conference sponsored by the Community College Leadership Program at the University of Texas at Austin.  They presented a total of three workshops on various approaches to teaching excellence.

·         The New Faculty Seminar series coordinated by the Faculty Resource Center orients new tenure-track and one-year faculty to working as instructors at HCC. The 2002-2003 program includes 13 sessions and covers such topics as student advising, accommodating deaf students, HCC international initiatives, and the tenure process. Ten of the new tenure-track or one-year faculty have been regularly attending these meetings.

New Faculty Seminar 2002-03 Topics through 4/11/03:

Ø      September 27

Introductory Meeting - Life at Highline

Ø      October 11

Deaf Students and Interpreters in your class: What to do

Ø      October 25

Advising Part 1

Ø      November 8

Advising Part 2 with "Advising Jeopardy"

Ø      November 22

Student services, resources, and opportunities for students, staff and faculty at HCC

Ø      January 17

International Initiatives at Highline: What are we doing internationally and why are we doing it?

Ø      February 7

Instructional Design and Media Services - who are they and what can they do for us?

Ø      February 21

Psychopathology 101 for instructors

Ø      March 7

The Ten Commandments, The Sermon on the Mount, or the Six-Fold Path to Tenure - Discussion Hour

Ø      April 11

CGG - Culture, Gender and Global Studies Department and D/G Requirement

Ø      April 25

Library 101 for Faculty

Ø      May 9

Projects & Initiatives with Cape Technikon and the Polytechnic of Namibia

Ø      May 23

Summary Evaluation of your Highline Experience

 

·         The Office of Instruction’s international grants have provided professional development opportunities for 15 College personnel in southern Africa this year.

·         Instructional Design has continued faculty instruction in new techniques as well as continuing to teach their previously developed faculty workshops.  Instructional Design continued their one-on-one faculty contact giving guidance in computer technology (166 faculty, 241 interactions and 65 staff, 54 interactions) and staff has been visiting faculty buildings to provide “Just-in-time” assistance to faculty.

·         In an effort to respond to faculty training needs, the Instructional Design staff conducted a brief survey of instructors to determine topics of interest and preferred workshop schedules and revised spring quarter offerings accordingly.

·         Librarians have participated in delivering faculty workshops through the FRC’s Information Literacy Core Group or at campus symposia such as the HCC Summer Institute and the Iraq symposium. 

·         Web sites created or maintained for the campus community by Instructional Resources staff are receiving active use.  Examples include the Copyright Information web site, the Accreditation web site, the Foundation web site, and the Information Literacy Core Group web site. 

·         Instructional Resources staff has been promoting library collections by coordinating titles for Recommended Reading shelf and marketing this service campus wide. 

·         Instructional Resources pursued a strong professional development regime.   Many of our employees participated in a variety of technical training courses, management skills training, accounting classes, grant writing, technical writing, and improved job skills by attending conferences pertaining to their specific jobs.  In addition, forty-Seven employees renewed their CPR and First Aid cards, attended customer relations training including methods for dealing with difficult patrons.

·         The Center for Extended Learning offered a number of professional development opportunities customized for college staff including Business Writing, Managing Emotions in the Workplace, People Management Using the Individual, Team, and Organizational Philosophy, and Collaborative Negotiations.

·         Instruction prepared and submitted a Department of Education Title VIA International Education and Foreign Language grant that funds faculty professional development, curriculum enhancements, and a modest community outreach component.  It was approved for funding with programming to begin in Fall 2003.

 

Administration

·         The College fund for exempt staff professional development supported nine people in the pursuit of their degrees or certificates.

·         A new administrator/professional staff sabbatical leave policy was developed and implemented.  Four exempt staff have been awarded leaves.

·         Facilities sets aside training funds for staff development and assists employee in seeking funds from other sources.

·         Vice President of Administration as part of Executive Staff established sabbatical leave program for administrators and exempt.

·         Encouraged individuals throughout administrative services to pursue degrees including doctorates, several masters, BAs and associate degrees through administrative/exempt sabbatical leave program, and quarterly professional development awards.

·       Staff throughout Administrative Services attended professional organization meetings through college funds.

 

Institutional Advancement

·         The Office of Institutional Advancement provided funding to Instruction and Student Services staff to attend grant writing seminars and conferences.

·         The Office of Resource Development in conjunction with the President’s office secured funding for the “Faculty of the Year Award” and the “Employee of the Year” Award, both $1500 awards.

·         Staff members in the Office of Communications & Marketing attended several professional development activities this year, including national conferences and local workshops.

 

4.                  Refine, streamline, and make available college policy development procedures.

 

Administration

·         A new policy and procedure development process was approved by the Board of Trustees in the fall and the new Policy Development Council has adopted several new policies utilizing the streamlined process.  Board College policies are now posted on our intranet and are being compiled in one centralized location.

 

C.                 The College will maintain and expand its tradition of acknowledging excellence in teaching, service and innovative contributions to the institution.

 

1.                  Identify and acknowledge Highline Community College employees and community members/ leaders who make innovative contributions to the college.

 

Instruction

·         The Education department continues to work on the statewide Skill Standards grant.  The department helped to plan and participated in a statewide event focused on assessment. Highline’s Gateway writing faculty member was the keynote speaker and conducted a work session on rubrics.

·         The Physical Education department continues to provide service to the campus by making the gym and other facilities open to the entire campus and by holding a series of health and fitness related workshops for the campus community.

·         The Paralegal and Business Information Technology Coordinator was recently nominated and awarded the Excellence in Teaching Award from the Washington Association of Vocational Education.

·         On April 28-30, the Faculty Resource Center, together with the Office of Instruction, sponsored a Scholarly and Artistic Activity display of HCC faculty.  Twenty-one faculty members demonstrated examples of their work.  A well-attended afternoon reception was held recognizing the participants and their outstanding contribution to the college and the community.  Several members of Highline’s accreditation team also dropped by during the event.

 

Student Services

·         Student Services honors one staff member per quarter as the Outstanding Student Services Employee and provides a small contribution to a professional development activity or conference.

·         Student Services started the quarterly Outstanding Student Services Award. 

 

Administration

·         Facilities has submitted nominations for employee of the year and has more past winners than any other campus department.

·         Facilities routinely recognizes employee achievements within the department, such as becoming American citizens, perfect work attendance, birthdays, etc.

·       Facilities and Administrative services staff serve on employee of the year committee.

 

Institutional Advancement

·         Increased awareness of excellence in teaching, learning and service to the institution by promoting institution externally (press releases and quarterly class schedule) and internally (campus newsletter).

 

2.                  Continue to recognize and reward teaching excellence.
 

Administration

·       The outstanding faculty of the year award and outstanding staff of the year award were announced at our faculty and staff luncheon on June 12, 2003.

 

3.                  Create and promote monthly staff and student recognition programs.

 

Student Services

·         Two Nursing students were awarded a WAVE scholarship.

 

Administration

·         Human Resource staff has developed a ‘random act of recognition’ program to be launched at Opening Week 2003.

·         Administrative Technology’s Passport Training Team recognizes employees who complete each phase of the training.

 

Institutional Advancement

·         Faculty and staff accomplishments are listed in Highline’s monthly newsletter.

 

4.                  Create recognition traditions to honor student achievement.

 

Student Services

·         In May, Student Programs, International Student Programs and the International Club combined efforts to produce the first annual HCC International Night, which hosted a dinner with entertainment for 275 students, staff and community members, and featured nine performances that highlighted international cultures represented at HCC.

 

Administration

·         Student/employees in Facilities have been recognized for their academic achievements.

·       Student worker in Administrative Technology was recognized as student of the year.

 

D.                 The College will reassess and revamp its current internal communication system to improve quality and responsiveness.

 

1.                  Develop a system by which information regarding program development may be shared among non-credit and credit programs, and other college offices.

 

Instruction

·         The Dean of Instruction for Professional-Technical Education holds regular meetings with Professional-Technical Department Coordinators to apprise them of program development and other issues related to college initiatives.  The Vice President of Academic Affairs, the Dean of the Center for Extended Learning, and the Director of the Faculty Resource Center frequently attend these meetings.

 

Student Services

·         Admissions/Entry Services has developed two different databases that are shared among as many as thee different departments on campus.  The Nursing admissions database is the most widely shared resource that allows Registration and Records and the Nursing department to view the same real-time information about Nursing program applicants as tracked in Admissions/Entry.  With over 200 applicants to the two nursing programs, the ability for multiple staff members to assist students with their questions has reduced the length of time students must wait for a response.  These database activities also support SI#4D.

·         A prospective student database has been developed that is shared between Admissions/Entry Services and the Outreach departments.  Collecting over 1000 general inquiries each quarter, the database is updated every time a staff member in Admissions/Entry or Outreach receives a request (telephone, mail, website, college/high school fair) generating a letter and new student packet of information the following day.  Currently, eight Professional/Technical programs have provided their own letters that are sent when students request their particular programs, and bi-weekly reports of student interest are provided to those program coordinators for their own follow-up.

 

Administration

·         Facilities is developing, with the assistance of HCC’s Marketing Dept., a marketing plan to effectively inform campus of pending capital project work, disruptions, milestones, etc.

·         Instructional Resource staff worked with Human Resources (at their request) in streamlining the separation clearance process, and a class scheduling application was developed for the Faculty Resource Center.

 

2.                  Publish department and college outcomes on the web site.\

 

Administration

·         Published the first comprehensive publication titled “Student Learning Outcomes, Department Mission and Objectives, and Assessment Practices.”  This publication contains all documents related to student learning outcomes.

·         Facilities office staff has been working with the campus web master to improve the Facilities site. 

·         The new construction projects will be monitored by cameras that post images on the website.

·         Published the College’s first Institutional Effectiveness Report and posted it to the OIR intranet site.

·         Institutional research routinely present student information to faculty and staff via e-mail.

·         Routinely post results of data analysis to OIR intranet site.

 

Institutional Advancement

·         The Office of Institutional Advancement produces a monthly electronic newsletter to highlight campus news, introduce new employees and recognize individual and departmental achievements.

 

3.                  Develop web sites to facilitate internal and external communication.

 

Instruction

·         The Cooperative Education office refined its web-site and database in order to facilitate increased efficiency in communicating with faculty, staff and students.

·         Instructional Computing created and implemented web sites for online courses, new employees, and students using web related courses.  They also continue to improve their communication by maintaining and improving an intuitive department web site (ICC, ICCHELP sites, web forms, etc).

·         Instructional Design continued to work on strengthening the campus’s web presence by establishing policies and procedures, designing and posting new web sites, implementing a new web editor for distance education, maintaining public communication, researching and proposing new software, supporting the IMP program with instruction and advising, and assisting staff and faculty across the campus with developing their web sites and developing skills to create web sites.

 

Administration

·         Human Resource Department has placed personnel action forms on their website.

·         HR Dept has identified their website development as a high priority.  This website will be a gateway portal to employee resources.

·         The Bookstore improved its website to better fulfill the needs of our students, staff and faculty.

·         The Administrative Technology department provides the server for the intranet site.

·         A Summer Institute project is underway which involves several areas of the campus to develop an interactive website with a staff directory.

·         The new construction projects will be monitored by cameras that post images on the website.

·         The campus-wide intranet continues to be developed. A calendar of campus events is updated regularly.

·         The Board’s web site provides current information to the campus on Board activities and actions.

·      Administrative technology staff re-created the admissions web page to agree with form; Administrative technology maintains the student, faculty and employee web transaction pages.
 

Institutional Advancement

·         In an effort to provide information and assistance to the campus, the Office of Institutional Advancement developed the following web sites:  Legislative Update, How to Write a Grant, Speaker’s Bureau, and an Events page which is also available to the public.

 

4.                  Consolidate flow of information in and out of the college (e.g. call center).

 

Administration

·         Facilities established a committee to review and create solutions on impact of project work to the campus community.

 

5.                  Develop campus-wide policies concerning internal and external communication systems and protocol.

 

Administration

·       Facilities informs the campus in advance of work impacting the community.

·       The Campus Web Committee is developing guidelines and standards for the web sites – this includes Administrative Technology and Vice President’s office staff.

·       Administrative Technology staff are members of the Technical Advisory Committee that develops policies related to appropriate use of the college email and internet connections.

·       Administrative technology supports, maintains and are members of the contact store e-mail group that notifies all departments on campus of new and separated employees.

·       Implemented the use of web-based earnings history to access leave usage and balances, and earnings history up to 2 years.

·       Human Resources and the Business Office have implemented payroll direct deposit for all new employees.

·       Instructional Resource staff worked with Human Resources in streamlining the separation clearance process, and a class scheduling application was developed for the Faculty Resource Center.

·       The new policy and procedure development process requires timely action and communication of action taken to campus groups.